![]() 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. Even if it’s necessary, it never gets easier.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). Disclosing similar situations: “I was also conflicted about returning to work after the birth of my son.” “I had the responsibility of terminating some of my personnel, due to downsizing, over the last two years.Waiting to disclose your opinion: “Tell me more about your proposal to reorganize the department.” “Can you please provide some history for me regarding your relationship with your former business partner?”.Asking specific questions: “How long do you expect your hiring process to last?” “What is your average rate of staff turnover?”.Which aspect of his critique was most disturbing?” “It’s clear that the current situation is intolerable for you. Asking open-ended questions: “I can see that John's criticism was very upsetting to you.I appreciate your time in speaking to me.” Brief verbal affirmation: “I understand that you'd like more frequent feedback about your performance.” “Thank you.Paraphrasing: “So, you're saying that the uncertainty about who will be your new supervisor is creating stress for you.” “So, you think that we need to build up our social media marketing efforts.”.Demonstrating concern: “I'm eager to help I know you're going through some tough challenges.” “I know how hard a corporate restructuring can be.Building trust and establishing rapport: “Tell me what I can do to help.” “I was really impressed to read on your website how you donate 5% of each sale to charity.”.
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