Governor's Institute for Career Education and Work
Tips for Communicating Effectively

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Governor’s Institute for Career Education and Work Activity

by Susan Morris, Roxann Laird and Debra Smith

Title

Tips for Communicating Effectively
Standards Addressed
  • 13.2 A Identify persuasive speaking skills used during job interviews.
Brief Overview Students will practice and evaluate persuasive speaking skills.
Grade Level 8th
Content Area(s) Language Arts
Other standards supported Academic standards for Reading, Writing, Speaking and Listening 1.6.8A,C, D
Prep Time 30 minutes
Implementation Time Two, 30 minute sessions
Learning Objectives Students will be able to identify persuasive speaking skills.
Materials Needed Chalk board and chalk or whiteboard and markers
List of interview questions to be asked in the mock interviews.

Rubric for the interview. Example:
  • Be clear.
  • Be complete with answers.
  • Be consistent (don’t jump around).
  • Be courteous.
  • Maintain eye contact.
  • Pay attention to body language.
  • Wait for other to finish.
  • Listen carefully to what the other is saying.
  • Avoid slang.
Detailed Activity Steps
  1. Make two columns on the chalkboard – one for positive speaking skills and one for poor speaking skills.
  2. Have students brainstorm positive and poor speaking skills and list in the appropriate columns.
  3. Encourage students to identify verbal and nonverbal speaking skills.
Divide into groups of 3 (interviewer, interviewee and observer). Students will assume each of the three roles. The interviewer asks several of the questions from the prepared list. The interviewee responds practicing the positive speaking skills. The observer rates the interviewee using the rubrics. Rotate roles if time allows.
Theory basis Holland Theory, Super Theory
Evaluation/Assessment Rubrics
Comments Prepare a list of interview questions and an interview rubric prior to the activity.
Enhancement Activities Internet search on “Job Interviews” or “Interviewing Skills” to find tutorials and other sites to reinforce appropriate skills.
Adaptation for at risk kids None
Resources

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