Lesson 1: Setting the Stage

Rationale
The lessons in this resource guide call on students and teachers to use effective communication skills when discussing diversity topics. In this two-part lesson, students will explore different ways of communicating and examine the reasons why they should be careful listeners and thoughtful speakers.

Materials
TV/VCR; brief segment from a television program or movie showing several people interacting (this is your choice based on what you deem appropriate for your students and community); cassette tape recorder; cassette tape with a variety of recorded sounds; and chart paper and markers (optional)

Procedure: First Class Period

• View a video segment without sound. As the students watch, ask them to pay attention to the types of nonverbal communications — such as gestures and facial expressions — that the characters use.
• After viewing the segment, ask the students to work with a partner to list ways the characters communicated without talking. Ask each group to name the techniques they noted and list the different responses on the chalkboard.
• After completing the initial list, show the same video clip again, this time with sound. Ask the students to add to the list the different ways people communicated verbally such as talking louder, interrupting, or groaning.
• Allow about 10 minutes for the student groups to write short definitions for communication. Next ask them to list the definition on the chalkboard or the chart paper.
• Discuss the key concepts of communication. For example, you might clarify that communication involves both giving and receiving messages. Ask the class to consider some of the most effective ways to communicate.

Procedure: Second Class Period

• Remind the students that listening (receiving information) is an important part of communicating, and being a good listener takes practice.
• Ask the students to close their eyes and listen to their surroundings. Remind them that they must be extremely quiet during this exercise. Introduce a series of sounds by playing the previously recorded cassette tape.
• After a few minutes, ask the students to write down what they heard during the session, including as many details as they can remember. List all the different responses on the chalkboard or the chart paper.
• Discuss the responses. You might ask: What influences what we hear or don1t hear? What are we most likely to remember from communications? What do people mean when they say that hearing and listening are not the same thing? When do we need to practice good listening skills (Example: When a teacher is giving directions)? How can we improve our listening skills (Example: Focus on what the speaker is saying)? What are the benefits of listening well (Example: We get accurate information)? What can happen if we don't listen well (Example: A misunderstanding can occur)?
• Develop a simple and succinct class definition of communication. Post the definition in the classroom and refer to it whenever appropriate. Share ideas about how the class should respond when effective communication does not occur, such as when someone interrupts the speaker during a classroom discussion.

Adapted with permission from A WORLD OF DIFFERENCE ® Institute Anti-Bias Study Guide. New York, New York: Anti-Defamation League, 1998.

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