Beacon Lesson Plan Library
Are You Listening to Me?
Bay District Schools
Students identify differences between listening and not listening skills. Students learn how to use good listening skills when trying to solve a conflict. Students role-play using listening skills to resolve conflicts.
The student carries on a conversation with another person, seeking answers and further explanations of the other's ideas through questioning and answering.
The student knows positive ways to handle anger.
-Large chart paper
-Slips of paper with conflicts on them
(ex. Bill steps on your toes in line or Sue cuts in front of you at the water fountain. What do you do? How do you handle it? etc....)
1. Ask a student before the lesson to participate in the conflict simulation in front of the class. Run through the simulation so the student knows what to expect and how to respond during the simulation.
2. Model listening skills for students on a daily basis.
3. Prepare the slips of paper with the conflict situations.
4. Have chart and journals on hand for the lesson.
1. First, discuss with the class:
-What does good listening look like?-
-What does good listening sound like?-
-What does not-listening look like?-
-What does not-listening sound like?-
2. Record answers on a t-chart taped to board. Discuss answers.
3. Remind students that it is important to be a good listener so we can understand what people say and do. Also, we need to be good listeners to be safe. Good listeners listen without interrupting.
4. Sometimes we can resolve conflicts by simply listening to each other and by talking nicely to one another.
5. Simulate -Picking on someone-
-Choose a student for a simulation about picking on someone
-Start mocking the student and let student respond. Continue mocking throughout the conflict. Example:
S.- Stop it!
S.- I'm gonna tell!
T.- So what?
S.- That's it. I'm telling!
S.- Am not!
T.- Are too!
6. Ask students to retell what happened between you and the student. How could we have resolved what was happening without name calling and telling the teacher? Did we address the problem? Did we really listen to each other? Or did we say what comes naturally? Let's try that same problem, only this time we are going to remember our manners and listen to the person.
S.- Mrs. Henderson, will you please quit bothering me.
T.- I'm sorry, Sue. I was trying to get your attention. I just wanted to show you something.
S.- I can understand that. In the future could you find please find a nicer way to get my attention instead of bothering me?
7. What happened this time? Was it better? Why? If we just stop and listen first instead of losing our cool, we can sometimes avoid a major conflict. Now we are going to see how well you can keep your cool and listen to each other during a simulated conflict.
8. You will get into groups of two. One person from each group will pick a conflict from the bag. You and your partner are to first role play the conflict without listening to each other, or respond -naturally-. Then you will record what happened between you and how it made you feel in your journal.
Then you will role play the same conflict, only this time use manners and your listening skills to solve the conflict. Again, record what happened and what you felt in your journal. You will have about 15 minutes to complete this task. Are there any questions? Let's begin!
Monitor carefully as students simulate the conflicts they pulled from the bag. Clarify and intervene if necessary.
9. Gather students back into large group. Discuss what happened and how they felt with each scene. Which did you prefer?
10. In the future, we want to listen more to what other people are saying, especially during a conflict. Many of the -problems- you have can be solved by you, if you listen to each other and use your manners. By listening to each other, you will not have to call me every time someone bumps you or steps on your toes. This is going to allow you to be responsible for yourselves!
11. To see how well you listen: Put your journals on the back table.
Students are assessed by their oral participation and by their journal entries. I comment in the students' journals and return them.
The criteria for both assessments is as follows:
-carries on a conversation with another person to solve a simulated conflict
-knows ways to handle anger in conflict situations
Extension:Students could roleplay in front of the class. Have the class decide how they should resolve the conflict.
- After several practices, have two or three students be monitors. When a conflict arises and both parties are not listening to each other, they talk with the monitor. The monitor will listen to both sides and discuss with both what should happen next. Both parties listen to the monitor. (This allows students to take more responsibility for themselves.)