- Interpersonal Communication
Goals and Objectives:
- Students understand how the self-concept is formed.
- Students can identify how stigma affects self-disclosure decisions.
- Students can apply the Johari window in comparing self-concept and other-concept.
Rationale: The self-concept has an important, reciprocal relationship with communication, driving decisions about self-disclosure while also being shaped by communicative interactions with others (reflected appraisal).
- Note cards can be helpful for this activity, but are not required
- Classroom computer and projector
Outline of the Lesson
- Review of previous session’s content
- Fundamentally subjective
- Developed from Reflected Appraisal
- Developed from Social Comparison
- Self-fulfilling prophecies (“You see what you are looking for”)
- Self-disclosure and Privacy Management
- Face-to-face Formative Assessment: “Johari Window”3
- Find a partner that you know fairly well.
- Pick 5-6 words from the first slide that you believe describe you.
- Pick 5-6 words from the first slide that you believe describe your partner.
- Compare your lists.
- Things listed on both lists go in the “Open” section.
- Things listed only on your list go in the “Hidden” section.
- Things listed only on your partner’s list for you go in the “Blind” area.
- Things that aren’t listed by either of you might be in the “Unknown” area.
- Debrief the activity
- Hybrid/Online Formative Assessment:
- Complete the Johari Window assessment on https://kevan.org/johari
- Share the page with at least two people who know you well
- Submit the link showing the final results on the Learning Management System
- Lesson closing
Several students may not be in class with individuals who know them well enough to select descriptions usefully for the Johari Window activity. This activity works best at a smaller school where students tend to be in several classes together and develop stronger relationships.
Variations and Accommodations
Follow guidance from local accommodation authorities.