Focus: Students will identify the anatomy of a conflict. Goal: Students will examine how to better resolve conflicts through communication. Standard: NHES #2: Safe and Healthy Environment Warm-Up: Interview your peer, record their answer in your notebook, and report back to class. What do we mean when we say, “The listener climbs into the other person’s shoes for a minute to see where he or she is coming from” mean? What are the two components of the spoken message? What is an “active” listener? Create a critical thinking question.

*Using Active Listening Skills* Notes: *Using Active Listening Skills* 1. When do you use this skill? a. When the other person has a problem that does not directly effect you. EX: “I realize you have a problem, I’d really like to be helpful…” 2. How do you use this skill? a. Show a non-judgmental attitude. b. Make eye contact.

c. Use a respectful, interested tone of voice. d. Be aware of what your body language is saying. Example: If you say you are interested in what the speaker has to say, are you yawning, thumbing through a magazine, looking out the window while he or she is talking, or doing other things that make it look like you’re not really interested?

Question: (Discuss, record, and report feedback) Group Activity: Scenario: Matt turns in his math test, returns to his seat, puts his face down on the desk and says, “Man! I blew it.” His friend Jenn says, “You feel pretty worried about your math grade, huh?” Question: (Discuss, record, and report feedback) What would your response be? How do you think Jenn responded? Was she being an active listener? How? Explain. SUMMARY: Accurate use of active listening skills will take the sender to the heart of the problem. Problems become Clearer.