SCHOOL COUNSELING CORE CURRICULUM

LESSON PLAN ON COMMUNICATION

School Counselor: Rebecca Heindel

Lesson Title: Communication Skills
Grade Level: High School 9th thru 12th grade

Objective: Students will learn proper communication skills to resolve conflicts in school, with
parents, teachers, co-workers, and friends. Students will also learn how to interact and work
cooperatively in groups, and to make decisions.

SUMMARY:
Materials:
 Handout 1: Active Listening
 Handout 2: I Messages

Strategies:
1. Introduce lesson to students – explain that they will be learning communication skills
that will allow them to succeed in life.
a. Go around the group and have students share what communication skills they think
are important in life.
b. Explain that they will be doing a role-play activity using the skills and techniques that
they learn in today’s workshop.
2. Distribute “Active Listening” handout.
a. Ask for volunteers to read each principle.
3. Distribute “I’ Messages” and explain the first paragraph.
a. Advise students not to use put-downs.
b. Read the rest of the examples and ask student to provide examples of messages they
think are useful.
4. Put students into 4 different groups.
a. Provide students with this conflict – “Your friend is in a group project with you and
he/she is not doing any work. Instead they are telling you to do it all, and are telling
other group members you won’t let them help you.”
b. Explain that they will use the “Active Listening” skills and “I’ Messages” to resolve the
conflict. During each role-ply, the rest of the student need to decide what skills were
used in the process, and if they were used effectively.
c. Aster each role-play use these discussion questions:
a. What was the conflict about?
b. How did the people involved in the conflict feel?
c. How did the conflict end?
d. What skills were used to resolve the conflict?
e. Was there a better way to resolve the conflict, and if so, what?
 5. Discussion questions for all students:
a. What are some situations at school where you could use these communication skills?
b. Why do you think it is important to learn how to communicate effectively in the
workplace, at home, at school, and with your friends?
c. What do you think was the most useful part of today’s Communication Skills lesson?

EVALUATION TOOL: Pre-Post Test (to be given on the 1st and last day of the program)

Please list the six active listening skills:

1.
2.
3.
4.
5.
6.

What are the four parts of the “I” message?

1.
2.
3.
4.
ACTIVITIES CALENDAR
SENIORS: Program will start the first Thursday in October, and continue on the
third Thursday of each month through January during Advisory.

JUNIORS: Program will start the first Tuesday in November, and continue on the
first Tuesday of each month through February during Advisory.

SOPHOMORES: Program will start the first Wednesday in December, and continue
on the first Wednesday of each month through March during Advisory.

FRESHMEN: Program will start the first Friday in January, and continue on the first
Friday of each month through April during Advisory.

PROJECTED COST/FUNDING
The only cost for this program will be for the paper to make copies of the handouts and
directions. The funding for the paper will come out of the counseling center.

PROGRAM IMPLEMENTATION
The Communication project will begin with the 2017 school year, and will be part of the
Advisory plan each year there-after.

PROCESS OF EVALUATION
The students will be given a Pre-test at the beginning of the program, and a Post-test at the
end of the four months.
Active Listening Skills
Active listening skills are essential to effective communication, and is a vital part of conflict
resolution. In active listening, judgement is suspended and the listener uses empathy to try to
understand the speaker’s experience, feelings, and viewpoint. The following are the main
principles of active listening:

ENCOURAGE
Draw the other person out. Use verbal/non-verbal Express attention with body language and short vocal
cues to show that you are really listening. responses.

CLARIFY
Ask questions to confirm what the speaker has said.
Not only will this help you understand, but it also may
help the speaker examine their own perceptions.
Example: “Could you tell me what happened first?”
“I’m sorry, but I’m still not sure I understand why that
made you so upset. Please explain it to me one more
time?”

RESTATE
In your own words, repeat what the speaker has said Example: “So she said that she would call your back,
to you. This will show that you are listening, and it and she did not call for two days?”
helps check for facts and meaning.

REFLECT
Tell the speaker what you think he/she is
experiencing, this can help the speaker be more
expressive, and provides a way to check the
correctness of what you are perceiving.
Example: “You said what your friend did hurt a lot. It
sounds like you were humiliated. Am I understanding
this correctly?”

SUMMARIZE
Reiterate the major ideas, themes, and feelings the Example: “So the main problem you are having is…..”
speaker has expresses. This allows you to review and
continue the dialogue.

VALIDATE
Show appreciation for the speaker’s efforts: thank Example: “I am really glad that we are talking
them for talking to you, affirm your positive feelings today.”
about being a part of the process. Thank you for trusting me enough to confide in me.”
“I” Messages

“I” messages allow you to express to someone your need to them to change their behavior,
without blaming them or putting them down. “I” messages create a positive atmosphere for
communication and problem solving.

The four parts of an “I” message are:

1. I feel…
state the feeling I feel betrayed…

2. When you…
state the other person’s behavior when you tell other people something I
told you in confidence…

3. Because…
state the effect on you because it’s humiliating and it makes me
feel

4. I need…
state what you want to happen I need to know that when I tell you
something personal and private, you
won’t…

“I” messages don’t always have to be about something negative, It is important to send
positive “I” messages as well.
“I am really glad that you have been turning in all your homework in math. It makes me feel
that you really do care about your work and grades. I am always glad to help in any way I can.”

It is important to beware of put-downs that are disguised as “I” messages.

“I cannot believe that you are so lazy! I want you out of my group and I don’t want to be your
friend anymore!”