Leadership Lesson: Face-to-Face Part 1

Objectives: 

  • Students will practice communicating with someone face-to-face.
  • Students will practice important communication skills in a mock interview.

Materials:


1. Activity:

 
 
  • After playing the video, ask students:
    • How does this apply to your own life?
    • Was there anything that challenged you?
    • What is one way we can discipline ourselves around technology?

2. Activity:

  • Today we are going to start off the class by putting our devices away and really practice face-to-face communication.
     
  • Ask students to write down on a sheet of paper a time when communication skills will be important and when the skill of face-to-face communication will be needed.
     
  • Have students share out with someone near them.
     
  • Have students share out with the class.

3. Activity:

  • Ask students, “What is one of the first things we need to do when meeting someone new, like on a job interview?” (Answer: shake hands)
     
  • Tell them we are going to practice handshakes. 
     
  • Show students what a “webby” is by pointing to the area in between your right thumb and pointer finger. 
     
  • Have student point to their “webby” and tell them, “repeat after me!”
     
“This is my webby…
I promise…
To always use my webby when greeting others…
One day…
This webby…
My webby…
Will help me get a job…
And…
Make a positive difference in the world…
I promise to always use my webby!”

 
  • Immediately following the webby pledge tell students that they are going to do a “one minute frenzy” where they walk around the room practicing using their “webby” and introducing themselves saying “Hi, I am _______”
     
  • Bring them back together and tell them they are about to do the same thing, but we are going to spice it up a notch. This time, when they go up to someone, they will first introduce themselves, shake hands, and lastly say, “nice webby” to have fun with it.
     
  • Optional:
    • You can add more to this exercise by giving examples of bad handshakes and what not to do (ie. The “dead-fish”, the hand crusher, the lingering handshake, the two handed shake, the non-committed, fingers-only handshake, etc.)
       
    • Every time you have a new student or special guest come into your classroom, you can have everyone stand, including the new person or guest, and do the webby handshake. 

4. Discussion:

  • What did it feel like at first to go around saying hi and shaking hands?
     
  • What did you notice about eye contact in that first round? 
     
  • What was different between the first round and the second round? (answers may include there was more giggling or smiling because of the added silliness). 
     
  • Ask them, “Why it is important to practice things like handshakes and eye contact?”

5. Activity:

  • Next tell the students they will be practicing eye contact through a simple interview process.
     
  • Explain that most of them will experience an interview at some point in their life and explain how important being able to make eye contact is during this process. 
     
  • Have the students brainstorm with a partner questions they might ask someone wanting to apply for a leadership position at your school. What are some things you would want to know about them before “hiring” them as a leader in your building? 
     
    • Give them an example or two:
      • Why would you be a good leader for our building? 
      • How long have you been a student in our building and what stands out to you?
      • What do you like most about it? 
         
  • As a class, share out some of the questions they came up with and write them on the board so all students can see. 
     
  • Now have them find a partner in the class. 
     
  • Have the oldest person be “Partner A”.
     
  • Have the youngest person be “Partner B”.
     
  • Partner B will ask questions of Partner A first.
     
  • They can choose any 4 questions up on the board to ask. 
     
  • Remind them that the key is to make eye contact and have positive nonverbal body language as they respond.
     
  • After Partner A has responded, have them switch and Partner B will answer the questions that Partner A chooses to ask them. 

6. Discussion:

  • If time allows, ask the students to return to their seats and discuss the process. 
     
  • Ask them, “How did it feel sitting face-to-face with your partner?” 
     
  • Ask them, “How did it feel responding to the questions?”
     
  • Ask them, “How can we get better at this type of interaction?”
     
  • Ask them, “What will it take to make that happen?”
     
  • Ask them, “How hard was this process? Why?”