ÒCommunication StoppersÓ
Jaynne A. Jacob
MSUM Intern 2001-02
The ÒCommunication StoppersÓ lesson was derived from
the following program IMPACT: A Self-Esteem Based Skill Development Program
for Secondary Students. The purpose of this particular lesson
is to help students: demonstrate
common ways of responding to another person that may block effective
communication, discuss what constitutes effective and ineffective communication,
and describe how different ways of responding may affect the speaker. After a list of typical communication
blockers is presented to the class and discussed, students briefly role-play
each situation with other students to demonstrate ineffective communication
skills. A class discussion follows
each demonstration.
Time needed: one
class period
Materials needed: chalkboard
and chalk, or chart paper and marker
Lesson Steps:
Write the following list on the board or chart paper for the students to see when they enter the class:
--Interrupting
--Challenging/Accusing/Contradicting
--Probing
--Advising
--Dominating
--Judging
--Interpreting
--Criticizing/Name-calling/Putting-down
Write down these suggestions and discuss each one briefly. Suggest the title ÒCommunication StoppersÓ and explain how each of these things can slow down or stop effective communication.
Start the conversation and encourage the student to talk about anything that comes to mind. Continue the conversation as long as possible. As the student begins to speak, respond with one of the conversation stoppers. Continue using examples of that particular communication stopper until the student gives up talking or the point has been made.
After each role-play, lead a brief discussion about that
communication behavior and how it effects communication with others. Ask the following discussion
questions:
--How did you (the speaker) feel?
--What effect does this type of response have on the speaker?Éthe conversation?Éthe relationship?
--Has this ever happened to you? What did you say and/or do about it?
--In what circumstances might these responses be OK?
The ÒCommunication
StoppersÓ lesson can be directly
linked to the Minnesota Graduation Standards Learning Area 2
(Writing and Speaking). Within
Learning Area 2 (subpart 5Ñinterpersonal communication), students will
demonstrate an understanding of interpersonal communication, how various
factors affect patterns of communication and interaction, and demonstrate
effective speaking and listening skills to improve communication.
This
lesson is also reflective of the personal/social domain of the Minnesota
School Counselors Model of Developmental Guidance and Counseling. Students have an opportunity to
identify their own shortcomings in communication (self-awareness), identify
skills to communicate more effectively (social skills) and identify how
communication affects relationships with others (self-identity and
relationships with others).
Additionally,
this lesson relates to the National Occupational Information Coordinating
Committee standards. Under the area Self-Knowledge: Competency 2 (skills to interact with others),
students demonstrate common ways of responding to another person that may block
effective communication, identify effective and ineffective communication
skills, and describe how different ways of responding to others affect both the
interaction and relationship.
Cowan,
D., Dunne G., & Schilling D. (1990).
IMPACT: a self-esteem based skill development program for secondary
students. Springfield, CA: Innerchoice Publishing.
Minnesota Department of Children, Families and Learning internet site: cfl.state.mn.us/GRAD/gradhom.htm.
National
Occupational Information Coordinating Committee, internet site: www.noicc.gov.
Rief,
J.M., & Enestvedt, J.K. (1993). The Minnesota school counselorsÕ model
of development guidance. Publisher location unlisted: Minnesota School
Counselors Association.
Professional School Counselor
Fairmont High School
Fairmont, MN
Phone: (507) 238-4411
Fax:
(507) 235-4130
E-mail: bbonk@fairmont.k12.mn.us