Adults can use assertiveness in almost every facet of their lives, from personal relationships to professional situations.If you want to teach adults how to be assertive, you need toFamiliarize them with what assertive means and ask them to assess their current level.They should be taught how to communicate assertively.
Step 1: Define assertive behavior.
If your students have a clear understanding of what it is, you can teach it.There is more to being assertive than just being able to stand up for yourself.Expressing your feelings and opinions in a clear, honest, and respectful manner is what being assertive also means.It is possible to set appropriate boundaries in professional and personal relationships.Taking into account the rights, feelings, and opinions of others.It is possible to make your wants and needs known to others.It's important to stay calm in tense situations.Taking responsibility for your actions.
Step 2: There is a difference between aggressiveness and assertiveness.
A lot of people confuse aggression and assertiveness.Let your students know that aggressive behavior is different from assertive behavior.People who act assertive are more likely to damage their relationships.Aggressive behavior includes ignoring the rights, feelings, and opinions of others.Resisting to listen to opposing views.Trying to make other people do things you want them to do.In tense situations, getting angry, hostile, and demanding.You can use intimidation tactics to get your way.
Step 3: Explain the difference between assertive and passive behavior.
Aggressive behavior is on the opposite end of the spectrum from passive behavior.People who are mostly passive try to avoid conflict.Talk to your students about how passive behaviors put the interests of others first and that the person can't get their own needs met.Being unable to say no or express your wants and opinions are examples of passive behavior.Being afraid of inconveniencing others.When it's to your own advantage, you try to please others.It's a good idea to avoid eye contact.When others do things that bother you, you feel resentful rather than speaking up.Some people engage in behaviors that combine passive and aggressive tendencies, such as agreeing to do a task they don't want to, and then sabotaging it by dropping the ball at the last minute.
Step 4: There are a lot of myths about assertiveness.
Some people may have trouble being assertive because they have been taught not to be assertive.Let your students know that being assertive is not a sign of being selfish or pushy.Everyone has a right to take care of their own needs.If you don't want to do something, it's okay to say no.Sometimes it's necessary to put your own needs first.You can't help others if you're not taking care of yourself.If you're unhappy with the way someone is treating you, you have the right to speak up.
Step 5: Students can be asked to evaluate their level of confidence.
A lot of people have assertive, aggressive, and passive qualities.Ask your students if they see the different types of behavior in themselves as you talk about them.Ask your students to imagine how they would react in different scenarios.For example, if a friend asks you to attend a party, but you don't want to go, you might find it helpful to give your students a questionnaire to assess their own assertive or non-assertive qualities.
Step 6: Discuss the importance of being assertive with your students.
Some students want to become more assertive.It is important for students to become assertive.Knowing where they want to improve can help you and your students set realistic and attainable goals to help them become more assertive.Try asking an open-ended question, like, "How do you think it might help you to use a more assertive communication style?" Your students might come up with answers like "My co-workers will be less likely to take advantage of me," or "I'll have an easier
Step 7: They should practice using I statements.
Taking ownership of your feelings, opinions, and behaviors is one of the most important parts of being assertive.If you transfer your agency to someone else, you will place the blame on another person or give up your own agency.To give your students examples of "I" statements, follow this template: "When you _____, I _____."They should be told to avoid language that sounds accusatory or that the other person controls their feelings.You make me angry when you force me to wash the dishes all the time.You're so selfish!
Step 8: They should be encouraged to express their needs.
It's difficult for anyone to have their needs met if they can't express them.Your students should be given guidance on how to let others know what they want.If we could take turns washing the dishes, it would help me a lot.Can you wash the dishes tomorrow night, and I'll get them the next night?
Step 9: They should keep their speech honest and respectful.
Maintaining a balance between standing up for yourself and being respectful is what being assertive is all about.Adult students should be taught to use language that is factual, honest, and non-judgmental.It is important to see things from the other person's point of view.If you want to be assertive, you need to learn how to empathise with others so that you can compromise.Instead, say, "You always make me wash the dishes."You don't pull your weight here.Encourage them to say something like, "I've washed the dishes every night for the past 2 weeks, you're such a selfish jerk!"We've both been working hard, even though you're tired from working so much.Let's share the load a bit more evenly.
Step 10: They should be told to listen to other people.
A 2-way street is assertive communication.If your students want to have their own voices heard, they need to listen to others.Keeping eye contact while the other person is speaking is an active listening technique.Body language and vocal signals indicate attention and engagement.Rephrasing the other person's main points and asking for clarification.Is that correct?
Step 11: Show them how to use assertive body language.
Affirmative communication combines verbal language with non-verbal signals, such as eye contact and posture.The vocal tone and volume are important.Model assertive, non-threatening body language for your students.Students should stand upright with their shoulders straight when communicating assertively.Keep your expression relaxed and keep eye contact with your conversation partner.Their voice should not be loud or quiet.You can try to model examples of aggressive or passive body language, such as glaring and crossing your arms, or looking at the floor and letting your shoulders droop.Students can identify different types of body language.
Step 12: Try to stay calm in tense situations.
It's easy to forget the rules in the heat of an argument because being assertive takes practice.If students are taught how to mentally regroup, they will handle difficult situations better.They might suggest taking a few moments to breathe before speaking or responding to the other person.Before speaking, stop and think about what they want to say.When they are calm, walk out of the room for a little while.
Step 13: Act out scenarios using skills.
Write some scenes that show aggressive, passive, and assertive communication.After the students act the scenes out, you can have a discussion about what happened in each scene.Ask open-ended questions to foster discussion.What kinds of communication techniques did Bertie use?When your students feel more comfortable with assertive communication techniques, give them scenarios and have them make their own scenes using different communication strategies.