INSTRUCTOR'S HANDBOOK

Week - 1

This supplement to the textbook is for instructors and is provided free of cost.
For private circulation only.

[email protected]
 An introductory note

These supplementary resources are designed to complement the textbook, and can be used
alongside it to build a strong theoretical framework while providing ample interesting activities. The
materials, activities and suggested reading material is organized on a week to week basis so that the
syllabus can be covered in the allotted time with maximum benefit to students.
Activities in the textbook are given in gray boxes. The activities in this handout can be used in
addition to those in the textbooks

Some suggestions
1. Divide the class into groups of 6 or more.
2. Students can keep a Journal for their Life Skills class. Their ideas / thoughts / quotes which
inspire them etc. can be noted down in a format that appeals to them.
3. Reading assignments from the textbook may be given each week. This will also help them in
preparing for the activities.
4. Help students broaden their horizons by discussing diverse topics in the classroom, expose
them to as many books, authors, classic movies etc. as possible. Most activities in this book
serve as starting points for such explorations.
5. If possible, students can start learning something new and totally unrelated to their area of
study. It can be art, craft, a foreign language, music, a MOOC course, a new skill etc. They may
be encouraged (in a non-judgemental manner) to talk/write/read about it.
6. A space may be set apart in the classroom for students to place motivational messages,
quote, images etc. This 'wall of inspiration' will help bring in positivity into the classroom.

Life Skills for Engineers – Remesh S & Vishnu R.G – Instructor's Handbook
 Week 1 : Theory of Communication

Theory / Reading Assignment from Textbook

Chapter 1 - Introduction to Communication

Activities related to the reading assignment

1. Snare your Pair

Related to sections :

Materials : Post it-notes or Paper with safety pins to attach them

1. Take a look at the list of famous pairs that are given below.

2. On one Post-it, write the name of one half of each pair. eg. For Tom & Jerry, write Tom on one note
and Jerry on the other. Repeat for other pairs. Have as many notes as there are students.

3. Explain the rules of the game.

1. The game will have two parts

2. Each student will have one note stuck to his/her back, without letting them read it.
They must identify who they are by asking questions to other students.

3. The questions can be

◦ Am I a man or a woman? ◦ Am I a food?

Life Skills for Engineers – Remesh S & Vishnu R.G – Instructor's Handbook
 ◦ Am I a quality? ◦ Am I green in color?

◦ Am I a character? ◦ Am I a place? Etc.

No one is allowed to ask directly who they are.

4. You can set a time limit for this part. If there is sufficient time, you may even ask each
student to come to the front and ask these questions to the entire group.

5. Once they have an idea who they are, they should find their pair and team up.

Some famous pairs are listed below

Tom – Jerry bow- arrow Yin-Yang

Idli- Sambar hot-cold Sachin-Sehwag

Bread – Butter salt-pepper Yesudas – Chitra

Good – Evil before-after Mohanlal -Sreenivasan

Adam – Eve tea-biscuit Popeye – Bluto

Romeo – Juliet Cain – Abel Leander Paes – Mahesh Bhupathi

Dr.Jekyll – Mr. Hyde Left-Right Dal-Roti

Sherlock Holmes – Dr.Watson Heaven-Hell Bikram-Betaal

Laurel – Hardy Hiroshima-Nagasaki Pani-Puri

Jack – Jill Tensing – Hillary Pav-Bhaji

Mickey – Minnie Marx – Engels Porotta- Chicken Fry

Brad Pitt – Angelina Jolie Tarzan – Jane Chip – Dale

Barbie – Ken Andaman – Nicobar Beauty – Beast

Hansel – Gretel Daman – Diu Snow white – Dwarves

Batman – Robin Jammu – Kashmir Venus-Serena

2. Blind Art
Aim : To help realize the importance of communication. Related to sections 1.6, 1.7 and 1.10

Material : Pictures of objects drawn using geometric shapes. (see examples below)

1. Pick a pair of students – direct one to the blackboard and give a picture to the other in secret.

2. Ask the second student to describe the picture using only geometric terms – eg.Draw a rectangle.
Now draw a triangle atop it... and so on, while the first student draws on the blackboard.

3. Please note that no one is allowed to ask any questions or clarification about the directions.

Life Skills for Engineers – Remesh S & Vishnu R.G – Instructor's Handbook
4. At the end of a predetermined time, the first student has to identify the object/scene. If he cannot,
the question passes to the audience.

5. You can also compare the two pictures.

Points for discussions

1. Why do the anomalies come up?

2. Will precise technical language help in better communication? Especially as engineers?

3. If someone got through the challenge easily, what helped him/her?

Variations:

1. Have a slightly complicated image on a slide. One student must face the wall while the others
take turns to describe the object using geometric terms. The selected student must identify the
object.

2. The student who is drawing is allowed to ask for clarification or yes/no questions.

3. Levels of Communication
Aim: Help students identify the different levels of communication. Related to section 1.4

Materials : Ask students to pay attention to the communication that takes place within, among and
around them for a specific span of time (say, the lunch break) without revealing the purpose of the
activity.

1. Once the students are back, ask them to think back and identify examples for each level of
communication.

Variation : Play a movie clipping that has a number of different levels of communication. (The first

Life Skills for Engineers – Remesh S & Vishnu R.G – Instructor's Handbook
10 minutes of the famous movie “Nadodikkattu” would be an ideal choice) Ask students to identify
the different levels of communication.

4. Listening Skills – Role Playing Practice

Instructions : A set of concrete tips for improving listening skills is given below :

• Put the message in your own words, and repeat this to the speaker so as to validate your
understanding
◦ “So you want me to call Arun and tell him that Smitha will collect the book from him?”
• Repeat the message to help you remember what was said.
◦ “Arun's number is 1010225.”
• Ask relevant questions to get missing information.
◦ “Is there any landmark – say, a shop or something – near the turn to his house?”
• Clarify any points that you might not completely understand.
◦ “Will it be okay with the teacher if Smitha submits his work for him?”
• If necessary, remember (or note down) the important points of the message for use in the
future.
◦ I will save Arun's number on my phone.
Handouts can be given to students, and role playing situations devised where students can use these
suggestions. Situation role plays, story role plays, long and short discussions etc. May be used.

Variation : The next activity (It's only words) can be done first, and students can be asked to use
these phrases in the role playing situations.

5. It's only words....

Instructions : Ask students to come up with different words and phrases for each of the following
situations.

1. Starting a conversation 5. Expressing surprise

2. Responding to a greeting 6. Expressing dismay

3. Asking for information 7. Disagreeing

4. Giving information 8. Leaving

Discussion : The phrases that each group notes down can be compiled and shared. Some possible
statements which can be slotted into these categories include

How are you getting on?,You doing OK?, Hi, …! What’s new?, Hi, …! What’s up? Hi, …! Long time no
see!, Hi, …! Have you been keeping busy?,

Life Skills for Engineers – Remesh S & Vishnu R.G – Instructor's Handbook
Do you mind me asking…? OK, here’s the thing … Thanks, I’ve been keeping busy, Thanks for asking,
I’m fine, how are you?, Hi, how you’re doing! It’s good to see you!, Can’t complain,

Can you say it again, please?, And how about you?,

To the best of my knowledge …, As far as I know …,

Good for you!, Can’t argue with that, How do you know?, That’s a good one!, Really? Tell me more
about it! ,

Frankly speaking…, Well, to be honest with you, …, No problem, Never mind, it’s fine!, Never mind,
forget what I just said`,

You got me there, You’ve got to be kidding me!,

That’s a good question., Well, how to put it in the right words. ,

That would be great!, … you know what I mean?, You see, the thing is that ,

I’d better be going, OK, I’m sorry but I have to leave now!, See you later!, See you around!, Keep in
touch!, It was nice seeing you, take care!, It’s been good talking to you!, Hope to see you again! Say
hello to …!

Group Discussion - Practice

Refer Section 2.15 in the textbook

In the first week, students can be made aware of the usual procedure in conducting a Group
Discussion. Videos and transcripts of good GDs are available online. The grading rubric can also be
explained. The class can be divided into groups of 8-12 students, and they can be made aware of the
different roles that they can take on in a group discussion.

The different roles are summarized in the table below.

ROLE FUNCTION
Gatekeeper • Often the group leader who leads the discussion
• Establish the focus of the group
• Keeps discussion on track
Facilitator • Enables everyone to participate
• Encourages reticent members
• Routes the discussion subtly to get diverse viewpoints or
consensus
• Keeps the flow of the discussion

Life Skills for Engineers – Remesh S & Vishnu R.G – Instructor's Handbook
 ROLE FUNCTION
Mediator • Manages conflict within the group
• Identifies differences and works to resolve them
Timekeeper • Keeps track of the time
• Ensures each point that comes up is allowed adequate time
• Prompts for closure / conclusion at the right time
Recorder • Keeps track of ideas / opinions / points
• Uses writing / blackboard where relevant
• Has to be careful about editing the words of the participants
when putting it in writing
Reporter • Draws conclusions
• Presents conclusions to the entire class

Suggestions for GD
1. Students may be given roles, and asked to stick to those. In this case, several GDs (of short
duration) may be conducted so that all the students get a chance at the roles.
2. They may be asked to reflect on which role they were comfortable with and where they need
to improve.
3. In subsequent sessions, it might be better if the roles are not specifically assigned.

Topic List 1
Related to Chapter 1 Seeing both sides
Which is more important – speaking or listening? Who is the more complicated gender? Men or
women?
How can we improve our communication skills?
Fair = beautiful?
Barriers to communication
Should laptops be allowed in classrooms?
Importance of good communication skills
Is entrepreneurship all it's cracked up to be?
Is a GD an effective way of judging
communication skills? Is the death penalty appropriate?
General topics Abstract topics
Unemployment in India Good things come in small packages
School education in India What about me?
Influence of social media Go!Go!Go!
Hobbies Roses are red, oranges are orange, violets are
blue
Global warming
Do you need a ruler?
My ambition in life

Life Skills for Engineers – Remesh S & Vishnu R.G – Instructor's Handbook