Sample-Activities.pdf

Teacher’s Guide

Improving

Listening Skills

a skill-building activity designed to

supplement classroom lesson plans

Skill/Subject

NOTES:

Communication

Teacher Preparation

• Photocopy the activity for your students.

Resources/Supplies

• pen or pencil

Activity

Read the following directions to the class so that they can

complete Part 1 of the activity.

• Box 1: Place a dot on the letter “i.”

• Box 2: Print the letters of the word “xerox” in the blank

spaces.

• Box 3: I saw a papa bull (PB), a mama bull (MB), and a

baby bull (BB) in the barnyard. Circle the one that does

not belong.

•Four words are in a box. Circle the one that belongs.

• Answers are “i,” X E R O X , MB, cake.

After discussing the answers as a class, have students

complete Part 2 of the activity.

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Substitute Teacher Toolbox, page 1

To complete Part 3:

NOTES:

• Divide the students into two groups.

• Have one small group form an inner circle with the

second group becoming an outer circle.

• Ask the students in the inner circle to discuss examples

from their experiences of when “actions spoke louder

than words.”

•While the inner group is discussing, have the outer group

observe the listening skills of inner-circle members.

• Using the rating scale in Part 3 of the activity, have

outer-circle members rate at least three inner-circle

members. (This rating can be done by name or

anonymously, depending on your evaluation of the

group's maturity.)

Assessment

Students should be assessed on their answers to Part One.

Part Two is for discussion purposes only. There are no right

or wrong answers. Part Three is also for discussion

purposes. Assess students on their involvement in the

discussion.

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Substitute Teacher Toolbox, page 2

Student Activity

Improving Listening Skills

Name: __________________________________________________

Listening is probably our most important communication skill, yet most of us do it

very badly. Active listening requires concentration and mental participation.

Part 1

Directions: Use the following diagram to practice active listening. As the instructor

reads the directions orally, respond accordingly on the diagram. Notice that the

boxes are numbered.

Part 2

Directions: After discussing the answers as a class, reply to the following

questions. Write your answers in the spaces provided.

1. Why did you respond incorrectly?

________________________________________________________________________________

May be photocopied for student use.

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Substitute Teacher Toolbox, page 3

2. What lesson does your response teach you about becoming a better

communicator?

________________________________________________________________________________

3. Does your response prove that directions may be ambiguous and need greater

clarity? How?

________________________________________________________________________________

4. How would you have done better if you had asked for clarification of any unclear

portion of the message?

________________________________________________________________________________

Part 3

Directions: Follow your instructor's directions, and use this scale to rate the

listening skills of inner-circle members. Use the back of this sheet to record your

ratings.

Rating

1 — Does not listen to the speaker; is absorbed in own thoughts

2 — Contributes to the discussion but gives no indication of having heard others'

comments

3 — Sends nonverbal messages, such as eye contact or a head nod, to show that

what was being said was being heard

4 — Accurately refers to other speaker's comments in making his or her own

statements

5 — Shows by comments that he or she understands the feelings behind others'

comments; responds without judging the others

May be photocopied for student use.

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Substitute Teacher Toolbox, page 4

Teacher’s Guide

Stranded: Coming to

Consensus

a skill-building activity designed to

supplement classroom lesson plans

Skill/Subject

NOTES:

Communication

Teacher Preparation

• Photocopy the activity for your students.

•You may want to write the list of supplies on the board.

Resources/Supplies

• pen or pencil

Activity

Have students read the scenario below and rank the items

they think are most important to carry. After the class has

finished making their choices, divide them into groups of

three for Part 3. After the groups have had time to come to a

consensus, break up the groups for Part 4. Facilitate a large

group discussion about how each of the smaller groups

functioned.

Assessment

This activity is for student awareness only, and there are no

right or wrong answers. However, you may want to collect

papers to ensure participation.

www.okcareertech.org/cimc/toolbox/

Substitute Teacher Toolbox, page 1

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