A Ticket to Talk Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
A Ticket to Talk Assignment
There is an exercise that is frequently used in marriage counseling to help people
improve their listening skills called “A Ticket to Talk.” Take a 3×5 card or a coffee cup,
etc. And whoever has the card is the only one who can talk. When that person is
finished talking, the person without the card must paraphrase back to the person with
the card what they heard. The person with the card determines if the other person
accurately heard what they said. If they did then the other person gets the card. If not,
then the person with the card restates their thoughts and the person without the card
makes another attempt at paraphrasing. Obviously, the person with the card does not
want to recite the “Sermon on the Mount” or “The Cremation of Sam Magee”, where
they dominate the floor. When you have the ticket, keep your message to a few
paragraphs.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
perform the ticket to talk exercise addressing the topic “Where do I want to be five
years from now?”
Follow-up
How confident are you that you can improve your listening skills?
How committed are you to improving your communication skills?
What barriers are you aware of that get in the way of your listening?
Can you see how being able to empathize with another person will improve your
listening skills?
With your spouse, partner, close friend, pick a topic and practice the “Ticket to Talk”
exercise. Journal about how the experience was for you and the other person.
Whole Task Objectives Follow-up
How would you relate listening, empathy, and communication to diverse and complex
issues in resiliency?
Toolbox Listening Skills Empathy Ticket to Talk
22.2 Objective:
Describe the concept of “fighting” and the mediating resilience skills.
Whole Task Objective
Understand the concept of communication.
Relevancy
We all would like to live in relationships where there is no conflict. However, this is
unrealistic optimism and such a fantasy does not teach us the skills to be resilient.
Fighting, disagreements, or conflicts are a part of the human condition. We all have
different backgrounds, different life experiences, and different perspectives. Rather
than seeing this as a negative; if we can alter our thinking and see it as an opportunity
to learn about ourselves and other people we are less likely to have prolonged,
stressful conflicts with other people. However, we all have different thoughts and
beliefs about “fighting” and this impacts how we fight. Some people feel that they
have to win an argument at any cost, even if it means the end of a relationship. Other
people will be more “passive-aggressive” in their fighting style and appear to
acquiesce, only to ambush the person at another time or about another topic.
Markman (2001) indicated that there are five different “communication filters” that
impact our abilities to communicate effectively in times of conflict: 1) external and
internal distractions, 2) emotional states, 3) beliefs and expectations 4) differences in
communication styles, 5) self-protection or fear of being rejected. Each of these can
and does impact our effectiveness and resilience in the midst of conflict. For example,
if we have a belief that we have to defend ourselves when someone says something
hurtful to us or makes us afraid, we are not going to express the REAL feeling, but a
manufactured one (i.e., anger).
Everything becomes a little different as soon as it is spoken out loud. — Hermann Hesse
Pretest
What are your beliefs about fighting?
Is it more important for you to be right or resolve the differences between you and
another person? Explain.
What are your beliefs about resolving conflict?
Activity
Our thoughts and beliefs can profoundly impact how we perceive a situation. If we
believe that every time someone disagrees with us is an assault on our intelligence,
then even the smallest remark can be seen as an attack. If we are already
hypervigilant, then we are even more vulnerable to overreacting to the smallest
perceived slight from someone. If we believe that conflict is to be avoided at all costs
because we are afraid of our reaction or have fear of being rejected, then we will build
up resentment towards the person(s) we are in conflict with and we will find more
clandestine ways to get back at them. One of the ways that we can stop conflict from
escalating is by becoming good listeners.
Most of us just want to be listened to and be understood. If we can communicate that
effectively to another person, we have gone a long way to de-escalating a conflict. If
we become caustic, demeaning and belittling of someone’s thoughts and perceptions
then we only fuel the fight. Brooks and Goldstein (2003, p. 119) offer some good
questions to think about when we are in conflict with others:
o Would I want anyone to talk to me the way I speak to others?
o How would others describe me as I communicate with them?
o What makes it easier for me to listen to what others have to say?
o What do others say or do that turns me off and keeps me from listening to their
message?
There are basically four ways that humans communicate with each other: 1)
aggressively, which is where the aggressor’s feelings count and the other persons
don’t 2) passively, which is where the other person’s feelings count and the passive
person’s don’t, 3) assertively, where my feelings count and so do yours and 4) passive-
aggressively, which is where one person pretends to say the other person’s feelings
count, but they really don’t believe that.
Obviously the most effective way of communicating when we are fighting with
someone is to do so assertively.
Consider viewing the chapter Eyewitness (approximately 6 minutes) from the video,
Twelve Angry Men.
What things do other people do or say that make me want to fight with them?
What self-defeating thoughts can I identify that cause me to start or escalate conflicts?
What does it mean to me if I try to see things from another person’s point of view?
How much is your self-image or self- worth on the line in an argument?
Follow-up
Do I believe that I am a better person if I actively make an effort to see someone else’s
point of view?
Do I believe that I can fight with some and still be respectful of them?
How confident am I that if I change my perspective I can reduce the amount of
conflicts I have with others?
When you get into a conflict with someone this next week, or avoid conflict, use your
ABC sheets or Challenging Beliefs Worksheets to identify thoughts and beliefs that you
have about the situation and that person.
Whole Task Objectives Follow-up
How would you relate the concept of fighting fair to that of diverse and complex
issues?
Toolbox: Fighting fair
References
Brooks, R. and Goldstein, S. (2003). The Power of Resilience. New York: McGraw-Hill.
Markman, H.J., Stanley, S.M. and Blumberg, S.L. (2001). Fighting for Your Marriage.
San Francisco: Jossey-Bass.
Reivich, K. and Shatté, A. (2002). The Resiliency Factor. New York: Broadway Books.
Tannen, D (2001). You Just Don’t Understand: Women and Men in Conversation. New
York: Quill.
- Classroom Performance
Q&A
Address any issues from prior session.
23.1 Objective
Describe differences between listening and hearing.
Whole Task Objective
Understand the concept of communication.
Relevancy
Learning how to communicate effectively is imperative in becoming an effective
resilient learner. Listening is a learned voluntary action and a critical skill for effective
learning.
I know that you believe you understand what you think I said, but I’m not sure you realize that what you heard is not what I meant. — Robert McCloskey
Prior Learning
Listening is a skill that can be learned. That is, if I want to be listened to, then I must
also learn how to listen. Effective listeners make the best communicators because they
are aware of what their audience wants and needs from them. They have heard it, not
just the words, but the message behind the words.
Pretest
How would you rate your ability to communicate — listen? Rate your level of ability
from 0 to 100, 0 being no ability, and 100 being totally able.
Activity
Sherfield, Montgomery, and Moody, (2008) argue the differences between hearing and
listening; whereas hearing is not learned, it is an involuntary action, listening is a
learned voluntary action and a critical skill for effective learning. Goh (2002) found
that although listeners used many similar strategies, the higher ability listener
demonstrated more effective use of both cognitive and metacognitive tactics.
Metacognition is typically defined as a self-awareness of one’s cognitive processes and
making use of this self-awareness to purposively control one’s cognitive processes.
These cognitive processes include such tactics as planning, monitoring, revising, and
evaluating (Brown, 1987). Therefore the more astute listener is purposefully planning,
monitoring, revising, and evaluating as part of the listening process.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify personal tactics for effective listening and obstacles to listening.
Follow-up
What are some of your obstacles to effective listening?
How might you correct for these obstacles?
Whole Task Objectives Follow-up
How would you relate the concept of listening and hearing to that of communication?
Toolbox Listening
23.2 Objective
Describe how to identify key words of importance in a lecture.
Whole Task Objective
Understand the concept of communication.
Relevancy
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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