Goal: To improve social-relationship skills
Objective(s):
1. The student will be able to name communication styles.
2. The student will be able to list characteristics of each communication style.Process Steps:
1. Think about what you want to say.
2. Think about communication styles.
3. Decide which style will best help you reach your goal.
4. Act on your decision.
Discuss
Definition: A communication style is chosen when you interact with others; you can choose to be assertive, passive, or aggressive.
Rationale: It is important to choose an appropriate communication style to fit your goals in any situation. Discuss why it is important to choose the right style of communication.
Where/When/Comments:
• Students brainstorm on where/when to choose a
communication style.
• Teacher can refer to "Using I Statements" and
"Being Assertive".
• Make a list of characteristics of each style to use later.
• Use this skill in situations such as passive when a
supervisor is reprimanding you, assertive when you need to stand
up for your rights, and aggressive if your physical safety is in
jeopardy.
Set the Stage:
• Teacher presents posters of the styles of communication
(passive, aggressive, and assertive) and leads a discussion of
the various aspects of facial expression, body posture, tone of
voice, etc. that are characteristic of each style. (Deckert and
et al, 1989 p. 34)
Model/Role-play with Feedback
• Have students imitate the various styles of communication
while playing a game.
• Have students read or act out a familiar story and discuss
the type of behavior exhibited by each of the characters.
(Deckert and et al, 1989 p. 34)
• Use generated list of characteristics of each
communication style to help determine what major style each
student uses and in what situation.
• Watch a TV show and/or cartoons and identify various
representations of each communication style.
Application with Feedback
• White out the dialog in comic strips. Students fill in
dialog representative of assigned communication style.
• Students make posters for the classroom illustrating the
various types of communication. (Deckert and et al, 1989 p. 34)
• Play charades or act out statements using each style.
• Have students match cards representing the styles of
communication (facial expressions and cards with statements that
each communication style may use).
• Have students pick partners. They will observe each other
and give some sort of token whenever they observe their partner
using an appropriate communication style.
• After a difficult situation, have students describe which
style they used and if it was effective.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County