Active Listening Defined
When actively listening, the
listener should be able to repeat the message in his or her own words. The
listener should be focused on the message in order to understand what the
speaker is saying. Four external factors affect listening according to Active
Listening (1996). First, the listener must consider how he/she relates to the
subject matter. The listener must discern whether it is a familiar topic,
difficult or simple, important or fun. Second, the listener must understand the
ability of the speaker. It may be difficult to understand a nervous speaker or
one who is not well versed the topic. Third, the listener must consider how the
message is being illustrated. It is sometimes easier to understand when the
message is visually communicated and examples are given. Fourth, the listener’s
environment plays a role in effective listening. If there are distractions, it
may hinder communication.
As an active listener, it is
wise to begin with a positive attitude. The listener should focus attention on
the subject. This includes stopping working, watching television or reading (1998,
Keys to Effective Listening). The listener needs to look at the person and make
eye contact. The listener needs to review what he/she already knows about the
subject and avoid distractions. The listener should control his/her emotional
state and set aside opinions to learn what the speaker has to say. Asking
questions and clarifying what is being said will also aid the listening
experience.
The Ability to Listen Actively
Establishing healthy
relationships with students in your classroom is essential to good teaching. If
a student feels that he/she cannot trust you or that you do not care, you are
not accomplishing your job as a teacher and caring adult. Even though it is not
intentional, teachers do not always listen actively to every word a student says.
I attempt to provide an atmosphere of caring and understanding in my classroom.
Part of that atmosphere includes a time to talk. Every morning, we have a
sharing time in which students can express anything they would like to share
with the class (as time allows). We sometimes talk about friends and family the
children may be worried about (health problems, death in the family, etc.) It
is important that students know that both his/her teacher and classmates do
care and can help.
When a conflict arises that
needs to be resolved, I ask each student to explain what happened. The students
and I listen to each other and try to come to an agreement to resolve the
issue. We also have CHAT (Classroom Harmony Achieved Today) sessions in which
active listening is highly utilized. These sessions can be used to resolve
conflict or to have a time to share with one another. When used to resolve
conflict (depending on the situation), the entire class discusses the problem
and helps the disputants generate ideas for solutions.
Listening actively is an
area that I am attempting to improve upon every day. I find myself sometimes
distracted when students are talking to me. There have been times when I have
had a pressing matter and could not devote my full attention to a student when
he/she was speaking. I try to make sure that I stop whatever I am doing, if
possible, and listen intently to the child when he/she is talking to me. If I
run into pressing situation and my lack of attention cannot be helped, I try to
catch up with the student later.
I remember a friend in
undergraduate school explaining how easy I would have it in class that day
because my presentation was over and all I had to do was sit there and listen
to her group present. I thought I had it pretty easy until the professor put
questions from everyone’s presentations on the next exam. It isn’t always easy
to sit and listen. In fact, it can be embarrassing to not know what someone
just said because you were choosing to let your mind wonder. I obviously wasn’t
in the frame of mind for listening actively in that situation.
Teaching Active Listening
Teaching active listening skills (along with critical
listening, note taking and applications for life transfer) can improve
students’ listening skills and behavior (2008 Active Listening, WikEd). Teachers instruct and model active listening
constantly throughout the school day. I find myself explaining to students that
I know that they are listening to me when there is nothing in their hands and
they are looking at me. When moving to a new subject, I might ask students to
close their eyes and think about whatever we are studying. This can help the
student to relax and focus his/her mind. I sometimes ask students to repeat
what I have said or to repeat the steps I have given for a project. This holds
the student accountable for listening. A popular request in my room is to “turn
your brain on.” It is silly, but in its own way, the request asks students to
listen carefully and focus. Acquiring active listening skills really helps
student behavior in many ways. If students are taught how to listen and what
behavior is appropriate for effective listening, behavior problems diminish.
Active listening is a
positive and helpful process that should be used with all classroom management
plans. The assertive discipline classroom management plan could be seen to
minimize the importance of active listening. Consequences are given for
breaking a rule and the situation is meant to be dealt with calmly and quickly.
Critics of assertive discipline claim that students aren't allowed many
freedoms and that, in the long run, assertive discipline doesn't teach them how
and why to behave properly; they simply follow the rules in order to get a
reward (2008 Assertive Discipline, WikEd). Assertive discipline can be seen to promote
active listening with the following suggestions taken from the WikEd Assertive
Discipline article:
1.--Show empathy and concern toward the student
2.--Question to find out why there is a problem
3.--What the teacher's role is in helping
4.--Determine what that student can do to improve
5.--Agree on a course of action
6.--Summarize the talk and possibly a meeting later to
check up
Relationships of every kind depend on active listening. It
is easy to become caught up in our own trials and worries, leaving little time
and attention for others. Everyone wants to be heard and understood. As
teachers, friends, family members, coaches, mentors, etc., we can choose to
actively listen and strengthen our relationships and overall happiness!
References:
(1996). Active Listening. Retrieved
(1998). Life Skills for
Vocational Success: Keys to Effective Listening. Retrieved
(2008, April 17).
Communication. Retrieved
(2008, March 29). Active
Listening. Retrieved
(2008, April 13). Assertive
discipline. Retrieved