CHAPTER 1
A FIRST LOOK AT INTERPERSONAL COMMUNICATION
Objectives
After studying the material in Chapter One of Looking Out/Looking In, you should understand:
1. The types of needs that communication can satisfy.
Specifically, you should be able to:
1. Assess the needs (physical, identity, social, and practical) that communicators are attempting to
satisfy in a given situation or relationship.
Notes on Class and Student Activities
A. Name Chain
Objectives
To learn the names of all the group members, thus forming a foundation for future interaction.
To achieve immediate participation from every class member.
Instructions
1. Assemble your group, including instructor, so that everyone can see each other; a circle works
well.
2. The first person (ask for a volunteer) begins by giving his or her name to the whole group,
speaking loudly enough to be heard clearly by everyone. (“My name is Sheila.”) Instructors may
3. The group member seated on the first speaker’s left will then give his or her own name followed
by the first speakers. (“My name is Gordon, and this is Sheila.”)
4. Now the person to the left of the second speaker gives his or her name, followed by the second
5. Things to watch for:
a) If you forget a name, don’t worry; that person will help you after you’ve had a little time to
think.
b) If you don’t catch the speaker’s name, ask to have it repeated.
Variations
Use first names only, or work with both first and last. Both approaches have their advantages. Try
both methods to see which works best for you.
2. What will you do if you can’t remember someone’s name the next time you see him or her? This
3. How did you feel as your turn approached? How did you feel after you were done? This question
4. Which name(s) do you think you’ll remember easily? Why? This question invites discussion on
B. Introductions
Objective
To assist the students further in becoming acquainted by having them learn some personal
characteristics of their classmates.
Instructions
1. Ask students to form dyads (groups of two), and to, if possible, pair up with someone they’ve not
known previously. Use yourself to even out the dyads if necessary. In any event, someone should
introduce the instructor to the class.
2. Each member of a dyad will interview the other. Try to allow about 20 minutes for this activity.
Give students the following instructions.
Discussion Questions
1. Did you feel scared or threatened during any of the steps in this exercise? If so, when? This
C. Autograph Party
Objective
To break the ice in the classroom and to help students get acquainted with others in the group.
Find someone who
is an only child ______________________________________________________________
skipped breakfast today ________________________________________________________
drives an imported car _________________________________________________________
D. How Personal Are Your Online Relationships (Pause and Reflect activity in text, p. 14)
Objectives
To enable the student to classify mediated interpersonal relationships along the impersonal-
interpersonal spectrum.
Instructions
Use the activity as homework or as an in-class assignment, and then conduct a follow-up discussion.
Discussion Questions
1. What are the unique qualities of your online relationships?
2. How irreplaceable are your online relationships?
E. Communication Skills Inventory (1.1 in Student Activities Manual)
Objectives
To help students identify how satisfied they are with the way they communicate in various situations.
Discussion Questions
Variations
Combine this activity with the in-text Skill Builder, “Check Your Competence” (p. 27) and/or the in-
text Self-Assessment activity, “Assessing Your Communication Skills” (p. 23). Assign these activities
F. Check Your Competence (text, p. 23)
Objectives
To help students develop an awareness of their own communication competence as perceived by
themselves and others.
Discussion Questions
G. Communication and Career Success (On the Job in text, p. 8)
Discussion Questions
1. Can you imagine a situation where poor communication skills would hinder job performance?
H. Online Communication Competence – Dos and Don’ts
Objectives
To help students apply the characteristics of communication competence in the context of online
relationships.
Instructions
Ask students to develop a comprehensive list of rules to consider for successful online
communication. Pair students and/or put them in small groups to discuss their lists. Have each group
I. Examining Social Needs Through Personal Ads
Objectives
To help students analyze and categorize various social needs.
J. Communication Breakdowns
Objectives
To show students how one can use aspects of the transactional communication model to diagnose
Instructions
1. Put students in groups and distribute large pieces of butcher paper and colorful markers.
Distribute copies of the Blocks to Trust and Effective Communication activity found in Web
Discussion Questions
1. What were the reasons for the miscommunication? How do these reasons relate to the elements in
the transactional communication model?