ACTIVE LISTENING (PART 2)

The first step in developing our active listening skills is to become aware of how many times my listening is absent, how many times we give answers without really listening to the request and how many times we judge or label our students.

We are so used to being overwhelmed with seemingly useless questions, complaints, observations, that we often respond in a very superficial and distracted way to what is communicated to us, without raising our heads or interrupting what we are doing.

Last time we asked you to try to write down how many times in a day you fall into one of the most frequent mistakes that can occur when managing a class group.

Today we see some examples and how you can practically change your approach using active listening.

 

Example 1

Student:

– Prof can I go to the bathroom?

Professor without raising his head or without interrupting what he is doing:

–        Go!

Listening category

– Superficial, just out of duty

Hidden Message:

– I don’t care if you go out as long as you let me work

Active listening

– Actually it is already an hour that I explain. Maybe there is a break. 5 minute break for everyone and then we start again.

– (Or) 10 minutes have passed since the beginning of the lesson. Are you sure you need to go to the bathroom? Because I would like to have you in class while I explain.

Result to aim for

– The members of the class understand that the teacher is focused on their learning and really interested in each of them.

Verify

– The requests to leave the classroom decrease and the students are positively predisposed to listen

 

Example 2

Student:

– Teacher I dropped my pencil

Teacher without lifting her head or without interrupting what she is doing:

– Pick it up!

Listening category

– Superficial, with filter

Hidden Message:

– You are incapable, I must tell you to pick up a pencil from the ground

Active listening

– (Looking student in the eye) So how can I help you? Do you think you can find a solution on your own? Come on, you can do it!

Result to aim for

– Independence of the student

Verify

– Unnecessary interruptions during the lesson decrease and students learn to be autonomous and not need constant attention from the teacher.

 

Example 3

Student:

– Maestra Camilla looks out the window

Teacher:

– Camilla do the exercises otherwise you spend the break in class

Listening category

– I judge, I label, I issue sentences

Hidden Message:

– You are always the usual distracted and listless, your thoughts do not count, if you do not do what I say you are punished.

Active listening

– Hey Camilla what is it? Do you want to go out and play? (yes) well actually with this sun I also want to go out! Let’s concentrate and finish the exercises so we have more time to go out at the break.

 Result to aim for

– Students feel understood and are stimulated to learn using internal motivation

Verify

– Students motivated and stimulated to learn capable of expressing any difficulties, doubts or discomfort.

 

We are confident that with a little training you will be able to fully express your potential and, if you like, you can share your examples with us!