100
- 100 — A classmate gives a short update on your group project and then asks if anyone has questions. Which communication skill is the classmate using and why?
- 100 — Asking for questions = open communication / checking for understanding.
100
- 100 — What does teamwork mean in a classroom project? Give one quick example.
- 100 — Working together toward a shared goal; e.g., dividing tasks for a class poster.
100
- 100 — What does having a positive attitude look like in class when you get a low quiz grade?
- 100 — Staying calm, asking for feedback, trying different study strategies.
100
- 100 — Name one responsibility a student should take when assigned a group presentation part.
- 100 — Complete research and bring notes to practice; arrive prepared.
100
- 100 — From the barista job profile: name one hard skill and one soft skill needed for this job.
- 100 — Hard skill: making drinks; Soft skill: communication or teamwork.
200
- 200 — List two verbal and two nonverbal communication techniques students should use when presenting to the class.
- 200 — Verbal: clear tone, concise explanations; Nonverbal: eye contact, good posture / appropriate gestures.
200
- Name two roles team members can take in a group project and explain how each role helps the team reach its goal.
- 200 — Roles: coordinator/organizer (keeps deadlines), researcher (gathers accurate information).
200
- 200 — Define “growth mindset” in one sentence and give a short classroom example.
- 200 — Growth mindset: belief that ability improves with effort; e.g., practicing math problems to improve.
200
- 200 — Explain why meeting deadlines matters in school and at work; give one short consequence of missing a deadline.
- 200 — Deadlines ensure coordination; consequence: late work can lower team grade.
200
- 200 — Explain how good communication affects customer experience in a service job like a barista.
- 200 — Clear order-taking, friendly tone reduce errors and increase repeat customers.
300
- 300 — Read this exchange: Sam says, “You’re doing it wrong,” and Ava replies, “That’s not helpful.” Suggest a rephrasing Sam could use to give constructive feedback and explain why it would be more effective.
- 300 — Example rephrasing: “Can I show a different way that might work?” or “Here’s another option — what do you think?” — more constructive, less attacking.
300
- 300 — A team member is shy and rarely shares ideas. Suggest two strategies the group can use to encourage their participation.
- 300 — Strategies: use round-robin sharing, assign that student a specific small role first.
300
- 300 — How can replacing “I can’t do this” with “I don’t get this yet” change the way a student responds to challenges? Provide two likely outcomes.
- 300 — Outcomes: increased effort and persistence; more likely to seek help and improve.
300
- 300 — A student forgot to bring research materials for a group meeting. Describe two immediate actions the student can take to show responsibility afterward.
- 300 — Actions: apologize and explain, offer to make up the work quickly, provide updated resources.
300
- 300 — Describe two examples of teamwork behind the counter that would help a busy coffee shop run smoothly.
- 300 — Examples: one person takes orders while another prepares drinks; they hand off cups smoothly and confirm names to avoid mistakes.
400
- 400 — Describe three ways active listening improves group outcomes during a lab or project. Provide a brief example for each.
- 400 — Active listening prevents misunderstandings, builds trust, ensures all ideas considered (examples: clarifying questions, paraphrasing, confirming tasks).
400
- 400 — Explain how combining different strengths (e.g., artistic, technical, organizational) can make a team more successful. Include a concrete high-school project example.
- 400 — Different strengths cover different needs — art student creates visuals while an organized student manages timeline.
400
- 400 — Describe two classroom routines a student could use to build resilience after setbacks (e.g., low score, failed experiment).
- 400 — Routines: reflect on mistakes and set goals; break tasks into smaller parts for steady progress.
400
- 400 — What habits help a person manage time effectively for multiple assignments? List three and explain how each helps.
- 400 — Habits: use a planner, set reminders, break work into timed blocks.
400
- 400 — For the barista role, explain how responsibility and punctuality together affect the shop’s success. Give one example scenario.
- 400 — If you’re on time and accountable, shifts run smoothly; e.g., arriving late delays opening and burdens teammates.
500
- 500 — You and a partner disagree about which research source to use. Outline a short plan (3 steps) using strong communication practices to decide which source to pick.
- 500 — Steps: state concerns calmly, share evidence for each source, agree criteria for choosing.
500
- 500 — A group member misses meetings and hands in late work. Describe a respectful, step-by-step approach the team can use to address the issue while keeping the project on track.
- 500 — Steps: private check-in, offer help, set clear expectations/deadline, escalate to teacher if needed.
500
- 500 — Create a brief written response a student could use when invited to try a new, challenging role (e.g., leading a lab) that shows growth mindset and confidence.
- 500 — Example: “I haven’t led a lab before, but I’m willing to try and learn from feedback.”
500
- 500 — A team depends on your portion of a project for the final grade. Write a short checklist (4 items) you would follow each week to ensure you meet your responsibility.
- 500 — Checklist: review weekly tasks, set milestones, communicate progress, turn in work early.
500
- 500 — Imagine you are applying for a part-time barista position. Write a 2–3 sentence answer that explains how your soft skills make you a strong candidate.
- 500 — Example application answer: “I work well with others, listen carefully to customers, and stay calm under pressure — all skills that help me serve customers quickly and correctly.