Overview For Teachers

EFFECTIVE COMMUNICATION: The ability to display appropriate listening, nonverbal, verbal, interpersonal, and written skills; send a consistent, clear, concise, and courteous message that is easily understood by the receiving party; ask questions, clarify or summarize, and provide feedback to ensure the message has been understood; the ability to read and interpret documents and instructions clearly and correctly; the ability to give and receive information and convey ideas and opinions with others.

​

PURPOSE: Upon completion of this module, the student will understand the importance of effective communication in the classroom as well as the workplace. In addition, the objectives listed below should be met.

​

OBJECTIVES:

 The ability to demonstrate appropriate verbal and non-verbal communication skills

 The ability to ask relevant questions as well as answer questions thoughtfully

 The ability to communicate effectively through writing

 The ability to read and follow directions correctly and in a timely manner

​

OVERVIEW:

This module focuses on teaching students the importance of being an effective communicator in all types of settings . Students will work to improve both their verbal and non-verbal communication skills . This module will discuss different types of communication and how each one plays an important role in being successful at school and at work.

​

TEACHERS: WHAT ARE YOU OBSERVING?

What does effective communication look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:

1. What does effective communication look like in class?

2. How does your ability to communicate affect others? Example: teachers, classmates, group projects, etc.

3. What does effective communication look like within your learning?

​

RELEVANCY OF EFFECTIVE COMMUNICATION:

Employers have expressed that the ability to effectively communicate is crucial to an employee’s long -term success.

​

​

​

​

​

​

​

​

​

LESSON:

Different Types of Communication
Time Allocation: 20  minutes
Materials/Resources: whiteboard, markers, paper, pens/pencils, computers/tablets/smartphones (students - optional)

ANTICIPATORY SET IDEA:

Write each of the following words on a separate sheet of paper and post one on each wall of the classroom.
  o Email
  o Phone
  o Texting
  o Face-to-Face
 Instruct students to stand by the wall that shows their favorite method of communication.
 Once students have moved to the appropriate wall, have a few students volunteer to share why that method of
   communication is their favorite.

​

WATCH THE VIDEO:

DIRECT INSTRUCTION:

Ask students to name all the different ways to communicate and write their responses on the whiteboard.
  o Email
  o Text
  o Phone Calls
  o Face-to-Face
  o Snapchat
  o Instagram
  o WhatsApp
 Now, tell students that although there are so many different ways to communicate these days, some are only
appropriate to use at specific times.

GUIDED ACTIVITY:

Divide the class into groups of 2-3 and have them write down all the methods of communication that are listed
on the whiteboard.
 For each method of communication, have them answer the following questions:
  o When is it appropriate to use this method of communication?
  o What is the potential risk that your message will be miscommunicated with this method of
     communication?
 When the groups have finished, have them share their answers with the class and compare group answers.
 Make sure students understand the appropriate methods of communication for school and work. 

CHECK FOR UNDERSTANDING:

 Technology Use: Create a short survey with Survey Monkey to check for understanding with the students that they will complete before they leave for the day.

 Non-Technology: Students will rate their level of understanding with either a “thumbs up” if they understand or a “thumbs down” if they need further explanation.

​

ETHICAL SCENARIO--Optional (if not using, skip  to "review and closing")

The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.

 

READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS: 

BREAK UPS ARE NEVER EASY
You just started dating someone new a month ago and things have been going great. You get along really well, you enjoy
a lot of the same hobbies and you even have a lot of the same friends, but you are starting to get bored. You guys always
do the same things, and never anything new. You’ve made multiple suggestions to try new things with her but she isn’t
interested – she would rather stick to what she normally does because that’s just how she is. You can’t spend another
evening at her parent’s house, binge-watching Stranger Things and eating popcorn or you will go crazy! You decide that
you are going to break up with her on Monday morning at school – it’s the best option. You both obviously want
different things and have different personalities so it’s the best for both of you. You decide to call your best friend for
some advice and your friend totally agrees with you but tells you not to wait until Monday and to break up with her right
now. Your friend tells you just to send a quick text, no need for a phone call or a face-to-face conversation; texting is
easier for everyone. You finally get off the phone with your friend and start wondering if this is the right thing to do.
Should you really send a text rather than make a phone call? You try to think of the situation in reverse, what if she were
the one breaking up with you? How would you feel about receiving a text? You also worry because phone calls and face-
to-face conversations are so nerve-racking when it comes to giving bad news. What if she starts crying and gets really
upset? What if she begs you not to do it and makes a huge scene at school? What do you do?

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)

1. How many of you have already been faced with this scenario in real life?

2. What are the possible outcomes of this situation?
3. What are possible positive or negative consequences for the person you are dating?
4. What are possible positive or negative consequences for you, depending on your decision?

GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY
ANSWERED THE QUESTIONS.

NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.

NOTE 2 : Another option to foster further critical thinking is to then ask students ,“ How can your nerves impact your ability to effectively communicate with others?”

NOTE 3 : Another option to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”

CLOSING DISCUSSION: ASK THE STUDENTS , “WHAT DOES IT SAY ABOUT YOU AS A PERSON IF YOU
BREAK UP WITH SOMEONE USING A TEXT MESSAGE?”

REVIEW AND CLOSING:

Have students discuss the following question with a partner:
o Why do you believe people prefer to communicate through texting rather than face-to-face?
o When finished, have a few students share their answers and thoughts.

​

CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their communication skills. This lesson will help them understand that being an effective listener plays a big part in being an effective communicator.

DIFFERENTIATED INSTRUCTION IDEAS:

-Visual: Visual learners will benefit from having a printed copy of the article. They would also benefit from having the definitions and the questions written on the whiteboard.

-Auditory: Auditory learners will benefit from the group and class discussions.

-Kinesthetic: To benefit kinesthetic learners, you could allow them to move around the room as they read the article. They will also benefit from writing down the steps and the brainstorming ideas in the Guided Activity

-ESL: It might be helpful for the ESL students to partner up with another student in class in case they need further clarification but they will also benefit from the group and class discussion as well as interacting with their peers.

-At-risk: At -risk students will benefit from the constant engagement in this lesson that will encourage them to stay on task.

-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help .