- Students will understand what active listening is
- Students will be able to practice active listening skills as they apply to traumatic events
- Students will be able to identify the importance of active listening with trauma
ted talk 8 min
Have students listen to this Ted talk given by Julian Treasure about how to listen better:
- What’s the difference between listening and active listening?
- What are some tips that help with active listening?
talk and listen game 15 min
- Give each student three minutes to write down where they would like to take a vacation. Ask them to record multiple descriptors of their vacation destination and multiple reasons why they chose their vacation destination.
- Assign students to pairs. Have one student be assigned listener, and the other talker.
- The talker has to describe what their chosen destination and reasons for choosing their destination without mentioning the actual destination. The talker has 3-4 minutes to talk.
- Listener has to practice active listening skills – listening attentively to what is being said and what is not quite being said, and demonstrating their listening to the talker by their behavior.
- The leader may choose to display the 10 Skills for Active Listening chart listed below for guidance.
- After 3-4 mins, the leader should call “time”.
- The listener then has to summarize the three or four main issues or criteria that they have heard the talker express and make a tentative guess of the destination the talker chose.
- The talker then takes approximately two minutes to tell the listener how close the listener was in judging his/her criteria and their vacation destination, as well as how well the listener demonstrated active listening behaviors/skills.
Swap roles and repeat.
- Who correctly guessed someone else’s travel destination?
- Whose partner demonstrated quality active listening skills? How did they do it?
- Was it difficult or easy to actively listen for 3-4 minutes?
Active Listening/Supportive Network 5-10 min
To form relationships during any type of adversity, a safe and supportive environment is needed, hence the circle created today. While individually we can all make an impact, coming together and working as a community can sometimes create a larger sense of healing.
The Rain Game is an example of a group creating something good together. To begin, we need to be silent and follow the following commands. Perform each step approximately 10 seconds.
- Rub your fingers together.
- Rub your hands together,
- Snap your fingers ,
- Clap softly,
- Clap loudly,
- Pat your chest,
- Pat your legs,
- Stomp your feet,
- Stomp and clap at the same time, add “crashing” noises with your mouth.
- Then go backwards (steps 9-1), taking the noises away one by one until we were back to rubbing fingers together.
- The Rain Game showed us that together the group can create something positive and soothing despite a tragedy/trauma. Are there any other examples you can think of, when a group created something positive from a negative?
- Were you surprised at how loud the ‘rain storm” sound was as a group when individually rubbing your fingers together doesn’t make that much noise? What does that say about the power of a group?
- Do you see the importance of active listening after a traumatic event and how it can be helpful to healing? How can it help a large group?
Closing Ritual 2 min
Go around the circle and have each student name one thing they appreciate about life or a particular person (in the group or not in the group).
- Parent Tips for Helping Adolescents After Disasters:
- When Terrible Things Happen: Students:
- Connecting with Others: For Students: