Active Listening

Skill	Active listening
Definition:	Listening is the ability to accurately receive and interpret messages in the communication process.
Purpose:	Listening is key to all effective communication. Without the ability to listen effectively, messages are easily misunderstood. As a result, communication breaks down and the sender of the message can easily become frustrated or irritated. Listening serves a number of possible purposes, and the purpose of listening will depend on the situation and the nature of the communication. 1. To specifically focus on the messages being communicated, avoiding distractions and preconceptions. 2. To gain a full and accurate understanding of the speakers’ points of view and ideas. 3. To critically assess what is being said. 4. To observe the non-verbal signals accompanying what is being said to enhance understanding. 5. To show interest, concern, and concentration. 6. To encourage the speaker to communicate fully, openly, and honestly. 7. To develop a selflessness approach, putting the speaker first. 8. To arrive at a shared and agreed understanding and acceptance of both side’s views.
Description:	We have heard students say that it doesn’t do any good to talk because adults don’t listen—they just lecture. Could this be true? And if so, why? We will make some guesses. Most adults think it is their job to teach, and that the best way to teach is to lecture. Too often we don’t notice that we are creating resistance instead of appreciation. Or, many of us don’t listen because we are too busy defending or explaining our point of view. One of the best ways to teach good listening skills is by modeling good listening. Here are some Listen Tool Tips which may help: 1. Remember your students will listen to you AFTER they feel listened to. 2. The benefits of active listening include: 3. Positive classroom culture can lead to positive school culture, 4. Improved teaching and learning, 5. Better teacher-student relationships, 6. Learners see themselves as active partners in their own education; they become more invested in their learning, 7. Learners feeling that they are in a safe environment where they are willing and able to express concerns, ask questions, ask for help, take risks.
Knowledge:	Listening is Not the Same as Hearing. Hearing refers to the sounds that enter your ears. It is a physical process that, provided you do not have any hearing problems, happens automatically. Listening, however, requires more than that: it requires focus and concentrated effort, both mental and sometimes physical as well. Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. Listening is not a passive process. In fact, the listener can, and should, be at least as engaged in the process as the speaker. The phrase ‘active listening’ is used to describe this process of being fully involved. Peter Hudson believes there are several reasons why listening is important for teachers: – To show respect for and motivate your students. When someone is listened to, they feel more respected than if they are spoken over or talked at. When you listen to your students, they feel that much more valued and if they feel more valued, they feel good about themselves which in turn makes them want to do more. In other words, they feel more motivated. Increased motivation makes the students much more likely to work harder and if they work harder, they achieve more and will receive yet more respect. So a virtuous circle has been started that can do nothing but good for your students – just by listening to them. – To find out what’s really going on with your students If you are to support your students, you need to know what’s going on in their lives. Some students will be open and informative but others won’t. Active listening is a really good way to get kids to open up. You need to know about difficulties in their academic life as well as their lives outside school if you are to be able to point them in the best direction for appropriate help and support or to give it yourself. Active listening can help in both these areas. A skilled active listener can help students to find their own way out of difficulties which is even better as it increases their self-motivation. – To be an effective role model Whether you notice or whether you don’t, as a teacher you have a significant influence on students: you are a role model for them. So you need to decide how best to play out this role. Setting an example as a listening caring person will rub off and you will be helping students to develop as listeners too.
Abilities:	Active listening encompasses being nonjudgmental, with an emphasis on listening and not immediately solving the issue or problem. Active listeners don’t jump ahead to think about solutions while the speaker is still speaking. They also refrain from getting defensive. Active listening is a structured way of listening and responding such that the speaker knows you’re truly interested in their ideas, concerns, and opinions. It involves giving the speaker your undivided attention, withholding judgment, and being mindful of your facial expressions and body language because nonverbal communication shows your respect for the speaker. Suspend judgment: We can reduce misunderstandings and our tendency to jump to conclusions, often caused by our biases or expectations based on past experiences. Before and while listening to the speaker, check your frame of reference to avoid letting your preconceptions or predictions about what will be said interfere with your fully attending to the speaker. Focus on the speaker: As the other person speaks, maintain eye contact but note nonverbal cues—the speaker’s facial expressions, vocal inflection, or posture. Consider how your own tone, posture, position, and expressions might be interpreted by the speaker. Either remain neutral or provide encouraging nonverbal cues such as nodding affirmatively, smiling, or leaning toward the speaker. With reluctant speakers, you can use encouraging phrases like “I hear what you’re saying” or “Please continue.” No interruptions: Even questions you feel are important may potentially interrupt the speaker’s flow as well as confidence. If you can, try to remember your question. If you need to, write your questions and thoughts down, but explain before the conference that what you write is to help you remember things said and that you want to ask. To reinforce trust and further communication, keep your notes open for the speaker to see. THE IMPORTANCE OF WAIT TIME Pausing before you respond—wait time—serves several purposes. It’s natural to jump in with solutions, especially as you’ve likely given thought to the conversation in advance. However, this can block further communication if the speaker has not finished because your interruption can be interpreted as a lack of interest in hearing more. You may also find that as the speaker continues and you actively listen, you achieve greater insight and ultimately provide better suggestions. Waiting to be sure they are finished shows that you’re focused on the speaker. And not jumping in before giving thought to what you’ve heard helps prevent misunderstandings. You’ll also find that during any pauses, the speaker may add additional highly important information. Such pauses, which demonstrate your focus, may give the speaker the reassurance to reveal something they were reluctant to share, now that they’re confident of your empathy and understanding. Remember that sustaining eye contact and an engaged posture is critical to ensure that wait time is interpreted as showing your interest rather than boredom or distraction. Responses after the wait time: Verbalizing the feelings you perceive the speaker as having is valuable, but be sure not to sound accusatory: Instead of “You sound very frustrated,” try saying, “I feel that you’re frustrated—is that right?” Summarize what you’ve heard, using the speaker’s words or your own—this confirms your desire to truly understand, build trust, and provide more opportunities for the speaker to clarify or extend. “It seems to me that you’re saying _, but please let me know if I’m misunderstanding you or missing something.” After establishing that you have understood the speaker’s meaning and/or emotions, you can ask for their input regarding next steps or solutions. Don’t reject outright any ideas or suggestions they make while they’re giving you their feedback, and after they’ve had a chance to reply, ask if they’d like your input—don’t jump in too soon. As you build upon your active listening skills, you’ll find that your conversational partners’ positive emotional states and responses reflect their trust and awareness that they have your full, nonjudgmental attention.
Tips for teachers:	The following are some easy-to-implement tips the teachers can use to develop and enhance their active listening skills: 1. Attend to the speaking learner with an open mind; without any agenda except to just listen. 2. Use body language and nonverbal cues that demonstrate a focus on the speaking learner. 3. Practice empathy skills with both verbal and nonverbal responses. 4. Engage in informal conversations encouraging learners to talk about non-school-related topics. 5. Summarize what you heard the learner saying. 6. Reflect back to the learner what you believe to be the thoughts and feelings behind the stated message. 7. Ask open-ended questions if and when you don’t understand what the learner is saying and/or if you need further information. 8. Inquire about how learners connect to their learning; about their metacognitive strategies.
Sources / resources	https://www.edutopia.org/article/value-active-listeninghttps://usergeneratededucation.wordpress.com/2018/04/15/educators-as-active-listeners/ https://www.positivediscipline.com/articles/listening-skills-teachers https://www.skillsyouneed.com/ips/active-listening.html