Active listening is the practice of focusing on the feelings that underlie a speaker's words. The listener provides feedback to the speaker that helps them both gain a deeper understanding. Here is an example:
The example in the introduction where the student says that they hate math shows this type of situation. This is a typical situation that a teacher might face in class. A student might not want to admit that what they really have is a fear of failing in mathematics or another subject, and they turn this into a statement of "hatred" or some other negative emotion towards the subject. This is a situation where as a teacher it is imperative to help build up a student's confidence by providing with the extra help they need to feel like they can succeed.
In this situation, a speaker might have conflicting emotions behind what they are saying. For example, if a student says, "This is my last week in middle school," their underlying message might be I'm excited about going to a new school and scared about what that means for me at the same time.
What starts out as anger might turn to grief or fear as you use active listening techniques with students. Therefore, it is important that you pay attention to not only the words a student is using but also their body language. Use this to help guide you as you speak to them.
Student: I really hate math.It can be hard to get at the emotions that students are feeling. Following are situations that teachers should be aware of as they practice active listening. Source: Dr. Guinagh, UF, 1992
Teacher: You're upset by your test grade?
S: I really did study.
T: You don't understand what you got wrong?
S: I guess so.
T: What if I go through each question you missed with you.
S: That would be great.
1. The Initial Stated Emotion Might Not Be The Most Important One
The example in the introduction where the student says that they hate math shows this type of situation. This is a typical situation that a teacher might face in class. A student might not want to admit that what they really have is a fear of failing in mathematics or another subject, and they turn this into a statement of "hatred" or some other negative emotion towards the subject. This is a situation where as a teacher it is imperative to help build up a student's confidence by providing with the extra help they need to feel like they can succeed.
2. Emotions Might Be Confused or Several Emotions Might Be Involved
In this situation, a speaker might have conflicting emotions behind what they are saying. For example, if a student says, "This is my last week in middle school," their underlying message might be I'm excited about going to a new school and scared about what that means for me at the same time.
3. Students Might Be Trying to Gather Information Indirectly
Sometimes, students will ask teachers questions that are completely off the topic of the curriculum at hand. It is important to note that these questions will most likely have a hidden meaning for the student. For example, if a student asks you "When did you know you that you wanted to be a teacher?" then what they really might be exploring is their own thoughts about becoming a teacher someday. Sometimes these questions can be really subtle and there are even times that they can trap the listener into saying something that they didn't mean. Therefore, it is important that you are wary when answering these questions, and that you attempt to get at what the student is really trying to find out.4. Emotional Changes Might Occur As You Talk to the Student
What starts out as anger might turn to grief or fear as you use active listening techniques with students. Therefore, it is important that you pay attention to not only the words a student is using but also their body language. Use this to help guide you as you speak to them.