Active Citizenship and Democratic Action · 3rd Year · Human Rights and Global Responsibility · Spring Term

Speaking Up and Listening to Others

Learn about the importance of sharing our ideas and feelings respectfully, and also listening carefully to what others have to say, even if we disagree.

• NCCA Curriculum Specifications
• NCCA: Primary - Myself and the Wider World - Communication Skills
• NCCA: Primary - Myself and the Wider World - Respect and Tolerance

About This Topic

Speaking up and listening to others teaches 3rd Year students to share ideas and feelings respectfully while paying close attention to peers, even in disagreement. This topic builds essential communication skills outlined in the NCCA Primary curriculum's Myself and the Wider World strand, focusing on respect and tolerance. Students explore key questions like why sharing matters, how to speak respectfully, and the equal importance of listening.

These practices connect directly to human rights and global responsibility by promoting empathy, democratic participation, and conflict resolution. Through structured interactions, students learn techniques such as using 'I feel' statements, maintaining eye contact, and paraphrasing others' views. This fosters a classroom culture of inclusion, preparing students for wider community engagement.

Active learning benefits this topic greatly because skills like respectful dialogue develop best through practice in safe, supportive settings. Role-plays, peer feedback, and group discussions allow students to experiment, receive immediate responses, and reflect on their impact, turning abstract concepts into personal habits that last.

Key Questions

1. Why is it important to share our ideas and feelings?
2. How can we speak up in a way that is respectful to others?
3. Why is listening to others just as important as speaking?

Learning Objectives

• Explain the purpose of using 'I feel' statements to express personal emotions and needs respectfully.
• Analyze scenarios to identify instances of respectful and disrespectful communication.
• Compare and contrast active listening techniques with passive listening in a small group discussion.
• Demonstrate paraphrasing skills to confirm understanding of a peer's perspective.
• Create a short dialogue showcasing effective strategies for speaking up and listening in a disagreement.

Before You Start

Expressing Needs and Wants

Why: Students need a basic understanding of articulating their own needs before learning to do so respectfully in a group setting.

Identifying Emotions

Why: Understanding different emotions is foundational to using 'I feel' statements effectively and empathizing with others.

Key Vocabulary

Active Listening	Paying full attention to the speaker, understanding their message, responding thoughtfully, and remembering what was said. It involves non-verbal cues like nodding and maintaining eye contact.
'I Feel' Statements	A communication technique used to express personal feelings and needs without blaming others. It follows the structure: 'I feel [emotion] when [situation] because [reason].'
Respectful Disagreement	Expressing a different opinion or viewpoint in a way that acknowledges the other person's right to their own ideas, avoiding insults or dismissive language.
Paraphrasing	Restating what someone else has said in your own words to ensure you have understood them correctly. This shows you were listening and helps clarify meaning.

Watch Out for These Misconceptions

Common Misconception

Speaking up means talking the loudest or longest.

What to Teach Instead

Respectful speaking focuses on clarity and courtesy, not volume. Role-play activities let students try different volumes and see peer reactions, helping them adjust through trial and feedback. This builds self-awareness in real interactions.

Common Misconception

Listening means agreeing with what others say.

What to Teach Instead

True listening involves understanding without needing to agree. Paraphrasing exercises in pairs clarify this, as students practice restating views accurately, revealing how active listening strengthens dialogue even in disagreement.

Common Misconception

Sharing feelings is unnecessary in group decisions.

What to Teach Instead

Feelings influence ideas and build trust. Circle discussions show how 'I feel' statements invite empathy, with students reflecting on how emotional shares improve group outcomes through guided peer reviews.

Active Learning Ideas

Think-Pair-Share: Respectful Opinions

Students think silently for 2 minutes about a class rule they want to change. In pairs, one speaks for 1 minute while the other listens without interrupting, then paraphrases what they heard. Pairs share one key idea with the class, noting respectful elements.

25 min·Pairs

Role-Play Scenarios: Disagreement Practice

Prepare cards with everyday scenarios like sharing toys or group projects. In small groups, students act out speaking up respectfully and listening actively. After each role-play, group members give positive feedback on one strength observed.

35 min·Small Groups

Listening Circle: Feelings Share

Form a whole-class circle. Pass a talking stick; holder shares a feeling about school for 30 seconds while others listen silently. After full circle, discuss what made listening effective.

30 min·Whole Class

Peer Feedback Stations: Tone Check

Set up stations with prompts like 'Convince a friend to try your game.' Pairs practice speaking at one station, rotate to listen and note tone/body language at next. Debrief as a class on patterns found.

40 min·Pairs

Real-World Connections

• In a school board meeting, parents and teachers use 'I feel' statements and active listening to discuss curriculum changes, ensuring all voices are heard before decisions are made.
• Mediators in community disputes, such as neighborhood disagreements over property lines, employ paraphrasing and respectful disagreement to help parties find common ground and resolve conflicts peacefully.
• Journalists interviewing sources practice active listening and ask clarifying questions to accurately report on diverse perspectives, even on sensitive topics.

Assessment Ideas

Discussion Prompt

Present students with a brief scenario where two characters disagree. Ask: 'How could Character A use an 'I feel' statement here? What active listening skills could Character B use to respond respectfully?' Facilitate a class discussion on their responses.

Quick Check

After a role-play activity, ask students to write down one thing their partner did well in listening and one thing they could improve. Collect these as a brief check on their understanding of active listening components.

Exit Ticket

On an index card, have students write one sentence explaining why paraphrasing is important and one example of a time they could use it outside of class. This checks their grasp of the concept's utility.

Frequently Asked Questions

How can I teach respectful speaking in 3rd Year?

Model 'I statements' like 'I think we should...' during class discussions. Use role-plays with scripted prompts to practice tone and turn-taking. Follow with peer feedback forms where students note one respectful phrase used, reinforcing positive habits over 2-3 lessons for retention.

What activities build active listening skills?

Incorporate listening circles or pair paraphrasing, where one speaks and the other repeats back key points. Add challenges like no interruptions or eye contact. Track progress with class charts, celebrating improvements to motivate consistent practice across the unit.

How does active learning benefit teaching speaking and listening?

Active learning engages students through hands-on role-plays and peer interactions, making skills experiential rather than lecture-based. They receive instant feedback, reflect on mistakes in safe settings, and build confidence via repetition. This approach aligns with NCCA's child-centered methods, leading to deeper empathy and real-world application.

How to handle disagreements during speaking activities?

Set ground rules like 'listen first, speak second' and use a timer for equal turns. Debrief after activities: ask 'What helped us understand each other?' Differentiate by pairing strong speakers with quieter listeners, ensuring all voices contribute respectfully.