Activity: How to Communicate with Others
Welcome to a transformative journey in communication! In this blog, we’re delving into the diverse tapestry of human interaction. The goal is simple yet profound. Armed with the insights from the Indigo Report, we’ll explore the art of connecting with those who may communicate differently.
The Goal
The objective is to explain to students how people are different, and how they can use their unique communication style to connect with students who are not like them.
As we navigate through Dominance, Influencing, Steadiness, and Compliance, we uncover gems of wisdom. Highs discovering the importance of making room for Lows, acknowledging the unique perspectives each brings to the table.
Join the conversation: What makes Highs and Lows feel comfortable communicating? Are there communication styles you resonate with or find challenging? Share your thoughts and be part of a community celebrating the richness of diverse communication styles. Together, let’s explore, connect, and amplify the power of understanding how we communicate with others.
RAMP (ASCA) Mindset & Behaviors addressed and developed:
Academic: Communication; Building Positive Peer Relationships; Results Orientation.
Social/Emotional: Sense of Belonging; Self Advocacy; Communication; Perseverance.
Materials
- Circle of chairs
- Indigo Reports
- Pencil and Paper
Step 1:
Split the room into two groups—those above 50 Dominance and those below 50 Dominance. Review the unique strengths of each and how not to communicate with them by using the DISC Reference Guide in the Indigo Report. Feel free to ask the following questions:
- What are some things we can do to make both Highs and Lows feel comfortable communicating?
- Are there any High D’s or Low D’s that would like to share how they communicate with others
Make sure to reinforce that there are no better or worse styles. Research shows the best performing teams have a mixture of highs and lows in all categories.
Step 2:
Do the same for Influencing, Steadiness, and Compliance.
Example: When going over High Influencing and Low Influencing, one take away may be that Highs need to make room for Lows to speak up in group projects—because the Low I’s may be observing details High I’s miss.
Step 3:
Have students go back to their seats and either write one paragraph or draw a picture talking about their strengths and potential challenges.
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