8 Interpersonal Communication LESSON And Self
8Student Learning ObjectivesNational HealthEducation Standards andPerformance Indicators InterpersonalCommunication[4.12.1; 4.12.2; 4.12.3] Expand on the definition and usefulnessof interpersonal communication and selfmanagement. Self Management[7.12.2; 7.12.3] InterpersonalCommunication[3.13; 4.9; 4.10] Self Management[4.5]On Identify how interpersonal communicationand self management are needed forhealthy living.Michigan Merit HealthEducation Standardsand GuidelineslyLESSONInterpersonal Communicationand Self ManagementLesson SynopsisiewExplain how the skills previously taught easily transfer to many situations. Introducethe next set of skills: interpersonal communication and self management. Define whatinterpersonal communication and self management mean and provide examples of theirusefulness. Introduce the five basic interpersonal communication skills. Begin organizingsmall group presentations on one of the five skills. Assign a reflection question.PrevNote: If you have less than a full semester for health education, review therecommendations for this lesson and Lesson 9 in the section titled “Customize for YourHealth Class.”Lesson Phase& TimeIntroduction1 minuteMaterials NeededTeacher Resources PowerPoint or Transparency Master: “Seven Health Skills: Interpersonal Communicationand Self Management”Supplied by the Teacher Projector and screenTraditional Tools: TransparencyForDigital Tools: Computers or other devicesInput15 minutesTeacher Resources PowerPoint or Transparency Master: “Interpersonal Communication and SelfManagement – Defined” Teacher Reference: “Questions to Clarify Interpersonal Communication and SelfManagement” Teacher Reference: “Interpersonal Communication and Self Management– Expanded Definitions” PowerPoint or Transparency Master: “What Employers Look For” PowerPoint or Transparency Master: “Interpersonal Communication” Copyright 2013Unit 1—SkillsLesson 8Page 61
Supplied by the Teacher Projector and screen Writing paper Pens or pencilsDigital Tools: Computers or other devicesTeacher Resources PowerPoint or Transparency Master: “Details for Creating a Teaching Tool” PowerPoint or Transparency Master: “Creating and Using Our Teaching Tools” Student Handout: “Effective Listening” Student Handout: “Responding to Emotions of Others” Student Handout: “Assertive Communication” Student Handout: “Asking Effective Questions” Student Handout: “Refusal Skills” Assessment Tools for Effective Listening, Responding to the Emotions of Others,Assertive Communication, Asking Effective Questions, Refusal Skills, Teaching a Skill,and Student Presentations:– Teacher Assessment Rubrics– Student Self-Assessment Rubrics– Teacher Assessment Checklists– Student Self-Assessment Checklists– Peer Assessment ChecklistsieSupplied by the Teacher Projector and screenwOnlyApplication32 minutesTraditional Tools: TransparenciesPrevDigital Tools: Computers or other devices District approved software for creatingpodcasts, videos, or PowerPointslideshowsClosure2 minutesTraditional Tools: Transparencies Writing paper Pens or pencils Art suppliesSupplied by the TeacherDigital Tools: Computers or other devices District approved software forcommenting on a teacher-created blogForTOTAL50 minutesTraditional Tools: Writing paper Pens or pencils Health journals, folders, or notebooksPreparationPrior to the Lesson Review the assessment rubrics and checklists. Select one or more to use.Introduction Prepare to display the PowerPoint or transparency.Input Decide how you will form dyads. Prepare to display the PowerPoints or transparencies.Page 62Lesson 8Unit 1—Skills Copyright 2013
Decide how you will form five small groups. Provide the student handouts. The members of each small group will need the handoutfor their group’s skill. Decide if you want the members of each small group to create an individual teachingtool or collaborate on a tool generated by the small group. If you choose a small groupgenerated tool, each student in that group will need a copy of the tool to use in a futurelesson. Prepare to display the PowerPoints or transparencies. Provide students with the assessment rubrics and/or checklists if needed.Closure Post the reflection question.OnlyApplicationLESSON PROCEDUREIntroduction: Explain how the skills previously taught easily transfer to many situations.Introduce the next set of skills: interpersonal communication and self management.w1 minuteInstructional StepsScript and Detailed DirectionsWe have been exploring skills that will help us in many ways. Our focus in this classis the impact of these skills on making healthy lifestyle choices. However, these skillstransfer which means that we can use them in other aspects of our lives. In fact, theyare critical for our success in a job, a career, and relationships. We also benefit byusing them when we want to obtain something, such as a car or computer.Introduce the lessonusing the PowerPointor transparency,“Seven HealthSkills: InterpersonalCommunication andSelf Management.”Today we will explore interpersonal communication and self management. These skillsalso transfer and are essential to living healthy and productive lives.ForPrevieExplain how thepreviously learnedskills transfer to manysituations. Copyright 2013Unit 1—SkillsLesson 8Page 63
Input: Define interpersonal communication and self management and explore their usefulness.Introduce the five basic communication skills.Instructional StepsScript and Detailed DirectionsThink for a minute about a machine that has many parts that must work together.If some of the parts do not work properly, the machine may not work.lyInterpersonal communication and self management are like machines. There are lotsof parts and the parts work together to help us get what we want, such as positivehealth, a job, a car, even a healthy relationship.Interpersonal communication is a set of skills that will help you clearly express yourneeds, ideas, and opinions using appropriate and effective verbal and nonverbalstrategies.OnBroadly defineinterpersonalcommunication andself managementusing the PowerPointor transparency,“InterpersonalCommunication andSelf Management –Defined.”15 minutesSelf management is also a set of skills and behaviors by which you can effectivelyassess and direct your own activities to have a positive impact on your life.wLet’s explore interpersonal communication and self management and their usefulnesswhen getting a job as a volunteer. Imagine you approach a business looking for a job.You apply for the position and get an interview. You are hired on a temporary basis tosee how well you can work with others.Form dyads and assigna category to each pair.Form dyads. Assign each pair either interpersonal communication or self management.Try to have a similar number of pairs addressing each one.With your partner, list the skills and behaviors you would need as you inquire about avolunteer job, interview for a job, and work with others. Focus on the specific categoryyou were assigned: interpersonal communication or self management. You have twominutes.Keep the definitions displayed.ForList needed skills andbehaviors within eachcategory, using theteacher reference,“InterpersonalCommunication andSelf Management –Expanded Definitions.”PrevieThis activity is designed to clarify interpersonal communication and selfmanagement by drawing ideas from students after a paired discussion.If you think your students will struggle with this approach, lead a large groupdiscussion using the questions suggested on the teacher reference,“Questions to Clarify Interpersonal Communication and Self Management.”Record the students’ ideas.Share ideas with theclass.Begin with interpersonal communication and rotate from pair to pair gathering oneidea from each until all of the ideas are shared. Record the ideas on the board or in ashared document that is projected for the class to see. Repeat with self management.Keep these lists for future reference in Lesson 18.Page 64Lesson 8Unit 1—Skills Copyright 2013
We have two great lists of skills and behaviors that would help us get a job as avolunteer and do many other things, including create a healthy lifestyle.Your parents and previous teachers may have helped you learn these skills andreinforce these behaviors. You might even think they are easy. I wouldn’t describethese skills or behaviors as easy, but I would describe them as critical to successin life.Reinforce theimportance of theseskills and behaviorswith research usingthe PowerPoint ortransparency set,“What Employers LookFor.”Verbal Communication SkillsStrong Work EthicTeamwork SkillsAnalytical SkillsInitiativeOn1.2.3.4.5.lyLook at what employers look for in a job candidate.Describe how interpersonal communication and self management are reflected in thislist using the bullet points on the PowerPoint or transparency.If you look at a reliable source of information on what people want in a boyfriend orgirlfriend or partner, the ability to communicate is almost always mentioned.wBecause the skills to manage ourselves and communicate with others are soimportant, we are going to spend some time reviewing how to use them effectively.We’ll have a chance to continue to refine them through practice.This PowerPoint (or transparency) names the five basic communication skills thatwork together to help you communicate effectively with other people. Without theseskills, people tend to struggle with relationships with friends, family, teachers, and coworkers. They are unable to collaborate with others to achieve goals or negotiate toresolve a conflict.PrevIntroduce the five basiccommunication skillsusing the PowerPointor ’ll begin with interpersonal communication.Consider taking this opportunity to reinforce how effective communicationskills are useful when interacting in the classroom and essential to classroomguidelines for appropriate behavior.Application: Divide into groups to explore one of the five skills.ForInstructional StepsDivide into five groupsand explain the taskusing the PowerPointor transparency,“Details for Creating aTeaching Tool.” Copyright 201332 minutesScript and Detailed DirectionsDivide the class into five groups. Explain the task.Consider linking pairs from earlier in the lesson to form groups.Each group will be assigned a communication skill. Your task is to create a teachingtool that thoroughly and accurately explains and demonstrates the use of yourassigned skill. A teaching tool is something used to help explain new information,a concept, or a skill to someone.Unit 1—SkillsLesson 8Page 65
Explain your decision to have students create a teaching tool individually with thesupport of their small group or to create one teaching tool as a group. If they createone tool as a group, each student in the group will need a copy of the tool, becauseeach group member will be explaining the skill to another small group of students.lyProvide an example of a teaching tool if you think it will help studentsunderstand the assignment. For example, if you are using a digital approach,locate a short video that teaches a concept or skill. One possibility is to searchTeacherTube or similar website for a health related video. TeacherTube hasseveral made by students, such as “Stress Free Teens.” If you are usinga traditional approach in the classroom, display the poster, “Ways to CalmDown,” as a tool to use as the calming methods are explained.Display the PowerPoint or transparency, “Creating and Using Our Teaching Tools.”wThese circles represent the groups you are in now. During a future lesson, your currentgroups will disband and you will form different small groups – the groups representedby the circles at the bottom of the visual.Each new small group will be comprised of five experts. Each expert will represent oneof the five skills – one student from each of your current groups. In the second group,you will have two tasks: explain your skill to your new small group using the teaching tool you havedesigned, and learn about the other four skills.ieDisplay the PowerPointor transparency,“Creating and UsingOur Teaching Tools,” toprovide a visual of howthe small groups willchange.OnYou will be using the tool you create to explain the skill to four other students in asmall group.PrevYour explanation can be up to five minutes in length. I will provide you with informationon your skill, but you have the option of researching additional data. If you choose toadd information to what I provide, be sure to make note of the source.Provide any assessment tools you plan to use and explain the criteria for assessment.You will have the rest of today’s class and all of tomorrow’s to work on your teachingtool. On (due date), you will begin sharing your explanations with a small group. It maybe necessary to work on the assignment at home.ForUse digital or traditional tools to create a teaching tool that can be used to explain anddemonstrate the assigned communication skill to others.Limit the choices of methods to create the tool if making the selection willdistract students from the goal of the assignment.Check for understanding on the assignment.Page 66Lesson 8Unit 1—Skills Copyright 2013
Assign one communication skill to each group. Providehandouts on the assignment and assigned skill to thestudents.Student Handout, Page 1DemoDid you know nstrateNonverbal BetheseRefusal Skillsbehaviors to master theabilityCheckto sayyour bo“no.”remaindy andcalm ifmindholding your you have str for clues about hobreathong feew you.lings.feeBreathVerbal Behae norm l. Try toviorsally withoutSay adirTry this ect “no.”: “No,I don’twant to.Say the”Try this same phrase over:and oveOther Refupersosalr again.with pra skills improvYou: “Non: “You wantectice.to, that’snot for drink someOtherbeer?me.” Youperson:”don’t ha“ComeveYou: “Nofriendson, it wilby say to lose, that’sl be funing “nono!”tOthfor me.”er perso.”n: “Really, jusYou: “Not come, really,for a fewthat’s notSuggestminutefor meanothers.”.”activitTry thisy or cha: “No,nge theI’m hecomesubjecadingalong?”homet.to playGive aa gamereason. Want.Try thisto:wrong “I feel differeto teasently abousomeoWalk awne like t it than youay.do. I thinthat.”k it’sTry this: “Likeyou lateI said,I don’tr.” (Leave)want tosmokeany maTipsrijuana.KnowCatchtheto do som facts. Usethe facethingts to sta.te theNamereasonthe proyoudon’t waas youbler reason m. State whntat is wrofor refusing,Look atsuch as ng with doing“It’s stewhat isconseq what mightaling”happenuenceor “Th being askeds canat’s bube powe if the requellying.”sted actrful moiontivators for say is taken. Theing “no.” Being abshows le to say “nosel”you are f-respectbewhat youstanding up causeforthinkis theright thin and believewhat youg towant to do or fordo. Being abdifficul le to say “not for ma”and adny tee isnsults.haviorsOnlyAssign each group onecommunication skill.Provide the studenthandouts on the fivecommunication skills.Closure: Remind students of the due date for completion of their teaching tools.Assign a reflection question.Instructional Steps2 minutesScript and Detailed DirectionsRemember. The due date for sharing your teaching tool is (due date).Assign a reflectionquestion.Announce the posted reflection question.iewRemind students of thedue date for sharingthe teaching tool withother students.PrevReflection Question: Which of the five skills do you think is most important to peoplein general? Explain your answer.ForYou will return to this same question after the students have studied the skillsto see if their responses have changed. Copyright 2013Unit 1—SkillsLesson 8Page 67
Teacher ReferenceInterpersonal Communication and Self Management –Interpersonal Communication§§§§w§ie§Effective Listening: paying close attention to what others say when theyexpress their feelings, ideas, and opinions or when they give directions,share information, or provide warningsResponding: responding constructively to the emotions of others,including angerAssertive Communication: stating what your feelings, thoughts, ideas,and opinions directly without blaming or hurting others; using I-statementsEffective Questioning: asking effective questions that enhanceunderstanding and empathy without hurting othersRefusal: refusing to do something you don’t want to do or thatis illegal or hurtfulCollaboration: working together to achieve a goal by statingyour ideas and opinions, asking effective questions, andlistening to othersNegotiation: a combination of stating your ideas and opinions,asking effective questions, and listening to others to reach anunderstanding or resolve a dispute or problem peacefully;resolving a conflict peacefullyPrev§OnVerbal and NonverballyExpanded DefinitionsForSelf Management§§§§§§Page 68Lesson 8Assess accurately personal skills, attributes, and habitsChoose habits that promote health and personal and socialresponsibilityAssess situations and decide on healthy choicesKnow and use strategies to avoid injuryManage and express emotions constructively, including angerKnow and use strategies to manage stressUnit 1—Skills Copyright 2013
Teacher ReferenceQuestions to Clarify Interpersonal Communication and Self ManagementWhat skills would you need to use when asking about a job as a volunteer?Interpersonal CommunicationSelf ManagementManage your stress and stay calm.Effective Listening: Listen to instructions given forapplying and interviewing for a job.Assess the best time to ask for a job application,such as when things are not busy.lyAssertive Communication: Ask directly for whatyou want.OnManage and express your emotions constructivelyif someone is rude.What skills would you need to use when interviewing for a volunteer job?Interpersonal CommunicationSelf ManagementAssertive Communication: State your thoughts andideas directly.Be on time.Assess the job duties and expectations and decideif the job will work for you.ieRefusal: Refuse to do something that is illegal orhurtful if asked.wAssess accurately and describe your personal skills,attributes, and habits.Effective Listening: Listen to questions asked.Manage your stress and stay calm.Effective Questioning: Ask effective questions toclarify the job.Manage and express your emotions constructivelyif someone is demanding or rude.PrevResponding: Describe skills you would use to respondto emotions, negotiate, and collaborate if asked.What skills would you need to use when working with others?Interpersonal CommunicationSelf ManagementAssess accurately your skills, attributes, and habitsto know how to best work as a team member.Assertive Communication: State your feelings,thoughts, ideas, and opinions directly withoutblaming or hurting others; use I-statements.Choose habits that promote health and personal andsocial responsibility, such as being on time for work,completing projects.Refusal: Refuse to do something that is illegal orhurtful.Assess situations and decide on healthy choices.Responding: Respond constructively to the emotionsof co-workers and supervisors, including anger.Manage and express emotions constructively,including anger.Effective Questioning: Ask effective questions thatenhance understanding and empathy without hurtingothers.Manage your work and personal stress.Collaboration: Work together to achieve a goal bystating your ideas and opinions, asking effectivequestions, and listening to others.Know and use strategies to avoid injury on the job.ForEffective Listening: Listen to feelings and needs ofcoworkers, and to instructions from supervisors.Negotiation: Resolve conflicts with co-workers bystating your ideas and opinions, asking effectivequestions, and listening to others. Copyright 2013Unit 1—SkillsLesson 8Page 69
lyOnwiePrevForPage 70Lesson 8Unit 1—Skills Copyright 2013
the next set of skills: interpersonal communication and self management. Define what interpersonal communication and self management mean and provide examples of their usefulness. Introduce the five basic interpersonal communication skills. Begin organizing small group presentations on one of the five skills. Assign a reflection question.
1. Define interpersonal communication. 2. Discuss the functional aspects of interpersonal communication. 3. Discuss the cultural aspects of interpersonal communication. In order to understand interpersonal communication, we must understand how interpersonal commun
A. Interpersonal Communication Interpersonal communication is the communication that takes place between people who are in some way "connected". Although largely dyadic (two-person) in nature, interpersonal communication is often extended to include small intimate groups such as the family. Even within a family, however, the communication that
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
1. To gain knowledge about interpersonal communication and interpersonal processes: interpersonal communication principles and competencies; the role of culture and the self in interpersonal communication; the importance of listening and social perception processes; features of effective verbal and nonverbal messages; 2.
3 The skills of interpersonal communication 33 4 Communication skills in context 57 Section B: Understanding the components of interpersonal communication 5 The social context 79 6 Social identity 107 7 Social perception 127 8 Codes 149 Section C: Moving beyond the interpersonal 9 Communication and groups 173
body of research dedicated to exploring interpersonal communication, communication competence, effective interpersonal communication, and mastery learning. However, there is a considerable gap in the literature focused on the process behind achieving mastery in the realm of interpersonal communication; it is this gap, which this study explored.
Dean C. Barnlund (2001), says that interpersonal communication is interpersonal communication which is always connected with the meeting between the two, three or maybe four people happened spontaneously and is not structured. While Everett M. Rogers (2004 defines that Interpersonal communication is communication by word of
since 2012. The third and final year of the strategy provided a good opportunity for us . to take stock of what we as nurses, midwives and care staff have achieved through the strategy and how we have contributed to ensuring high quality, compassionate care. This means not only thinking about this final year, but also reflecting on the last three years as a whole. I have been privileged to .
