In simple terms it involves Thinking/ Input Output processing Why is this important? Because we are all doing it all the time it is how we make sense of our world and create our view of the world. It is our relationship with ourselves and with others. A clear understanding in how to communicate well means less stress, frustration and time wasting. Yet again, we are all unique and the message that is sent and received will vary with different people. Think about the differences in how you communicate with: adults; teachers, lecturers and employers. peers friend and foe So you think you are being understood Effective communication What it is: I told her that an hour ago It s about exchanging information between individuals or groups effective communication is about sending and getting back clear information with different audiences. It involves listening, understanding and responding appropriately to others and being able to participate effectively in group discussions. I m not doing that! So we re all agreed then What are the benefits of applying effective communication techniques? Better success at job and university interviews Getting your points understood with colleagues and friends Understanding others a two way street Negotiating with parents and others is the most important social skill you can develop. It allows you to negotiate, persuade and influence opinions. 01 Communicators don t wave a big stick people listen, respond to their ideas and do what is asked of them. And employers, universities and colleges love this. It is no accident that crimes of violence are often carried out by inarticulate people who have to throw themselves around to get noticed. It is also no secret that victims are often the same people they lack the negotiating skills to change their situation. BT Personal Skills Journey Agreed on what? Good communication is rarely a natural skill and requires understanding and above all practice. She s not listening
Module 1 Module 1 Digital Record of Achievement This could be: Type up text of presentation. Written evidence may include essays, posters, PowerPoint, or photographs with captions relating to topic Photo or short video of pupil giving presentation Peer Evaluation Sheet Evaluation of Peer Evaluation Sheet Attending interview or workplace activity Objectives Conveying information through a variety of media Responding to more complex feelings or attitudes of others Using different communication styles Skills Responding appropriately to questions Developing observation and feedback as communication tools Learning to understand different communication styles Activities 1. Yes No 2. Keep Talking 3. The Change Game 4. Acting it Out Presentation (Using Feedback sheets Appendix 1) Assessment Criteria Each person demonstrating: Use of varied/interesting tone of voice Use of positive feedback to encourage another Kindness in how they talk to others Creative thinking and audience engagement (Activity 4) Activity 1 Yes No This is great for verbal communication skills. 1. Split the class into pairs, one is A and the other B. When the whistle blows A must fire as many questions as possible at B. Player B must answer them without pausing or saying Yes or No. 2. If Player B says Yes or No, or pauses for more than 2 seconds with an answer they are out. 3. Swap roles and B asks A the questions. Activity 2 Keep Talking This is useful for learning to observe communication styles, maintain good eye contact, use varied tone of voice, give positive feedback and being part of a team. It also calls for creative thinking! 1. Get pupils to form groups of three. Two of the pupils will be the speakers and the other the referee. 2. When the referee says Go, each speaker has to keep talking at the other person with no pauses. The referee decides who has talked continuously without pausing, hesitation etc and also who has kept best eye contact and used different tones of voice. 3. Rotate who is the referee so that each person has a turn at being referee. This can be repeated by mixing the pupils into new groups of three. 4. Before they move to a new group, they should evaluate their eye contact, use of tone of voice and what they might improve for the next contest. Alternatively one person from each group could go head to head with someone from another group so see who is the ultimate winner. 02
Activity 3 The Change Game A great activity for observation, communication and overcoming self-imposed barriers. 1. Without moving from their chairs, pupils are encouraged to find a friend/classmate and study the way each other looks. 2. Turning back to back each individual makes five discreet alterations to their appearance. 3. Facing each other once more, pupils are asked to spot what has changed. 4. When asked to repeat the exercise once or twice more, they may struggle to find new items to change and begin to undo earlier alterations. This game also explores the nature of team and individual change. In this exercise as in business, the first few alterations are straightforward and meet with no resistance, but as the pupils are stretched they may become reluctant to participate, or start changing things back. Activity 4 Acting it Out Presentation This activity helps pupils develop delivery style, creative thinking and confidence in standing and acting in front of others. 1. Pupils can break into groups of 4-6 and choose a narrator (or pair of narrators). The group chooses a story, which can be from a book, newspaper or made up. The narrator(s) stand to the side of the stage area and tell a story while the rest of the group of performers improvises actions and dialogue from what the narrator(s) say. Variation 1: Two narrators tell a story they make up as they go along. One narrator beginning the story and, after passing the baton back and forward, the other eventually ends the storyline. This is a good activity to follow on from the basic performance version. Variation 2: One narrator tells a well-known nursery rhyme/ fairy tale while the others in the group act out the story. The narrator should have a firm grip on the story line this is no time to hesitate about the ending of Goldilocks and the Three Bears!! 03
Appendix 1 Talk Feedback 1 How do you think you come across? 1. Describe your delivery style as a speaker (e.g. friendly, chatty, formal etc): 4. Describe your verbal communication style (e.g. humorous/formal fast/hesitant): 2. Describe your body language (e.g. relaxed/self-conscious, good eye contact/avoided it, enthusiastic/bored): 5. Describe any verbal mannerisms you have a tendency to use when talking (e.g. saying erm a lot or clearing your throat etc): 3. Describe any non-verbal mannerisms you use when talking (e.g. hand movements, facial expressions etc): 6. Did you use different tones of voice to enhance your message? 7. What is your main speaking strength what were you best at during your talk? 04
Appendix 1 Talk Feedback 2 Name: Partner s name: Ask your partner to score you out of 5 on the following. (5 = Excellent / 1 = Poor) Delivery style (e.g. friendly, chatty, formal etc) Body language (e.g. relaxed/selfconscious, good eye contact/avoided it) Well structured content (i.e. designed to influence buy-in, great beginning and ending) Verbal communication style (e.g. humorous/formal fast/hesitant) Verbal mannerisms (e.g. saying erm a lot or clearing your throat etc) Reading the audience (e.g. using different tones of voice, moving about) Overall confidence Improve your game Getting feedback is useful because it helps us understand what we do well, and what areas we can improve on. Getting better What were two things you did the best during your talk (e.g. it was well planned, you kept the audience interested, made good eye contact, confidence)? 1 2 What two things do you want to get better at for your next talk? Eye contact Enthusiasm What did you like best about their talk? Preparation Body language Confidence Use of props What area do they need to improve the most? Keep audience s interest Other: 05
Student Self-Evaluation Sheet Name: School: Class: Date: Place an X in the box below the statement which most applies to you. No A little Sometimes Generally Definitely 1. I am good at managing time 2. I take responsibility for myself 3. I believe in taking responsibility 4. I make good choices 5. I learn from my mistakes 6. I think ahead 7. I consider how my plans affect others 8. I am flexible 9. I get over setbacks easily 10. I help make things happen This sheet was completed: Before the Module After the Module 06
How useful was this Module for you? Name: School: Class: Date: Please rate how useful this Module has been to you by placing an X in the box below the statement which most applies to you. No A little Sometimes Generally Definitely 1. I feel my confidence has grown 2. I feel more positive about myself 3. I have learned to appreciate others 4. I feel more positive about coming to school 5. I am more aware of my personal strengths 6. I have improved at giving presentations 7. I feel more confident about an interview 8. I value myself and others more 9. I appreciate my fellow pupils more 10. For those who had mentoring visits, were these visits helpful? 07
Notes www.bt.com/freeresources 08