Brian, I tend to do the same thing sometimes. You are right that some situations sound the same but if we take the time to listen, reflect, and dig deeper, we can usually uncover something different or uniquie about each situation.
I personally tend to limit my listening by allowing distractions to enter into the conversation. As I went through this module, I recognized several things that I do that limit my listening: 1) multi-tasking – I sometimes allow my email or other conversations around me to be a distraction; 2) internal listening – there are times when a student may be talking to me and I become distracted with internal thoughts about things going on in both my personal and professional life; 3) Problem solving – there are times I begin to problem solve with the student or formulate an answer to a student’s problem before gathering more information or asking follow-up questions; and 4) assumptions – I tend to make assumptions about the student’s needs, perceptions, qualifications, or other things and move on to providing information before uncovering a student’s needs or challenges. I have gotten better about not doing these things already but know that I need to continue to stay focused on the student I am speaking with and re-focus myself when I allow these distractions to start settling in.
I also struggle with thinking of the next question to ask. I try to counter act this by reflecting and rephrasing. This has made a difference with many of my prospective students.
I do have a tendancy to limit my listening by assuming. Because I speak to a number of students in a given day, I think I have heard the exact same situation before. I need to improve my listening skills by taking a step back, not assuming and digging deeper.
being distratced by those things around me which that will take my attention away from my students.
The envierment that I work in. It is very dificult to hear what a student is saying and the noise leaveis loud. To over come it try to focus more and learn to toon out other conversations
I sometimes get impatent or make assumptions. I like the idea of Global listening. I find it important to repeat/rephrase what the student is saying.
I think I limit my listening by assuming that I already know what the student is going to say and what their going to do. This is not good to do because it prejudges the student, and cause to miss important elements. Applying Global listening will help in this situation.
I limit my listening by already having answer before the other party has provided all the information. Try to clear my mind and truly listen for key words and phrases to better assist the student.
I think I have an idea of how long I should be on the phone with a prospective student. If it looks like I'll be on longer than that amount of time, I think I take shortcuts to speed up the process. That usually means listening less intently. I need to take the time needed to determine the needs of the student and not watch the clock so closely.
Limiting my listening comes from losing interest in someone's story because I have not asked them pertinant information or I assume I already know the answer. I have a tendancy to want to multitask because all of our process is done by phone and email.
That's a great insight Corrine. What types of questions can you ask to help the student open up to you and provide more information?
Sometimes trying to get to know a shy student's story is like pulling teeth, and therefore we can be more focused on what we are asking, instead of allowing the student to give us information.
I sometimes make assumptions regarding what people will ask/say next. I will admit that sometimes I am wrong and the backpedaling is awkward. I am improving this by keeping my mind as focused on the person in front of me as possible and not engaging in "self-talk". Basically just being in the moment. It has helped tremendously.
I may limit my listening if I have dealt with the same scenario before with another student. I must remember everyone is different and there are veariables that can be overlooked- I need to customize support for each individual student.
I belong to discussion groups that practice active listening. Learning to listen without interrupting and without formulating an answer before I even let the person finish speaking. It takes practice to actively engage listening, to get rid of my filters and preconceived ideas/judgments. Asking questions and reformulating what I think I heard you say to verify the question/statement. I can always improve my listening skills.
Catherine, that's great awareness. It sounds like you are using your listening skills in order to help you remember the issue, but also not interrupt the student and perhaps address it later.
Dr. Jean Norris
I think one challenge I have to overcome is not problem-solving when the student is speaking. I have started to make a quick note to myself about the issue so I do not forget it, but I will seek the student's agreement on how to approach problems or obstacles. I have tried the Principles of Global Listening with students and family members, and it works wonderfully!
Josh, this is great awareness. A lot of people struggle with this limitation. But, it sounds like you have a plan moving forward. Great work here.
Dr. Jean Norris
I limit my listening by assuming answers too much. I need to sit back and try to hear what the prospect is really asking instead of what I would ask.
