We need to be able to understand others, and help them understand us, so that we can get along. Both verbal and nonverbal forms of communication, as well as active listening, are essential to understanding. Verbal communication includes the words we choose to convey our message. Nonverbal communication includes tone of voice, body posture or body language, and facial expressions.
Gather enough information before making a guess
Give detailed and specific descriptions for others
Practice effective speaking and listening skills, stay on topic, take turns in the conversation
Understand the connection between tone of voice, body language, and facial expressions,
Understand and portray a variety of emotions
Give and receive appropriate and constructive feedback
De-escalate a situation by listening and acknowledging a classmate’s feelings
Use nonverbal communication skills to convey a message
These games can all start or end with a discussion on what is more valuable in communication: nonverbal or verbal cues?
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.
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 students, the instructor can ask them to draw what happens next. This is a great form of imagination and emotional expression.
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.
These games can all start or end with a discussion on what is more valuable in communication: nonverbal or verbal cues?
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.
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.
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.
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.
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?
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.