Communicating Psychology: Developing

Undergraduate Ambassadors to Share

Science
TOPICS:Resources for TeachersStudent Learning

Posted By: Karla Lassonde, PhD July 1, 2019

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As a semester comes to a close many college instructors take time to reflect. Whether it is
through institutional evaluations or our own instructor solicited student feedback, it is important
to consider how our courses met designed learning outcomes and the needs of our students.

This past semester I prepped a new course called Communicating Psychology Science. Here is a
selection of what my students said they learned:

 To be more confident in writing and speaking

  To be comfortable with discomfort
 To advocate for the science of psychology
 To simplify writing and speaking
 To communicate psychological knowledge to general public
 The courage to speak out more in class
 How to be more confident in psychological knowledge

Indeed, an impressive list by any standard! A year ago I was wrestling with a perceived gap
in my teaching. I teach a healthy mix of content courses at the introductory and senior level. I
even have the pleasure to teach specialty courses from time to time like honors psychology and
an advanced seminar in cognition. However, I felt my students lacked a comprehensive
understanding that psychology was a science and could not articulate this idea to their
grandmother or neighbor. Also, in spite of requiring written and speaking assignments, I couldn’t
help find that these mostly one-shot projects left me underwhelmed. Students could deliver the
content but didn’t improve in their communication skills.

Developing a course in communicating psychological science became a passion project and is an

idea ripe for the time. Pioneers in the field of science communication have a contemporary
definition: “Science communication is defined as the use of appropriate skills, media, activities,
and dialogue to produce one or more of the following personal responses to science: Awareness,
Enjoyment, Interest,

Opinion-forming, and Understanding.” 1. Scientists are quite good at science inreach (the ability
to tell other experts about their work through, for example, an academic journal) but need
deliberate training on science outreach. That is, transcending academic boundaries by creating a
message that your grandma can easily understand.

While institutions like the American Association for the Advancement of Science appeal to
graduate students and science-based professionals providing a science communication toolkit,
but what are instructors doing to ‘share the wonderment” of psychological science with
undergraduates? After all they are the future of our field!

Psychology too has a steeper hill to climb for clear communication to the public as it is often
viewed as less scientific than other fields. Recently, The American Psychological Association
created a new strategic plan that lists one of its main goals as elevating the public’s
understanding of, regard for, and use of psychology by making psychological science accessible
and understandable to the public and key decision makers. Similarly, the Association for
Psychological Science advocates for enhancing psychology as a science through improved
communication. Both organizations highlight the need to improve psychology communication,
however, a complete curriculum is lacking.

I have found a great starter set of tools to create the course Communicating Psychology Science.
The goal of the course is to provide students with tools, knowledge, and strategies to speak and
write about psychological science inside and outside the academic halls, so that they are
motivated to become ambassadors of the field.
The course was designed to meet the following objectives:

1. Identify facts vs. misconceptions in Psychological Science

2. Develop critical thinking skills on issues in Psychological Science
3. Evaluate academic and non-academic writings of Psychological Science
4. Communicate topics in Psychological Science to the public.

These objectives align quite well with the American Psychological Association’s Guidelines
For The Undergraduate Psychology Major: Version 2.0. (2).

In addition to my personal commitment and vision for the course, I also had a secret weapon.
IMPROVISATION! This past summer I was lucky enough to complete a science communication
bootcamp for academics at the Alan Alda Center for Communicating Science at Stony Brook
University. Psychologists may already know how well Mr. Alda himself communicates science
from his long-standing work with Scientific America. A quick and fun read of his book, “If I
understood you, would I have this look on my face?” enlightens any audience to the connection
between improve and communication.

Armed with my bootcamp experience in improvisation I was prepared to take these tools to the
classroom! These are not icebreakers folks, I never dreamed I could get students to comfortably
move, act out, and perform…and be VERY vulnerable. I creating the course and developed
assignments using three key readings:

Alda, A. (2018). If I Understood You Would I Have This Look On My Face? Random
House Publishers, New York, NY.

With this text I taught students the importance of clear and engaging communication.

Sample assignments:

 Empathy Day – students go through a day paying attention to and assisting others over
their own needs.
 Story-telling – students practice and gain feedback delivering their own personal life
stories.
 Engagement – students develop writing and speaking skills that are simple and clear.

Green, A. E. (2013). Writing Science in Plain English. University of Chicago Press,

Chicago, IL.

With this text I taught how to write about science so everyone can understand.

Sample assignments:

 Book assignments geared to simplified writing, free from jargon.

 Readings and discussions of poor academic writing – that which can be full of terms only
academic experts would understand
  Writing sample clean-ups – students edit past psychology assignments adhering to
“Green” writing conventions.

Dean, C. (2017). Making Sense of Science. The Belknap Press of Harvard University Press,
Cambridge, MA.

With this text I taught students about science advocacy.

Sample assignments:

 Blogging – students write, re-write, and revise again with peer and instructor feedback.
Prepare publishable works to go on department or personal websites.
 Psychology Pitches – students practice, practice, and practice again… advocating for
their favorite topics in psychology. Students prepare 2 minute, 1 minute, and 30 second
narratives that share psychology with the public.

Here is a quick recipe for the success of the course:

 Structure it with an attendance policy. Students will be relying on a close cohort in the
class. Impromptu writing and speaking, and group discussion require an engaged and
present group.
 Include a qualitative participation component. Reward students with a check plus, meets
expectations, or minus depending on engagement during classes.
 Include peer review and in-class revision time for blogs and speaking assignments. I’ve
developed rubrics for these and would be willing to share.
 Don’t skimp on improv! Spend a handful of weeks playing improvisational games.
Although most of the games I used come from my bootcamp training, you can use simple
improv books like Bob Bedore’s 101 Improv Games for Children and Adults. These
games make everyone vulnerable to act silly and be expressive and set the foundation for
students to open up and eventually tell their own personal stories.

Psychology has an increasing responsibility to share science with the public. Click To
Tweet Yes, advanced level psychologists should do this but who better to bear the cultural
shift of the discipline than the multitudes of undergraduates majoring in psychology?”

References
1. Burns, T. W., O’Connor, D. J., & Stocklmayer, S. M. (2003). Science Communication: A
Contemporary Definition. Public Understanding of Science, 12(2), 183–202.
https://doi.org/10.1177/09636625030122004.
2. American Psychological Association. (2013). APA guidelines for the undergraduate
psychology major: Version 2.0. Retrieved from
http://www.apa.org/ed/precollege/undergrad/index.aspx
39 Communication Games and Activities for
Kids, Teens, and Students
 Kelly Miller
 10
 21-05-2019
 08-07-2019

Our world is in a communication crisis. Kids spend astounding amounts of time on their
electronic devices and with this shift, they are losing their skills in how to communicate their
needs—with their own voices.

Picture the kids you know having no access to Wi-Fi. There might be a revolt when you start to
ask them to communicate with you without a phone or device.

With the availability of alternative sources of social support (Leung, 2007), reaching kids in a
one-to-one setting is difficult. The skill of self-expression in real life and face-to-face interaction
has far-reaching implications.

Improving communication skills in children of all ages today could benefit generations to come,
salvaging the power of verbal communication in a world buzzing with technological alternatives.

Read on to find out how.

This article contains:

 What are Communication Activities, Exercises, and Games?

 The Importance of Teaching Kids Communication Skills
 5 Tips on How to Teach Communication Skills to Children
 How to Spot Communication Difficulties in All Ages
 6 Games and Exercises for Toddlers and Preschoolers in Kindergarten
 A Look at Communication in the Classroom
 4 Ways Students Can Improve Communication Skills
 6 Communication Games and Activities for Elementary Students
 7 Games and Activities for Middle and High School Students
  5 Communication Games and Activities for College Students
 5 Nonverbal Communication Activities and Games
 5 Active Listening Games and Exercises
 5 Assertive Communication Activities for Teens
 A Take-Home Message
 References

What are Communication Activities, Exercises, and Games?

Certain activities, exercises, and games can teach children to communicate better. In most
settings, adults decide the communication style and social norms. The rules of etiquette are also
decided by adults.

These days, it is revolutionary to teach communication skills in “kid terms” with room to
advance the skills as children develop. Imagine a world where every adult practiced their face-to-
face communication

The following are effective communication fundamentals (Stanfield, 2017):

 Empathy;
 Conversation skills;
 Established listening and speaking procedures;
 Respectful vocabulary;
 The power of the pause;
 Practice speaking and listening in natural settings;
 Introspection;
 Turn-taking.

Any activities, exercises, and games that include these fundamentals can improve skills in
communication. Interactive games encourage kids to express their needs. Plus, when kids see
these activities as fun and engaging, the more likely they are to participate.

The Importance of Teaching Kids Communication Skills

There are profound psychological implications for underdeveloped communication skills.
Conversely, more effective communication skills result in a higher quality of life.

Communicating well enables people to know and ask for what they need, and can result in higher
self-efficacy. With higher self-efficacy, there are lower instances of violence, bullying, and self-
destructive behaviors.
Research with people who are hearing impaired revealed the impact on feelings of loneliness and
depression (Knutson, 1990). Now, the same effect is showing for children who are not severely
hearing impaired.

When there is difficulty in basic communication, there is a barrier to a fundamental human need,
thus resulting in emotional and psychological problems. We are hard-wired to connect and
belong with other humans.

For example, when a toddler cannot communicate their needs, a tantrum might follow. When a
pre-teen child cannot effectively communicate, frustration might ensue. When a teenager cannot
effectively communicate, a perfect storm might occur. And when adults cannot understand and
state their needs, lives can fall apart.

Everyone benefits from practicing good communication. Right now, children are in desperate
need of effectively communicating with their peers and with adults.

Good communication is a habit, and it needs to start young.

Effective communication skills equip children with the ability to have their needs met. As
children age, their skills need to increase as difficult situations occur. In school and social
settings, a child’s peers play a significant role in how these skills develop.

Any parent of a teen is aware of how these skills are a part of a teenager-parent relationship.
Modeling appropriate communication skills is a great way to show children (and teenagers) how
people use kind communication to get “what they want.”

Basic communication skills are needed for basic survival. Something as basic as eye contact can
be difficult to maintain for many children, even though it is the most critical part of nonverbal
communication. Looking people in the eye is a skill. It takes practice to understand the
importance of eye contact for the development of good manners and social connection.

So how do we begin teaching kids communication skills? Every setting offers learning
opportunities. When children know how to listen and respond, they also develop deeper
understandings of empathy and compassion.
When kids communicate well, they are more likely to recognize and pursue opportunities with
confidence and self-efficacy.

You can practice life-changing skills starting with these simple exercises below.

5 Tips on How to Teach Communication Skills to Children

Every day, if you work with kids or have them yourself, you model how to ask for what you
need. Even simple moments where you ask a coworker for a pencil can be goldmines of
modeling.

Here are five specific tips.

1. Be a Model

The old adage, “Do as I say, not as I do” rears its head once again. Kids are more likely to do “as
you do” regardless of what you say. Parents who model good communication have children who
are—shocker—better at communicating with others.

It is important to note that sometimes, difficulty in communication may have underlying factors
such as the presence of autism, attention disorders, or auditory disability.

2. Create a Framework for Communication Procedures

Teaching children how and when to communicate is a foundational skill. Chronic interrupting
and volume control are disruptions to communication everywhere, not just for children. Set
boundaries for kids to know when it is appropriate to interject with their opinion. Positively
reinforce kids or students who follow the known expectations.

Regardless of the framework specifics, teach kids how to get your attention—without
inappropriate disruption.

3. Don’t Embarrass Children by Correcting Them in Public

Shame is powerful, and can negatively influence a desire to learn for anyone. Kids will make
mistakes in their communication, as do adults. That two-year-old who called a stranger “fat”
needs to understand why that is inappropriate, but they do not need to be corrected in front of
everyone.

Gently correcting errors in private is a basic principle of positive discipline, and it helps promote
a growth mindset where children feel safe. If a child is embarrassed in public, they will make
fewer communication attempts in the future, or worse, continue the act for attention.
4. Teach Empathy

Empathy is an important topic for children in every aspect of life. The ability to see someone
else’s point of view creates space for mutual understanding and concern for the pain of others.
An empathic listener is a skilled listener. It is crucial to value and praise the students who show
care for other’s feelings, as this promotes a culture of empathy.

5. Show the Power of the Pause

The power of mindful communication is very important. Kids are especially unskilled with
controlling their impulsive behavior, as are many adults. Simply teaching kids to think about the
impact of their words and any other decision-making overall, can help kids reflect before they
act.

It is equally important to value the pauses between statements and encourage a culture of pausing
to also create space for others to speak who may need more processing time.

How to Spot Communication Difficulties in All Ages

Spotting difficulties in communication is important. Infants as young as 0-7 months who don’t
babble might show signs of communication difficulties. Early intervention can help with
cognitive and social growth.

Apprehension in oral communication also can lead to difficulties in psychological well-being

(McCrosky, 1977). There is an increasing rate of anxiety with regard to communication skills in
children. A child suffering from Communication Apprehension will even avoid situations where
oral communication is needed, just to avoid the pain and anxiety associated with that
communication.

A great deal of research has been done in the development of emotional intelligence and its
relationship to effective communication skills (Irving, 2002). Higher test scores exist in
individuals with higher reported rates of emotional intelligence, this adds value to the need for
improving skills as early as possible. Development of social and communication skills is
important for kids, especially those entering Middle School.

While these present as difficulties, they are not in most cases complete barriers to effective
communication. Altering skills to fit the obstacle in effective communication is paramount to a
child’s success.
This is not to downplay the importance that a spectrum disorder, an attention disorder, or an
auditory difficulty may play in communication in children. Children with these obstacles may
find more difficulty with social communication than their peers due to their struggle with
effective communication.

Current research is trying to link other obstacles children may have with these developmental
differences.

Here are some concrete ways to spot difficulties in communication:

 Immature language;
 Speech that is difficult to understand;
 Struggling to talk and or listen in conversation;
 Avoidance of verbal communication.

6 Games and Exercises for Toddlers and Preschoolers in

Kindergarten
Most of these games do not take long, and the skills they teach are foundational to future lessons.

1. Guess the Object

This is a fun game for kids to practice the power of description. Cut a hole in a box that is large
enough for their hands. Make sure that they understand that they’re not allowed to peak into the
hole. Place an object in the box. Have the child describe what the object feels like. Have the class
take turns guessing what it might be.

2. Show and Tell

Many kids love to share at this age. Devoting time for children to share things is an encouraging
way for them to hone their communication skills. Encourage classmates to think of questions
about what their classmate has shared, as a way to develop active listening skills.
3. Feelings Corner

Many times, children at this age have trouble communicating how they are feeling. Emotions can
be so abstract; they may not yet have the skills to recognize them at first. Have a designated area
for kids to express these feelings, where a printout of an emotions wheel is on display. Have
matching emojis that the child can silently hand to their teacher.

Create space during the day for the teacher to address these feelings with any participants. This
creates a place for trust and understanding in an age group prone to outbursts when feeling
misunderstood or wronged.

4. Turn-Taking

Taking turns in speaking is much like sharing a favored toy, and children need to learn the skill.
An engaging exercise for this age group is color circle time. Each child gets a turn in the center
of the circle speaking about a chosen subject.

For instance, the color yellow. The child would get 15 seconds to list all of the yellows he or she
sees in the room. Then that child names another color for the next child in the center. Before the
next turn, each new participant says two things that they heard from the previous sharer.

5. Picture-Telling

Have a variety of pictures for each child. Give each a time limit and let them describe what they
see in story form. During this exercise, they are processing visual cues and utilizing their ability
to speak them to the classroom. The other children practice their listening skills.

6. Finish-the-Nursery-Rhyme Story

Children need to be familiar with the particular nursery rhymes for this activity to be fun. Help
kids imagine and express alternative endings to nursery rhymes in a fun and creative way. Have
each kid add to the shared ending and as a class, develop alternative endings to various nursery
rhyme stories.

Storytelling is a rich way to practice listening and communication.

A Look at Communication in the Classroom

Classrooms are not for the faint of heart. Teachers deserve the credit for establishing the
parameters for their students to learn basic communication. What a teacher tolerates and
encourages from their students is one way that children absorb communication habits.
Kids are clever. They know what they can “get away with,” and they look to adult figures for
examples of how to speak and act. Thus, classroom parameters are paramount, especially when
students get to “make the rules” too. Adults always make the rules, but when students help with
the process, they are likely to exhibit more buy-in.

Criticism and judgment from classmates should be avoided in classroom culture as much as
possible. These issues must be addressed, while also recognizing students practicing clear and
kind communication.

The language and tone used in classrooms are important. Teachers who berate and shame kids
may speak of frustration with unhappy and critical students.

Kids are smart—they respond to respect.

As the leader in the classroom, teachers are in a position to influence positive language and
tone. Congruent communication is one way for teachers to demonstrate skills in the classroom
(Brown, 2005). The role of active listening and body language among adolescents can help
create an atmosphere of trust and mutual understanding between teacher and students.

Empathetic listening by the teacher creates a connection with the students that allows them to
feel “heard.”

Social interaction among peers is also important in the growth of communication skills. The
more inclusive the focus of a classroom, the more growth each student will experience.

We are hard-wired to cooperate with others. Fostering positive interactions will benefit the entire
culture of the classroom, as well as teach children skills that will serve them throughout life.

4 Ways Students Can Improve Communication Skills

Practice makes improvement—not perfection. Once kids are aware of these skills, the practice is
available in every interaction.

1. Active listening skills through reinforcement

2. Group projects with collaboration
3. Know the benefit of open-ended questions
4. Developing empathy

6 Communication Games and Activities for Elementary

Students
Telephone is a common “playground game,” and also a powerful metaphor for teaching
miscommunications and the practice of sharing information. The rest of the games, like
Telephone, are also quite fun.

1. Telephone

Have students gather together in a circle. The instructor will whisper one short topic, sentence, or
phrase into the ear of the student next to them. This phrase will be whispered into the ear of each
student around the circle until arriving back at the instructor, who will then compare the original
sentence to the one that it became.

2. Emotional Charades

Write-out scenarios that might provoke emotion in participants. The scenarios should be
generally light emotions like forgetting your lunch, losing your phone, hearing a rumor about
you, waiting for a bus, or forgetting your homework.

Each student then gets a scenario and acts it out with no speaking. After the scenario is guessed,
discuss the emotional response. The more easily students can verbally express their emotions, the
more easily a teacher can communicate with them and reference confusing feelings.

3. Audio Book Interaction

Scholastic has many interactive books available to students for free. The benefit of this
interactive experience is for the student to align reading with speaking the words of the book.

4. Internet Resources

www.creatubbles.com is one website that unites students around the world and offers a platform
to learn about creative and effective communication skills.

5. Role Playing

This is a great way to expand empathy and perspective-taking. Setting goals for the roles is
helpful, to guide the students toward vocabulary that will better facilitate cooperation.

For instance, assigning students as parents or teachers allows the kids to be creative in thinking
of words that adults would use, and how it might feel to be in a situation from a view other than
their own.

6. The Follow All Instructions Activity

Create a list of detailed instructions. The first instruction should be READ ALL
INSTRUCTIONS FIRST. The last listed should be IGNORE ALL OTHER INSTRUCTIONS
AND WRITE YOUR NAME ON THE TOP OF THIS PAPER.
The purpose of the activity is for students to communicate the importance of reading all
instructions first before beginning any project. It offers a great conversation as well, for students
of all ages.

7 Games and Activities for Middle and High School Students

So far we have covered a lot of games geared towards younger audiences, although they can be
applied to older students too. Now we offer resources specifically for older students.

1. Famous Pairs

Create a list of well-known famous pairs. For instance, peanut butter and jelly, Romeo and Juliet,
Superman and Lois Lane, etc. Each participant should receive a post-it-note with one half of a
famous pair on their back.

Moving throughout the room, with only three questions per person, the participants try to figure
out who the person is on their back.

Once the person has discovered who they are, they need to find their partner. If the other partner
has not figured out his/her identity, they must not reveal themselves until they know.

2. The Best Parts of Our School

Many students are negative when it comes to their interpretation of school. In an effort to
recognize what is good about your school, this activity is connective and a communication skills
builder. This activity should be conducted over three days.

The first day is spent with each student listing 10 things that they consider the best parts of their
school. The second day is spent in groups. The groups will create a coordinated list of agreed-
upon best parts of their school. The third day is spent creating a class collective list after each
group presents their best parts of their school ideas to the class.

3. The Enigmatic Self

We are often mysterious to others. This game promotes self-awareness about what you find
mysterious about yourself. In this activity, students write down three things about themselves
that no one else knows. In groups of 3 or 4 students, each read the mysterious aspects to each
other.

Each group collects the mysteries. At a later time, each group reads the fact list and the
remainder of the class tries to guess who the facts are from on the list. Encourage deep respect
for these mysteries. Encourage students to celebrate the uniqueness of each other.
Classrooms with solid trust are often built on awareness and appreciation of each other.

4. Stand Up for Fillers

How many people use “like” or “um,” or “uh” or “so,” or “right” to fill a silent space? It is a
nervous habit that is often rooted in the perceived discomfort of silence. This activity helps
eliminate these fillers in conversation or in public speaking.

Each student is given a topic that they will speak about for 1-3 minutes (topic is not important; it
should be simple). During their speaking time, the remainder of the class will stand when they
hear any of these fillers occur in the speech.

The class is listening and the speaker is hyper-aware of the words that they use. It is a deliberate
shock to the speaker to see the entire class stand when they hear these fillers and helps to be
mindful about using precise vocabulary.

5. Blindfold Game

Create an obstacle course with everyday items in the classroom. Sort students into two groups.
One person is blindfolded while the rest of the group decides how to communicate (from their
seats) instructions on how to navigate through the course wearing a blindfold. Time each group
and discuss which communication style was the most effective.

This activity builds trust and requires accurate communication to successfully navigate through
the course. *Be sure to have at least one person to stand near the blindfolded student to help
them stay safe during the course.

6. Drawn Understanding

Have two students sit back-to-back. One student has an object and the other has colored pencils
and paper. The student with the object must describe it in as much detail as possible, without
directly saying what it is.

The second student must draw the object as best they can, based on the communication of the
student with the object.

7. Find It Together

Another blindfold is needed for this activity. Divide the group into pairs. One of the students is
blindfolded. It is their job to retrieve specific objects from a designated circle. The other student
guides their blindfolded partner to retrieve the correct object.

This game can get chaotic because of other blindfolded participants. It requires discussions after
the activity, as well as voice recognition and teamwork. A closing discussion question could be
something like, “How did people ignore the distractions of other sounds?” It can lead to great
conversations on listening and volume control.
5 Communication Games and Activities for College Students
Students at the college level have likely developed some effective communication skills. At this
level of education, there are still deep needs to practice communication—it is a skill that needs
work.

1. The Guessing Game

This activity is a fun way to introduce and show the difference between closed and open
questions. Split your class into two equal groups/teams. One person from each team will leave
the room for a minute and think of a business object (any common business object that can be
found in any office like a stapler, printer, etc.).

When each person returns, it’s the team’s task to ask him/her closed-ended questions only to try
and guess the object. If needed, explain that closed-ended questions are those that can be
answered only by a yes or no. Once any team finds the object, this means that they won this
round. And they can go for another round.

After two or three rounds, end the game and lead a classroom discussion. Tell the group that it
took a long time and effort to find out the object in each round, but what if they had no time and
only one question to ask to find out the object: what would that question be?

The question would be “What is the object?” which is an open-ended question. Open-ended
questions are an excellent way to save time and energy and help you get to the information you
need fast.

However, closed questions can also be useful to confirm your understanding or to help you
control the conversation with an overly talkative person/customer.

2. One Word Letters

Divide into pairs. Each team has one piece of paper and two pencils. The instructor will start a
clock (2-minute time limit). During the two minutes, the pair will write a single letter between
them. Each of them will add only one word at a time. The pair is to write as quickly as possible,
not going back to re-read anything, but the last word added.
Grammar and spelling are unimportant. Punctuation is only added for sense in the letter. The
letter may be written to anyone that the pair decides. It does not need to be a finished letter.

Once the time is up, the letter is read aloud to each other, or the group if classroom trust is solid.

Something interesting occurs when this activity is repeated. The original letters are nonsensical
and amusing.

As the process is repeated, the pair’s language begins to become more cohesive. It makes for a
rich discussion.

3. Study Groups

Creating space for college students to manage a group culture is practice for future employment
and collaborations. Study groups are one way to create the space for effective communication
skills to be fostered.

Setting up the study groups for the class can form new bonds between students, and challenge
them with handling situations that students might not naturally enter. The benefits of effective
learning and the development of cooperative communications skills are far reaching (Colbeck,
2000).

4. Team Debate Projects

Collaboration is an important skill for students to have in the world of employment, opinions,
and creating solutions. To understand any selected course material, have students argue a point
against another within a mediated session.

There are many resources on how to facilitate team debates. Discuss the complications that may
arise with debates, and how they can practice listening and being willing to change their mind if
the argument is convincing.
5. Peer Mentoring

Leadership development requires advanced communication skills. A productive way to develop

these skills is through the active engagement of peer mentorship programs. The give and take
that exists within this relationship will fully develop skills in both parties.

Mentors benefit from the self-confidence boost that their guidance is needed, while mentees
benefit from advice and a role model.

5 Nonverbal Communication Activities and Games

These games can all start or end with a discussion on what is more valuable in communication:
nonverbal or verbal cues?

1. You Don’t Say

Divide the group into smaller groups of 5-7 people. Write out a list of non-verbal behaviors.

Have the groups act out and interpret the meanings of these behaviors. This activity helps
participants recognize nonverbal communication cues from others. Within their groups, have
students display one of the nonverbal behaviors, while everyone else in the group shares or
writes down what nonverbal message they are receiving.

Non-verbal behaviors can include:

 Leaning back in a chair with arms crossed;

 Leaning forward in a chair;
 Smiling;
 Frowning;
 Yawning;
 Nodding;
 Resting chin in both hands;
 Resting chin on knuckles;
 Rubbing your temples;
 Tapping fingers on the table;
 Looking at your watch;
 Staring around the room;

Ask the participants afterward to share their small-group findings. Ask the class if anyone has
ever experienced a nonverbal cue that signaled to them much stronger than any words? Chances
are that they have, and this provides context from their direct experience.
2. Picture Telling with Writing

To promote creative communication, this activity engages descriptive language and storytelling.
Hold up a picture with people in it. Have the group write about what the people are doing and
feeling in the picture.

With smaller children, the instructor can ask them to draw what happens next. This is a great
form of imagination and emotional expression.

3. Mimes

Have a list of topic questions prepared. Divide groups into partners. Have one partner act out the
answer to the topic question. The second partner guesses by writing what they believe the answer
is on a piece of paper.

4. Movement Sticks

Hold two poles between the fingers of pairs. Together the pair will adjust to the movement of the
poles. This is a fun and interactive way to attune body language.

5. Mirrors

Divide the group into pairs. Have one partner be chosen as a leader. The other will follow the
facial expressions and body language of the leader. This works on eye contact and emotional
awareness, along with improvement in awareness of body language cues.

Switch the leader with the follower for the second round. Ask the class if they preferred to follow
or lead, and why?

5 Active Listening Games and Exercises

These games have been around for decades and are still fantastic for teaching active listening
skills. Everyone knows the directions, and most people enjoy playing.

1. Red Light, Green Light

2. Simon Says
3. Musical Chairs
4. Popcorn Storytelling

This game is fun for all ages. Have the group sit in a circle. Give the group a starting sentence.
For instance, “Once upon a time, a tiny gray elephant….” Have each participant add to the story
based on what the previous participant has added to the story. It is a great demonstration of
utilizing active listening.

5. What’s My Favorite Movie?

Have each participant describee their favorite movie to a partner. Then, in pairs ask them to
repeat their partner’s favorite movie. Only those who have actively listened will be able to
accurately repeat the favorites. It’s tough when the game has many participants.

5 Assertive Communication Activities for Teens

Assertive communication is a healthy way to express one’s needs. Being respectful and honest
may still cause discomfort, and negotiating that discomfort is a critical skill. The following are
activities that can help teens to develop these vital communication skills.

1. Emotion Awareness

Being attuned to our own emotional needs is the foundation of understanding why we are happy
or frustrated with others. Many teens have trouble putting words to how they are feeling, and that
is often a matter of knowing how to identify complex emotions.

In this activity, provide each participant with a sheet of various emojis. Take the group through
various emotion-invoking scenarios. Have them keep track and label the emotions that popped
up for them. Being able to name emotions as they are cued is a first step in improving emotional
intelligence, and also relaxes the amygdala from over-firing.

2. Fists

Divide the group into pairs. The pair will get two different sets of instructions.

Person 1 instructions will read: Person 2 will make a fist. You MUST get that fist open.
Person 2 instructions will read: Person 1 is going to attempt to get you to open your fist. You
must NOT open your fist unless he/she asks you politely and assertively.

Most people will try to pry the fist open. It is an opportunity to efficiently explain assertive
communication. Knowing the power of good communication skills is important in building them
properly.
Discuss with the students how the directions influenced their actions. Did they consider a
peaceful way of asking? Why or why not? What communication role-models do movies and
media offer?

3. Situations Samples

Have a list of scenarios where assertive communication would be the most effective. Offer the
teens an opportunity to practice responses to the situations. Have them demonstrate aggressive,
passive, and then assertive styles.

When they know the difference, the better they may practice it in real life scenarios.

Some sample scenarios could be:

 You are standing in line at the check-out and two salespeople are engrossed in a deep
conversation ignoring you.
 Your teacher graded a paper that you feel should have received a higher mark.
 Someone calls you a name that is hurtful.

Go through various options for responses and get the teens brainstorming.

4. Eye Contact Circle

This nonverbal skill is essential in assertive communication. A creative way to build this skill is
with this circle. Create a circle with group participants. Each participant will answer the same
question (ie: what is your favorite ice cream flavor) and after answering must find mutual eye
contact with someone across the circle.

Once this eye contact is made, the participant must call out their partner’s name and slowly
switch places with them, while maintaining that eye contact. Eye contact is one of the basic
principles of communication and trusting others.

5. Role-playing

Put the group into pairs and have them play different roles. Have the teens brainstorm scenarios
from the past where they wish they had been more assertive. This also can be used in the
workplace with employees, where people brainstorm in pairs.

This gives people the chance to learn from mistakes, and the empowerment to express their
needs during the next uncomfortable situation. Have a list of possible scenarios ready, just in
case the brainstorming doesn’t produce enough opportunities to explore.
A Take-Home Message
Good communication is a skill that serves people in every area of life. Even the best
communicators make mistakes, let alone those of us still learning how to improve. Imagine a
world where everyone knew the emotion behind their message and tried to communicate with
assertive kindness.

Equipping children with effective communication skills results in higher levels of emotional
intelligence, higher test scores, lowering incidents of bullying, and improvements in overall
mental well-being. There is so much to gain from practicing these skills.

With the omnipresence of technological advances, kids need to practice these face-to-face skills
more than ever.

Building these skills in all age groups builds a society for empathy and emotional resilience. The
more practice kids get in school and at home, the better these skills will become. Adults and kids
alike have endless opportunities to change how they speak and address their shared needs.

About the Author

Kelly Miller will be a graduate of the Flourishing Center’s CAPP program in 2019. She is
currently the owner of A Brighter Purpose, LLC, a provider in positive psychology coaching
services. When she isn’t gleefully helping humans move toward flourishing, she enjoys National
Park hikes and spending quality time with her adventurous family.

Comments

1.

Ruwanara on 31st August 2019 at 7:29 pm

I started work as Child Counselor in Child and Probationary Department of Sri Lanka.

This article was very helpful to create group activities for the children.
 Thank You very Much Kelly

Reply

Kelly Miller on 4th September 2019 at 1:01 pm

You’re so very welcome. I’m so very pleased that this article served you in your
meaningful work.

Reply

2.

Moanaro Longkumer on 27th August 2019 at 2:35 am

It’s incredible and simply help me in my class teaching. I was looking out for classroom
activities for quite a long when I came across your page…! Loving it much!

Reply

Kelly Miller on 4th September 2019 at 1:02 pm

So pleased that you found it helpful. Good luck on a wonderful school year.

Reply

3.

marta on 17th August 2019 at 9:50 am

 I’m about to start teaching media and communication at high school. Found this article
and exercises very useful, indeed! Thank you!

Reply

Kelly Miller on 4th September 2019 at 1:03 pm

That’s a big job Marta! I’m so happy that you found this useful. High school can
certainly use more of the work you do. Well done!

Reply

4.

Stephanie Pinto on 13th June 2019 at 10:13 am

Hi! I have been a speech pathologist here in Australia for 10 years and now moving into
the space of emotional intelligence for kids. Absolutely love it! And I am so glad a
colleague passed this article on to me. So many great tips and activities. Thank you!!

Reply

Kelly Miller on 25th June 2019 at 7:45 pm

So happy that this article served you.

Reply

5.
 Deborah Minor, MS CCC-SLP on 25th May 2019 at 10:56 am

As a Speech & Language Pathologist, I appreciated the many functional, family-friendly

ideas this article provides. As we know, clinicians and educators can only do so much;
carryover of new skills is improved with participation by families.
I would like to add one important point to this article. If parents suspect that a child has a
communication difficulty, they should consider consulting a Speech & Language
Pathologist. Early intervention by licensed Speech & Language Pathologists has been
shown to be extremely effective in improving children’s speech and language skills and
reducing the need for Special Education services when they reach school age. Parents can
find Speech & Language Pathologists by consulting their pediatrician or family
physician, their local school district, or by contacting their state Speech and Hearing
Association.

Reply

Kelly Miller on 30th May 2019 at 1:08 pm

Thanks so much for your comment. I agree that the value of speech & language
pathology is so important and that early intervention is key. Some of this research
was generated from a friend in the field, so your perspective is very well received.
Thank you for the beautiful work you do in a very important field.

Reply

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7 Examples of Unity in Daily Life and How to Teach It

Practice these methods to keep the art of
conversation alive!
Only a teacher can truly know the joy of walking into a classroom and seeing a group of cherubic
faces smiling up at you, eager to learn, hanging on your every word, and never interrupting.

Yeah, right. If you’re a teacher, you know this Utopia is far from reality.
The truth is that listening and speaking are skills that don’t always come naturally to kids.

Why do Kids Struggle with Effective Communication?

There are many factors. For example, look around at a group of teens and you’ll usually see them
on their phones. Sometimes they are, astoundingly, texting their friends that are in the same
room! They are more comfortable texting and using technology than speaking face to face.
According to the New York Times1

children between the ages of 8 and 10 years spend 8 hours a day on screens.

This figure goes up to 11 hours for older students, so it’s really no surprise our students’
communication skills are lacking

Sometimes kids have few adult role models to show them how to be good listeners and have
productive, healthy conversations. Many students have speech or other communication disorders
that may impede their ability to speak and listen well. As teachers, we have an excellent
opportunity to teach these skills to our students!

How to Foster Students’ Communication Skills

How can you incorporate teaching, speaking, and listening while still having time to get in
everything else you have to teach? Read on for some great tips to help your students become
fabulous communicators!

Teach Kids Empathy

When you’re teaching students to communicate, it’s essential for them to develop empathy and a
sense of what the other person is thinking and feeling. For some students, we must teach this
explicitly. When students start to see that their viewpoint isn’t the only one, they become better
listeners, and tend to speak more respectfully to others.

Teach Conversation Skills

Explicitly teach how to have good conversations. All the activities in the world won’t help
students develop skills they don’t have. It’s important to model how to have a productive
conversation. Puppets can be an excellent tool, as can role-playing. But the preferred method is
through VideoModeling, where professional actors model examples and non-examples of
communication skills. Many of our programs that use this research-based VideoModeling
method have been proven effective!

Establish Listening and Speaking Procedures

Develop and post these throughout the classroom. Dr. Allen Mendler of Edutopia suggests

“identify procedures for having a conversation that includes appropriate non-verbal behavior. For
example, you might teach a strategy like S.L.A.N.T. (Sit up straight. Listen. Answer and ask
questions. Nod to show interest. Track the speaker.)”2

These behaviors are crucial later when students will need to make good first impressions with
employers!

Teach Respectful Vocabulary

Teach respectful alternatives for heated conversations. Remind students that being COLD
(passive), or being HOT (blowing up), often makes matters worse. The best solution is to be
cool. For example, telling someone, ‘you’re stupid’ may have a more inflammatory effect than ‘I
disagree with you.’ While it’s obvious to adults, it may be less obvious to children.

Don’t Forget the Non-verbal

As Peter Drucker said, “The most important thing in communication is hearing what isn’t said.”

Teach the Power of Pausing

Teach students to pause, think and ask questions. This will help them both to begin to see
another’s viewpoint and slow them down a bit to listen more effectively. Teach them questions
such as ‘So, do you mean?’ or ‘Why?’

Practice Speaking and Listening in Natural Settings

While speaking and listening are vital in the classroom, they are useful in all areas of students’
lives. Start by having students talk about their interests, then role play situations they might
encounter, such as an argument with a friend or how to respectfully disagree with someone in a
position of authority.

Encourage Introspection
Students can begin to learn where their feelings and thoughts come from. It is a skill that may
take some work, but understanding themselves is just as important in communication as
understanding those around them.

Turn Taking
One of the most basic building blocks of a good conversation is learning to take turns. Mendler
suggests: “Use an object, such as a talking stick as a signal for turn-taking. Teach your students
that when they have the object, it is their turn to talk or pass while others are expected to listen.”
It is a good idea to involve students in other activities that practice the skill of turn-taking, such
as board games.
Teachers, You Have the Power

Unfortunately, students don’t instinctively know how to have a good conversation. There are
many barriers to communicating effectively, but communication is a skill that can be taught. So
get teaching!

Citations

1. Brody, Jane E. “Screen Addiction is Taking a Toll on Children.” The New York Times, 6 July
2015, www.well.blogs.ntyimes/2015/07/06/screen-addiction-is-taking-a-toll-on-children/.

2. Mendler, Dr. Allen. “Teaching Your Students How to Have a Conversation.” Edutopia, 5 Nov.
2013, www.edutopia.org/blog/teaching-your-students-conversation-allen-mendler.
How to Develop Effective Communication
Skills in Students
By Ross Lane

A classroom environment relies heavily on the quality of communication taking place within it.
As an instructor, taking steps towards improving the communication skills of your students will
contribute positively towards your classroom climate. Students with effective communication
skills will be more likely to contribute to class discussions, will be more productive members in
group projects, and will ultimately gain more from their experience in class. The following steps
can be implemented to improve your students' communication skills, with the intent of
strengthening the classroom experience.

Steps for Improving Student Communication Skills.

Establish the ground rules and norms for class discussion early on. By setting the standards for
class participation as early as possible, your students will be more likely to understand their role
in discussion. Specific elements, such as when a speaker should raise their hand, and more
intangible aspects such as the tone for the classroom environment you establish, will help your
students understand how communication works within the classroom.

Encourage all students to participate in class discussion. Avoid focusing on the students that are
always willing to answer. Look for responses from the entire classroom, and be willing to take
the time for them to emerge.

Assign frequent opportunities for small group discussion. The more often students work together
in order to contribute to the larger discussion, the more comfortable they will become within the
classroom environment, increasing their willingness to communicate.

Adopt a policy of openness with your students. When you make a change to the class structure,
or give an assignment, be open with your students about your intentions, and seek their feedback.
By treating them with respect and openness, you will help foster an environment of trust with
your students, increasing their likelihood of open communication.
8 Methods for Effectively Improving Student
Communication Skills
Communication is an important skill for every modern student to master. Advances in digital
media, changing career landscapes, and greater competition in colleges and workplaces makes
improving student communication skills a must. Cramming tips the night before a big interview
won’t do the job if students are trying to make an impression in the collaborative workplaces of
the future. When it comes to acquiring indispensable communication skills, there’s no time
like the present.

As their teacher, you can follow these 8 strategies to enhance student’s speaking and writing
abilities, no matter their age.

The Path to Improving Student Communication Skills

These 8 tips can help you immensely with improving student communication skills. They can be
adapted for most every kind of student from kindergarten to high school. Build better
speakers and writers of tomorrow by challenging your students to think critically, listen actively,
and work together.

1. Watch films that model conversation skills.

Conversation is one of the most basic and essential communication skills. It enables people to
share thoughts, opinions, and ideas, and receive them in turn. Although it may appear simple on
the surface, effective conversations include a give-and-take exchange that consists of elements
such as:

 body language
 eye contact
 summarizing
 paraphrasing
 responding

Your students can learn the foundational elements of conversation by watching films or videos of
these interactions taking place. Pause the video and ask questions such as, “What message is the
listener sending by crossing his arms? What else can you tell by observing the expressions and
body language of both people in the conversation?”

2. Use technology.

From audiobooks to apps, there is a multitude of technological resources you can use for
improving student communication skills. Students can listen to or read along with audiobooks to
hear how the speaker pronounces and enunciates different words or phrases. Some great free
apps that improve student communication skills are VoiceThread (which is suitable for
kindergartners through adults) and Paper Telephone.

3. Reinforce active listening.

Communication isn’t just about speaking; it’s also about listening. Teachers can help their
students develop listening skills by reading a selection of text aloud, and then having the class
discuss and reflect on the content.

Active listening also means listening to understand rather than reply. Reinforce building good
listening skills by encouraging students to practice asking clarifying questions to fully
understand the speaker’s intended message.

4. Offer group presentations and assignments.

Team-building exercises can also help students sharpen both oral and written communication
skills. Not only does it offer students the chance to work in small groups, thereby reducing some
of the pressure, but it also gives them the opportunity to debate their opinions, take turns, and
work together towards a common goal.

5. Ask open-ended questions.

Because they require more than a one- or two-word response, open-ended questions are
vital for inspiring discussion and demonstrating that there are multiple ways to perceive
and answer a question. You might set a timer for short informal conversations and challenge
students to use open-ended questions.

For example, you might show children the difference in how much more information they can
obtain by asking “what did you like best about the song?” rather than simply “did you like the
song?”

6. Use tasks and activities that foster critical thinking.

Another task-based method for improving student communication skills is through critical
thinking exercises. These can be done verbally or through written assignments that give students
the chance to answer questions creatively using their own words and expressions.

Get a head start with the communication-based critical thinking activities and games in our most
popular resource, the Critical Thinking Companion.

7. Offer reflective learning opportunities.

Recording students reading selected text or videotaping group presentations is an excellent

method for assessing their communication strengths and weaknesses. Students can reflect on
their oral performance in small groups. Then, ask each student to critique the others so that they
can get used to receiving constructive criticism.
8. Find teachable moments.

Whatever the age group you are working with, maximize on the everyday happenings in the
classroom environment. For example, if a student answers a question in a complicated way, you
might ask that they rephrase what they said, or challenge the class to ask clarifying questions. If
an unfamiliar word pops up in a text or on a film, pause in order for the class to search for the
word in the dictionary.

WRITTEN BY Lee Watanabe-Crockett


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Creative Classroom

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5 Quick Ways of Improving Your Learners’
Communication Skills
by Lee Watanabe-Crockett | Feb 22, 2019 | Student Engagement

What can you do as a teacher for honing and improving your learners’ communication skills?
There may be any number of children with difficulty speaking, writing, or handling conflicting
viewpoints with others in a classroom. This can continue to exist in middle school and at the high
school levels without intervention, making it difficult to teach and interfering with the learning
processes of not just the child affected, but the other students in the classroom.

Such learners cannot be ignored. Teachers and parents must assume the role demanded by the
child and gently guide them in the improvement of their communication abilities. We see the
potential in the modeling of language, role-playing and involving the parent in the classroom to
elicit and develop the communication and language skills of students. Teachers are in the perfect
position to create an environment that supports communication skills in learners.

Advertisement

5 Ways of Improving Your Learners’ Communication Skills

You can succeed every time at improving your learners’ communication skills in the following
ways:

1. Encourage the child to initiate and engage in conversation.

Some children may not want to talk at all. This makes it difficult for them to express their
feelings appropriately when upset or stressed. Take time out to consistently encourage their
involvement in low-stress activities. Initiate and support talks during art activities, when playing
games and during paired reading activities. Model phrases that may be useful in terms of the
context of a situation. Introduce new concepts and words to a child.

Discuss feelings about events happening to students in the classroom or school. Become a person
they can turn to in order to openly share their thoughts without judgment. In this way, you
provide the support, opportunities, and scaffolding to build stronger communication skills in
your students.

2. Model active listening and reflection.

Show a child that you care about what they feel by listening to what they do say, repeating back
part of what was said and then asking a relevant follow-up question. “It sounds like you were
really focused on that art project. What did you like most about doing the project? Do you think
there might be another project you would like to try?

Some children prefer to write thoughts down before talking about a situation. Allow them to
journal their ideas and feelings and have them share as appropriate. Teachers can then reflect and
comment on the entry they share and verbally ask or write down a question in their journal to
elicit a deeper and more detailed response.

3. Conference with parents or caregivers.

Show parents where their child needs to be developmentally and provide them with the skills and
opportunities to partner with you in helping their child improve their communication skills.
Invite them into a class during low-stress group activities and model the type of language and
skills desired on a variety of children. They can use this as a learning opportunity as they work
on a given project with their child.

A healthy connection and open communication between parent and child form part of the
foundation for a child’s language development. Give opportunities to parents to help and support
their child in the classroom, on field trips, and during other learning activities. The right tools
and support can help parents and children communicate better outside of the classroom too.

Advertisement

4. Role-play in the classroom.

Give children situations to discuss and act out. Situations that may make them nervous, such as
lunchtime or issues that may occur while waiting for the bus, may be relevant options. Take turns
being different people in the conversation and give time to a child to respond to different
statements and think through a scenario. In this way, a child can think through the responses that
will assist them in a situation before a stressful event occurs. They will be more prepared to
handle the variety of responses that may occur when actually in an anxiety-provoking event.

5. Allow students to share opinions and vote in the classroom.

Ask their opinion on recent school events and relevant happenings. Show them how to use “I
think” and “I feel” statements to share their thoughts. Vote on school pets, games to play during
a break or a theme for a classroom party. Older children may be able to discuss recent news and
world events.
Teachers Make a Difference
By taking steps toward improving your learners’ communication skills, you can create improved
outcomes for impacted students and foster a more open and collaborative learning environment.
Give learners the tools they need for a lifetime of learning and exploration.

Additional Reading
 10 Things That Define Exemplary Digital Communication for Everyone
 22 Ways of Instantly Improving Communication Skills [Infographic]
 5 Smart Online Parent-Teacher Communication Tools for Keeping Connected

A classroom environment relies heavily on the quality of communication taking place within it.
As an instructor, taking steps towards improving the communication skills of your students will
contribute positively towards your classroom climate. Students with effective communication
skills will be more likely to contribute to class discussions, will be more productive members in
group projects, and will ultimately gain more from their experience in class. The following steps
can be implemented to improve your students' communication skills, with the intent of
strengthening the classroom experience.

Steps for Improving Student Communication Skills.

1. Establish the ground rules and norms for class discussion early on. By setting the standards for
class participation as early as possible, your students will be more likely to understand their role
in discussion. Specific elements, such as when a speaker should raise their hand, and more
intangible aspects such as the tone for the classroom environment you establish, will help your
students understand how communication works within the classroom.
2. Encourage all students to participate in class discussion. Avoid focusing on the students that are
always willing to answer. Look for responses from the entire classroom, and be willing to take
the time for them to emerge.
3. Assign frequent opportunities for small group discussion. The more often students work
together in order to contribute to the larger discussion, the more comfortable they will become
within the classroom environment, increasing their willingness to communicate.
4. Adopt a policy of openness with your students. When you make a change to the class structure,
or give an assignment, be open with your students about your intentions, and seek their
feedback. By treating them with respect and openness, you will help foster an environment of
trust with your students, increasing their likelihood of open communication.

Source: http://www.ehow.com/

Read 49755 times

Published in Quick Tips for Teaching

Tagged under
  teaching tips

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 Letter Writing as a Teaching Tool
 Eight Proactive Classroom Management Tips
 Six Strategies for Building Better Student Relationships
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Developing Communication Skills

 An important aspect of learning is for students to be able to communicate what they

know, or think they know. The best way for teachers to encourage communication from
all students is through classroom discussion or small group work (Rika, 1996). There has
always been the notion that you learn best when you actually have to teach or explain a
concept to someone else. This means being able to verbalize what you know. So teachers
need to encourage their students to verbalize their own knowledge so that they can learn
more efficiently. Students on the listening end also benefit from hearing their classmates
explanations. When students listen to each other, they often benefit from hearing
concepts being explained from different points and in ways that might be closer the
students way of thinking. When students listen effectively they generate questions to
further everybody's thinking and learning.
 In order to have good discussions teachers need to provide problems that have multiple
solutions or methods of solution. These types of problems are best in simulating
discussion, creativity and risk taking. When teachers are trying to encourage a
meaningful discussion it is crucial that they give their students plenty of time to respond
and think about what they want to say. Teachers should avoid yes/no questions and short
answered question if they want to have a quality discussion. Open-ended higher level
thinking questions are the best choice to get students thinking and communicating their
ideas. The teacher should stay involved in the discuss to correct wrong information but
should be careful when pointing out mistakes. It is very important to create and maintain
an environment that students feel comfortable participating.
 Another way to encourage students to communicate, especially if they are too shy to
speak up, is to have them journal. Research suggests (Terrell Young, 1990 that dialogue
journals provide a purposeful activity in which students communicate their thoughts and
feelings. It is important that teachers collect these journals and respond to them. The
teacher doesn't necessarily need to evaluate them, but she/he could ask the students
questions to further their thinking. Such as, "Why do you think that?", "What could be
another reason?", and so on. Students can also exchange journals to share their ideas and
get responses from others.
 Debate is another way teachers can provide their students with the opportunity to practice
their communication skills. Research suggests that debate encourages different types of
responses, helps students to develop convincing arguments, and allows teachers and
students to learn from one another (Leonard, 1999). This also encourages students to
back up what they believe and it allows teachers to really get a good idea of what kind of
conceptual knowledge students have about certain topics.