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Class 2
Topic: Paraphrasing/Listening Responses
Activity:
Class discussion to reflect on the importance of Empathic Listening Responses based on MindTap
Concepts in Play Interactive Activity (Find reflection and discussion suggestions under Chapter
Eight Notes following this section of Instructor’s Resource Manual.)
Class discussion to compare and contrast paraphrasing with other listening styles discussed in the
text.
Assignment:
Read Chapter Nine (complete MindTap quiz prior to next class or complete the Study Guide section
of the Student Activities Manual for Chapter 9 prior to taking in-class quiz next class to verify
reading)
Journal Entry: Based on what you’ve learned from Chapter Eight, what’s the most important thing
you can do to improve your listening skills? (MindTap Ch 8: Reflect)
Complete Adaptive Quiz – Section III – Looking at relational Dynamics (Adaptive Quizzes are
multiple choice and T/F questions are designed to give instructor’s a baseline assessment of
student’s prior knowledge of text concepts based on prior interdisciplinary courses or life-
experience. Adaptive quizzes also provide students with a personalize study guide.)
Complete “Forming Relationships” (9.4 in Student Activities Manual).
Week 10
Class 1
Topic: Interpersonal Attraction/Building Positive Relationships
Activity:
Discussion groups share and reflect on prepared responses from “Forming Relationships “(9.4 in
Student Activities Manual).
Class discussion about developmental stages in intimate relationships based on text’s Pause &
Reflect: “Your Relational Stage” (MindTap Ch 9: A Developmental Perspective)
Assignment:
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Complete “Dialectical Tension” Concepts in Play Interactive Activity (MindTap Ch 9: A
Dialectical Perspective)
Complete “Repairing Damaged Relationships” “(9.7 in Student Activities Manual).
Class 2
Topic: Relational Dialectics & Transgression Repair
Activity:
Class discussion to reflect on the impact of Dialectical Tensions on interpersonal relationships
based on MindTap Concepts in Play Interactive Activity (Find reflection and discussion
suggestions under Chapter Nine Notes following this section of Instructor’s Resource Manual.)
Discussion groups share and reflect on prepared responses from “Repairing Damaged
Relationships” “(9.7 in Student Activities Manual).
Assignment:
Read Chapter Ten (complete MindTap quiz prior to next class or complete the Study Guide section
of the Student Activities Manual for Chapter 10 prior to taking in-class quiz next class to verify
reading)
Journal Entry: Based on what you’ve learned in Chapter Nine, what’s the most important thing you
can do to insure that your relationships will be long-lasting? (MindTap Ch 9: Reflect)
Complete “Assessing Formative Effects of Family Communication” (10.2 in Student Activities
Manual)
Complete “Your Intimacy Quotient” Pause & Reflect (MindTap Ch 10: Intimacy in Close
Relationships)
Week 11
Class 1
Topic: Communication in Families and Friendships
Activity:
Discussion groups share and reflect on prepared responses from “Your Intimacy Quotient” Pause
& Reflect (MindTap Ch 10: Intimacy in Close Relationships)
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Class discussion on the effects and patterns of family communication based on “Assessing
Formative Effects of Family Communication” (10.2 in Student Activities Manual)
Assignment:
Complete “Identifying and Applying the Languages of Love” (10.5 in Student Activities Manual)
Class 2
Topic: Communication in Romantic Relationships
Activity:
Discussion groups share and reflect on prepared responses from “Identifying and Applying the
Languages of Love” (10.5 in Student Activities Manual) or “Learning the Languages of Love”
Enhance Your Understanding Questions (MindTap Ch. 5: Languages of Love)
Class discussion about relational turning points.
Class discussion about the role of social media in contemporary romantic relationships.
Assignment:
Read Chapter Eleven (complete MindTap quiz prior to next class or complete the Study Guide
section of the Student Activities Manual for Chapter 11 prior to taking in-class quiz next class to
verify reading)
Journal Entry: Based on what you’ve learned in Chapter Ten, what one action can you take to
enhance the benefits you receive from close relationships? (MindTap Ch 10: Reflect)
Complete “Understanding Defensive Responses” (11.1 in Student Activities Manual).
Complete “Defensive and Supportive Language” (11.2 in Student Activities Manual)
Week 12
Class 1
Topic: Confirming and Disconfirming Communication
Activity:
Discussion groups share and reflect on prepared responses from “Understanding Defensive
Responses” (11.1 in Student Activities Manual).
Class discussion on Gibb Categories and Evaluating Communication Climates based on “Defensive
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and Supportive Language” (11.2 in Student Activities Manual) and In Real Life: Responding
Nondefensively to Criticism Video embedded in text (MindTap Ch. 11: The Assertive Message
Format)
Class discussion about defensiveness and ways to cope with defensiveness.
Assignment:
Complete “Writing Assertive Messages” ” (11.3 in Student Activities Manual) and the Assertive
Message Apply questions (Mindtap Ch 11: The Assertive Message Format)
Class 2
Topic: Assertive Messages
Activity:
Discussion groups share and reflect on prepared responses from “Writing Assertive Messages”
(10.4 in Student Activities Manual) and answers to the Assertive Message Apply questions
(Mindtap Ch 11: The Assertive Message Format)
Class discussion about how mediated communication can affect climate.
Assignment:
Read Chapter Twelve (complete MindTap quiz prior to next class or complete the Study Guide
section of the Student Activities Manual for Chapter 12 prior to taking in-class quiz next class to
verify reading)
Journal Entry: Based on what you’ve learned in Chapter Eleven, what’s the most important thing
you can do to create a more positive communication climate for your close relationships? (MindTap
Ch 11: Reflect)
Complete “Understanding Conflict Styles” (12.1 in Student Activities Manual)
Complete Conflict Styles Concepts in Play Interactive Activity (MindTap Ch 12: Which Style to
Use?)
Week 13
Class 1
Topic: Understanding Conflict Styles
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Activity:
Discussion groups share and reflect on prepared responses from “Understanding Conflict Styles”
(12.1 in Student Activities Manual)
Reflect on the importance of Understanding Conflict Styles based on MindTap Concepts in Play
Interactive Activity (Find reflection and discussion suggestions under Chapter Twelve Notes
following this section of Instructor’s Resource Manual.)
Assignment:
Complete “Your Conflict Styles” (11.2 in Student Activities Manual) or “Self–Assessment: Your
Conflict Style” (MindTap Ch. 12: Conflict in Relational Systems
Complete “Win–Win Problem Solving” (11.5 in Student Activities Manual)
Class 2
Topic: Your Conflict Style and Win-Win Problem Solving
Activity:
Discussion groups share and reflect on prepared responses from “Your Conflict Styles” (11.2 in
Student Activities Manual) or “Self–Assessment: Your Conflict Style” (MindTap Ch. 12: Conflict
in Relational Systems
Class discussion based on “Win–Win Problem Solving” (11.5 in Student Activities Manual) and In
Real Life: Win-Win Problem Solving video embedded in text (MindTap Ch. 12: Constructive
Conflict: Questions and Answers)
Assignment: Review for final exam.
Week 14
Activity: Final Exam Preparation
Week 15
Activity: Final Exam
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Part 2
LEARNING OBJECTIVES, ACTIVITIES, AND QUIZZES
CHAPTER 1
A FIRST LOOK AT INTERPERSONAL COMMUNICATION
Objectives
After studying the material in Chapter One of
Looking Out/Looking In,
students should understand:
1. Assess the needs (physical, identity, social, and practical) that communicators are attempting to
satisfy in a given situation or relationship. –
2. Apply the transactional communication model to a specific situation.
3. Describe how the communication principles and misconceptions identified in this chapter are
evident in a specific situation.
4. Describe the degree to which communication (in a specific instance or a relationship) is
qualitatively impersonal or interpersonal, and describe the consequences of this level of
interaction.
5. Diagnose the effectiveness of various communication channels in a specific situation.
6. Determine the level of communication competence in a specific instance or a relationship.
Activities
1. Introduction 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.
To demonstrate that making mistakes is an acceptable, normal part of learning.
To provide an activity that calls for a minimal contribution with relatively little threat.
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WE STRONGLY RECOMMEND THAT THIS BE THE FIRST CLASS ACTIVITY! Over many
semesters, it has proved to be one of the activities most often reported by the students as being
of extreme value.
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 want to repeat what they’ve heard to check whether the speaker has been heard
correctly. If you’re not sure of a name, ask to have it repeated.
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 and first speaker’s names. (“My name is Wayne, this is Gordon, and that’s Sheila.”)
This procedure is followed around the whole group so that the last person names everyone
in the class. It sounds as if it will be impossible for the last few people, but when you try
it, you’ll be surprised at how many names are remembered.
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.
c) You may want the person who begins the activity to end it also. After that, anyone who
wants to should try to “name them all.”
d) Above all, keep the atmosphere informal. As you know, personal comments and
humor have a way of lessening pressure.
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.
Have each person attach a descriptive word to his or her name, for example: Gardening (or
Digger) Dan, Patient Cindy, and so on. The variety of names is good for several laughs, thus
making the exercise an even better icebreaker.
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Discussion Questions
1. Was remembering all the names as difficult as you expected? The answer is usually no,
and you can make the point that what was true here will likely hold true for other activities,
both in and out of class. Taking risks isn’t always as dangerous as it seems.
2. What will you do if you can’t remember someone’s name the next time you see him or her?
This is a good time to talk about a common problem. Is it better to pretend you remember
a person’s name, or come right out and tell the person you forgot? Just how valuable is
“tact” in social situations?
3. How did you feel as your turn approached? How did you feel after you were done? This
question invites the students to reveal the feelings of anxiety they had and to discover that
their fears in social situations are not unique but are rather like their classmates.
4. Which name(s) do you think you’ll remember easily? Why? This question invites
discussion on what factors make names or people stand out in our memories. It is the
differences that make individuals unique. This question leads into the next activity very
naturally.
B. Introductions with Personal Characteristics
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.
a) You should find three unique things to tell the group about the person you’re
introducing. These may be actions, characteristics, or experiences that set your partner
apart from other people. (For example, the fact that your partner graduated from
Lincoln High School probably isn’t as important as the fact that he or she is thinking
about getting married or planning an interesting career.) Remember that most people
feel uncomfortable talking about themselves, so you’ll have to probe to get those
unique aspects from your partner.
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b) Use the name of the person you’re introducing instead of the pronoun he or she. This
will help everyone learn names.
c) Back in the large group, students introduce their partners to the class until everyone
has been introduced.
Discussion Questions
1. Did you feel scared or threatened during any of the steps in this exercise? If so, when? This
question may encourage group members to discover something about beginning
acquaintances.
2. How successful were you in finding out unique things about your partner? Why? Students
may shed some light on the difficulty we seem to have in getting most persons to talk about
themselves. The group may also discover the prevalence of clichés in our conversation.
3. This experience was different from the usual way you get to know someone. What parts of
it did you like? Were there parts that you didn’t like? Why?
4. Now that you know more about each other, have your feelings changed about any of the
individuals? How? Have your feelings changed in regard to the group? How?
C. Autograph Party
Objective
To break the ice in the classroom and to help students get acquainted with others in the group.
Instructions
Give students the following instructions:
Your task is to find someone who fits each of the descriptions below, and get his or her
signature on this sheet. Try to find a different person for each description.
Find someone who
is an only child _____________________________________________________________
skipped breakfast today _______________________________________________________
drives an imported car ________________________________________________________
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was born east (west) of the Mississippi __________________________________________
isn’t getting enough sleep _____________________________________________________
plays a musical instrument ____________________________________________________
is a parent _________________________________________________________________
is left-handed _______________________________________________________________
is taller than you ____________________________________________________________
has an unusual hobby ________________________________________________________
is married _________________________________________________________________
goes to church regularly ______________________________________________________
knows someone you know ____________________________________________________
has schedule problems _______________________________________________________
writes poetry _______________________________________________________________
has traveled overseas _________________________________________________________
has read a book you’ve read ___________________________________________________
is in love __________________________________________________________________
speaks a language besides English ______________________________________________
knows some information helpful to you __________________________________________
is self-employed ____________________________________________________________
2. Communication Competency
a. 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.
To help students identify goals and objectives for learning throughout the semester.
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Instructions
Use the activity as homework or as an in-class assignment, and then conduct a follow-up
discussion.
Discussion Questions
1. What patterns did you detect in your answers?
2. How satisfied are you with your ability to communicate? Are you more satisfied with your
abilities in some contexts (e.g., work, family, friendships) than in others?
3. In what areas do you need improvement?
4. What concrete benefits do you envision gaining from improving your interpersonal
communication behavior?
Variations
Combine this activity with the in-text Skill Builder, “Check Your Competence” (MindTap Ch
1: What Makes an Effective Communicator?) and/or the in-text Self-Assessment activity,
“Assessing Your Communication Skills” (MindTap Ch 1: What Makes an Effective
Communicator?). Assign these activities as homework and ask students to turn answers into a
brief report on their own strengths and weaknesses. Then, have them set specific goals for
achievement in the course. They should consider ways to measure improvement, barriers to
success, and possibilities for overcoming barriers. Have them repeat the activities for an end–
of-semester evaluation and evaluate the process and progress of their goal achievements.
Another alternative is to use the Practice Communication Skills Inventory found in MindTap
(see below).
b. Communication Skills Inventory (
MindTap
Ch.1: What Makes an Effective
Communicator?)
Objectives
To help students evaluate their satisfaction with their communication behavior, and determine
personal communication goals.
Instructions
See MindTap Ch.1: What Makes an Effective Communicator?
c. Check Your Competence (MindTap Ch.1: What Makes an Effective Communicator?)
Objectives
To help students develop an awareness of their own communication competence as perceived
by themselves and others.
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To help students set goals for improvement.
To help students develop measures for success.
Instructions
Use the activity as homework or as an in-class assignment, and then conduct a follow-up
discussion.
Discussion Questions
1. What are your communication competence strengths and weaknesses?
2. What areas of your competence need improvement, and why?
3. Were there any differences between your partner’s assessment and your own assessment?
If so, how you do explain this?
4. What are some concrete ways to measure our success as we improve our competence?
5. Communication and Career Success (MindTap Ch.1: Why We Communicate – On the
Job)
Objective
To explore the connection between communication competency and work success.
Instructions
Use the activity as homework or as an in-class assignment, and then conduct a follow-up
discussion.
Discussion Questions
1. Can you imagine a situation where poor communication skills would hinder job
performance?
2. Do the statements in this section seem correct in your work experience?
3. Do you feel that communication should be considered the most important job skill?
4. Consider a career position that interests you. What communication skills and abilities might
be required for success in this position? Do some research if necessary.
6. Intercultural Communication Competency (MindTap Ch.1: What Makes an Effective
Communicator? – Concepts in Play Interactive Activity)
Objectives
Distinguish the attitudes and skills referred to as “culture–general.” (i.e. motivation, tolerance for
ambiguity, open-mindedness, knowledge and skill.) .
Develop intercultural competency solving real-world problems.
Instructions
Have students individually complete “Intercultural Communication Competency” (MindTap Ch 1:
What Makes an Effective Communicator? – Concepts in Play Interactive Activity) prior to class
and use as a basis for class discussion, see questions below.
Concepts in Play feature animated characters in a variety of “real life” scenarios designed to
illustrate difficult concepts in a way that engages the student’s interest and imagination. We
recommend that instructor’s build on these scenarios through classroom role plays that include
additional applications, such as implementing the three strategies for building competent
intercultural communicators (as mentioned below).
Option
Have students also write a brief reflection on what they learned by observing competent and
incompetent intercultural communication.
Discussion Questions
1. How does intercultural communication competency differ from everyday interpersonal
communication competency?
2. What challenges have you faced in intercultural communication? How can implementing
the three strategies for building competent intercultural communication – passive
observation, active strategies such as reading, film, and other research, self-disclosure –
help?
Sample Quiz
1. The only way we learn who we are is through communication.
2. Shared understanding and clarity are the most important goals in achieving successful
communication.
3. Just as judges instruct juries to disregard some statements made in court, we can reverse or
erase the effects of communication interactions in everyday life.
4. We are not communicating when we remain silent.
5. We disclose more to people in interpersonal relationships than in impersonal ones.
6. According to Chapter One, all of the following are attributes needed to communicate
successfully with people from different cultures except
a. motivation
b. tolerance for ambiguity
c. friendliness
d. open-mindedness
e. knowledge and skill
7. Psychologist Abraham Maslow suggests that the most basic human needs
a. are invented by other psychologists.
b. must be satisfied before we concern ourselves with other ones.
c. are proof that animals ascended from lower animal forms.
d. prove the existence of a superior being.
e. are generated by others in interpersonal interaction.
8. All of the following elements are included in the transactional communication model
introduced in Chapter One except
a. message.
b. environment.
c. channel.
d. sender.
e. noise.
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Knowledge
9. “Decoding” is the process whereby
a. we put our thoughts into words.
b. we make sense out of the messages sent by others.
c. we engage others in conversation.
d. we choose the appropriate way to send messages.
e. we create new ways of teaching reading and communication to children.
10. Almost all messages have
a. a content dimension.
b. a relational dimension.
c. both content and relational dimensions.
d. no dimensions unless the communicators intend them to.
11. Which is an example of “noise” as the term is defined in your text?
a. someone tapping a pencil while you’re trying to talk
b. a headache that interferes with you listening
c. feelings of anger directed toward a partner
d. preoccupation with another topic during a lecture
e. all of the above
12. Two friends communicating face to face would most likely be
a. taking turns sending and receiving messages.
b. primarily sending messages.
c. primarily receiving messages.
d. sending and receiving messages at the same time.
e. neither sending nor receiving messages.
13. A cognitively complex communicator
a. considers an issue from several angles.
b. feels and experiences another’s situation.
c. usually has a high IQ.
d. observes behavior with detachment.
e. thinks and reacts quickly.
14. When Ernesta realizes during an office meeting that she’s interrupted a co-worker twice,
she demonstrates the skill of
a. empathy.
b. self-monitoring.
c. cognitive complexity.
d. affinity.
e. metacommunication.
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15. Describe an interpersonal communication incident from your experience, identifying at least
five elements of the transactional model of communication shown in Looking Out/ Looking
In.
16. Using the information explained in “Characteristics of Competent Communicators,” evaluate
your communication competence in the context of one interpersonal relationship in which
you are involved. Discuss the range of behaviors in which you engage, your ability to choose
the most appropriate behavior, your skill in performing certain behaviors, your perceived
levels of cognitive complexity, empathy, and self-monitoring operating in this relationship,
and your commitment to the relationship. Be sure to explain this relationally, discussing the
behaviors of the other person and describing how you adapt or fail to adapt to them.
17. Using your own experiences as examples, explain the difference between interpersonal
communication and impersonal communication.
18. Identify the three different needs that are satisfied through communication. Provide examples
for each from your own experience.
19. Explain the concept of “noise.” First, define it according to its role in the transactional model
of communication in Chapter One. Next, imagine you are being interviewed for a job.Name
and give examples of each of the three types of noise described by your text that might be
present during this interview experience. Describe how each type could impact the
interaction between you and the interviewer.
20. Explain the principle, “communication is irreversible.” Use personal examples to
demonstrate how this principle has affected your own life.
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Answer: will vary Type E Communication Principles and
Misconceptions Application