8/28/2023 0 Comments Active listening skills checklist![]() You won’t know unless you give it a shot. (started to tear) What if they don’t like me? ![]() I realized that you did not like me using the word ‘friends’ and you also mentioned that you do not have friends, so how long has this been going on?Īs a first step, why not try making friends with your classmates here? I could help you with that. (Agrees and follows the educator outside) I understand that you may not be comfortable sharing your feelings in front of your classmates, why don’t we step out of the classroom and talk about how you feel? They are not my friends! I don’t have friends! No one wants to be friends with me! It’s okay to have strong feelings and I am sure none of your friends here are having a good day everyday either. Would you be more comfortable to share more about it? (Looked up at the educator and continued to fiddle with his pen, ignoring the educator’s question)Ĭan you stop asking me?! Clearly you can see that I’m not happy right! The educator began the class by checking in with everyone. One day, he came to class with a bad mood as observed by his body language. He is currently in a class with four other students with no behavioural issue. He comes from a dysfunctional family and is less favoured by his parents resulting in him acting out in class often, throwing tantrums, and having frequent and volatile mood swings. Student A is a 12 year old boy who is in primary six and will be sitting for his Primary School Leaving Examination (PSLE) this year. Pseudonym is given for the educator and student to protect their identities. Hence, to illustrate active listening in the classroom, we can refer to the following real-life scenario and conversation between an educator from the Dyslexia Association of Singapore (DAS) and a student. Few years ago, I used to know someone who….’ ‘I understand how difficult it must be to manage. Yakety-yak-yak- We should avoid talking about topics which may divert our attention from the real problemĮ.g. ‘Maybe you should find another educational therapist for the child?’ React hastily and promise something you can’t deliverĮ.g. ‘Your (child’s) school teacher may not have much experience with dyslexia.’ ‘As a first step, I would like to speak to your parents/ the student’s school teacher’Į.g. **You should give some time for your student/ student’s parents to listen to your summary of the issue and correct you for any misinformation and add on details to the issue.Į.g. ‘May I know how long has this problem been? Have you ever spoken to anyone else about this problem?’Į.g. Can you please tell me more about it?’Īsk questions and ask permission to take notesĮ.g. ‘I understand that you are worried about. Listen, empathize and communicate respectĮ.g. These skills were adapted from McNaughton (2008) who designed a framework to promote active listening in the classroom: LAFF Don’t CRY L When compared to the pre-test results, the post-test results showed that participants were able to demonstrate active listening skills after they were taught explicitly on how to do it. Vostal, McNaughton, Benedek-Wood and Hoffman (2015) conducted a study on pre-service special educators. According to Rigelman and Ruben (2012), when teachers are able to communicate effectively with each other through active listening, they are better able to meet the needs of their students. Teaching children with special educational needs may be challenging for most teachers as teachers have to put in their best effort to ensure that all learners are being given an equal opportunity to learn despite having different interests and abilities. Active listening can be described as “a multistep process, including making empathic comments, asking appropriate questions and paraphrasing and summarizing for the purpose of verification” (McNaughton, Hamlin, McCarthy, Head-Reeves & Schreiner, 2008).
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