Dreamstime
This is the fourth article in our Study Guide series designed around three basic questions: “Where Am I now?”; “Where do I want to be?”; “How do I get there?”
The first article gave students a chance to look at their current study skills by taking a short inventory to discover learning strengths. Are they a visual, auditory, and/or kinesthetic learner? The second, looked at their goals and objectives. The third article introduced the definition of a study skill — an ability that comes from training and practice (adapted from the American Heritage Dictionary) — and taught “time management” as a skill they can develop to add strength to the foundation of “learning.” In this fourth article, the emphasis is on practicing a new skill — listening.
What is listening? Listening involves focusing on what we hear. We know that hearing is one of our five natural senses. Sound waves come into our ears and are registered in our brain as “hearing something.” However, listening — really listening — is paying attention to the sound and interpreting it with meaning, interest, emotion, intellect, and curiosity.What can you do as a parent to help your child become proficient in the listening skill?There are many types and degrees of listening but for the purpose of developing listening as a skill, I will key in on three types: listening to our environment, actively listening to a speaker, and conversational listening. I’ll discuss each type and give examples of activities you can do with your child to develop that type of listening.
Listening to our environment Listening to our environment involves paying attention to the sounds around us, identifying them, and assigning importance to them. Children do not automatically focus on different sounds. Help them to identify sounds by listening. By focusing on what they hear, they are learning to pay attention to specific sounds which will also help him/her pay attention to the details of language when someone speaks.
Activities:Take a walk in the woods or your neighborhood. Listen to the wind in the trees, the birds chirping nearby, children playing, the sound of your footsteps in the leaves, etc. Let your child describe what she hears. Her skill in listening is enhanced as she interprets what she hears. Attend a musical event together. Listen to instruments individually before you go. Help her/him identify the sound of a violin, cello, trumpet, trombone, guitar, drum, etc. When you attend the event, encourage her to listen for the individual sounds of the instruments and to “hear” the music as the sounds of the instruments combine.
Actively listening to a speaker Your child has to spend a lot of his/her time listening to teachers in the classroom and small group settings. Give them the skills needed to be an active listener. Look at the speaker. Acknowledge the message by nodding, taking notes. Focus on what the speaker is saying. Watch for speaker cues — how they use their voice and body language to emphasize a point. Listen for signal words such as “therefore” — a summary is coming; “however” — an exception; “there are four main points” — a list. Use these signal words to understand the message and to indicate what you should write in your notes. Be patient. When the speaker stops for questions, show your interest by asking questions and listening to the questions your classmates ask.
Activities:Attend a lecture together or watch a documentary about a subject that interests your child. Encourage her/him to take notes, and to describe the speaker’s delivery. Discuss the content of the talk. Go to a play together and point out how the actors use their voices and body language to emphasize their words and message.
Conversational ListeningConversation involves taking turns talking and listening — sharing ideas, emotions, and thoughts. As when listening to a speaker in a lecture, watch for non-verbal cues during conversation. When your child talks, listen completely with focus and attention. By listening completely to your child, you show that you value them and you are interested in what they have to say. By respecting and responding to her/his ideas and sharing your own, you are modeling how to have a conversation.
Activities:When your child draws a picture or does a project, rather than asking “what is that” say “tell me about your picture/project.” Turn her/his answers into opportunities for a conversation. Read a book with your child. Stop occasionally and ask them to predict what will happen next. When you finish the book, talk about it. Listen to her thoughts and opinions and share yours.
Next month’s skill: Test taking! Grace Copeland is a retired Memphis educator and education consultant. Visit studyskillssystem.org for more information on study skills.