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x Your communication and your communication skills connect you to other human beings;
communication is your primary vehicle for exchanging meaning, achieving goals,
CLASS DISCUSSION QUESTIONS
1. Review the three goals of communication (pp. 6–7) and give an example of each, and
then give an example when all three might be important simultaneously. Explain your
reasoning.
x This question will help students to understand that often our goals are mixed and more
complex than they originally might think. An example of when they might have all the
goals is in a classroom setting. It is rare that a student would not be concerned with all
2. What are fields of experiences and how might they affect a parent’s relationship with a
teenager?
x One’s beliefs, attitudes, values, and experiences are often similar to our parents; but on
some issues they vary greatly, and this is good time to point out how it effects
3. Chapter 1 discusses how the linear communication model works best for much of our
online communication—like tweets, emails, and text. Do you agree? Why? What limitations
would these types of communication have based on the model?
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x Some students may not easily recognize the linier nature of online communication and
this is a good way to introduce some of the communication signals missing during an
4. What is your dream job? Is being an effective communicator important in that career?
Why or why not?
x Discuss with students specific jobs that they are interested in and help them identify with
how improving their communication skills will be beneficial. Many students have a hard
5. Your book discusses that many people believe that communication skills are just
“common sense.” Do you agree or disagree? Explain your opinion.
x This assumption may prevent students from putting the necessary effort into your class. If
it is just “common sense,” why aren’t humans better at it? Help them connect how
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VIDEO SCENARIOS
HOW TO COMMUNICATE: COMPETENT CONVERSATIONS
This video feature shows students’ competent communication skills in action based on the
scenario following. The first video illustrates an ideal outcome while the “What if?” challenges
prompt them to apply their own skills to times when their communication partner is more
Scenario:
Your professor assigns you to work with Jacob, your ex’s best friend. When you and your ex
were dating, Jacob was friendly and supportive, and the two of you got along well. But the
breakup was ugly, and you and Jacob haven’t talked since. As you meet with Jacob to brainstorm
x Keep your communication appropriate given the setting by not angrily responding to
Jacob’s taunt and offering an alternative encounter for personal discussion.
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x Communicate effectively by keeping your conversation focused on the task at hand and
encouraging Jacob to do the same.
You might say, “I’ve got a couple of ideas for the project, but I’d like to hear your ideas
first.”
x Make your messages ethical by treating Jacob with kindness and respect, despite his
rudeness.
You might say: “I know you’re really angry with me, and I admire you for that, because
Instructor note: Online, students will be asked a multiple-choice question after the first video.
For Chapter 1, the question is this:
Why is the line “I’ve got a couple of ideas for the project, but I’d like to hear your ideas first” an
example of effective communication in this scene?
A. It accomplishes a self-presentation goal.
[The asterisk (*) indicates the right answer. Depending on how students answer the question, one
of two feedback options will appear:
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Right answer: Congratulations, you are correct!
Wrong answer: Incorrect. To clarify the role of communication goals in competent messages, see
the sections “Why You Communicate” and “Understanding Communication Competence” in
Chapter 1.]
What if?
Ask students, what if things don’t work out as shown?
1. What would you say when Jacob attempts to end the encounter by saying “I have no interest in
talking to you—whether it’s now or later”?
You might say, “I understand and respect your request but we still need to complete this project.
Do you think you could work with me just until we have completed the project?
x In this case, students may need to focus on communicating effectively about the task at
2. When Jacob says, “Yeah, I can see why you’d want to leave the past behind. That’s what you
do isn’t it: destroy people, bail, and then say, ‘Can’t we leave the past behind?,’” how would you
get his focus off the past?
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You might say: “I respect how you feel and will be willing to talk with you about what happened
but for now would you be willing to discuss looking over this project with me? Don’t let how
you feel about me destroy your grade in this class.
x Encourage students to try to make the message ethical and remember that they need to
CLASSROOM ACTIVITIES
1. 30-20 Icebreaker
Goal: Have an icebreaker activity that helps you and your students bond while demonstrating
1. Have the class help you compile a list of 30 items about themselves that no one else in the
class has done or is. For example, on student might have 10 siblings, been to Africa, knows
2. Once the list of unique characteristics is complete, have the class repeat the activity but
this time they must find 20 items that everyone in the class has in common. For example,
3. Once the activity is done, remind them that despite our many unique characteristics we all
are human and have many things in common, and if we dig deep enough we can find these
2. If Only I. . . . Wait No. . . . If Only We Exercise
Goal: To improve communication skills, allow students to explore the concepts of field of
experience, feedback, and improving listening skills.
Time: 60 minutes
2. Prior to class, place one of the following questions on individual cards:
a. If you were given $50,000, how would you spend it? Why?
b. If you could talk to anyone in the world, who would it be? What would you discuss?
c. If you had one wish to come true this year, what would it be? Why?
d. If you could live during any point in history, when would it be? Why?
e. If you could be someone else, who would it be? Why?
f. If you could have your dream job in 10 years, what would it be? Why?
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3. Randomly pair students up. Try to maximize the randomness by not pairing students that
sit next to each other.
4. Ask each team to draw one card.
5. Give them 10 minutes to answer the question. The trick is they have to answer the question
as one. Their answer needs to be a compromise—something they both could agree on.
6. Ask each group to present their answer and comment on how their fields of experience
3. Why We Communicate Skits
1. Review the three goals of communication: self-presentation goals, instrumental goals
and relationship goals.
2. Divide class into groups of three or four and assign or draw for one of the three goals.
4. Have the class discuss their observations.
4. Historical Impromptu
1. Divide class into groups of three or four.
2. Assign each group one of the following names:
a. Ptahhotep
3. Each group has 15 minutes to use their electronic devices to find information about each
person, select interesting or informative information, and present as a group to the class.
4. Have each group present to the class.
5. Communication Limericks
1. Make several copies of the following example of the meter of a limerick:
Da DADA da DADA da DADA,
2. Divide class into groups of five.
3. Assign each group one of the following words:
a. Communication
4. Have each team create a limerick containing their word and explain it as well.
5. Have each team present their limerick to the class and then have them put it all together.
MEDIA RESOURCES
1. Why Study Communication?
This short video explains “why study communication?” by discussing what Fortune 500
2. Transactional Communication
This short video is an overview of the transactional communication. It can be found on
YouTube at https://www.youtube.com/watch?v=M8rVXVN9DZk&feature=em-
3. Communications—What could possibly go wrong??
4. Are You Up on Cellphone Etiquette: Do’s and Don’ts
This short Wall Street Journal interview discusses effective cell-phone usage. It can be found
5. Self-Control & Self-Monitoring Test
Have students take this 20-minute self-monitoring quiz to see if they are high or low self-