Session 6 Mentor Guidance – Listening skills
The content of the various annexes associated with this session can be found below. This enables the content to be translated by the translation plugin available in this site.
Content of Annex 1 – M&M’s Listening skills game (Word document download)
M&M’s – Time Required: 10 minutes
Whatever colour the person gets means that they have to answer a specific question about themselves. You can have some fun figuring out what the questions are.
If you were to change your name, what name would you adopt going forward? Why?
If you woke up tomorrow as an animal, what animal would you choose to be and why?
If you could live anywhere on this planet and take everything that you love with you, where would you choose to live? Tell the group about your choice.
What colour would you like to be and how does being that colour make you feel? Blue
Are you sunrise, daylight, twilight, or night? Please share why you picked your time of day?
If you could choose your age forever, what age would you choose and why?
If you could meet any historical figure, who would you choose and why?
If you were a city, which city would you choose to be and why?
If you were stranded on a desert island, what three items would you want to have with you?
If you could only choose one vacation destination where would you pick and why?
If you were to create a slogan for your life, what would the slogan be? (Examples: “Eat, drink, and be merry, for tomorrow, we all die.” “Bite off more than you can chew.” ” There are far better things ahead than any we leave behind.”)
If you could meet any living person for a chat over a shared dinner, who would you pick and why?
If you could choose one hobby that now seems out of your reach either financially or time-wise, what hobby would you take up and why?
Content of Annex 2 – PowerPoint download
(Guidance for delivery has been included with the content).
These are only two examples of ice-breaking and teambuilding activities given in the annex. You may choose suitable activities from a variety of ice-breakers and team-builders included in the tool kit. The purpose of ice-breakers and team-building exercises is to make participants interact comfortably with each other and a facilitator. Team-building activities in particular bring people together by encouraging collaboration and teamwork.
Invites a discussion in small groups about why listening skills are important for Ambassadors
Provide hyperlinks to a couple of films demonstrating poor listening skills to facilitate further discussion.
Before revealing the ideas on this slide – ask participants to suggest some non-verbal behaviours which show poor listening
By the end of this part of the session young people should be able to identify the traits of a bad listener.
Slide 8 – a pair or a group activity.
This is the most crucial part of the session that helps every participant to experience at first-hand how uncomfortable a communication with a poor listener might be.
N.B.! Participants should reflect on their feelings after the behavioural practice. It’s important to ask students how they felt in each role (speaker and listener). Do they think their feelings might have impacted upon their listening skills? / Participants reflect on their own listening skills/
The main outcome of this activity is that young people would avoid being an attentive when serving as ambassadors.
Discuss the likely characteristics of a good listener. There is a hyperlink in slide 9 to a training video. Ask participants to suggest some non-verbal behaviours which show good listening before revealing slide 10.
Provide hyperlinks to a couple of films that focus on how to become a good listener, highlighting such features as active listening and asking open-ended questions.
A discussion about the importance of remaining neutral.
By the end of this part of the session young people should be able to identify the traits of a good listener.
Slide 14 – a paired activity
An active session where each person interviews his or her partner for three to five minutes. The subject of the interview should be adapted for local partners to topics that suit their young people well.
NB It is essential to use the skills identified already to encourage partners to share information and feelings and to experience positive communication. Time for reflection and feedback is an important aspect of this activity.
Slides 15 -17
Eliciting feedback from participants and summarising learning.