listening to the students.
How can I listen to what a student is saying if they are doing something very distracting?
Elizabeth,
How would you rate yourself as a listener?
Dr. Jean Norris
Yes I agree. I would listen carefully to what the student is saying and then repeat, rephrase and ask them details about what they had said to guide them toward a more focused dialogue.
That is a good question! I had a teacher one time who if the class was being distracting or not listening to what he had to say, he would lower his voice until the class would start paying attention and the noise would die down again.
Maybe try to point through a discreet verbal or non-verbal que that the action that they are doing is a dsitraction or that you feel some level of disrespect.
Leon, sure, that's a great approach. When you ask questions, you are continuing to build rapport and engaging the students. Sometimes, those distracting behaviors will then stop.
Dr. Jean Norris
If a student is doing somthing that I find distracting, I ask questions to get them engaged in conversation. I will continue to explore and acknowledge their responses.
I would ask questions about what they're discussing. That will require the student to focus more on what they're saying, not doing.
Avery, yes, focusing on the student is going to be a great way to listen to what they are saying. I'm curious, what specifically do you do to be disciplined and focused on the conversation?
Shannon Gormley
I think being focused on what the student is saying, being disciplined and tuned into them
Great point, Diana. Acknowledging what the student has said is key to developing your relationship. That acknowledgment validates the student and let's them know that you're not judging them.
This happens often and a lot of times it is unintentional. It is important not only to be diciplined but also to repeat rephrase and acknowledge so that the student knows you are listening and that what they have to say is important to me.
You're right, Nancy, this does take discipline. It comes down to making the choice to listen to your student even if it seems like a distraction. One key thing to remember is to focus on what the student needs.
This takes real disciline. The listener must decide to consentrate on the student's need or conversation and not on the distraction.It becomes a matter of the will!
