Students should develop both speaking and listening skills in classrooms. The notion is emphasized by the Common Core State Standards (CCSS), which promotes the scholarly reasons for the provision of opportunities for students to converse about building strong foundations for higher learning and getting ready for careers. The CCSS implies that both speaking and listening are integral to the students and can take place in a class, small groups, and with a partner. You can buy custom essays online for more on the motivational strategies.
Studies, however, show that listening to students is the most critical aspect in forming a better student/teacher relationship. When students know and feel that their educator is interested in what they are showing or saying, it makes them feel connected and also fostered. The feeling of knowing they are connected motivates their learning process. When the teachers show a connection to them, it acts as both a motivational strategy and a matter of kindness.
Many times teachers get evaluated for their ability to multitask. It is also easy to finish tasks done routinely while giving an ear to the students. The student, however, must get the notion that the teacher is attentive to what they are saying for them to believe that the teacher cares about them. In addition to listening to their students, the teachers must always show that they are paying attention.
The best way to exemplify the attentiveness of the educator is to employ active listening. It is a technique utilized for;
- Improving self-understanding
- Enhancing relationships
- Making learning easier
- Making people feel cared for and understood.
Trust builds when teachers use active listening with students. The environment of trust and caring acts as a motivation for the students. Teachers should teach active listening to students, and this will help the students get over poor listening habits. These habits include;
- Getting their focus on the abysmal delivery of the speaker, which hinders understanding
- Majoring on distractions
- Developing a detriment on the speaker
Learning active listening, especially the feedback aspect tends to improve the study skills of the student, as poor listening skills may interfere with learning in the classroom. During the feedback step, the listener makes a summary of the said message. The example below shows Para providing feedback to a student through speculating the implied communication and confirming.
Student: I do not have a liking for this school. I loved my old one. People are not pleasant.
Para: Are you unhappy with the school?
Student: Yes. I lack good friends. Nobody includes me.
Para: are you feeling left out?
Student: Yes. I wish I had more friends.
The objective of feedback is to clarify the factual and emotional message content. Some people would preferably give feedback with a statement than an actual question. In the above example, the speaker gained a brighter insight into the feelings of the student by refining their interpretation of the words said. It reaped catharsis benefits. The speaker also got to know that the listener was paying attention, and at the same time, was improving focus ability on the speaker.
Listening Actively in the Classroom
To be effective with the technique, try out these steps;
- Take a look at the person and let go of what you are doing
- Listen keenly on the content of feeling
- Show interest in what the speaker is saying
- Translate the report
- Seek for clarifications
- Beware of your convictions and opinions
- State your views after listening
These steps are from “The Self-Transformation Series, Issue no.13”. As simple as they are, being skilled in active listening demands practice after the issues get explained, and examples scrutinized.
Effectively performing the steps has a dependence on exceptional feedback and using appropriate signals, both verbal and non-verbal.
Verbal Signals:
- “I’m listening” cues
- Validating statements
- Disclosures
- Reflection
- Support statements
Non-Verbal Signals:
- Eye contact
- Silence
- Touching
- Body language
- Facial expressions
For most people who face guilt after sending messages that are not in line with communication, reviewing “Gordon’s 12 Roadblocks to Communication” can be helpful. On the other hand, it is also a great choice to apply active learning for behaviors arising to problems to mold a better environment in the classroom.
