What Kind of Resistance Are You Dealing With?

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Quiz Questions

1.
⚠️ For each question, select every answer that fits.
- A.
  ✅ Message received. I’m selecting all that apply.
- B.
  ❌ Nope. I’m emotionally attached to choosing only one.
2.
What happens after initial implementation?
- A.
  It plateaus quickly
- B.
  Concerns surface indirectly
- C.
  It becomes inconsistent
- D.
  It gets simplified or abandoned
- E.
  It stalls without leader push
3.
When new initiatives are introduced, what typically happens?
- A.
  People comply but energy feels low
- B.
  People agree in meetings but concerns show up later
- C.
  People try, but consistency fades quickly
- D.
  People disengage when it gets difficult
- E.
  People wait for direction instead of taking initiative
4.
What do you sense educators are thinking but not always saying?
- A.
  “I’m not sure this is worth the effort.”
- B.
  “I don’t know if it’s safe to be fully honest here.”
- C.
  “I’m not sure I can actually do this well.”
- D.
  “I don’t want to look like I’m struggling.”
- E.
  “I don’t think I have much control over this anyway.”
5.
How do educators typically respond to feedback or coaching?
- A.
  People question why the change is necessary and push for sticking with what’s already working. You hear things like, “Why can’t we just keep doing what we’ve been doing?” or “This worked fine before.”
- B.
  They agree in the moment, but the real pushback shows up later or somewhere else. You hear concerns through side conversations, or see quiet resistance instead of direct feedback.
- C.
  They push back by pointing to student limitations or context. You hear things like, “My kids can’t do this,” or “That might work somewhere else, but not here.”
- D.
  They start to engage, but when it gets challenging, the pushback shows up as wanting to scale it down or move away from it. You hear things like, “This is a lot,” “Do we have to do all of this?” or “Can we just simplify it?”
- E.
  They don’t openly push back, but avoid taking initiative. They look for exact directions, scripts, or approval before acting. You hear things like, “Can you just tell me exactly what you want?”
6.
When you notice resistance, what’s your instinctive response?
- A.
  Explain the purpose and importance more clearly
- B.
  Reassure and keep things positive
- C.
  Offer support, modeling, or training
- D.
  Double down on expectations
- E.
  Provide reminders, accountability, and follow-up
7.
Which pattern shows up most often over time?
- A.
  Minimal follow-through beyond expectations
- B.
  Limited honest feedback or pushback
- C.
  Starts strong, then drops off
- D.
  Avoids challenging parts of the work
- E.
  Relies heavily on leadership to move things forward
8.
What do you hear most often?
- A.
  “How is this different from before?”
- B.
  “I’m not sure I want to share this…”
- C.
  “That won’t work with my students”
- D.
  “Can you just show me exactly what to do?”
- E.
  “Are we required to do this?”
9.
What feels most frustrating right now?
- A.
  They’re doing it, but not really doing it.
- B.
  I can’t get honest input.
- C.
  They want to try, but it’s inconsistent.
- D.
  They give up too quickly.
- E.
  Everything depends on me.
10.
In meetings, you most often see:
- A.
  Conversations drifting to other priorities, side topics, or logistics. People engage, just not on the work that matters most.
- B.
  The room feels agreeable and positive, but quiet. People nod along and avoid pushing back or naming concerns. The conversation stays “safe,” even when you suspect there’s more underneath.
- C.
  The conversation keeps circling back to student limitations. People engage, but quickly shift to why it won’t work in their classroom. You hear things like, “My kids can’t do this,” or “That might work with other students, but not mine.”
- D.
  People participate early on, but as the conversation moves into complexity or challenge, energy drops. The discussion shifts toward simplifying the work, avoiding harder parts, or moving on before things get uncomfortable.
- E.
  People wait for direction. There are long pauses, limited initiative, and a tendency to look to you or others to decide next steps. The conversation moves forward only when someone leads it.
11.
What best describes the overall energy around this work?
- A.
  “This feels like one more thing”
- B.
  Wants to be left alone.
- C.
  “This feels overwhelming”
- D.
  “I don’t want to get it wrong”
- E.
  “Just tell me what to do”
12.
If you had to guess, what’s driving the hesitation?
- A.
  They don’t see the personal relevance
- B.
  They’re unsure how safe it is to speak up
- C.
  They don’t feel capable yet
- D.
  They don’t want to struggle publicly
- E.
  They don’t feel ownership over the work
13.
Which of these have you tried most?
- A.
  Clarifying the “why” repeatedly
- B.
  Keeping things positive and supportive
- C.
  Offering more help and resources
- D.
  Encouraging a growth mindset and persistence
- E.
  Increasing accountability and check-ins
14.
If you could fix ONE thing immediately, what would it be?
- A.
  Stronger buy-in
- B.
  More honest conversations
- C.
  More confidence and skill
- D.
  More persistence through challenge
- E.
  More initiative and ownership

Quiz Outcomes

1.
“Why Are We Even Doing This?”
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✉️ Check your inbox for your next stepWe just sent you a free resource to help you respond to this resistance.Form of Resistance: IrrelevanceUnderlying Need: Value MindsetWhat this looks like:You hear pushback about the need for the change. People question why they can’t keep doing what’s already working. Or they don’t push back directly, but the energy goes elsewhere. Conversations drift, engagement is surface-level (at best) and the work never fully takes hold.What’s actually happening:It’s a lack of value. When educators don’t see how a change connects to what matters to them, their students, their time, their definition of good teaching, they won’t invest in it. So they either push back or quietly opt out.Why your current approach isn’t working:They don’t see this as important yet… and your approach probably assumes they do. Value isn’t built through explanation. It’s built through alignment.What to do next:Instead of trying to convince them, get curious:👉 What feels at risk for them right now?👉 What would make this feel worth it in their classroom?Now that you can see the pattern, the next step is knowing how to respond to it. 🗓️ Discuss your specific challenges with us! Book a free call.✉️ Ready to go deeper?Your email includes a free tool and next steps tailored to your results.
2.
“I’ll agree… but I’m not saying what I really think.”
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✉️ Check your inbox for your next stepWe just sent you a free resource to help you respond to this resistance.Form of Resistance: DisconnectionUnderlying Need: Belonging MindsetWhat this looks like:Meetings feel positive. People nod, agree, and move on. But later, you hear concerns in side conversations or hesitation shows up in the implementation. The real pushback isn’t happening in the room.What’s actually happening:This isn’t about politeness. It’s protection.When people aren’t sure it’s safe to disagree, ask questions, or be honest, they hold back. And holding back looks like agreement.Why your current approach isn’t working:Keeping things positive and supportive won’t surface the real issues because people don’t share honestly when things feel nice. They share when things feel safe.What to do next:Shift from agreement to honesty:👉 What’s not being said right now?👉 Where might people not feel safe pushing back?Now that you can see the pattern, the next step is knowing how to respond to it. 🗓️ Discuss your specific challenges with us! Book a free call.✉️ Ready to go deeper?Your email includes a free tool and next steps tailored to your results.
3.
“This Won’t Work With My Kids”
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✉️ Check your inbox for your next stepWe just sent you a free resource to help you respond to this resistance.Form of Resistance: DoubtUnderlying Need: Success MindsetWhat this looks like:Pushback shows up as concerns about students. You hear:“My kids can’t do this.”“This works somewhere else, but not here.”Or people try briefly, then stop when it doesn’t go well.What’s actually happening:This isn’t about the students. It’s about their confidence. When educators aren’t sure they can succeed, especially in a visible, high-stakes environment, they protect themselves. Protection sounds like:“This won’t work here.”Why your current approach isn’t working:More strategies won’t fix this because this isn’t a strategy problem. It’s a belief problem.What to do next:Build belief before expectation:👉 Where have they seen this work successfully?👉 What evidence do they have that they can do this?Now that you can see the pattern, the next step is knowing how to respond to it. 🗓️ Discuss your specific challenges with us! Book a free call.✉️ Ready to go deeper?Your email includes a free tool and next steps tailored to your results.
4.
“This Is Too Much”
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✉️ Check your inbox for your next stepWe just sent you a free resource to help you respond to this resistance.Form of Resistance: Comfort ZoneUnderlying Need: Growth MindsetWhat this looks like:People engage at first until it gets hard. Then you hear:“This is a lot.”“Do we have to do all of this?”“Can we just simplify it?”Or the work quietly gets watered down or abandoned.What’s actually happening:This isn’t resistance to change. It’s resistance to struggle. If struggle feels like failure, people will avoid it.Why your current approach isn’t working:Encouraging persistence isn’t enough because people won’t push through something that feels risky and unsafe.What to do next:Normalize the messy middle:👉 Where might struggle be interpreted as failure?👉 How are you signaling that discomfort is part of the process?Now that you can see the pattern, the next step is knowing how to respond to it. 🗓️ Discuss your specific challenges with us! Book a free call.✉️ Ready to go deeper?Your email includes a free tool and next steps tailored to your results.
5.
“Just Tell Me What to Do”
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✉️ Check your inbox for your next stepWe just sent you a free resource to help you respond to this resistance.Form of Resistance: HelplessnessUnderlying Need: Ownership MindsetWhat this looks like:There’s little pushback but also little initiative. People wait for direction, ask for exact steps, and the work moves only when you push it forward.What’s actually happening:This isn’t laziness. It’s low agency. When people don’t feel like they have real influence over the work (even when they do), they don’t take ownership of it. They wait.Why your current approach isn’t working:More accountability won’t create ownership because ownership doesn’t come from pressure. It comes from agency.What to do next:Shift from directing to empowering:👉 Where might they not feel allowed to take ownership?👉 What decisions are still sitting with you that could shift to them?Now that you can see the pattern, the next step is knowing how to respond to it. 🗓️ Discuss your specific challenges with us! Book a free call.✉️ Ready to go deeper?Your email includes a free tool and next steps tailored to your results.