Conversation Station
Name one appropriate way to greet someone at school.
“Hi,” “Good morning,” wave, smile, etc.
True or false: Active listening means staying completely silent.
False—it also includes appropriate responses.
Besides words, name one way people communicate.
Facial expression, body language, tone, gestures, or actions.
What is the difference between intent and impact?
Intent is what you meant; impact is how it affected the other person.
Someone greets you in the hallway. What could you do?
Return the greeting, smile, wave, or make a brief comment.
Name two things you can do after introducing yourself to keep the conversation going.
introducing yourself to keep the conversation going.Ask a question and/or make a related comment.
Name two behaviors that show someone is listening.
Facing the speaker, waiting, nodding, asking questions, related comments, open body language.
What might crossed arms, looking away, and a flat voice communicate?
Discomfort, annoyance, boredom, nervousness....
True or false: Having a good intention guarantees that no one will be hurt.
False.
Two classmates are already talking about a video game you like. How could you appropriately join them?
Wait for a pause and ask, “Are you talking about ___? I play that too.”
Your classmate says, “I went to a concert this weekend.” Give an appropriate response and follow-up question.
For example: "That sounds fun! Who did you see?”
Someone says, “I stayed up really late studying.” Improve the response: “Okay.”
“That sounds exhausting. What were you studying for?”
Say the phrase “It’s fine” in two ways that communicate different emotions.
For example, genuinely calm versus annoyed or disappointed.
You say, “Wow, you’re actually good at that!” What might your intent be, and what might the impact be?
Intent: compliment/surprise.
Impact: insulted, embarrassed, or confused.
Your friend is telling a story, but you don’t understand part of it. What could you say?
“Can you explain that part?” or “What happened after that?”
Brainstorm two conversation starters you could use with a new student.
For example: “What classes do you have?” “What music do you like?”
Explain why interrupting can make someone feel unheard, even if you are excited about the topic.
It can communicate that your idea matters more or prevent them from finishing.
A classmate is quiet and looking down. Why shouldn’t you immediately assume they are angry with you?
One clue can have multiple explanations; they could be tired, sad, nervous, or distracted.
A friend misunderstood your text, “Interesting…” Give one response that could clarify your meaning.
“I meant that sincerely—I wanted to hear more. Sorry it sounded sarcastic.
You make a joke and your friend becomes quiet and looks away. What clues do you notice, and what should you do next?
Notice the change, check in, listen, and repair if needed.
Role-play a conversation with at least three exchanges. You must ask, answer, add, and connect without changing the topic unexpectedly.
Did you get the points? :)
Listen to a classmate's 20-second story. Then summarize one important detail
Demonstrate active listening :)
A friend says, “Thanks,” but sighs, avoids eye contact, and pushes the item away. Use F.A.C.E. to explain what you notice and how you could respond.
(Facial exp., Actions/body lang., Context, Empathy)
Identify clues/context and respond empathetically: “You seem upset. Did I misunderstand what you wanted?”
Repair this statement using several 'repair steps': “Relax, it was just a joke. You’re too sensitive.”
“I can tell that upset you. I meant it as a joke, but I understand that it sounded hurtful. I’m sorry. I’ll say it differently next time.”
A student is discussing a party in front of someone who was not invited and says, “Everyone is going!” Identify the possible impact and give a more thoughtful way to handle the situation.
The person may feel excluded or embarrassed; discuss the party privately or change the wording/topic.