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This is very interesting I

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This is very interesting

I totally agree with the author. This is something that all teachers and aspiring teachers should contemplate and then improvise some, if not all these strategies in the teaching learning process. When students are taught the importance of listening, they will be better able to communicate. This will also lessen the confusion and chaos found in classrooms today. Students who listen well may also acquire the skill of speaking well. It is a fact that some students are not good listeners and will not listen if they are not being spoken to. So, another good strategy to use in getting students to listen when having a whole class discussion, or a question and answering interactive session is asking the question before calling on a particular student to respond. This will give the class an opportunity to listen and think about a response to the question.

Listening: The Neglected

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Listening: The Neglected Literacy Skill
The points put forward by the author are just profound and precise. Therefore, I am in total agreement with the points made. In our educational system so much attention is being paid to “the more measurable literacy skills—reading, writing and speaking” while little or no attention is being paid to the listening skill which is just as important.
I find the strategies that can be used to encourage and strengthen students listening skill very instructive. These are strategies that can be implemented in the teaching and learning process to make it more fulfilling on both the part of the teacher and students. These are definitely skills that if implemented by teachers can prove successful. Students must be taught the importance of listening and not be engaging in other activities while the teacher is teaching or while another student is making a point.
All these strategies are excellent but I especially find strategy #4 and #5 to be of deep interest. At some point in our lives we are all guilty of speaking when someone else is speaking and as we all were probably told, this is “bad manners.” With this being the case we need to teach our students the importance of paying attention when someone else is speaking. Strategy #4 will certainly assist in this as students will see the need to pay attention while someone else is speaking. It is also very important for teacher to create the avenue for students to listen and this can be done by creating questions which will require that students listen attentively.
How does listening really correlate with literacy? According to the website http://www.olsel.catholic.edu.au/literacy-resources under the sub-topic Listening Skills, reference is made to this which will allow us to have a better understanding. It states that “Recent brain research has revealed an important finding: when individuals are engaged in active, strategic listening they use the same executive functions in the brain that are engaged during active, strategic reading. This finding confirms an important relationship: the same strategies and skills that allow a listener to make sense of oral language—predicting, monitoring, connecting to background knowledge and summarizing—allow a reader to make sense of written language.” It goes on to say that “Listening comprehension is critical to reading comprehension because listening and reading require the same strategies. Students who do not know how to listen carefully and strategically also will not know how to read carefully and strategically. Before learning to use reading strategies, students need to practice through oral strategies.” Thus, we can all see how important listening is as reading and writing and also to appreciate the value of listening.

I agree with the author about

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I agree with the author about how important listening is as a literacy strategy because it promotes understanding. I really like strategy #2 Turn and Talk. I definitely plan on using this in my classroom. I do use a variation of this strategy and ask my students to share their answers to problems with each other or share how they think they should solve a certain problem. After they share with one another, I take volunteers or randomly select a student to answer the question that they were just sharing about. Since the students had just talk about the answers with a partner, it makes it easier for them to share what they think with the whole class. But I really like the idea of them sharing something I just explained to them, that way it promotes listening and understanding.

The author has a good point

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The author has a good point in showing how important it is to get students to listen. When we as teachers continuously repeat ourselves we are creating laziness in our classrooms as the students continuously depends on us to repeat and so they only listens when they feel like.
We have been taught that listening is passive, and speaking is active. But the best listeners know this is far from the truth. Truly listening to and understanding someone else requires active engagement. Good listeners make you feel like they have the time, attention, and focus to deal with the conversation. Teachers need to engage students in listening comprehension as often as possible as this will help them in becoming good listeners.

I totally agree with the

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I totally agree with the author that listening plays an important part in the teaching and learning process. However, two benefits of listening are;
• It improves communication skills- teacher and students will easily comprehend what each other is saying.
• Less time will be spent for repetition
According to Karen LoBello, one of the ways in which teacher can sharpened listening skills is to; incorporate listening prompts and activities throughout the day, use rhythm games with young students to teach them aggressive listening skills. Example, teacher might repeat a phrase such as "All eyes on me" in order to gain students' attention. Boys and girls learn that eye contact is an integral part of the listening process. When students follow the teacher's prompts and suggestions, they develop strong listening skills that carry over to all facets of life.
Also, one of the ways to get students to listen is to give them something to listen for. Example before reading a poem entitled homophones asked students to listen for at least 2-3 homophones. When this is done students will be ready to share their comments, this will also provide the opportunity for meaningful teaching and learning.

middle school math teacher in Ohio - I blog at www.teach4theheart.com

Thanks for sharing these.

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Thanks for sharing these. They're great tips! I particularly can relate to #1 - It's easy to just repeat things over and over but it doesn't ever seem to help. I think a parallel concept is not feeling like we have to say things super slowly either. It's okay to talk at a normal or brisk pace (when going over answers, etc.) - the students will learn to listen more intently as opposed to just getting bored.

High School Home Economics Teacher

Thank you so much for sharing

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Thank you so much for sharing the five strategies of listening. Often times I tell my students that listening is a skill they must learn to develop if they are to achieve success. When someone is speaking the correct thing is to show some respect and listen. As teachers we are sometimes guilty of not listening ourselves to what a student may have to say. It goes both ways, when I'm speaking you must listen and I must return the same when you are speaking.

Science Education Program Developer, Sci-Q Systems

As they progress up the

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As they progress up the grades, students get very good at appearing to listen -- while their minds are a million miles away. This is probably something that we'd prefer they not learn, but it may be a useful skill in adult staff meetings.

Be as that may, here are a few tips for K-6 that I've picked up over the years that effectively encourage listening:

First, set expectations: When a class and I are first becoming familiar with each other, I tell them, "I want your eyes on me, your ears listening to me, your brain thinking about what you are seeing and hearing, your hands on your desk, and your back straight in your seat." And they all snap to attention.
If they are supposed to be focusing on something besides the teacher, these directions can be modified. After a few weeks, all you have to say is "Attention positions!" and they snap to.

To encourage them to listen to each other, have partners repeat what the other just said until they get the idea.

Credit for the above two goes to the Success for All Foundation.
(I didn't agree with some of their reading pedagogy, but their classroom management ideas are terrific.)

Many teachers try to call randomly on students by pulling tongue depressors with students' names on them out of a cup. I think this is too random. You really want to target your weakest students.

Instead, I would put a check by a student's name on a seating chart every time they responded satisfactorily. I would target the students with the fewest check marks and give them plenty of time and coaching (if necessary) to come up with a good response. At the end of the week, I would date the seating chart and put out a new one for the next week. The chart collection made a nice record for report cards and parent conferences.

Some students need to be constantly re-directed. Keep those kids near and dear to you -- within arm's reach.

Other kids are so distracted and distracting, that they need their own semi-enclosed space at the back of the room where they can see you and you them, but the rest of the class is out of their range. Unfortunately, they may also need re-direction, and you can't always do that for them long-distance. Sometimes you can get to them while the rest of the class is busy with an activity and/or enlist parents, paraprofessionals, RSP teachers, and psychologists to help give such children the best education you can. But dealing with them should not dominate your day. The needs of the many outweigh the needs of the one.

A format I always use is (in

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A format I always use is (in a soft voice, assuming a strong stance), "Voices off. Eyes on me." Then I never ask a question I haven't given the answer to first.

Retired Principal

Listening has long been the

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Listening has long been the "weak sister" of the reading-writing-listening-speaking" collection of literacy skills. In addition to Rebecca's excellent suggestions, I would add: IF YOU TEACH IT, TEST IT. AND IF YOU TEST IT, TEACH IT.

How often do teachers involve their students in listening comprehension activities, rather than reading comprehension ones? Not very often, except teachers teaching their students foreign languages. The same reading materials and reading comprehension questions used routinely by reading/language arts teachers can be used and adapted as listening rather than reading activities.

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