Real Estate Apprenticeship

Description Do you work in real estate? Or are you an expert in researching the housing market? Teach apprentices how to assess the housing market and a client's needs, prepare a house for touring, negotiation skills, and how to pitch the house to a prospective buyer or seller. WOW! Sit down with apprentices at the negotiating table with an actual seller, along with their client (potential buyer), and negotiate a deal! Apprentices can even sign a fake deed to the house.

Real Estate WOW! Plan Wee k Stage
Lesson Objectives: What do we need to get done today?
Learning Objective: What will the apprentices learn today?
1. The basics of Real Estate (4 basic players and 4 stages of buying/selling a house) 2. How to assess client needs- the importance of asking questions as a salesperson 3. What our WOW! Roles will be 1. that selling homes is all about getting to know what the client wants assessing client needs 2. How to properly greet and act around a client. 4. how to fill out an assessing needs worksheet 1. Asking why a need is important. 2. How to ask visualization

Activities

Learn new skills

1

MODEL

WOW! ‘em!
1. Build trust in the group and establish expectations for the rest of the apprenticeship. 2. Map out the four stages of buying and selling a house 3. Complete “assessing needs” exercise 4. Assign WOW! Roles

1. Donald Quiz 2. Goals –Our future opening ritual 3. Fill in player’s chart(15) 4. 5. Shoe exercise: Learning how to ask questions 6. Choosing Our WOW! Roles

Learn new skills

2

MODEL

Assessing Client Needs
1. practice asking questions 2. make Community Expectations contract 2. brainstorm the features of a home 3. fill out assessing client needs worksheet

1. What’s In a Home Brainstorm 2. Community Expectations contract 3. Mr./Mrs. Personality Game 4. Assessing Needs Home Profile Worksheets

Learn

3

MODEL

Select a Property and Prepare for

1. Assess TL’s needs 2. Turn “Why” into Visualizing

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new skills

Touring
1. Review assessing needs 2. Writing out visualizations questions about that property 3. Practice walking a client through home

questions 3. How to walk a client through a house

Questions 3. Plan tour around school 4. Tour of school

4
Produce

Negotiation Skills SCAFFOL D
1. fill in the rest of the players chart 2. negotiate the sale of a house in an imaginary scenario 3. practice the "Tricks of the Trade" 4. Putting all skills together

1. other variables
in buying/selling houses 2. the basic components of a grant deed and how to negotiate the terms of a grant deed 3. the "Tricks of the Trade" and how/when to use them responsibly. 4. How to ask visualization questions 5. What questions to ask given specific client needs 3. How to close 1. How to fill out a client/home profile with an actual client 3. How we will tour our client around the house 4. What our visualization questions will be for our clients

1. Fill in rest of players 2. Practice Secret tricks of the Trade 3. play Negotiation poker 4. Putt all skills together and practice before client arrives 5. Interview actual client. 6. Closing Signals game

Produce

5

SCAFFOL D

1. Review client-agent etiquette 2. Assessing actual client’s
needs 3. create a plan for the

Meet the Client and Tour Prep

1. review client-agent etiquette 2. interviewing client 3. plan route around house and write visualization questions

tour

6
Practice

COACH

Client Tour Time!
1. Tour client around the house 2. make the close

1. Demonstrate agent skills. 2. Read the client and make the close. 1. how to match client to seller

1. tour the client 2. close and discuss making an offer

7

Prepare to Pitch

1. discuss seller needs
2.Preview of next week

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Practice

COACH

to Seller!
1. watch tape/hear recording/read seller’s needs 2. prepare to present our client’s offer 3. Practice negotiation skills

needs 2. what will happen at negotiation table 3. how to negotiate

3.negotiation poker with real terms

8
Practice

COACH

Practice WOW!
1. Apprentices practice their 2. 3.
negotiating table WOW! Roles CT/TL feedback Apprentices write drafts of speeches for WOW! Show Apprentices give and receive feedback to/from each other

1. negotiation skills
2. speech writing skills 3. oral communication

1.Rehearse negotiation 2. write speeches for WOW! show 3. rehearse for WOW! Show

9
Practice

FADE

Dress Rehearsal for WOW! WOW!
Apprentices sit down at negotiating table with actual seller and their client/potential buyer and negotiate a deal, sign a fake deed to the house. At WOW! Show, apprentices talk about what they learned about 21st Century Sales Skills and Real Estate

1. Oral communication 2.practice speeches

1. Run through everything for both WOW!s

10
Perform

FADE

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Lesson # 1 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Build trust in the group and establish expectations for the rest of the apprenticeship. 2. Map out the four stages of buying and selling a house. 3. Complete “assessing needs” exercise 4. Assign WOW! Roles 5. Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 1. The basics of Real Estate (4 basic players and 4 stages of buying/selling a house) 2. . How to assess client needs- the importance of asking questions as a salesperson 3. What our WOW! Roles will be Agenda based on the lesson plan. Post in the room for the apprentices to see.

1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Introduction: Are you Real Estate People? 4. Activity: Setting Goals –Our future opening ritual (ignore #1) 5. Activity: Introduction to real estate 6. Activity:Shoe exercise: Learning how to ask questions 7. Actvity: Choosing Our WOW! Roles (15) 8. Closing and Teach Back 9. Clean up

10 Minutes 5 Minutes 5 minutes 10 minutes 15 minutes 30 minutes 15 minutes 5 Minutes 5 Minutes

Preparation and Space Set up: At least four pairs of mens’ and womens’ shoes respectifully—hopefully all similar with slight differences Agenda visual Appenices A-C WOW! Roles visual Page 4 of 54

Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see.  Goal  Real estate  Property/Structure  Buyer, seller, agent  Pushing vs. matching  21st Century sales skills Materials and Equipment Shoes, markers, flipchart paper, worksheets, apprentice portfolios and pens

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Lesson # 1

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Introduction: Are you Real Estate People? Apprentices take a short yes/no quiz like the ones The Donald gives on his TV lectures to determine who in the audience is “his people.” (See Appendix A) At end of quiz, tell apprentices that if they answered “yes” to these questions, they are Real Estate People. Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Setting Goals: Our Future Opening Ritual Time: 10 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Discuss how some of the questions on the quiz would to connect what apprentices make great life goals. Ask apprentices if any of them learn in this class to the rest of sound like things they want to set as life goals or if their lives/to stress the apprentices have other ideas for life goals. Ask importance of goal-setting in apprentices to pick one goal and write it down 1-3 achieving things in life times (depends on writing skill level of apprentices. This shouldn’t take that long) Then have one or two volunteers read their goal and state one reason why/how they think they will reach that goal. CT should explain that even if apprentices don’t end up becoming real estate agents, they will learn “21st Century sales skills” in this class that will help them in lots of different things they might do—will help them reach their goals. Finally, ask what they think the goal of this class should be based on the agenda. Write down that goal on the board. Forecast for kids that they will come up with a goal for the class every week at the beginning of class and then they will each write it down and recite it, because writing and reciting your goals is a good first step to making them happen. At the end of each class, always check in to see if class has reached its goal. Activity 2: Introduction to Real Estate Time: 20 minutes

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Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective This should be a two-part exercise. Part I: The CT to introduce apprentices to real should begin by explaining that Real Estate is like a estate process and their role in it really fun game that has many players. This week, they will learn the four basic ones. Can they guess who those players are? CT should place the four basic “players” cards on a large visual. These cards represent the Seller, the Buyer and their respective agents. The CT should arrange these cards in pairs around a picture of a house. Once the kids understand these players, circle the Buyer’s Agent and let apprentices know that this is the role they are in in the Real Estate game. Periodically you will be adding to this visual, so make sure you bring it to each class. Tell apprentices that for the next ten weeks they will learn the skills necessary to interact with and serve the needs of all the players in the game so that they can come out on top. Stress that in order to succeed in their role, it is essential that they help others succeed in their roles—TEAMWORK!! Part II: On a separate visual, write out Steps 1 through 5 of Helping a Client Buy a Home (see Appendix B) and place cards out of order on the visual. Let apprentices come up to the board and try and correctly arrange the steps. (assess client needs, select properties based on client needs, tour client around properties, write an offer on a property, and negotiate with Seller) After apprentices arrange the steps, ask them why they chose their arrangement. Debreif why they are right or wrong. Explain vocabulary (assess, offer, property, negotiate). Make sure all steps are ordered correctly and then explain that each week for the next three weeks they will learn the tools of steps 1, 3 and 4 and 5 will be their WOW!. Step 2 is not the intellectual part of being a real estate agent and so the CT will take care of that. In a few moments, we will start working on assessing client needs. Activity 3: Selling Shoes--> Pushing vs. Matching Time: 30 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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The 2 keys to assessing client needs are: 1) being friendly and professional and 2) asking questions to find a product that perfectly matches the client’s needs. . CT and TL then set up a shoe store and model selling shoes to a client in two ways. In the first skit, the CT/shoe salesperson should “push” a pair of shoes on a client without asking questions and regardless of what client says s/he wanted. The TL/client should get frustrated and walk out of the store. In the second skit the CT should ask tons of questions and really try and “match” the product to the client’s needs. TL should purchase something happily. Ask apprentices which way worked better and why. Make sure they get at both keys. Set up a chart to compare the two and label one side “pushing” and one side “matching.” The key to “matching” (21st Century Sales Skills) is very simple—ask questions! Start with yes/no questions, then ask questions that necessitate longer answers, then use helpful phrases like “what’s important about that?” Or “tell me more about that.” This three-step guide to asking questions is the backbone of being a good salesman—hold onto this visual!! After this discussion, ask apprentices to pair up and practice selling shoes in the matching method. Make each apprentice the judge of the other —the client apprentice has to buy a pair of shoes if the salesperson apprentice asks at least one yes/no question, one long-answer question, and uses one key phrase, but the more questions the better. apprentices can keep track on the question tracker (see Appendix C). Give apprentices five minutes and then switch roles. Encourage teamwork by saying that what ever pair asks the most questions will both get a small prize. CT and TL should walk around and observe.

Objective To haveapprentices practice how to ask questions/conduct an interview of sorts

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Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Before asking for teach backs…. Take 15 minutes to do the following: Take time to discuss each role, why and why not someone might like performing these roles, then post names on visual. If there are only a few apprentices, assign roles right there. If there are many and competition for roles ensues, make a worksheet and have apprentices rate their 1st, 2nd,and 3rd preferences with one reason why. In the latter case, CT and TL choose before next class. At negotiating table: 2 groups of 2, 1 group of 1  Group 1 – Introduces our team to Seller’s agent and is in charge of stepping in when and if transaction seems to be in jeopardy.  Group 2 – In charge of introducing our initial offer to the Seller’s agent and all revised offers thereafter  Group 3 – In charge of taking notes on Seller’s demands and discussing them with Buyer, consults with Groups 1 and 2 to form new offer. At WOW! Event: Together, you will introduce a crowd of your peers: apprentices, parents and other real estate agents, to the techniques you learn in our class. Each of you (or in pairs if lots of apprentices) will discuss a specific part. Those parts are the following:  Kid A – Give an overview of real estate players and steps—what we did  Kid B – Discusses “21st century sales skills”  Kid C-E – Each discusses a step in the real estate process that they participated in  Kid F – Discusses negotiation process  Kid G—Discusses the importance of goal setting and concludes. DON'T FORGET TO ASK IF WE REACHED OUR GOAL FOR THE CLASS! Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? Make sure portfolios are in order and are collected, take down visuals carefully.

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Lesson # 2 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 6. practice asking questions 7. Create a Community Expectations Contract 8. Brainstorm the features of a home 9. fill out assessing client needs worksheet Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 4. that selling homes is all about getting to know what the client wants assessing client needs 5. how to properly greet an act around a client 6. how to fill out an assessing needs worksheet Agenda based on the lesson plan. Post in the room for the apprentices to see.

10.Opening Ritual 11.Review Agenda and Set Context 12. Activity: Review and Community Expectations Contract 13. Activity: Game: Mr./Mrs. Personality 14. Activity: Creating Home/Client Profiles 15.Closing and Teach Back 16.Clean up
Preparation and Space Set up: Post agenda and class contract/consequences, WOW! Roles Have extra flipchart paper and markers handy

10 Minutes 5 Minutes 15 minutes       15 minutes 35 minutes 5 Minutes 5 Minutes

Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. Features, assess, personality, profile

Materials and Equipment Agenda visual, 4 basic players visual and stages of buying/selling a home cards assessing needs/home profiles blank worksheets and master worksheets (appendices A B) class contract note cards for personality game Page 10 of 54

Markers, flipchart paper, notecards Apprentice portfolios and pens (business cards?)

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Lesson # 2

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Read the agenda first, and then set a goal together as a class based on it. Write it on the board and have each apprentice write it down separately as well. Then have each apprentice recite it.

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Contract , WOW! Roles, Review Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Create a visual with a door on it. In the top corner of To have apprentices create a list the door write "bring it inside" and in the top corner of of appropriate and innapropriate the rest of the visual write "leave it outside." Have behaviors and develop apprentices brainstorm what ownership of class time. To qualities/behaviors/attitudes they need to bring to class remind kids of WOW! roles. To and what they should check at the door. Have review everyone sign it. Take a set number of questions/comments so that you don’t dwell too much. Also take time to go over WOW! Roles if you didn’t officially decide them last week. If you have decided on a policy for switching your role, discuss it here. Post players visual and have apprentices name them. Then post cards with four phases of buying/selling a house and remind apprentices that we’re finishing up prepping for phase one.. Activity 2: Game: Mr./Mrs. Personality Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Before you play, review 2 keys to making a client to have apprentices practice happy. 1) being kind and professional and 2) asking their people skills yes/no questions, then long answer, then following up with helpful phrases. Then Ct should announce that we’re about to play Mr./Mrs. Personality to win the Page 12 of 54

heart of a client. This game should be done in an oldfashioned dating game style. Blindfold the TL or place a divider in front of the TL. TL shouldn’t be able to see apprentices. Have no more than five apprentices volunteer to sit on chairs in the front of the room. Announce that the TL is someone who wants to buy a house and she/he is here to select a agent to help her based on some questions she/he has previously drawn up. CT should also be a contestant—a really mean one that no one would choose. Ask the questions dating-show style. Audience should help TL choose by calling out the number of their favorite client when TL asks for help. TL should choose the kindest and most inquisitive contestant. Debrief game —create list of positive salesperson personality traits Activity 3: Home Client Profiles Time: 35 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective First 10 minutes: Either make a visual of a house or To learn how to link the features make a worksheet with a house on it. It should be of a home to a client's needs and empty and have space around it for yard features. desires for a lifestyle in that Have apprentices brainstorm what kinds of features a home. home has, draw/blueprint them onto the visual/worksheets. Next 25 minutes:Give apprentices blank home profile sheets. See Appendix A. CT and TL should model filling out the sheet by going through an entire scenario together with the class on the board or on a visual of the worksheet blown up (5 mins). Then have apprentices interview CT/TL like they are clients and have apprentices ask questions round robin in order to determine what features clients want, how they should look and WHY they want them that way---make sure apprentices know that the WHY is important for later when they will tour the client around a property. Go over scenarios (See appenidx B) give a prize to apprentices who filled out their sheet the most thoroughly and were able to recreate the master sheets the best.

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Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Review features of a home, positive salesperson personality traits, how to ask questions about client needs, why the WHY is so important. Did we reach our goal?

Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? Apprentices put away portfolios, clean room

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Lesson # 3 Name of the Apprenticeship: Citizen Teacher: Real Estate:The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 10. Review assessing needs 11. Writing out visualizations questions about that property 12. Practice walking a client through home Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 7. Asking why a need is important. 8. How to ask visualization questions 9. How to walk a client through a house Agenda based on the lesson plan. Post in the room for the apprentices to see.

17.Opening Ritual 18.Review Agenda and Set Context 19. Activity: Assessing the TL's Needs 20. Activity: Visualizing Questions and Tour Prep 21. Activity: Tour the School 22.Closing and Teach Back 23.Clean up

10 Minutes 5 Minutes 15 minutes 20 minutes 30 minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Post agenda and class contract Post positive salesperson personality traits brainstorm from last week Post etiquette pictogram worksheet Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. Assess, Visualizing Question, etiquette

Materials and Equipment Markers, flipchart paper Agenda visual Possible properties worksheets Revamped home profile worksheet with new VQ section attached next to WHY column School layout blueprint, markers/pens for kids Apprentice portfolios/pens

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Lesson # 3

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Read the agenda first, then set a goal together as a class based on it. Write it on the board and have each apprentice write it down seperately as well. Then have each apprentice recite it.

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Assess the TL's Needs Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective CT tells apprentices that today they will work with a to rehearse a client interview fake client (the TL) who wants to buy a school…just pretend such a thing happens. Hand apprentices a School Profile sheet that looks like the home profile worksheet of the previous week but has different features particular to a school. (see Appendix A) Have them interview TL as though she/he is their real client (remind them that they will meet their real client in two weeks so make sure they are taking it seriously). Have them fill out the sheet, make sure they ask lots of questions, write down the WHY in the appropriate column. Activity 2: Tour Prep Time: 30 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective 1. CT tells apprentices to pay attention to the WHY for apprentices to practice category on their school profile worksheet and have matching a client's needs to the them circle the WHY answers that seemed to indicate features of a property/use a tool that those features in particular are most important to of influence (VQ) the client. Then tell apprentices that agents take these WHYs and turn them into questions they can ask the client on the tour to help the client “visualize” themselves inhabiting the property. When an agent Page 16 of 54

asks a good VQ, s/he is planting a seed in the client’s mind that may grow into a big day dream tree about how perfect the house is. This imagery is really cheesy but also really relelvent; approach it with humor. This is where the “art of influence” begins. Have apprentices write questions for at least three important features—number or letter the questions, rate them based on how big a dream tree could grow from that seed. (see appendix B) Hand out Sequoia Pinecone tickets to apprentices who could grow big trees with their questions. Explain that these tickets will go in a raffle at the end of the day for a prize. Ex: if a client says having a back porch is really important because she likes to barbeque a lot, when you take her to the back porch make sure you ask her where she would put her grill and if she can imagine hanging out with friends back there. 2. Then hand out the Tour Worksheet (see appendix C) and have apprentices make a list of the features they will take their client to see in order from first to last. Guide them towards creating a path where they can show the client a really special feature first, but not the most important one, and then end with the most important feature. all the most important places based on her/his answers during the interview. Place the number of the VQ by the corresponding feature. Explain to apprentices that they will have their profile and tour worksheets with them on the tour to refer to. 3.Have apprentices teach back all the important personality traits of a good agent that they’ve learned over the last two weeks. Then have the apprentices compete to see who can greet the TL, the CT or each other in the most professional way. Briefly give apprentices tips w/aid of pictogram visual on how to act towards a client on a tour (walk ahead, make frequent eye contact, check for client’s interest, no pushing). Activity 3: Tour the School Time: 25 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Take the tour, have a new apprentice ask a VQ at each to have apprentice practice important feature. Remind apprentices of etiquette touring a client and helping the along the way. If there is a big group, split into two client envision themselves where Ct and TL are both clients. Hand out seed using/living in the space. tickets to apprentices who ask really good VQs. Page 17 of 54

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Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Debrief tour, ask apprentices how they felt, review meaning of visualizing questions and etiquette. If an apprentice has not earned and seed tickets thus far, ask for a good VQ now. Then do the raffle. Check to see if we reached our goal

Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? Apprentices put away portfolios, clean room

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Lesson # 4 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 13. fill in the rest of the players chart 14. negotiate the sale of a house in an imaginary scenario 15. practice the "Tricks of the Trade" Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 10. other variables in buying/selling houses 11. the basic components of a grant deed and how to negotiate the terms of a grant deed 12. the "Tricks of the Trade" and how/when to use them responsibly. Agenda based on the lesson plan. Post in the room for the apprentices to see.

24.Opening Ritual 25.Review Agenda and Set Context 26. Activity: Other Players in the Game 27. Activity: Secret Tricks of the Trade 28. Activity: Negotiation Poker 29.Closing and Teach Back 30.Clean up

10 Minutes 5 Minutes 20 mins. 20 mins. 30 mins 5 Minutes 5 Minutes

Preparation and Space Set up: Post agenda, post Players visual and new players cards (Escrow, Discolsures, The Housing Market,) Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. Grant Deed, Escrow, Escrow Period, Discolsures, Housing Market, influence, negotiation, fixtures, repairs, offer Materials and Equipment Negotiation poker cards, tricks of the trade visuals, markers, visual paper, players visual, pictogram visual

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Lesson # 4

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Read the agenda first, then set a goal together as a class based on it. Write it on the board and have each apprentice write it down seperately as well. Then have each apprentice recite it.

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Other Players in the Real Estate Game Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective CT says something like this: "So far, we've only to intoroduce apprentices to discussed these two (point to us and the buyer) Now other variables in buying a it's time to talk about how relate to these two (Seller house that they will have to and Seller's agent). And when do we do that? negotiate around. Probably no one will be able to say exactly but they might get at "the time when we buy the house." Right! That's called the Close. If our client sees the house and decides she wants it, we meet with her to write an offer and we present it at another meeting to the Seller and the Seller's agent. Now we don't just make that offer out of nothing, we base it on a bunch of factors which are all on these cards around the players visual. Can anyone guess what they are? They're not all people players but they are all factors that determine if we'll be able to help our client buy the house." Go through each card. Remind apprentices to take notes on vocab sheet (see appendix A) "The key thing to remember is that all of these are things we can bring up to influence the Seller and the Seller's agent when we make our offer. The four basic caegories of the grant deed that we are going to make an offer based on are: price, fixtures, repairs, and close length (escrow period). Before we see how we can influence these things, let's first talk about how we get Page 21 of 54

our client into that negotiating room in the first place.

Activity 2: Secret Tricks of the Trade Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective CT explains that after the tour, if the house is a good for apprentices to understand fit the next step is to "close" the client, or in other what closing is, and how to words, help them decide to make an offer. CT should close a client that is nervous. share three important facts about closing using When it is appropriate to use art pictograms--stress that this is abig deal and there will of influence. To distinguish be two tasks that they must perform before learning between a salesperson with and the tricks because the tricks will make them really without integrity. powerful: 1) "90%"--only bother to show a client a house if you are already 90% sure s/he will like it. Remember, you are a salesperson with integrity (define that!) and genuinely want to match a client to a product. 2) "a scared face thinking about the words 'big decision'"-- people are afraid to make big decisions even if they are the right decisions. if you KNOW a house is the best a client can do, and s/he loves it but is just scared, it's your job to use the art of influence to help the client. 3) picture of spiderman and the words "With great power comes great responsibility."-- real estate agents are like spiderman because we have special powers of persuation but we only use them to help people, not just to make the sale and make money…we will discuss this more later. Now there's a couple things apprentices must do before they can be eligible to learn the Secret Tricks. 1) They must all formally pledge no to use these tricks solely for their own benefit, but only to help people that really need to be pushed to making the right decision. You can write a more serious pledge or maybe make them sign a contract. 2) give apprentices 3 scenarios either on flichart paper or on a worksheet and have them say in which scenario it is appropriate to use the tricks of the Page 22 of 54

trade--. Explain that the art of influence is only appropriate for scenario three. If the apprentices get it right, uncover the Secret Tricks of the Trade Visual, one trick at a time. 1) fake choice: giving client two "choices" that are both what you want such as "great, so you want to make an offer here or go back to the office?" 'Do you want to meet today to write the offer or tomorrow afternoon?" 2) ask questions with a down tone, 3) While you ask a question, nod or shake your head while making direct eye contact depending on how you want the client to answer. Give the apprentices two more options in case the client really is not a fit for the house, or if they are certain they want it. 1) just move on and say "ok, let's go on to the next house" if you sense client doesn't like it 2) if they do like it "great, let's go ahead and make an offer." Activity 3: Negotiation Poker Time: 30 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective First take 5 to 10 mins to go over the rules. Each team To have apprentices practice will represent the Buyer and the Buyer's Agents and negotiating. the Seller and the Seller's Agent. The Seller and the Buyer will sit at opposite ends of the room. Each team will have a deck of cards that are color-coded to represent Asking/Offering Price, Repairs, Fixtures, and Close Length. The buyer and seller on each team will receive a scenario card that states their needs and wha they are willing to be flexible on. The goal is for each team to get as much of their client's needs met as possible. Remind both sides that they should never immediately reveal where they are flexible because they may be able to use that as leverage later, Step 1) the teams will start out laying down their ideal situation. on their side of the table Step 2) Teams will bring back that offer info to their Page 23 of 54

clients and consult, then tell each other where they are willing to make changes by placing new cards down or removing cards as the case may be. Step 3) repeat steps one and two til a deal is reached. For this round, say a deal must be reached and TL and CT will advise. Round 2 This round is similar only this time each team will have some Wild Cards that the other team won't know about. CT and TL should privately meet with respective teams to debreif the Wild Cards Buyer's WCs: 1) Comparable Houses Card: states that other houses in the area have sold for less and are similar to the Seller's house 2) Break-Through Phrase: Responds to Seller's "Break Down Phrase" and must actually be read out loud by the Buyer's agent. If the Seller's agent team has the corresponding phrase in their deck, the breakdown is avoided Seller's WCs: 1) Other Buyer Card: this card shows that other people are interested in buying the house and will pay more. 2) Break-Down Phrase: This card can be played at any point and states that the Seller's agents don't feel a deal can be reached. This might mean the end if the other side does not effectively play the break-down phrase that matches the one in the other team's deck.

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Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Forecast that next week the apprentices will be meeting their client and will be asking her all the things that everyone asked the TL when we did the practice round with the school. Ask for teach-backs about what the most important thing to ask the client is (WHY s/he wants a particular feature) encourage long-answer questions. Ask what the WHY can lead to (a Visualization Question) Did we reach our goal? Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? clean up cards, put away portfolios

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Lesson # 5 Name of the Apprenticeship: Citizen Teacher: Real Estate:The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 1. Review Client-Agent etiquette 2. Meet and interview actual client 3. prep for actual tour 16.       17.       Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 13. How to fill out a client/home profile with an actual client 14. How we will tour our client around the house 15. What our visualization questions will be for our clients Agenda based on the lesson plan. Post in the room for the apprentices to see.

31.Opening Ritual 32.Review Agenda and Set Context 33. Activity: Quick Review: Etiquette 34. Activity: Meet Our Client 35. Activity: Plan the Tour 36.Closing and Teach Back 37.Clean up
Preparation and Space Set up: Post agenda, class contract, some etiquette guidelines

10 Minutes 5 Minutes 5 Minutes 20 Minutes 35 Minutes 5 Minutes 5 Minutes

Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. Ask WHY!!!! etiquette

Materials and Equipment Flipchart Client needs form (see appendix A)

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Lesson # 5

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Read the agenda first, then set a goal together as a class based on it. Write it on the board and have each apprentice write it down seperately as well. Then have each apprentice recite it.

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Etiquette Review Time: 5 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Go over motions with apprentices: greet client at the for apprentices to remember door, shake hands, say you’re ___with intro walk how to give a tour client to seat, introduce the purpose of today’s for apprentices to plan the meeting, Remind them of how to sit, speak to client, course of the tour they will give and present a unified front—if you and co-agent next week disagree say “excuse us for a second” and whisper to each other to the side. Then say thank you for coming in, and lead client out the door. Assign roles? Introduce constructive feedback model/sheets. Activity 2: Meet and Interview Client Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Client comes in and apprentices ask questions about Apprentices will interview their home features round robin. Apprentices fill out actual client in order to prep for home/client profile as thoroughly as possible. CT and their tour. TL should also take notes for comparison afterwards. Client can select a most inquisitive or TL can tally up good questions and follow up "tell me more about that’s" on the board. Activity 3: Prep for the Tour Time: 30 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Page 27 of 54

Three phases: 1) Review actual client's needs, review her WHYS, select five most important features to show her. Write them on the board. 2) Explain to apprentices that CT will choose a property that fits her needs before the next class based on how well they can synthesize this worksheet and create this game plan. Present apprentices with the same worksheet as wk. 3 Remind apprentices to start with interesting feature and end with the most important feature. Explain to apprentices that they will have these worksheets and their profile worksheets with them on the tour to refer to. 3) Reintroduce idea of a Visualizing Question. Post visual with guidelines (Appendix A) On the same worksheet as they were just working on separate worksheet, have apprentices write a VQ for each of the five important features, select one or two apprentices to ask a question at each of the five places. Practice saying them out loud.

Objective To plan the tour which apprentices will conduct next week.

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Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Ask apprentices what they think they did well in the client interview and what they could do better if they had a chance to do it again. Forecast schedule for the tour next week; no opening ritual, just driving straight to the property so that they can walk around before the client arrives. Did we reach our goal? Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? put away portfolios, stack chairs, remove visuals

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Lesson # 6 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 18. Tour the client around the house 19. Close the client 20.       Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 16. How and when to Close 17. how to react to a real client 18. practice skills learned thus far Agenda based on the lesson plan. Post in the room for the apprentices to see.

38.Opening Ritual 39.Review Agenda and Set Context 40. Activity: Review on the ride 41. Activity: Field trip: tour client around house 42. Activity: Make the Close 43.Closing and Teach Back 44.Clean up

10 Minutes 5 Minutes 15 45 15 5 Minutes 5 Minutes

Preparation and Space Set up: make sure apprentices have their worksheets from last week, client needs forms and portfolios Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. inegrity, close, offer

Materials and Equipment see prep and space set up

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Lesson # 6

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Set goal in car after review activity Time: 5 Minutes

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Quick Review in the Car Time: 10 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask for an apprentice in each vehicle to teach back to review the tour and practice what they will start with on the tour and what they will closing the client. end with. Ask for two VQs. Remind apprentices that at the end of the tour they should try and close the client. Ask for teach backs on the SecretTricks of the Trade. Activity 2: Tour Time! Time: 45 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Tour client around house, follow worksheets from To practice all agent skills previous week, have designated apprentices ask learned thus far. appropriate visualizing questions at each feature, take notes on what client does and does not like for making the close. Activity 3: Making the Close Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective After tour, assess with client what was good and what To use the art of influence to was not, client will be very positive about most encourage client to make an important features and only so-so on one or two-- this offer is rigged so that apprentices will have the opportunity to use the art of influence (its scenario 3). Agents Page 31 of 54

should be able to analyze that this is still the house for her and encourage her to make an offer using the tricks of the trade that they learned last week. She will say that she will write the offer with the CT at his office later.

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Provide apprentices with constructive feedback (plus and delta) form in the car and use it guide a conversation about the pluses and deltas of the day (see attachment) Did we reach our goal?

Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? no clean up, just make sure portfolios are in order and are returned to CT and TL

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Lesson # 7 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 21. watch tape, hear recording, meet with Seller to discuss Seller needs 22. begin preparing our presentation of client's offer 23. practice negitiation skills Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 19. How to match Client to Seller needs 20. how to structure a presentation 21. how to negotiate/respond to an unplanned question Agenda based on the lesson plan. Post in the room for the apprentices to see.

45.Opening Ritual 46.Review Agenda and Set Context 47. Activity: What a Seller Wants 48. Activity: What's Going to Happen? 49. Activity: Negotiating Poker Part Deux and Dichotomy 50.Closing and Teach Back 51.Clean up

10 Minutes 5 Minutes 15 Minutes 10 Minutes 35 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: post agenda, set up whatever equipment you need to play seller tape/dvd/recording Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. asking price, negotiate, offer, Seller's needs, terms of agreement, flexibility

Materials and Equipment WOW! Roles visual paper, pencils apprentice portfolios negotiation poker cards Stages of presentation visuals for brainstorm equipment for playing tape/recording/DVD of seller talking Page 33 of 54

Lesson # 7

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Read the agenda first, then set a goal together as a class based on it. Write it on the board and have each apprentice write it down seperately as well. Then have each apprentice recite it.

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Seller's needs video/tape recording Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Apprentices watch a video/listen to a recording of To understand what the Seller is 1)what Seller is looking for in terms of kind of buyer, looking for so that we can begin 2)what Seller is willing to fix in house and what to build our presentation to the he/she is not Seller 3) Seller's asking price 4) Length of Close that Seller wants While they watch, apprentices fill out a scavenger hunt worksheet based on this recording that is divided up into these categories. In each category there is space to put what the Buyer wants but they fill out that part after they've gathered all necessary info about Seller's needs. Activity 2: Our Presentation Time: 35 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective CT should explain to apprentices that helping a client To prepare for negotiations buy a house is a delicate balancing act of pleasing the using actual client/Seller Seller enough so that s/he accepts our client's offer information. without giving the Seller everything the Seller wants. TL posts a "flexibility matrix" (see appendix A) of Buyer's needs and one of Seller's needs. We evaluate what our buyer and seller are least, somewhat, and most flexible about with their needs. CT then posts the Page 34 of 54

specs on other similar homes in the neighborhood, and a mystery visuual the is covered, and the main concern of the Seller's agents (anything that could lead to a Breakdown in the poker game). Using all available info, including scavenger hunt, flexbility matrices and specs, apprentices must get into pairs or groups and guess the offer price that the CT and client came up with--it's the mystery number under the visual. Closest group wins a prize. We then refer to our WOW! Roles visual and remind apprentices what they will be discussing at the table. Then apprentices will play the Negotiation Game again only this time they will fill out the Acceptable Arrangements Worksheet (see appendix A) according to the different ways in which they are able to meet their client's needs as they play the game. If the price goes up, what else goes up? If the price goes down, what else goes down. The scenarios theu fill in should go from most to least desirable and it will be their goal at the WOW! to negotiate the most desireable scenario possible. Activity 3: What's Going to Happen? Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Preview what it will actually be like to go to the office To preview the actual WOW! and make this negotiation. Walk in, introduce yourselves, shake hands with agents, and show your client to another room sit down with agents in conference room. Go over polite ways to excuse yourselves to talk to client. Ex: "Pardon me, I need to run that by my client." "Will you excuse me for a moment while I consult with my client?" Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Ask who is nervous about what, teach backs on etiquette and negotiating scenarios. Did we reach our goal?

Clean Up

Time: 5 Minutes

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What roles can you designate for each apprentice to build team accountability? put away apprentice portfolios---make sure you put away dichotomies!

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Lesson # 8 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 24. Apprentices practice their negotiating table WOW! Roles 25. Apprentices write drafts of speeches for WOW! Show 26. Apprentices give and receive feedback to/from each other Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 22. negotiation skills 23. speech writing skills 24. oral communication skills Agenda based on the lesson plan. Post in the room for the apprentices to see.

52.Opening Ritual 53.Review Agenda and Set Context 54. Activity: Negotiation Room Rehearsal 55. Activity: WOW! Show prep 56. Activity: Apprentice Feedback 57.Closing and Teach Back 58.Clean up

10 Minutes 5 Minutes 20 25 15 5 Minutes 5 Minutes

Preparation and Space Set up: Arrange the room like the negotiation room will look--place desks into the shape of a conference table, arrange apprentice/client chairs on one side and Seller/seller's agent chairs on the other Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. no new vocab, this is rehearsal time

Materials and Equipment agenda visual apprentice portfolios feedback visual feedback guidelines visual Speak Up! guidelines visual

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Lesson # 8

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Read the agenda first, then set a goal together as a class based on it. Write it on the board and have each apprentice write it down separately as well. Then have each apprentice recite it.

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Practice Round 1 Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Apprentices will walk into the room like it's the office, To have apprentices rehearse will pretend the TL is the client and show her around their WOW! Roles and really then guide her to the corner or outside the room and use their sales skills then sit down and begin negotiating with the aid of their Acceptable Arrangements Worksheets. They will consult with client and use breakthrough phrases when necessary. Activity 2: WOW! Show Rehearsal Time: 35 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective CT will remind apprentices of their WOW! Show To have apprentices write the roles and will post the speech-writing visual. Each first draft of their speeches, apprentice will say approximately four lines. practice and perform them Line 1) introduce yourself and what you'll be discussing Line 2) state what you learned about that topic Line 3) state why that is important to real estate Line 4) Thank the audience for coming and introduce next speaker. Give each apprentice a private place to work and then bring it in for the last five mins and ask for a couple brave apprentices to take a positive risk and speak their part. Remind apprentices of Speak Up! skills. Page 38 of 54

Activity 3: Apprentice Feedback and Practice Round 3 Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective CT should direct apprentices attention to Plus/Delta To have apprentices give and sheet and the guidelines visual. Go over guidelines, receive peer feedback then take group plus and deltas. No specific feedback in this first part. Then have the room count off so that there are two people with the same number and have them pair up and give each other each two pluses and two deltas. Walk around the room to make sure everyone is staying positive/constructive. Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Ask apprentices how they are feeling about their WOW!s on a scale from one to ten, take the average, and commit to raising it a certain to a certain number by next week. Ask kids what they think would make them feel better. Did we reach our goal?

Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? rearrange desks and collect portfolios--make sure kids keep their feedback and all their important papers in the portfolios, not their backpacks

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Lesson # 9 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence      

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 27. practice negotiation skills again 28. finalize WOW! Show speaches 29. practice practice practice speeches Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 25. put the finishing touches on their negotating skills 26. their speeches 27. the order of their speaches Agenda based on the lesson plan. Post in the room for the apprentices to see.

59.Opening Ritual 60.Review Agenda and Set Context 61. Activity: Sell me this! 62. Activity: Practice negotiations 63. Activity: Practice WOW! Shows 64.Closing and Teach Back 65.Clean up
Preparation and Space Set up: set the room up like in week 8 again

10 Minutes 5 Minutes 15 mins 20 mins 20 mins 5 Minutes 5 Minutes

Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. no new vocab

Materials and Equipment feedback sheets weird items blank paper for note taking in case kids have run out

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Lesson # 9

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Read the agenda first, then set a goal together as a class based on it. Write it on the board and have each apprentice write it down seperately as well. Then have each apprentice recite it.

Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Sell Me This! Time: 10 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective We need a game just to break things up. Remind To make people laugh while apprentices of the shoe salesman game in the first also reminding them of how to lesson. Give apprentices a range of bizarre items connect questions to matching (rolodex, slinky, lampshade etc…) and hide them all in products to clients a bag. Apprentices should not see what's in the bag. This game is half joke, half rehearsal of asking questions. It's played like this: Client/shopper comes in and salesperson greets him/her. The salesperson can ask three questions to get at what client wants. Client should describe something mundane ( a clock, a fork, a sweater) and then the salesperson must reach into the bag and grab the first thing that they touch and pull it out. Then they must pretend that is exactly what the client is looking for and say why. So if a client wants a sweater, but the salesperson pulls out a lampshade then the salesperson must describe how the lampshade will keep them warm and will fit snugly. Activity 2: Practice Negotiation Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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see previous week

Objective see previous week

Activity 3: Practice WOW! Showcase Time:       Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective see previous week see previous week

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Check if we've raised our readiness level from last week. How does everyone feel? Did we reach our goal?

Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? put desks back in order and put away portfolios.

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Lesson # 10 Name of the Apprenticeship: Citizen Teacher: Real Estate: The Art of Influence      

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the apprentices will: 30. have performed their WOW! 31.       32.       Learning Objectives: What will the apprentices learn today? By the end of the lesson, the apprentices will have learned: 28.       29.       30.       Agenda based on the lesson plan. Post in the room for the apprentices to see.

66.Opening Ritual 67.Review Agenda and Set Context 68. Activity: driving to offices 69. Activity: WOW! 70. Activity: driving back 71. Closing and Teach Back 72.Clean up
Preparation and Space Set up: gather portfolios, make sure apprentices look sharp

10 Minutes 5 Minutes 15 mins 45 mins       5 Minutes 5 Minutes

Vocabulary What terms or concepts will you introduce in this session? Post these for the apprentices to see. n/a

Materials and Equipment portfolios

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Lesson # 10

Planning the Lesson
Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) If class has been really good about reaching weekly class goals, break out a surprise visual of all the goals they have set in every class and how many they have reached. With a track record like that, they're sure to have a good WOW! if they make it their goal. If they have had trouble reaching their goals, find a time to huddle at the office and set a goal there without writing it down and use this ritual as a pep talk. Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda – written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Driving to the office Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective last minute review and practice can happen in the car to give apprentices a chance to ride over to the office. get out their nerves, feel more prepared Activity 2: WOW! Time: 45 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Apprentices will perform roles that they practiced in to have apprentices act as real the previous two classes, will witness CT and client agents signing a fake deed to the house after offer has been negotiated and accepted (~30). If other realtors have been invited, they will give feedback (15) or else the Seller and his/her agent will give feedback, Activity 3: Driving Home Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Apprentices can share their feelings, group can stop to relax and feel proud as a team for ice cream, loosen ties, and congratulate each other.

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Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure apprentices learned by having one or more of them teach back. Did we reach our final goal? Who feels prepared to take these skills into the rest of their lives? Why and how? Forecast that you will all meet again next week for a final reflection period

Clean Up Time: 5 Minutes What roles can you designate for each apprentice to build team accountability? n/a

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Real Estate: The Art of Influence Appendix Note: This appendix contains examples of tables, guidelines for visuals, and basic ideas for worksheets, not complete course materials as these materials will differ from campus to campus according to the CT, the property, and the client involved in this apprenticeship
Lesson 1 A. The Donald Quiz Check either the “yes” box or the “no” box. 1. Do you want to control how many hours a week you work? 2. Do you like working with people? 3. Do you like helping people? 4. Do you want to make enough money so that you can take care of your family and spend lots of time with them? 5. Are you prepared to work really hard? 6. Do you want to know Secret Tricks to influence people? 7. Are you trustworthy and responsible? 8. Do you want to wear a suit to work every day? 9. Do you want to have your own office? B. Steps of Buying a House 1. 2. 3. 4. 5. Meet client and assess client’s needs Select properties based on client needs Tour client around property Write an offer with client Negotiate offer with Seller Y □ □ □ □ □ □ □ □ □ N □ □ □ □ □ □ □ □ □ □

C. Question Tracker Client______________________ Salesperson______________________ Type of Question Number Yes/No Question Long Answer Follow Up Statement

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Lesson 2 A. Blank Profile
Will it have/What is its…? Bedroom(s)? A living room? Dining Room Bathroom(s)? A pool? A yard? A kitchen? An office? A porch (front/back)? Other__________ Location How many? big/medium or small? Why? Visualizing Question

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B. Home Profile Example Scenarios #1
Will it have/What is its…? Bedroom(s)? A living room? Dining Room? Bathroom(s)? A pool? A yard? A kitchen? An office? A porch (front/back)? Other__________ Location How many?
Yes-2/3 Yes-1 Yes-1 Yes-2 Yes-1 Yes—front and back Yes-1 Yes-1 front nothing Near a city, near downtown Big/full big big small big medium I don’t want to have to share with guests I like swimming, want to have pool parties I have a big dog and it needs space I don’t do much cooking, I mostly eat out, but I want to be able to cook if I need to. I work from home. I like how it looks

big/medium or small?
1 master, 1/2 smaller big

Why?
I want a big bedroom, and a small guest bedroom (maybe another for an office) I like to have parties, have a huge TV and sound system that I want to show off.

#2
Will it have/What is its…? Bedroom(s)? A living room? Bathroom(s)? Dining Room? A pool? A yard? A kitchen? An office? A porch (front/back)? Other__________ Location How many? Yes-4 Yes-2 Yes 3.5 Yes-1 Yes Yes-front and back Yes-1 no Yes, front A playroom In the mountains big/medium or small? All big Both big Three big Big Big Small front, big back HUGE n/a small big Why? My wife and I need a master bedroom and 3 other big bedrooms for our 3 lovely daughters One sitting room for family time, one fancy one for entertaining The girls all take forever to get ready, also we need a small half bathroom downstairs by the kitchen/dining area We have guests over often, wife and I are great cooks The girls love to swim and have parties We don’t want to deal with too much mowing, but my wife wants a small garden in the back in addition to pool area We want an industrial stove, a deep freezer, convection oven, the works Wife is retired, I have an office and don’t like to take work home we like to sit outside and read the morning paper Our son, the oldest, just had a baby and we want to babysit a lot and play with our granddaughter.

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Lesson 3 A. Blank School Profile

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Will it have/What is its…? Classrooms? Lounge area? Staff kitchen Main office A pool? A yard? cafeteria kitchen gymnasium

How many?

big/medium or small?

Why?

Visualizing Question

auditorium Location

B. Question Seeds Level 1: Bonsai Tree and seed

Level 2: Gum Tree and seed Page 50 of 54

Level 3: Sequoia Tree and pinecone

Feature 1.

C. Tour Worksheet Why

Visualization Question

2.

3.

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4.

5.

Lesson 4 A. Vocabulary  Escrow period – the time between contract acceptance and when (1) escrow transfers money from buyer to seller and (2) grant deed transfers from seller to buyer  Close – The length of the escrow period  Grant deed – document proving ownership of property  Escrow – a third party (person, bank, company) that has part of the money that the Buyer uses to pay for the property  Fixtures – anything that is not screwed, glued or nailed to the property  Disclosures – information that may make a buyer not want to buy a house  Repairs – anything that will be fixed during the escrow period paid for by the seller  Property taxes –taxes you pay every two years based on the home’s sale price. You pay them to the local and the state government Lesson 5 A. VQ Guidelines -use the WHY -use words like “imagine” “feel” and “envision” -help the client picture how life would be in that room Lesson 7 A. Flexibility matrix Flexibility Price Level Repairs Fixtures Close Length Page 52 of 54

Most Somewhat Least Lesson 8 A. Acceptable Arrangements SIMPLY REPEAT THIS DIAGRAM OVER AND FILL IN AS YOU PLAY NEGOTIATION POKER. ALL SCENARIOS Scenario #

Price:

Fixtures

Repairs

Close Length

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Real Estate: The Art of Influence
Resource Guide
I. Literature

Ferry, Matthew. Creating Sales Philosophy. Spirit Publishing, Newport Beach, CA: 2005 Hoagland-Smith, Leanne. (2006, May 16). 7 Tips to Real Estate Agents' Success. EzineArticles. Retrieved May 23, 2007, from http://ezinearticles.com/?7-Tips-to-Real-Estate-AgentsSuccess&id=198978 Willingham, Ron. Integrity Selling for the 21st Century. Doubleday, New York:2003. While nearly all of the material for this course came from the CT’s own personal experience, the first book on this list is his constant reference guide on the meaning of “21st Century Sales Skills” and the importance of goal setting. Both books on this short list can be purchased through Amazon.com, and the article can be accessed by clicking the link provided. All future CTs are also welcome to visit Intero’s website at www.interorealestate.com for more information. II. Apprenticeship Costs

The only cost incurred in this apprenticeship as we ran it was the cost of filling up our cars with gas to transport apprentices to and from the property and office on our few field trips. One thing that the CT was able to supply at no cost to either him or the apprenticeship were formal portfolios that included folders, notepads and a company pen. These are what the apprentices worked with every week. We intended to get our apprentices business cards but never got around to it. That would have cost us around $30.00. On the whole, this is a pretty cost-efficient apprenticeship

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