DURING CLASS THE PROFESSOR:

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DURING CLASSTHE PROFESSOR

• Some
• professors
• mostly hold
• class discussion

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LISTENING BEHAVIORS SURVEY

• 1. I stay awake during class.
• 2. I maintain eye contact with the speaker.
• 3. I don't fake interest in the subject.
• 4. I understand the instructor's questions.
• 5. I try to summarize the information.

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• 6. I look for organizational patterns(e.g. causes
  and effects, listing of items).
• 7. I set a purpose for listening.
• 8. I forego the temptation to daydream during
  class.
• 9. I try to predict what will come next.
• 10. I take notes regularly (but not constantly).

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• 11. I ignore external distractions such as loud
  noises, late arriving students.
• 12. I try to determine the speaker's purpose.
• 13. I recognize that the speaker may be biased
  about the subject.
• 14. I write down questions the instructor poses
  during class.
• 15. I copy down items from the chalkboard or
  overhead projector.

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What does it mean to really listen?

• Hearing. Hearing just means listening enough to
  catch what the speaker is saying. For example,
  say you were listening to a lecture on zebras,
  and the speaker mentioned that no two are
  alike.
• If you can repeat the fact, then you have heard
  what has been said.
• Understanding. The next part of listening happens
  when you take what you have heard and understand
  it in your own way.
• Let's go back to zebra lecture When you hear
  that no two are alike, think about what that
  might mean. You might think, "Maybe this means
  that the pattern of stripes is different for each
  zebra."
• Judging. After you are sure you understand what
  the speaker has said, think about whether it
  makes sense.
• Do you believe what you have heard? You might
  think, "How could the stripes to be different for
  every zebra? But then again, the fingerprints are
  different for every person. I think this seems
  believable."

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 ?BEFORE ?DURING ?AFTER
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Handout online
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BEFOREMake notes on talking points that you
want to take with you to class

• Anything you dont understand
• Anything with which you disagree or strongly
  agree
• Both good and poor examples
• Both strong and weak arguments

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DURINGHow to Speak Up

• Jump in early for stage fright and so no one
  gets there first to your good points
• Be brief and to the point let the professor
  draw you out if appropriate
• To open it up Another point to consider is
• Information question  "I don't understand....
• Clarifying question  "Is it true that...?"

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Not all discussion contributions are created
equal use you head!
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(No Transcript)
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Speaking oral presentations

1. Tell em what youre gonna tell em
2. Tell em
3. Tell em you told em

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AFTERPay attention to topics which

• The professor allowed the most discussion for
• The professor seemed to get the most involved
  with

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Expect essay or short-answer questions on tests

• This allows the same format intelligent
  discussion that the professor chose for
  conducting the class
• Objective questions would be difficult to
  construct because theres been no clear, set
  information base

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Evaluating a professors management of class
discussion - American University course
evaluation
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Multiple Intelligences

• Word smart ?
• Logic smart ?
• Picture smart
• Music smart
• Body smart
• People smart
• Self smart
• Categorizing smart

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INTERPERSONAL INTELLIGENCEPeople
Smartsocial workers, teachers, negotiators,
clergy INTRAPERSONALSelf Smartcounselors,
theologians, the self-employed
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Good listening habits
Handout online
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1. CONCENTRATE ON WHAT OTHERS ARE SAYING

• When listening to someone, do you often find
  yourself thinking about a job or task that is
  nearing deadline or an important family matter?
• In the middle of a conversation, do you sometimes
  realize that you haven't heard a word the other
  person has said?
• Most individuals speak at the rate of 175 to 200
  words per minute. However, research suggests that
  we are very capable of listening and processing
  words at the rate of 600 to 1,000 words per
  minute. This discrepancy can be a barrier to
  effective listening, causing the listener to miss
  or misinterpret whats being said by rushing
  ahead into your head

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2. SEND NONVERBAL MESSAGES THAT YOU ARE LISTENING

• When someone is talking to you, do you maintain
  eye contact with that person?
• Do you show the speaker you are listening by
  nodding your head? Tilting your head to the right
  seems to work.
• Do you nod in agreement from time to time?
• Are you leaning forward and not using your hands
  to play with things?
• Does your body language say youre open - e.g.
  not arms crossed over your chest? That youre
  interested not slouching?
• Do you smile occasionally? Pasting a small smile
  on your face, no matter how artificial, starts to
  relax you, too.

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How important is it to recognize non-verbal
messages?Autism is the inability to read faces
or to comprehend or process emotions
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Even If his lips are silent, he chatters with
his fingertips, betrayal oozes out of him at
every pore.

• As Sigmund Freud knew,
• commenting on non-verbal signs
• (such as leg and foot movements,
• known as nonverbal leakage)

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A listening attitude

• Keeps the dance going
• Head-nodding and eye contact dont necessarily
  mean your agree, but do mean youre interested.
• You listen with your face as well as your ears.
• Makes an upward spiral of good energy
• Most communication experts agree that nonverbal
  messages can be three times as powerful as verbal
  messages.

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3. DONT JUMP TO CONCLUSIONS

• Because a listener can listen at a faster rate
  than most speakers talk, there is a tendency to
  evaluate too quickly.
• It is especially important to avoid early
  evaluations when listening to a person with whom
  you disagree. When listeners begin to disagree
  with a sender's message, they tend to
  misinterpret the remaining information and
  distort its intended meaning so that it is
  consistent with their own beliefs.

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Capitalize on your faster thought speed.  Use
this time wisely.

• Predict what will be discussed next.
• Evaluate evidence presented.
• Find links among topics or details.
• Think of additional questions or comments you
  might make.

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4. DONT GET DEFENSIVE

• Careful listening does not mean that you will
  always agree with the other party's point of
  view, but it does mean that you will try to
  listen to what the other person is saying without
  becoming overly defensive.
• Too much time spent explaining, elaborating, and
  defending your decision or position is a sure
  sign that you are not listening. This is because
  your role has changed from one of listening to a
  role of convincing others they are wrong.
• After listening to a position or suggestion with
  which you disagree, simply respond with something
  like, "I understand your point. We just disagree
  on this one."

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5. USE ACTIVE LISTENING

• Paraphrasing is the art of putting into your own
  words what you thought you heard and saying it
  back to the sender.
• First, you have to listen very carefully if you
  are going to accurately paraphrase what you
  heard.
• Second, the paraphrasing response will clarify
  for the sender that his or her message was
  correctly received and encourage the sender to
  expand on what he or she is trying to communicate
  
• For example, a subordinate might say "You have
  been unfair to rate me so low on my performance
  appraisal. You have rated me lower than Jim. I
  can do the job better than him, and I've been
  here longer." A paraphrased response back might
  be "I can see that you are upset about your
  rating. You think it was unfair for me to rate
  you as I did."

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Provide feedback

• Reflect what has been said by rephrasing What
  Im hearing is and Sounds like you are
  saying
• Ask questions to clarify certain points. What do
  you mean when you say Is this what you mean?
• Summarize the speakers comments periodically.

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6. LISTEN ( WATCH) FOR FEELINGS.

• The way a speaker is standing, the tone of voice
  and inflection he or she is using, and what the
  speaker is doing with his or her hands are all
  part of the message that is being sent.
• persons who raises their voices are likely either
  angry or frustrated.
• persons looking down while speaking are likely
  either embarrassed or shy.
• Interruptions may suggest fear or lack of
  confidence.
• Persons who make eye contact and lean forward are
  likely exhibiting confidence.
• Arguments may reflect worry.
• Inappropriate silence may be a sign of aggression
  and be intended as punishment.

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Professor David Walsh, Politics, Catholic
Universityin the Washington Post, September, 1999

• A teacher surrounded by students remains the
  only way in which education
• in the full sense takes place.
• Body language, tone of voice, personality and
  emotion are all indispensable.

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7. ASK QUESTIONS.

• Effective listeners make certain they have
  correctly heard the message that is being sent,
  so ask questions to clarify points or to obtain
  additional information.
• Open-ended questions - What are some of the
  reasons you say that. - work best because they
  require the speaker to convey more information.
• Form your questions in a way that makes it clear
  you have not yet drawn any conclusions.

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Learning Style favorite questions
WHY?
WHAT IF?
HOW?
WHAT?
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STUDENT PARTICIPATION

• Some professors
• call on students

• Some professors ask for volunteers

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How to define participation
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Participation
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5
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Handout online
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Studying in a group by using DISCUSSION

1. Test each other by asking questions
2. Practice teaching each other
3. Brainstorm possible test questions
4. Discuss and debate open-ended topics