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Transcript of Active Listening
"Unfortunately, adults all too often provide quick answers for children rather than carefully listening in order to help the youngsters clarify the problem and then aid them in developing a solution" (Jones, V. & Jones, L., 2010, p. 84.)
"Listening skills create relationships that help students feel significant, accepted, and able to take responsibility for their own behavior" (Jones, V. & Jones, L., 2010, p. 84).
"Listening to students is more important now than speaking, as teachers increasingly face classrooms of students with whom they share neither a culture, national or ethnic background, or community experience" (Jones, V. & Jones, L., 2010, p. 84).
Glasser further wrote (as cited
in Jones, V. & Jones, L., 2010),
that students' attempts to have
someone listen was a frustration
of the need for _________________________
Glasser (as cited in Jones, V. &
Jones, L., 2010) noted that there are
three levels at which students can
satisfy their need for involvement.
First, students _________________________.
At the second level, __________________.
The third and highest level is
"According to William Glasser
(as cited in Jones, V. & Jones, L.,
2010, p. 86), students' attempts to
have someone listen to them is the
source of nearly 95% of discipline
problems in school."
The primary goal of listening skills is to help students ___________________
For example, "I hate this class" may mean __________."
Empathetic, non-evaluative listening
acknowledging a speaker's statement
paraphrasing, active listening,
Guidelines for Paraphrasing
1. Restate the sender's expressed message
2. Preface paraphrased remarks with, "So, you feel...," or "It seems that you.....
3. Avoid any indication of approval or disapproval
4. Make nonverbal messages congruent with verbal paraphrasing; look attentive, interested, and open
5. State as accurately as possible what you heard (feelings/attitudes)
6. Do not add or subtract from the sender's message
7. Put yourself in the sender's shoes and try to understand the feeling
Using culturally Sensitive Communication
3 types of knowledge
1. Self-knowledge about the family's second language experience and how it is connected to the student
2. How the family relates to the schooling of the language minority student
3. Knowledge about their own particular student