Transcript Skill Building

Skill Building Practice:
Adding excitement to the
adventure of
communication
Overview
 Oral
 Written
 Film
Clips
 Sources
– End of chapter exercises
– Instructor’s Manual
– HC 100 website
– Other T.A.’s
Preparation

Prior class session
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Announcement
Brief description of exercise
Review concept that will be involved
Ideas that they need to be considering
Items they will need to bring
For dyads: choosing the partners
In-class participation points
Emphasize need to arrive on time
Identify “time points”
Note!
 Be
sure to either practice your skill
building exercise ahead of time, or
arrange to observe another T.A. run
the exercise.
 This eliminates bad results and
surprises
 Give consideration to unforeseen
outcomes and disclosures
The Day of SBP:
Before Class Begins
 Bring
necessary items (stopwatch)
 Arrive early
 Arrange classroom chairs
 Write instructions on board as
needed
 Alert students as they enter the
room
In-class

Handle housekeeping matters first
– Reading, upcoming assignments
Describe the activity
 Discuss any time limits that apply (write
time points on the board if needed)
 Ask for questions or clarification
 Then form groups / dyads
 Discuss importance of a positive attitude
 Maslow’s Hierarchy (p. 31)
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Running the exercise
 Observing
 Taking
notes
 Helping “stuck” groups
 Time warnings
 Stop
 “Shake it off”
 Repeat (if required)
Concluding
 Compliment
the students
 Seats can be returned to rows
 Instructor provides initial feedback to
initiate discussion
Debriefing
 What
worked well?
 What problems were encountered?
 How could they have been solved?
 Were there any unexpected results?
 Did any of the communication
patterns feel familiar to you?
 How would this be useful?
Follow-up
Remind students of the concept
 Apply their feedback to the concept
 Coordinate with other concepts
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Self-esteem
Intercultural communication
Nonbiased communication
Hierarchy of needs
Power of communication
Collect worksheets
 Send e-mails to students (if appropriate)
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The next class
 Provide
a brief recap of concept and
the results at the beginning of class
 Again, ask for comments and
feedback
Film Clips

The class before:
– Announce which film ahead of time and the
clip you have chosen
– Explain the reason for showing
– Consider handing out a script to follow
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Day of:
– Set-up AV / scene selection / volume ahead of
time!
– Review reason for clip
– Provide a brief description of the movie to
provide context
– Forewarn if clip contains profanity
Film Clips, con’t
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During the clip, point out relevant parts (in brief
soundbites)
At end of clip, turn on room lights
Begin debriefing discussion
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Why did you select this clip?
What communication event/pattern did it represent?
Verbal vs. nonverbal attributes
Hypothetical questions: what if the genders had been
switched, or performed by an older/younger actor?
Help them to understand what “is” there by
considering what “isn’t” there (critical thinking)
Written Exercises
 Hand
out the form ahead of time
 Remind students to read it and bring
it back with them
 Tell them to start considering some
different scenarios and outcomes
 Allow time at the beginning of class
period for them to review the form
 Be very specific!