Children practise speaking, listening, conversation, expressing ideas, storytelling and simple presenting. The focus is two-way communication — listening and responding matter as much as talking.
These are two separate skills. A child can be strong at one and weak at the other, and most are.
A child who only speaks talks past people. A child who only listens never gets heard.
Brolly Juniors runs communication skills classes in Hyderabad for ages 8 to 15. Children practise active listening, explaining an idea to someone who does not already understand it, working in a group, reading body language, and disagreeing constructively. Every module is assessed by performance in a real task, not a test.
We run four programmes in this area and they are not the same thing. Reading this first will stop your child being put in the wrong one.
This page — two-way
Listening, responding, taking turns, asking back. For a child who talks plenty but does not answer the actual question, or who goes quiet in a group.
The language itself
For a child who understands English but does not speak it much. Everyday vocabulary and conversation.
One to many
Presenting to an audience — structure, delivery, eye contact. For a child who talks freely but freezes in front of the class.
The school subject
Reading, writing, spelling, grammar and comprehension. For a child who struggles with written work.
Not sure? Describe what your child actually does — not what you think they need — and we will tell you which one fits.
What a child uses to share what they think and understand what someone else means.
In practice, communication skills help children do seven things:
Here is one of them in action. A child says: “I like drawing because I enjoy making pictures.” That is an idea expressed clearly — what they like, and why.
Most children stop after the first part. Adding the second is one of the earliest things practised here, and everything else on this page is one of those seven things broken into steps a child can practise.
Simple explanationCommunication skills are what a child uses to share what they think and understand what someone else means. Speaking is the half everyone notices; listening is the half that decides whether the conversation works.
Easy example“I like drawing because I enjoy making pictures.” That is an idea expressed clearly — what they like, and why. Most children stop after the first part, and adding the second is one of the earliest things practised here.
At Brolly JuniorsEvery module ends in a task the child can only complete if the skill is real — teaching a peer something new, running a group to a deadline, or reaching agreement in a structured disagreement. You cannot fake having listened.
Active listening means listening in order to reply, rather than waiting for your turn to talk. It is a skill, it can be practised, and it is the part most communication classes leave out.
Not staring — just facing them, so they know you are there.
To the whole sentence, not just the first few words.
Let the other person finish before you begin. Most children need practice at this.
Work out what was actually asked, which is often not what you assumed.
Reply to that question, not to a similar one you had prepared.
“Sorry, could you say that again?” is a good answer, not a failure.
The most common communication problem in children is not shyness. It is answering a question that was not asked — because they heard the first three words and filled in the rest.
Adults do it too. The difference is that children can still be taught out of it fairly easily, with practice that makes listening the visible task rather than an afterthought.
These are practical habits for a classroom or a conversation. They are not rules about how a child should behave generally, and different families and cultures do this differently.
Children often have the thought but not the opening. These six phrases give them somewhere to start, and each one leads naturally into a reason.
“I think we should play outside, because it is not raining now.”
“I like drawing, because I enjoy making pictures.”
“I feel tired today, because I slept late last night.”
“My idea is that we take turns, so everyone gets a chance.”
“I agree because that way nobody has to wait too long.”
“I do not agree because we tried that last time and it did not work.”
Notice what every example has in common: the word because. A statement is an opinion; a statement with a reason is an argument. Teaching children to add “because” is one small change that makes everything they say more convincing — and it works in any language.
Pick a situation and three prompts appear. Give your child a minute to think, then let them talk — and use the listening turn at the end, because that is the half that gets skipped.
Six situations children already know enough about to fill a minute. Each one ends with a listening task, which is what makes it two-way rather than a speech.
Now your turn to listen: Now ask your partner the same question, and listen to their whole answer before you say anything.
The listening turn is not optional. It is the part being taught.
What is your name and how old are you?
Where do you study, and which class are you in?
Tell us one thing you enjoy doing.
School, friendships and family life all run on communication, and almost none of it is taught directly anywhere.
Saying an idea so the listener follows it the first time, without needing it repeated.
Taking in what someone said well enough to reply to it properly.
Getting from a thought to a sentence, with a reason attached.
Keeping an exchange going instead of stopping after one answer.
Answering what was asked, including questions a child did not expect.
Taking a turn in a discussion, and making room for someone quieter.
What posture, tone and expression say before the words arrive.
Holding a position calmly, and disagreeing with the idea rather than the person.
How much a child gains depends on how often they take part and where they start. We do not promise confidence or particular school results — what we commit to is regular practice in a small group, with listening treated as seriously as speaking.
Each module gives children a task where the skill is the only way to succeed — you cannot fake having listened.
The half of communication most classes skip. Children learn to summarise before replying.
Taking something you know and getting it into someone else’s head, in order and without jargon.
Roles, turn-taking and getting a shared task finished when opinions differ.
What posture and tone say before the words do, and how to hold a position calmly.
Each module ends with a task the child can only complete if the skill is real — you cannot fake having listened.
The half most classes skip. Children learn to summarise what was said before replying, and to ask when something is unclear.
Taking something you know and getting it into someone else’s head, in order and without jargon.
Roles, turn-taking and getting a shared task finished when opinions differ.
What posture and tone say before the words do, and how to hold a position calmly.
Practical habits, taught as habits. Norms differ between families and cultures, so these are discussed rather than ruled.
Looking at the person you are speaking to, and at whoever is speaking to you.
Letting your face match what you are saying, which is most of how tone reads.
Facing the person rather than turning away, which changes how an answer is received.
Calm and visible, used to show something now and then rather than constantly.
How to sit while someone else speaks. Being a good audience is half the class.
How close is comfortable — which differs between families and cultures, and is discussed rather than ruled.
Suggested groupings. Activities adapt to the child’s age, communication level and learning needs.
Ages 4–7
Ages 8–10
Ages 11–13
Ages 14+
An example of how a session flows. Ask us for the current class structure and batch detail.
A quick round where everyone says something, so nobody sits silent at the start.
A game that only works if children listen to the whole instruction.
Both sides of an exchange, taken in turn, with a listening task attached.
Using a starter phrase and adding a reason with “because”.
A shared task with roles, which only finishes if the group communicates.
One idea presented to the group, then two questions taken.
One strength and one next step, given to each child rather than to the room.
The activity types used to keep practice varied — and two-way.
We share these directly so what you get is current and specific to your child.
Ask us
Changes through the year
Nothing before the trial
Let your child take part in a session and see how they are in a small group. Tell us how they usually are with people they do not know, so the activities are pitched right.
Metro Pillar No. A689, Dr Atmaram Estates, 3rd Floor, Nizampet X Roads, Nizampet, Hyderabad, Telangana, 500072
Eight simple things that make a real difference between sessions. None of them takes long.
Ten minutes of real conversation does more than any worksheet.
Anything that cannot be answered with yes or no.
Letting a child finish their sentence is the single most useful thing a parent can do.
“Why?” after any opinion. That one word teaches more than a lesson on argument.
A game, a rule, how something works. Explaining is where understanding shows.
Children copy how disagreements sound at home more than anything said in class.
Ordering, asking a shopkeeper, answering a relative — small real conversations.
The pause before a child answers is where the skill is built.
School here asks children to answer aloud, ask doubts, present ideas and work with classmates — and teaches almost none of it directly. In a class of forty there is rarely time to notice that a child answered a different question from the one asked.
A small group makes that visible, and fixable. Children who are articulate one-to-one but disappear in a group, and children who have plenty to say but lose people halfway through, both belong here.
Metro Pillar No. A689, Dr Atmaram Estates, 3rd Floor, Nizampet X Roads, Nizampet, Hyderabad, Telangana, 500072
Beside Sri Bhramaramba Theatre, near JNTU Metro Station.
Tell us your child’s age and how they usually are in a group, and we will suggest where they should start.
Which one fits depends on whether the gap is the language, the delivery, or the two-way part.
The language itself — words and structures for ordinary conversation.
🎤Presenting to a group: structure, delivery and eye contact.
📖Reading, writing, grammar and comprehension — the school subject.
🎭Performance, character and stage presence.
🤔Reasoning and puzzles, often in pairs.
🌟Working on how a child handles new situations.
Clear explanation
Guided activities
Visible outcomes
Short, direct answers to the questions parents search for most.
What a child uses to share what they think and understand what someone else means — speaking, listening, asking, answering and taking part in a conversation.
Yes, and it is the most common reason families come. The usual problem is not shyness — it is answering a question that was not asked, because the child heard the first three words and filled in the rest.
A statement is an opinion; a statement with a reason is an argument. Teaching a child to add “because” is one small change that makes everything they say more convincing — and it works in any language.
By task, not by test. You cannot mark listening on paper, so each module ends with something a child can only complete if the skill is real.
Tell us your child’s class and what they enjoy. We will suggest the closest program fit—no pressure and no upfront payment.