Active Listening

Hear What People are Really Saying

Learn how to listen actively,

with James Manktelow & Amy Carlson.

Listening is one of the most important skills you can have. How well you listen has a

major impact on your job effectiveness, and on the quality of your relationships with

others.

We listen to obtain information.

We listen to understand.

We listen for enjoyment.

We listen to learn.

Given all this listening we do, you would think we'd be good at it!

In fact most of us are not, and research suggests that we remember between 25

percent and 50 percent of what we hear. That means that when you talk to your boss,

colleagues, customers or spouse for 10 minutes, they pay attention to less than half of

the conversation. This is dismal!

Turn it around and it reveals that when you are receiving directions or being presented

with information, you aren't hearing the whole message either. You hope the important

parts are captured in your 25-50 percent, but what if they're not?

Clearly, listening is a skill that we can all benefit from improving. By becoming a better

listener, you will improve your productivity, as well as your ability to influence, persuade

and negotiate. What's more, you'll avoid conflict and misunderstandings. All of these are

necessary for workplace success!

Tip:

Good communication skills require a high level of self-awareness. By understanding

your personal style of communicating, you will go a long way towards creating good and

lasting impressions with others.

About Active Listening

The way to become a better listener is to practice "active listening." This is where you

make a conscious effort to hear not only the words that another person is saying but,

more importantly, try to understand the complete message being sent.

In order to do this you must pay attention to the other person very carefully.

You cannot allow yourself to become distracted by whatever else may be going on

around you, or by forming counter arguments that you'll make when the other person

stops speaking. Nor can you allow yourself to get bored, and lose focus on what the

other person is saying. All of these contribute to a lack of listening and understanding.

Tip: 

If you're finding it particularly difficult to concentrate on what someone is saying, try

repeating their words mentally as they say them – this will reinforce their message and

help you stay focused.

To enhance your listening skills, you need to let the other person know that you are

listening to what he or she is saying. To understand the importance of this, ask yourself

if you've ever been engaged in a conversation when you wondered if the other person

was listening to what you were saying. You wonder if your message is getting across, or

if it's even worthwhile continuing to speak. It feels like talking to a brick wall and it's

something you want to avoid.

Acknowledgement can be something as simple as a nod of the head or a simple "uh

huh." You aren't necessarily agreeing with the person, you are simply indicating that you

are listening. Using body language and other signs to acknowledge you are listening

also reminds you to pay attention and not let your mind wander.

You should also try to respond to the speaker in a way that will both encourage him or

her to continue speaking, so that you can get the information if you need. While nodding

and "uh huhing" says you're interested, an occasional question or comment to recap

what has been said communicates that you understand the message as well.

Becoming an Active Listener

There are five key elements of active listening. They all help you ensure that you hear

the other person, and that the other person knows you are hearing what they say.

1. Pay Attention

Give the speaker your undivided attention, and acknowledge the message. Recognize

that non-verbal communication also "speaks" loudly.

Look at the speaker directly.

Put aside distracting thoughts.

Don't mentally prepare a rebuttal!

Avoid being distracted by environmental factors. For example, side conversations.

"Listen" to the speaker's body language.

2. Show That You're Listening

Use your own body language and gestures to convey your attention.

Nod occasionally.

Smile and use other facial expressions.

Note your posture and make sure it is open and inviting.

Encourage the speaker to continue with small verbal comments like yes, and uh huh.

3. Provide Feedback

Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a

listener, your role is to understand what is being said. This may require you to reflect

what is being said and ask questions.

Reflect what has been said by paraphrasing. "What I'm hearing is," and "Sounds like

you are saying," are great ways to reflect back.

Ask questions to clarify certain points. "What do you mean when you say." "Is this what

you mean?"

Summarize the speaker's comments periodically.

Tip: 

If you find yourself responding emotionally to what someone said, say so, and ask for

more information: "I may not be understanding you correctly, and I find myself taking

what you said personally. What I thought you just said is XXX; is that what you meant?"

4. Defer Judgment

Interrupting is a waste of time. It frustrates the speaker and limits full understanding of

the message.

Allow the speaker to finish each point before asking questions.

Don't interrupt with counter arguments.

5. Respond Appropriately

Active listening is a model for respect and understanding. You are gaining information

and perspective. You add nothing by attacking the speaker or otherwise putting him or

her down.

Be candid, open, and honest in your response.

Assert your opinions respectfully.

Treat the other person in a way that you think he or she would want to be treated.

Key Points

It takes a lot of concentration and determination to be an active listener. Old habits are

hard to break, and if your listening habits are as bad as many people's are, then there's

a lot of habit-breaking to do!

Be deliberate with your listening and remind yourself frequently that your goal is to truly

hear what the other person is saying. Set aside all other thoughts and behaviors and

concentrate on the message. Ask questions, reflect, and paraphrase to ensure you

understand the message. If you don't, then you'll find that what someone says to you

and what you hear can be amazingly different!

Start using active listening today to become a better communicator, improve your

workplace productivity, and develop better relationships.

Reading techniques

The ability to read is as important today as it ever was. Some people believe that the

need for good basic skills has lessened as technology has improved, that television,

with all its power and indeed its role in providing information, has reduced the need for

reading. Certainly there are many people who don't buy books for pleasure and

enjoyment, and some who rarely read a newspaper or visit a library.

In some ways this may not really matter. Being able to read fluently is very different

from wanting to read at all. In so many aspects of our life we still need to read, a need

technology cannot replace. Indeed, in some ways it makes it more essential. As more

everyday activities become automated, so reading becomes more important.

How to Read Your Textbook More Efficiently

PREVIEW - READ - RECALL at first glance seems to be an intricate and time

consuming process. However, it gets easier and faster with practice, ensures thorough

learning and facilitates later "re-learning" when you revise for exams. Give it a try!

PREVIEW

WHY?

If you give your mind a general framework of main ideas and structure, you will be

better able to comprehend and retain the details you will read later. 

HOW?

1. Look quickly (10 minutes) over the following key parts of your textbook to see what

it's all about and how it is organized: 

 Title 

 Front and back cover info. 

 Author's biographical data 

 Publication date 

 Table of Contents 

 Introduction or Preface 

 Index 

 Glossary

2. Before you read each chapter, look over: 

 Title 

 Introduction 

 Sub-headings 

 First sentences of each paragraph (should give main idea). 

 Any diagrams, charts, etc. 

 Conclusions or summaries

3. Then answer the following questions: 

 What is this mainly about? 

 How is it organized? 

 How difficult is it? 

 About how long will it take to read? 

READ ACTIVELY

WHY?

Being an active reader will involve you in understanding the material, combat boredom,

and will increase retention. 

HOW?

1. Set realistic time goals and number of pages to be read. 

2. Divide your chapter into small (1/2 page? 1 column?) sections, rather than try to read

the whole chapter non-stop. 

3. Ask yourself a question before each paragraph or section, then look for its answer.

This will give you a definite purpose for your reading. Try turning the sub-heading or first

sentence into question form, using "who," "what," "when," or "how" if necessary. 

4. Take breaks when you feel unable to stay with the material due to day-dreaming,

drowsiness, boredom, hunger, etc. After a short break, you can return to your reading

with more energy and alertness.

RECALL

WHY?

Research shows that 40 - 50% of the material we read is forgotten very shortly (about

15 minutes) after we read it. Immediate recall is an essential first step toward continued

retention of the material. 

HOW?

After reading each small section of material, choose one (or more) of the following

methods:

1. Recall mentally or recite orally the highlights of what you have read.

2. Ask yourself questions (maybe the same ones you used before you read the section)

and answer them in your own words.

3. Underline and make notes in the margin of the key words or phrases in the section.

Underlining after you read is the best way to decide what's the most important

information to remember.

4. Make separate notes or outlines of what you have read. This technique often works

for more technical material which you need to put into your own words.

5. Recall with a friend. What you don't recall, he/she might.

(adapted from The UT Learning Center, University of Texas at Austin, How to read your

textbook more efficiently, available from

www.utexas.edu/student/utlc/handouts/1422.html)

Other techniques

As you become more confident in your reading, you can learn to apply a range of

techniques in order to extract from texts the information you need.

You need to understand that it is not necessary to read every word to obtain meaning

from a text or to locate information. You need to practise the following techniques:

1. Skimming - reading quickly in order to find out what the text is about. Skimming can

also take in features such as headings, subheadings and illustrations to obtain an

overview of the subject matter. 

2. Scanning - to locate specific information, making use of key words. 

3. Detailed reading - reading carefully to aid understanding. When reading for

information, detailed reading usually follows scanning. Some texts, such as instructions,

need to be read in detail throughout.

Think about the following questions as you read:

• What is it for? 

• Where is it coming from? 

• Who is it aimed at? 

• What can I infer that isn't explicitly stated? 

• Do I believe it? 

An understanding of the concept of person and the writer's voice can be developed

alongside decoding and in relation to different text types:

• Do I know who the writer is? 

• Does it matter? 

• Is the writer the same person as the narrator? 

• Is the writer a named individual or a representative of an organisation/body/authority? 

• Is the writer assuming a 'voice' for the occasion? 

In continuous texts, you can try to distinguish:

• main points from supporting detail 

• facts from opinions 

• conflicting viewpoints 

• evidence of simplification, generalisation, manipulation, bias. 

10 Tips for Public Speaking

Feeling some nervousness before giving a speech is natural and even beneficial, but

too much nervousness can be detrimental. Here are some proven tips on how to control

your butterflies and give better presentations:

  1. Know your material. Pick a topic you are interested in. Know more about it than you

include in your speech. Use humor, personal stories and conversational language – that way

you won’t easily forget what to say.

2. Practice. Practice. Practice! Rehearse out loud with all equipment you plan on using.

Revise as necessary. Work to control filler words; Practice, pause and breathe. Practice with

a timer and allow time for the unexpected.

3. Know the audience. Greet some of the audience members as they arrive. It’s easier to

speak to a group of friends than to strangers.

4. Know the room. Arrive early, walk around the speaking area and practice using the

microphone and any visual aids.

5. Relax. Begin by addressing the audience. It buys you time and calms your nerves. Pause,

smile and count to three before saying anything. ("One one-thousand, two one-thousand,

three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm.

6. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear

and confident. Visualize the audience clapping – it will boost your confidence.

7. Realize that people want you to succeed. Audiences want you to be interesting,

stimulating, informative and entertaining. They’re rooting for you.

8. Don’t apologize for any nervousness or problem – the audience probably never noticed it.

9. Concentrate on the message – not the medium. Focus your attention away from your

own anxieties and concentrate on your message and your audience.

10. Gain experience. Mainly, your speech should represent you — as an authority and as a

person. Experience builds confidence, which is the key to effective speaking. A Toastmasters

club can provide the experience you need in a safe and friendly environment.

Visit a Toastmasters meeting!

Toastmasters groups meet in the morning, at noon, or in the evening in communities

and corporations all over the world. No matter where you live, work or travel, you’ll

likely find a group nearby.

EFFECTIVE WRITING

The following rhetorical tools enrich writing by eliciting a primal emotional response in

readers:

1. Alliteration

Alliteration, the pattern of two or more words within a phrase or sentence that begin with

the same sound, is an effective form of emphasis that adds lyricism to even

straightforward prose and influences the mood.

Alliteration can be delivered in consecutive words: “They have served tour after tour of

duty in distant, different, and difficult places.” Or it can recur with gaps of one or more

nonalliterative words: “Squaring our performances with our promises, we will proceed to

the fulfillment of the party’s mission.”

2. Assonance

Assonance, akin to alliteration, is the repetition of vowel sounds in a phrase or a longer

passage: “The clamor of the band addled them.”

3. Consonance

As the name implies, consonance refers to repetition of consonants — specifically,

those at the ends of words: “Their maid has spread the word of their deed.”

4. Onomatopoeia

This term refers to words that are sound effects, indicative of their meaning or otherwise

imitative of sounds: “A splash disturbed the hush of the droning afternoon.”

5. Repetition

Repetition is the repeating of a word or phrase to produce a pattern or structure that

strengthens the cumulative effect of a passage: “When I find you, I will catch you. When

I catch you, I will cook you. When I cook you, I will eat you.”

6. Rhyme

Rhyme, the matching of identical or similar word endings in sentences of prose or lines

of poetry, needn’t be limited to lyrical contexts: “If it doesn’t fit, you must acquit.”

7. Rhythm

Rhythm, the deliberate manipulation of syllabic patterns in a passage, like rhyme,

should not be consigned solely to poetry: “The eager coursing of the strident hounds

and the sudden pursuit of the mounted men drove the bounding prey ever on.”

When employing one or more of these techniques in your writing, keep these points in

mind:

Be sure they have intrinsic value to the content and do not simply showcase your

cleverness. Employ them in moderation, and be true to your voice and the tone of

your writing.

In serious expository prose, no more than one or two instances will help readers

retain important information or strengthen a memorable conclusion. A more casual,

lighthearted essay can afford a few more tricks, especially as mnemonic devices. A

humorous piece allows you to be more indulgent, but an excess of use can quickly

become wearisome and counterproductive.

Study the masters, take note of their restraint and originality, and use those lessons

as points of inspiration for your own applications of these techniques.

BIG WORDS MAKE YOU SOUND SMART, DON’T THEY?

Many people think that they sound smarter when they use big words. The truth of the

matter is that smart communicators use words that (a) they understand and (b) their

readers are likely to understand.

The purpose of writing is to communicate. Communication is the process by which

meaning is created and exchanged. If the person who reads your writing doesn’t

understand what you are trying to say, no communication occurs when he or she reads

your writing.

In order to communicate effectively, you have to use language properly, and you have

to use language that people are likely to understand.

Lately I have noticed many people misusing the word “detrimental” when what they

really mean is “instrumental” or “important.” For example, I read a memo that someone

wrote requesting permission to attend a meeting. The memo said, “It is detrimental that I

go to the meeting next week.”

Ironically, the misuse of the word implies the exact opposite of what the person meant.

Detrimental implies that some negative outcome would be associated with the person’s

attendance at the meeting. What the writer meant was “important.”

A misused big word has the opposite effect of making you sound smart! A big word

used correctly, but unnecessarily, has the effect of making you sound pedantic. If you

have to go get a dictionary to see what “pedantic” means, I have made my point!

Looking for Quality

in Student Writing

Learning to See the Things Kids Can Do So  We

Can

Teach Them to Do the Things They Can't

by Steve Peha

_______________________________________

_________

What is Good Writing?

You know it when you see it. It isn’t that hard to tell whether a piece of writing is good

or bad. You just have to read it. But things get more challenging if you have to

explain why it's good. Even harder than that is analyzing the good things a writer is

doing so you can learn to use his or her techniques in your own work. And teaching

others how to use them is the hardest of all but that, of course, is exactly what we

need to be able to do.

Having simple phrases to describe the good things writers do makes learning about

those things easier. Good writing has:

Ideas that are interesting and important. Ideas are the heart of the piece — what

the writer is writing about and the information he or she chooses to write about it.

Organization that is logical and effective. Organization refers to the order of ideas

and the way the writer moves from one idea to the next.

Voice that is individual and appropriate. Voice is how the writing feels to someone

when they read it. Is it formal or casual? Is it friendly and inviting or reserved and

standoffish? Voice is the expression of the writer's personality through words.

Word Choice that is specific and memorable. Good writing uses just the right

words to say just the right things.

Sentence Fluency that is smooth and expressive. Fluent sentences are easy to

understand and fun to read with expression.

Conventions that are correct and communicative. Conventions are the ways we

all agree to use punctuation, spelling, grammar, and other things that make writing

consistent and easy to read.

The framework I'm using here to talk about good writing is based on the Six Traits

model which I received my training in from Northwest Regional Educational

Laboratory. Over the years I have modified, simplified, and in many cases changed

much of the language outright because it seemed to work better for me that way in

the classroom. NWREL has made many changes to Six Traits, too. In fact, they now

call it Six Plus One Traits. But it's based on the same basic idea of using trait-based

criteria to define good work. For information on the "official" Six Traits in its most

current incarnation, you should visit NWREL at www.nwrel.org.

One Pretty Good Piece of Writing

What does a good piece of writing look like? It’s hard to get kids to make something if

they don’t know what it looks like. That’s why it’s so valuable to look at models of

good writing produced by writers just like them. When I’m trying to learn about good

writing, I like to work with good, short pieces, instead of big, long novels, because it’s

easier to see how all the different parts work together.

Chores!

    Chores! Chores! Chores! Chores are boring! Scrubbing toilets,

cleaning sinks, and washing bathtubs take up a lot of my time and are

not fun at all. 

    Toilets! When you’re scrubbing toilets make sure they are not

stinky. I’ve scrubbed one before and I was lucky it didn’t stink. I think

toilets are one of the hardest things to scrub in the bathroom because

it is hard to get up around the rim. 

    Sinks are one of the easiest things to clean in the bathroom

because they have no rims and they are small. I have cleaned one

before and it was pretty easy. 

    Bathtubs, ever washed one? They are big, they are deep, and it is

hard to get up around the sides. The bathtub is the hardest, I think, to

wash in the bathroom. 

    All chores are boring, especially making my bed. Cleaning my

room is OK because I have to organize, and I like organizing. Dusting

is the worst: dust, set down, pick up, dust, set down. There are so

many things to dust, and it’s no fun.

    Chores aren’t the worst but they’re definitely not the best!

Well, what do you think? Not too bad, eh? I’ll admit that this isn’t the best piece of

writing I’ve ever seen. But I think it’s pretty good. It was written by a third grader and I

think she did a solid job of getting her point across about her struggles with the

challenges of household chores. It made sense to me and I could relate to it. Some

parts were even kind of funny.