6 • MODULE THREE: COMMUNICATION
Experience from the field
PCI Delhi used a warm-up at the beginning of the session: the facilitator did a small role play. When the
children came to talk to her, she did not listen, talked on the phone and ignored them. After this, she asked
them how they felt about it. This exercise really helped them to understand the importance of listening.
(PCI Delhi)Tips for the facilitator- Use practical examples during the role play. For example, when a child tries to speak, the facilitator
interrupts or talks on the phone. - If children are not able to speak for a minute, prepare short stories that the children can read.
- An additional activity can be introduced by asking a child to imitate an expression or gesture of
listening or non-listening and have the rest of the group guess its meaning.
Review
After the role plays, ask the volunteers how they felt in each of the situations.- Why did it happen?
- What did the listener do?
Ask the rest of the group to comment on what they saw. - Does that happen in real life?
- If a child does not listen well to another person, can s/he get into a risky situation?
- On an issue of importance, if a trusted adult is not listening because of some reason, can the
child be adequately protected?
The point to be made is that what we say and what we do (non-verbal signs) both communicate to
the speaker whether we are listening or not
Linking Learning with Life
Ask the children to observe themselves, their friends and other adults they know to see whether
they show ‘listening or non-listening behavior.” What steps can they take to help them
communicate better?Experience from the field
Girls reported that they had observed their mothers and neighbors. They observed that in their
community (the red light area), people listened to those who had power. (From CCDT, Mumbai)