helping unsuccessful listeners

HELPING UNSUCCESSFUL LISTENERS

Tamara Koteska 4471

THE PROBLEM

the listener-subject seems to be treated like a “robot” , because in most of the cases the listening classes go like this – listen , memorize, interpret, write.

sometimes regarded as a passive receiver of information

WHY ARE SOME LISTENERS UNSUCCESSFUL?

listeners are selective, in terms of what they find most interesting or important or comprehensible in any particular message.

In communication, listeners bring their desires and goals into any conversation

background noise, the speaker’s accent, serious problems with syntax or semantics of the foreign language

listeners sometimes “‘switch off’ consciously or unconsciously

WE NEED TO MOVE TO A POSITION WHERE THE TEACHER IS ABLE TO RECOGNIZE PARTICULAR PATTERNS OF BEHAVIOUR IN LISTENING MANIFESTED BY AN UNSUCCESSFUL LISTENER

CAN WE ... ?

Be satisfied with partial understanding?

HAVE YOU EVER ....?

Haven’t been engaged with the class topic, activity or task?

Had a personal negative issue that covered your attention in listening comprehension class?

Been excited about an upcoming even at home, school or with your friends?

SEE, EVERYONE CAN OCCASIONALLY BE AN UNSUCCESSFUL LISTENER!

WHAT CAN WE DO?

Have lesson well planned bearing in mind students’ learning styles.

2. Use topics appropriated for the age. 3. Have a sitting arrangement where I can

reach each of the students.

4. Identify when there is a student mind wandering and day dreaming.

5. Approach the student and gently talk to him/her to see what is going on.

6. Identify the cause and modify lessons in order to help the student without sacrificing the rest of the class (use differentiated teaching).

7. Provide students with constant feedback, so they can see that I pay attention to them.

8. Praise them when they focus and do things well.

9. Assign him/her an important role and responsibility in the class.

10. Assess his/her performance everyday to see if there is improvement or still needs to work.

11. Avoid peer correction when there is a student mind dreaming, because allowing peer correct and call attention to students that are mind wandering might affect relationships in the classroom.

NOW....

Have you been successful listeners?

USED LITERATURE:

Internet pages: http://www.tuj.ac.jp/newsite/main/tesol/

publications/working_papers/vol_14/ogane.html

http://classroommanagementandrea.wordpress.com/about/