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A Lesson Plan from Life Planning Education: A Youth Development Program Purpose: To identify positive and negative ways of communicating
Materials: Newsprint and markers or board and chalk; a copy of the handout, Bridges and Barriers to Good Communication (pdf) for each participant; television viewing guide; pens/pencils
Time: Session 1: 20 30 minutes; Session 2: 20 30 minutes
Planning Notes:
Review the television viewing guide and choose several television shows. Suggestions include family shows, situation comedies, or dramas that focus on relationships.
Procedure:
Session 1
- Tell teens that one way to learn about communication is to look for positive and negative elements in others' communication. Explain that they are going to view television shows and find examples of good and bad communication.
- Ask the group to think of communication barriers, things that people say or do that prevent understanding. List their responses on newsprint under “Barriers" and add any of the following that the teens do not suggest:
- Not listening
- Yelling or talking loudly
- Getting angry
- Not saying honestly how you feel
- Sulking or pouting
- Lying
- Being sarcastic
- Criticizing or putting people down
- Name calling
- Negative nonverbal messages (for example, frowning, rolling eyes)
- Interrupting
- Accusing or blaming.
- Now ask the group for a list of communication bridges, things that people say or do that help keep communication going. List their responses under “Bridges” and ad any of the following that teens do not suggest:
- Listening carefully
- Letting the sender know you are listening through body language or making encouraging movements or noises, such as, “Yes” or “oh.”
- Choosing a good time to talk
- Making eye contact
- Trying to understand how the other person feels
- Saying how you feel, using “1” statements
- Offering possible solutions, if asked
- Repeating what the speaker has said
- Clarifying what has been said to make sure you understood correctly.
- Point out that most communication between people includes both bridges and barriers. Whether the communication goes well or badly often depends on the balance of bridges and barriers.
- Distribute the handout and go over instructions for the activity:
- Choose a 30-minute television show that involves characters who have family, friends or romantic relationships.
- Watch the show and, using the lists that the group has come up with, note bridges and barriers to communication.
- Record the communication and what happens. For example, if one person yells at another, record “yelling" under "Barriers." Then record what the character does after being yelled at, in the “What Happened" column.
- If you see where characters could have used a communication bridge, list it on your handout in the “Suggested Bridges" column.
- Bring your handout to the next session and be prepared to tell about the show and the communication bridges and barriers you observed.
Session 2
- Ask for a volunteer to share one example of a communication bridge and barrier, and the results of the communication. Be sure the volunteer briefly explains the plot so others can understand the context of the communication.
- Ask for examples of additional communication bridges that might have enhanced communication in the television shows.
- Conclude the activity using the Discussion Points below:
Discussion Points:
- How realistic was the communication in these shows compared to actual communication between people in similar relationships? Why do you think that was so?
- Were you surprised by the communication you observed and why?
- Can you name one communication barrier you observed that consistently yielded negative results? How can you avoid using that barrier in your personal communication?
- Is it difficult to express feelings honestly and directly? Can you give an example?
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