A Lesson Plan from Life Planning Education: A Youth Development Program (Chapter Three)

NOTE:  Life Planning Education (LPE) is currently being revised. The printed/for-sale version includes an older version of this lesson plan. Please make sure you have looked at the PDF of Life Planning Education before purchasing - that is the version that is available to buy.

Purpose: To demonstrate the importance of being a good listener and to learn the skills needed to listen well.

Materials: Leader's Resources, "Instructions for Listeners" and "Positive Listening Skills" index cards; container for cards Time: 30-40 minutes

Planning Notes:
For use in Step 2, copy onto index cards the instructions from the Leader's Resource, Instructions for Listeners.  Make enough cards for two-thirds of the participants. Use instructions more than once, if necessary.  Fold the cards and place them in a container.

Procedure:

1. Remind participants that they have been exploring how people send clear messages.  Say that the group will now look at the other half of communicating positively – the skills involved in being a good listener.
2. Form participants into groups of three.  Ask the people in each group to count off: one, two, three. Then review the activity:
1. All “ones” will be speakers; “twos” and “threes” will be listeners.
2. Speakers are to talk for three minutes about a recent problem, one that is not too personal.  For example, they might talk about a disagreement in their family or with a friend or romantic partner or with a teacher or supervisor.
3. Listeners will select an index card with instructions. Start listening to the speaker and after a little bit, begin to do what it says on the card.
3. Be sure the “ones” understand that they must speak for three minutes. Then have the “twos” and “threes” draw an index card with a listening behavior.  Be sure they understand what they are to do.
4. Have the groups begin, with the “ones” speaking and the “twos” and “threes” listening.  After a few minutes, bring the entire group together and ask the “ones” how they felt about their friends' listening skills.
5. Ask the speakers which listeners made them feel better heard.  Have those listeners read the instructions on their index cards. List the positive listening behaviors on newsprint or the board and add listening skills from the Leader's Resource, Positive Listening Skills.
6. Next, ask the speakers which listeners made them feel the less well heard or unheard.  Make it clear to everyone that the bad listeners were simply following directions on their cards, not truly responding to what the speakers had to say. List the negative listening behaviors on newsprint or the board.
7. Conclude the activity using the discussion points below.

1. How do you feel when you tell someone something and they don’t listen carefully?
2. Can you think of a time when you used negative listening skills? Describe the situation and what happened.
3. Which of the positive listening skills do you think you can use regularly?
4. If someone starts talking to you about something serious when you are feeling sleepy, distracted, or worried, what can you do? (Answers include, but are not limited to: be honest and say how you are feel; ask when the two of you can arrange a better time to talk.)

Life Planning Education, Advocates for Youth, Updated 2009.