Our Instructor Guide (on the i>clicker site at   has this to say about how to deal with "student resistance" which is somewhat similar:

Some students will probably resist the change in classroom climate from a passive to a more active environment, particularly as it penalizes absences and requires more effort.  Most respond well if the instructor explicitly (and repeatedly!) talks with the class about the purpose
of using clickers interactively, and emphasizes the positive results seen in other classes and education research.  The implicit signals are also very important.  When the clicker responses show students do not understand something, revising the lecture plan to examine their difficulties and address them, rather than ignoring this sends a very positive signal.  Requiring students to spend money on clickers and then using them only once or twice per class to answer very simple questions sends a very different signal and can generate considerable student unhappiness.

We have done extensive surveys of students in classes that use clickers.  In those classes where the clickers are used in a manner at all close to what we recommend, the students overwhelmingly say they contribute to their learning and recommend they be used.  It helps
both learning and attitudes if you ensure that the clicker questions, homework, and exam questions indicate in a consistent manner what is important and what the expectations and standards are for the course.
 
There can be a few very vocal students who strongly oppose clickers, but our surveys have shown that when clickers are used well, this view is never shared by more than a small minority.  If they are troublesome, their complaints can be reduced by surveying the class to show that they are a small minority, rather than representing the sentiment of all (as they usually assume).  Also, although most students say they like using clickers, even those who do not often still recognize their value. In the words of one such student we interviewed,  “Using clickers is like broccoli – I don’t like it, but it’s good for me.”

Finally, the most effective way to eliminate student resistance ultimately is simply to use clickers to make the classroom an extremely stimulating place where students are highly engaged and learning a great deal.
 

Describe to students that ten years of research throughout the US has shown that if students discuss

provacative questions with each other (called "peer instruction") they will learn more (and presumably

their grade will go up. I tell my students I will NOT change the curve from the years I taught without

peer instruction and clickers). 

The paper summarizing 10 years of research is avialable on teh iClicker website:

http://www.iclicker.com/dnn/UserCommunity/Research/tabid/170/Default.aspx 

This only works if the questions are thought provoking.  If they are simple-minded questions then

the use of clickers IS busywork!

At the Univ. of Colorado we have our own data, which you are welcome to use. Go to

http://casa.colorado.edu/~dduncan/LOUISVILLEfooter.ppt  to download the keynote talk

I gave at the first national Clicker conference. Slide 19 shows how much more CU physics

students learned after clickers were introduced.  Emphasize that it is the act of EXPLAINING,

not the act of CLICKING, that produces learning gains.  If students are quiet during clicker

discussions or just copy their neighbors, they will not get the learning gains.  Be on the lookout

for groups of two guys and one girl. She often will have a hard time talking and being heard.