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.

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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.

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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

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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.

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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?

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RELEVANCY OF EFFECTIVE COMMUNICATION:

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

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LESSON:

Silent Human Knot
Time Allocation: 20  minutes
Materials/Resources: paper, pens/pencils, whiteboard, markers, computers/tablets/smartphones (students - optional)

ANTICIPATORY SET IDEA:

Write the following quote on the whiteboard:
o “Effective communication depends much more on your tone of voice and body language than the words you say.”
 As students enter the classroom, instruct them to read the quote and decide if they agree or disagree with it. If they agree, they must stand on the right side of the classroom. If they disagree, they must stand on the left side of the classroom.
 When all the students have chosen a spot, have a few of them explain why they agree or disagree with the statement.

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

As a class, discuss all the different types of communication methods that people use on a daily basis. Write these modes of communication on the whiteboard
   o Non-verbal
   o Verbal
   o Written
   o Interpersonal
 Put students in groups of 10 and have them stand shoulder to shoulder in a circle.
 Have students reach across the circle with one hand and grab the hand of another student. Then have them reach out their other arm across the circle and grab the hand of a different student.
 Students are not allowed to let go of hands and they are not allowed to talk as they are to attempt to untangle themselves back into a circle, how they started.
   o If students are really struggling, offer them the opportunity to unclasp and re-clasp on pair of hands.
 After five minutes pass, inform students that they are now allowed to talk.
 As groups finish and untangle themselves, congratulate them and have them sit down at their desks/table.

GUIDED ACTIVITY:

Use the following questions to stimulate a class discussion:
   o What was the biggest struggle you faced during this activity?
   o How well did your group work together to get untangled?
   o What types of communication did you use during this activity?
   o What challenges did you face when you weren’t able to talk in this activity?
   o Did being able to talk make this easier? Why or why not?

CHECK FOR UNDERSTANDING:

 Technology Use: You could create a Kahoot (Kahoot.com) which is an interactive game that students can log into from their computers or phones and it will give you instant feedback.

 Non-Technology: “Take and Pass” – Students will get in groups and will have one piece of paper per group. Pose the question, “How does communication affect your life?” One student will start and will write their response on the piece of paper. When they finish, they will pass it to the person on their right and they will then write down their response. Students will continue to write down their responses and pass the piece of paper until time is up. When time is up, students will debrief and will then share their responses with the class.

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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: 

DUMPING PROCEDURES
You know having the ability to effectively communicate with people is important. Clearly communicating your message is the easy part in this situation – you want to break up! It isn’t that you don’t like the person, you just aren’t good for one another as partners. No, the hard part in this situation is how to communicate that message. Should you just text them, I mean that would be SO much easier to not have to deal with them in person... or maybe an email. You could even call them and tell them, but in person, YIKES! You are not good at confrontation – what if they get mad? How should this message be communicated?

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

1. How many of you have already been faced with this scenario is real life?
2. What are the possible positive outcomes of telling them in person? What about texting/emailing them?
3. What are possible negative consequences of telling them in person? What about texting/emailing them?

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 would you want someone to communicate this to you, if the role were reversed?”

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 , “IS NON -VERBAL COMMUNICATION JUST AS IMPORTANT AS VERBAL COMMUNICATION ?”

REVIEW AND CLOSING:

As students leave the classroom, they will report to you which area of communication is their weakest and how they will
work to improve it.

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CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their communication skills. This activity will give students the opportunity to work on both their verbal and non-verbal
communication skills during the Human Knot activity.

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