Active Listening
Active Listening
Embedded Files
Using active listening...
Is intentional
Removes barriers to misunderstanding
Promotes connection
Implementation
Implementation
Overview
Active listening is designed to show another that you are involved and investing in the conversation and what they have to say matters to you.
Active listening skills may be taught as a skill or modeled.
Active listening requires eye contact (if appropriate)
Ignoring distractions
Nonverbal communication such as gestures
Provide feedback pertaining to the content the speaker is sharing.
Clarify or rephrase
Add depth to the conversation
Core Components
Sincere attempt to listen
Withhold any judgement
Ignore the distractions and external stimuli around you
Provide eye contact
Acknowledge by repeating phrases or asking clarifying questions.
Add Depth
Proactive Implementation
Proactively implementing active listening requires teaching the entire class the impact it's use. This can be practiced and praised throughout authentic opportunities.
Responsive Implementation
Responsively introducing the concept of active listening may stem from students struggling with maintaining focus or 'zoning out'. In this case, building awareness of the difference between passive and actively listening is key.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students may write letters to each other expressing how it feels when they are truly heard.
Skills Training
If the need is skill building then students may practice this skill through the use of scenarios.
Awareness
If the need is awareness then the student may reflect using restorative questions or another format in which they unpack what was heard and shared to see if it reflects what the other person was trying to convey.
Emotional Regulation
If the need is regulation then the student may develop a cue for when they are not ready to continue the conversation. The language to pause the conversation out of respect for the other person.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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