Active Listening in Classroom, Part II

Last week’s post covered the first two aspects of active listening. Following are the three others.

3. Provide feedback. Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect what is being said and ask questions. Reflect what has been said by paraphrasing. “What I’m hearing is…” and “Sounds like you are saying…” are great ways to reflect back. Ask questions to clarify certain points. “What do you mean when you say…” “Is this what you mean?” Summarize the speaker’s comments periodically.

4. Defer judgment. Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. Allow the speaker to finish. Don’t interrupt with counter-arguments.

5. Respond Appropriately. Active listening is a model for respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting him or her down. Be candid, open, and honest in your response. Assert your opinions respectfully. Treat the other person as he or she would want to be treated.

Active Listening in the Classroom, Part I

Being an active listener can greatly improve the classroom atmosphere, if for no other reason than the students know you are working to understand them. The following are the first two suggestions from a total of five that are discussed in an article from Mind Tools. If you are new to the concept of active listening, they can be difficult to accomplish. As always, the key is to practice, practice, practice…. Next week's post will contain the remaining three suggestions.

1. Pay attention. Give the speaker your undivided attention and acknowledge the message. Recognize that what is not said also speaks loudly.
   *Look at the speaker directly.
   *Put aside distracting thoughts. Don’t mentally prepare a rebuttal!
   *Avoid being distracted by environmental factors.
   *“Listen” to the speaker’s body language.
   *Refrain from side conversations when listening in a group setting.
   
2. Show that you are listening. Use your own body language and gestures to convey your attention.
   *Nod occasionally.
   *Smile and use other facial expressions.
   *Note your posture and make sure it is open and inviting.
   *Encourage the speaker to continue with small verbal comments like yes, and uh huh.

Six Causes of Resistance to Learning

We continue our theme of classroom management by offering six causes of resistance to learning. The causes may offer insight into a student whose classroom behavior is inappropriate.

The entire article, brought to us by Inside the School Update, can be read by clicking here. In brief, the six causes are:

• Poor self image as a learner.
• Fear of the unknown.
• Disjunction between learning and teaching styles.
• Apparent irrelevance of the learning activity.
• Inappropriate level of required learning.
• Students' dislike of the instructor.

Getting Mad in the Classroom

Sometimes things just don’t go right in the classroom. If you find that you becoming more and more angry and you need to express it, consider the following strategies.*

• Do not use a lot of emotional language.


• Do not throw things.


• Do not make exaggerations about the situation.


• Do not be rude or condescending.


• Do describe how student behavior affects you and what it causes you to do and to think.


• Propose some alternatives


• Identify student behaviors that are more appropriate and let them know.


• If possible, let the intense wave of emotions pass before you respond.


• Control your emotions rather than let them control you.
  

* McPherson, M.B., Kearney, P., and Plax, T.G. (2003). "The Dark Side of Instruction: Teacher Anger as Classroom Norm Violations." Journal of Applied Communication Research, 31 (1), 76-90.