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Active Listening Exercises
Active Listening Exercises
If possible, watch the following video with a partner and then try the activity described below. If you cannot do this with a partner, try to carry out the activity in another setting where you are interacting with another person.
There are two roles in this activity, the Speaker and the Listener. Each person will try out both roles. Decide which of you will be starting as the Speaker.
Speaker: Take 1-2 minutes to respond to the prompt below.
Listener: Do not interrupt when the Speaker is sharing. When the speaker is done:
Take 30-60 seconds to say what you heard from the Speaker. You can mirror with phrases like:
“I heard you say…” or “It sounded like...”
Switch roles and repeat the activity above.
Prompt: Take a moment to think about what we've covered in this course so far. Identify something you related to in the material. Reflect on exactly what about it was resonating for you, how it felt at the time, and what you think about it now.
Once you have completed the Active Listening activity above, consider these reflection prompts:
When you were in the Speaker role: do you think you changed how you communicated knowing that another person was actively listening to you?
When you were in the Listener role: did you find yourself listening in a different way when you knew you were the one reflecting back?
Which role felt more comfortable to you? Why do you think that is?
Self Check-Ins
Self Check-Ins
When interacting with students in your role as a TA, it's important to notice when your emotions are having a negative impact on your interactions. If you are feeling upset or anxious, these practices can help you stay calm and interact productively:
Focus on your breathing. If you can, look at the floor or a blank spot on the wall, and focus your attention on your breath rising and falling. Continue focusing for 5 breaths.
Visualize setting aside your concerns so that you can return to them later. This could mean imagining each concern is a blanket that you are folding and putting away in a drawer, a bug you are catching in a jar, a ribbon you are draping on a tree, etc.
Imagine you are in a place that feels comfortable and familiar. Concentrate on how you feel when you are there and then slowly count to 10 in your head.
If you are able to do so, listen to some music or an audiobook you enjoy for a few minutes.
A Few Interpersonal Algorithms
A Few Interpersonal Algorithms
There is no set formula for responding to difficult interpersonal situations. Here are some examples of emotionally charged situations and some possible ways you could respond.
A student begins to cry...
If you are in a space with other people, ask the student if they would like to step out of the room with you for a moment. This will give you a chance to talk with them without expecting them to talk about their feelings in front of their classmates.
If they don't seem able or interested in talking about what is upsetting them, say something like "Please take all the time you need" or "Do what you need to do to take care of yourself"
Ask questions like "How can I help?" or "What do you need right now?"
Encourage them to take a break/have a drink of water/get some fresh air
DON'T:
Tell them not to cry ("It's okay! Don't cry...")
Tell them what to feel or not feel ("Don't feel bad!")
Minimize what they're experiencing ("It's no big deal! You'll be fine.")
Two students begin to argue...
Encourage them to take a break (separately)
Ask if there's a problem you could help them resolve
If they are open to having you intervene, be sure to use active listening and hear both sides
If they are arguing about something personal or particularly loaded, encourage them to seek help from an ombudsperson or other conflict resolution resource on campus
If they keep arguing, point out that they are being disruptive to everyone around them
DON'T:
Yell at them
Take sides
Allow them to keep arguing and disrupting people around them
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