Step 1 (5 minutes)
Scene - 2 students enter the classroom after the tardy bell rings demonstrating inappropriate conversation, talking loudly about another classmate; the facilitator joins the conversation by yelling demands (sit down, be quiet, etc). The 2 students interrupt the facilitator by saying they didn't have listen to him/her. The facilitator tells them they are wrong to enter the classroom the way they did. The 2 students accuse the facilitator of violating their right to talk freely and however they want to talk. (the skit ends and the students sit down)
Reflection - facilitator asks the class to give their thoughts, questions, feelings about what just happened; what did they see or hear that was inappropriate and/or appropriate? how would they act differently if they were in the scene? facilitator lets the class know it was a pre-planned skit
Step 2 (10 minutes)
Show the "Who's on First?" video by Abbott & Costello
Reflection - what effective/appropriate communication was demonstrated? what ineffective/inappropriate communication was demonstrated? Point out that both men in the video were saying the same thing, but they still weren't understanding each other.
Step 3 (5 minutes)
Pre-assessment - verbal (see assessment section for questions to ask)
Step 4 (10 minutes)
Communication Worksheet - "Communication Blockers" - define and discuss each blocker
Step 5 (5 minutes)
Communication Worksheet - "Listening Actively" - What strengths do you demonstrate regarding listening actively? What areas can you work on to improve your ability to listen actively?
Step 6 (10 minutes)
Communication Worksheet - "Non-Verbal Communication" - how is non-verbal ways - what messages do you people send with facial expressions, eye contact, hand shakes, posture, and tone of voice? "What's the real message?" scenarios - ask the students to respond to scenarios verbally
Step 7 (5 minutes)
Communication Worksheet - "Getting Your Message Across" & "Send a Clear Message" - understanding tips to communicate with respect and courtesy
Step 8 (20-30 minutes)
Divide students into (pre-planned) groups and distribute scenario starters - both effective and ineffective scenarios. Students to complete the scenario. Students to determine who will play each role in the scene, and then demonstrate the scene to the class. At the end of each demonstration, the facilitator will ask the students for feedback, thoughts, comments, questions and suggestions.
Step 9 (5 minutes)
Post-assessment - verbal (see assessment section for questions to ask)