When someone is conveying a message, there are two meanings to gather: the content and the feeling or attitude underlying the message. There are three main components of successful active listening (Rogers & Farson, 1987): Active listening has even been referred to as the “measurable dimension of empathy” (Olson & Iwasiw, 1987, p. They will need to have an excellent attention span and honed empathic abilities. In order to achieve this, the listener must be willing to devote energy to the task. The listener is encouraged to interpret not only the content of what is being said, but also the emotions present and the body language. We may not be paying much attention to the nonverbal communication cues of the speaker.Īctive listening requires the listener to pay close attention to what is being communicated verbally and nonverbally. We might get distracted and miss some of what was said. Often, while we are listening, we are thinking of how we will respond. 3 Courses for Training on Effective Communication.Possible Barriers & Psychology Tips to Overcome Them.3 Worksheets to Practice Active Listening.7 Techniques to Train Your Active Listening Skills.Is It Important in Communication? 4 Benefits.The more we do this, the more opportunities we give students to learn from our demonstrations.ĥ. While it can be difficult to be fully present to what a student is saying when we have a million and one thoughts rushing around our brain during a lesson, we need to make sure that when a student is expressing thoughts and ideas, we - as the teacher - are engaging fully with eye contact, giving visual cues to listening, echoing back what has been said, validating contributions, etc. We cannot expect them to be effec tive listeners if they see us not valuing the skill. This one cannot be emphasized enough: students are highly observant of the behaviors we exhibit in the classroom. At the end, they can be asked to summarize common threads or conflicting arguments. During group discussions, split the class into two and have an outer circle observe and play the role of “listeners.” During the discussion they could try and visually represent what is said through drawings or diagrams.Engage in paired discussion time where one person remains completely silent for a set time (usually a minute or two) and simply listens, then echoes back to the speaker what they have heard them say.When watching a TEDtalk or video clip, teach students to sketchnote as a way of listening to the ideas presented, and engaging with them, rather than daydreaming and drifting off.When holding a class discussion, pause halfway and ask students: “How is your body language right now indicating whether or not you are listening?”. ![]() The activity mentioned above can be a great starting point, but there are other ways to reinforce the concepts. ![]() We need to give them tangible tools to help them develop these skills. We cannot just tell students: “be good listeners”. Then, leave this mindmap up on the classroom wall to regularly reference and remind students. If students aren’t forthcoming with these attributes, ask scaffolded questions to draw them out. Students will, most likely, describe someone who listens with their whole body, leans into conversations, makes eye contact, gives visual cues such as nodding or smiling somebody who asks thoughtful follow up questions, who doesn’t interject with their opinions when you are speaking to them somebody who isn’t clearly distracted while listening, who isn’t merely thinking about what they want to say next someone who gives positive reinforcement during a conversation and remembers what you say somebody who picks up on the emotions and feelings of a speaker as they are fully present to the moment of listening somebody who remembers what was said in a speech or lecture, and can summarize it effectively. Discuss what makes them such a good example, and mindmap these attributes on a piece of chart paper. You certainly know it when you encounter a good listener, and this can be a great place to start: ask students who comes to mind when they think of somebody they know personally, who really listens when one talks to them.
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