SESSION
Cronmiller-GLOWsampleLessons_3-01-16Digital
Cronmiller-GLOWsampleLessons_3-01-16Digital
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ACTIVE LISTENING TIPS<br />
Minimal encouragements<br />
Sounds made to let one<br />
person know the other is there<br />
and listening. Such as, “Oh?”,<br />
and “Really?” These little words<br />
and gestures encourage the<br />
speaker to continue talking.<br />
Paraphrasing<br />
A summary in your own<br />
words of what you were told.<br />
Usually, paraphrasing begins<br />
with the words, “Are you telling<br />
me…” or “Are you saying…”.<br />
Paraphrasing helps clarify what<br />
is being said and to let the<br />
person know she is understood.<br />
VARIATION OF HELLO GLOW WRITING ACTIVITY<br />
FOR HIGH SCHOOL<br />
When sharing of questionnaire is complete in GLOW group, ask<br />
girls to expand through free writing one of the statements on the<br />
questionnaire. Encourage them to choose a statement from the page for<br />
which they feel they have more to say. For example, if she would like to<br />
say more about her mother, or the story of her birth, or perhaps what she<br />
would like to learn how to do. The statement should resonate with her<br />
deeply enough as to generate a longer personal narrative.<br />
SUGGESTED ACTIVITIES<br />
n Complete individual questionnaires<br />
n Review the handout on active listening tips<br />
n Share by reading aloud to GLOW group<br />
n Ask the girl sitting to the right of the reader to respond to her using<br />
one of the active listening tips (see handout)<br />
n Return to write more deeply on one of the questions<br />
n Share in GLOW group the extended narrative<br />
n Share within the group, incorporating group active listening.<br />
n Mentors can model deeper active listening at this point in the session.<br />
n Conclude with a GLOW box.<br />
Reflecting or mirroring asks for<br />
more input without guiding<br />
the direction of the GIRL’S thoughts.<br />
Emotional labeling<br />
Common phrases for you to<br />
use are, “You sound…”, “You<br />
seem…”, “I hear…” (emotion<br />
heard by you). You do not tell<br />
people how they are feeling,<br />
but how they sound to you as<br />
if they are feeling. Do not be<br />
concerned about making a mistake<br />
in labeling emotions. The<br />
speaker will correct you and<br />
will often appear grateful for<br />
the attempt. Be aware of missing<br />
emotions and listen for conflicts<br />
in the feelings expressed,<br />
especially if they appear inappropriate<br />
to the situation.<br />
Mirroring or reflecting<br />
This is the technique of<br />
repeating the last word or<br />
phrase and putting a question<br />
mark after it. This provides very<br />
exact responses because you are<br />
using the subject’s own words.<br />
Reflecting or mirroring asks for<br />
more input without guiding the<br />
direction of the girl’s thoughts<br />
and elicits information when<br />
you do not have enough to ask<br />
a pertinent question.<br />
Cronmiller / Way to GLOW, Year 1, Session 1 23