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EDUC 316C - 318

EDUC 316C - 318. October 05, 2010 10:30-12:20 Scarfe 204A. Agenda. Collect completed ISS booklets Impassioned Reading Activity Cartoon analysis Discussion of “Listening” Responsive listening Active listening Helping Triads. Betty – Listening skills. Betty – Listening Skills.

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EDUC 316C - 318

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  1. EDUC 316C - 318 October 05, 2010 10:30-12:20 Scarfe 204A

  2. Agenda • Collect completed ISS booklets • Impassioned Reading Activity • Cartoon analysis • Discussion of “Listening” • Responsive listening • Active listening • Helping Triads

  3. Betty – Listening skills

  4. Betty – Listening Skills

  5. Listening is observing • When listening, be aware of your environment (try to remove or avoid or ignore distractions) • Listening is observing the non-verbal and verbal clues of the speaker • DISCUSS

  6. Responsive listenting • Responsive listening is listening with a purpose - it is communicating with the speaker by responding to the speaker in an appropriate manner to encourage more depth in a conversation or dialogue. • Responsive listening in teaching is a skill that needs to be developed and practised. • DISCUSS.

  7. Non-verbal skills of responsive listening • Make direct eye contact • Maintain an open body posture • Lean forward slightly • Use a calm voice when responding • Use reinforcing head nods and/or sounds • Use an appropriate facial expression • DISCUSS

  8. Verbal skills of responsive listening • Paraphrase content accurately • Ask clarifying questions • Clearly describe the situation • Identify common interests • Use jargon-free language • Use inclusive language • Paraphrase feelings accurately (active listening) • DISCUSS

  9. Active Listening • Thomas Gordon, author of Teacher Effectiveness Training, is the leading proponent of active listening (i.e., listening for emotions). Sender has Receiver active anxiety. listens; senses worry. “Are we having “You’re worried about a test soon?” getting a test soon.” Example of exchange from text - p. 105.

  10. Helping Triads Person A: initiates a conversation about a chosen scenario Person B: active and responsive listens Person C: listens, observes, gives feedback Repeat the process by rotating roles.

  11. Scenario # 1 • A student objects to a teacher using the term “broken home.” • A parent is surprised when a teacher says “Oh, you don’t work.” • A new Principal, working in a multicultural, multi-religious and multilingual school, uses the terms “surname” and “Christian name” several times when referring to a form at an organizational meeting. • At a school basketball game, a young teacher sits near a parent who yells obscenities at the referee.

  12. Scenario # 2 • A guest speaker comes to a staff meeting and begins a presentation with several “sexist” jokes. • An experienced teacher meets a new teacher named Natalie Nakatsuru, and exclaims “Oh, you’re not Japanese.” • A teacher overhears students announcing that a fight between two students will occur on the neighbouring churchyard after school. • The school nurse speaks with a teacher about a student in attendance in the teacher’s class, whose father has just passed away.

  13. Scenario # 3 • A teacher responds to a student who refuses to take part in a pre-assigned small group activity. • A parent refuses to speak to a young teacher candidate from UBC and loudly demands to speak with the Principal. • A new teacher wearing a turban is asked by an older staff member: “Are you a Sikh? Where were you born in India? How long have you been here?” The new teacher is a 3rd generation Canadian. • A student denies cheating on a quiz even though the teacher saw the incident first hand.

  14. Debriefing of Helping Triads • Which scenario did you choose? Why? • Was responsive listening used? How? • Was active listening used? How? • Was a meaningful dialogue or conversation created? Why or why not?

  15. Odds ‘n Ends • E-Portfolio checkpoint on Oct. 12th • Micro-Teaching topics to be submitted on Oct. 14th • Micro-Teaching presentation schedule to be determined on Oct. 14th • ‘Students with Diverse Needs’ group mini-presentation schedule to be determined on Oct. 14th

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