IT
This short phrase lets a student politely request extra time before responding, and can help reduce pressure during classroom discussions.
What is ‘Can I have a moment to think?’
You realize you forgot your homework at home. This is a simple, appropriate self-advocacy statement to use with your teacher.
What is ‘I forgot my homework—can I turn it in tomorrow?’
In a short video clip, a student crosses their arms, looks away, and shrugs. This nonverbal message is usually communicating this feeling.
What is showing disinterest or uncertainty?
You’re new at your job site and want to start a conversation with a coworker during a slow moment. This simple, workplace-appropriate opener helps begin a friendly conversation.
What is asking, ‘How’s your day going so far?’
You walk into class and want to start a conversation with a peer before the bell rings. This friendly, low-pressure opener helps get the conversation going.
What is asking, ‘Did you understand last night’s homework?’ or ‘How’s your day going?’
You walk into a group activity where everyone is speaking quietly and focusing on their work. This is the behavioral change you should make before joining.
What is adjusting my voice and pace to match the group?
A peer accidentally bumps into you in the hallway and immediately apologizes. This is the most contextually appropriate response.
What is saying, ‘It’s okay,’ and continuing on?
You didn’t hear the last part of the instruction during a speech session. This is a clear and appropriate way to ask for help.
What is ‘Can you repeat that, please?’
Your supervisor explains a task, and you respond with “Okay.” The conversation stops. To maintain the conversation and show engagement, this additional sentence would be appropriate.
What is asking a follow-up question like, ‘Would you like it done a specific way?’
A classmate tells you, “I’m nervous about the quiz today.” To maintain the conversation and show you’re listening, this is an appropriate response.
What is saying something like, ‘Yeah, me too—what part are you most worried about?’
During a noisy class discussion, you start to feel overwhelmed and your heart speeds up. This is an example of a self-advocacy action you can take before task avoidance happens.
What is asking for a brief break or quieter space?
You’re assigned to a group where one member is doing all the work and you don’t understand your part. This is a self-advocacy action that addresses the problem without avoiding it.
What is asking, ‘Can you explain my part?’ or ‘Can we divide the tasks more evenly?'
In a practice scenario, your peer leans in, raises their eyebrows, and taps the empty chair next to them. This nonverbal message likely means this.
What is inviting you to join them or sit down?
You notice two coworkers are talking quietly while you’re trying to complete a task that requires focus. You want to problem-solve respectfully without creating conflict. This is the best first step.
What is politely asking, ‘Could we move this conversation to a quieter spot? I’m having trouble focusing.’
You and a partner are assigned to work together, but they immediately start doing the project alone. You want to problem-solve without creating conflict. This is an appropriate approach.
What is saying, ‘Can we divide the work so we both have a part?’
You join a group where peers are watching a video and raising their hands before speaking. Using environmental and peer cues, this is the expected response from you.
What is waiting for the right turn to talk and using a hand raise like peers?
A classmate makes a sarcastic comment about your project during group work. You feel frustrated, but want to respond appropriately. This is a verbal or behavioral response that supports your goal.
“What is calmly saying, ‘I didn’t like that comment—can we keep feedback respectful?’ or choosing to take a short break?”
During a structured activity, you’re given multi-step directions and only understand the first step. What can you do?
What is asking, ‘Can you explain the next step?’ or ‘Can you show me what to do?’
During a team meeting, a coworker suggests a method for organizing supplies that you don’t think will work. You want to disagree in a professional, non-confrontational way. This phrasing supports positive workplace communication.
What is saying, ‘I see where you’re coming from—can I offer another idea?
During a group activity, a peer suggests an answer you believe is incorrect. You want to share your perspective without sounding rude. This is a respectful way to disagree.
What is saying, ‘I see your point—can I share my idea too?'
You’re completing a group project. The room gets louder and the teacher gives multi-step directions. You want to participate successfully without avoiding the task.
What is using environmental cues to pause and observe, then saying something like ‘I’m getting overwhelmed—can you repeat that slower or give me one step at a time?
At your job site, a coworker is consistently late in giving you the materials you need, making you fall behind. Identify an appropriate solution or self-advocacy statement and describe an appropriate response if the coworker becomes defensive.
What is saying, ‘I need the materials earlier so I can finish on time—can we plan a system that works for both of us?’ and if they become defensive, responding with, ‘I’m not trying to blame you; I just want to make sure we can both get our tasks done.’
In a mock workplace video, a coworker glances at the clock repeatedly, avoids eye contact, and taps their foot while you’re explaining something. To meet your two goals, identify the likely nonverbal message and the appropriate response.
What is recognizing they may be in a hurry or overwhelmed, and saying something like ‘It seems like now might not be a good time—should we finish this later?'
You and another employee have to complete a shared task. The coworker insists on doing it their way and interrupts you each time you explain your idea. To problem-solve effectively, maintain the conversation, and disagree respectfully, this combined strategy would be the most appropriate response.
What is calmly saying, ‘I want to make sure we both feel heard—can we each explain our ideas one at a time and decide together?’
Your group is debating which topic to choose for a class presentation. Two peers keep interrupting each other, and no one is listening. You want to problem-solve, maintain communication, and disagree appropriately to help the group move forward. This combined strategy is the best response.
What is saying, ‘Let’s take turns sharing our ideas so everyone gets heard—how about we vote after everyone explains their choice?’”