EDUC 316C - 318EDUC 316C - 318

October 05, 201010:30-12:20Scarfe 204A

October 05, 201010:30-12:20Scarfe 204A

AgendaAgendaCollect completed ISS booklets Impassioned Reading ActivityCartoon analysisDiscussion of “Listening”Responsive listeningActive listeningHelping Triads

Collect completed ISS booklets Impassioned Reading ActivityCartoon analysisDiscussion of “Listening”Responsive listeningActive listeningHelping Triads

Betty – Listening skillsBetty – Listening skills

Betty – Listening SkillsBetty – Listening Skills

Listening is observingListening is observingWhen listening, be aware of

your environment (try to remove or avoid or ignore distractions)

Listening is observing the non-verbal and verbal clues of the speaker

DISCUSS

When listening, be aware of your environment (try to remove or avoid or ignore distractions)

Listening is observing the non-verbal and verbal clues of the speaker

DISCUSS

Responsive listentingResponsive listenting

Responsive listening is listening with a purpose - it is communicating with the speaker by responding to the speaker in an appropriate manner to encourage more depth in a conversation or dialogue.

Responsive listening in teaching is a skill that needs to be developed and practised.

DISCUSS.

Responsive listening is listening with a purpose - it is communicating with the speaker by responding to the speaker in an appropriate manner to encourage more depth in a conversation or dialogue.

Responsive listening in teaching is a skill that needs to be developed and practised.

DISCUSS.

Non-verbal skills of responsive listeningNon-verbal skills of responsive listeningMake direct eye contactMaintain an open body postureLean forward slightlyUse a calm voice when respondingUse reinforcing head nods and/or

soundsUse an appropriate facial expressionDISCUSS

Make direct eye contactMaintain an open body postureLean forward slightlyUse a calm voice when respondingUse reinforcing head nods and/or

soundsUse an appropriate facial expressionDISCUSS

Verbal skills of responsive listening

Verbal skills of responsive listening

Paraphrase content accuratelyAsk clarifying questionsClearly describe the situationIdentify common interestsUse jargon-free languageUse inclusive languageParaphrase feelings accurately (active

listening)DISCUSS

Paraphrase content accuratelyAsk clarifying questionsClearly describe the situationIdentify common interestsUse jargon-free languageUse inclusive languageParaphrase feelings accurately (active

listening)DISCUSS

Active Listening Active Listening Thomas Gordon, author of Teacher Effectiveness Training, is the leading

proponent of active listening (i.e., listening for emotions).

Sender has Receiver active anxiety. listens; senses

worry. “Are we having“You’re worried about a test soon?” getting a test soon.”

Example of exchange from text - p. 105.

Thomas Gordon, author of Teacher Effectiveness Training, is the leading

proponent of active listening (i.e., listening for emotions).

Sender has Receiver active anxiety. listens; senses

worry. “Are we having“You’re worried about a test soon?” getting a test soon.”

Example of exchange from text - p. 105.

Helping TriadsHelping TriadsPerson A: initiates a conversation

about a chosen scenario

Person B: active and responsive listens

Person C: listens, observes, gives feedback

Repeat the process by rotating roles.

Person A: initiates a conversation about a chosen scenario

Person B: active and responsive listens

Person C: listens, observes, gives feedback

Repeat the process by rotating roles.

Scenario # 1Scenario # 11. A student objects to a teacher using the

term “broken home.”2. A parent is surprised when a teacher says

“Oh, you don’t work.”3. A new Principal, working in a

multicultural, multi-religious and multilingual school, uses the terms “surname” and “Christian name” several times when referring to a form at an organizational meeting.

4. At a school basketball game, a young teacher sits near a parent who yells obscenities at the referee.

1. A student objects to a teacher using the term “broken home.”

2. A parent is surprised when a teacher says “Oh, you don’t work.”

3. A new Principal, working in a multicultural, multi-religious and multilingual school, uses the terms “surname” and “Christian name” several times when referring to a form at an organizational meeting.

4. At a school basketball game, a young teacher sits near a parent who yells obscenities at the referee.

Scenario # 2

Scenario # 2

1. A guest speaker comes to a staff meeting and begins a presentation with several “sexist” jokes.

2. An experienced teacher meets a new teacher named Natalie Nakatsuru, and exclaims “Oh, you’re not Japanese.”

3. A teacher overhears students announcing that a fight between two students will occur on the neighbouring churchyard after school.

4. The school nurse speaks with a teacher about a student in attendance in the teacher’s class, whose father has just passed away.

1. A guest speaker comes to a staff meeting and begins a presentation with several “sexist” jokes.

2. An experienced teacher meets a new teacher named Natalie Nakatsuru, and exclaims “Oh, you’re not Japanese.”

3. A teacher overhears students announcing that a fight between two students will occur on the neighbouring churchyard after school.

4. The school nurse speaks with a teacher about a student in attendance in the teacher’s class, whose father has just passed away.

Scenario # 3

Scenario # 3

1. A teacher responds to a student who refuses to take part in a pre-assigned small group activity.

2. A parent refuses to speak to a young teacher candidate from UBC and loudly demands to speak with the Principal.

3. A new teacher wearing a turban is asked by an older staff member: “Are you a Sikh? Where were you born in India? How long have you been here?” The new teacher is a 3rd generation Canadian.

4. A student denies cheating on a quiz even though the teacher saw the incident first hand.

1. A teacher responds to a student who refuses to take part in a pre-assigned small group activity.

2. A parent refuses to speak to a young teacher candidate from UBC and loudly demands to speak with the Principal.

3. A new teacher wearing a turban is asked by an older staff member: “Are you a Sikh? Where were you born in India? How long have you been here?” The new teacher is a 3rd generation Canadian.

4. A student denies cheating on a quiz even though the teacher saw the incident first hand.

Debriefing of Helping Triads

Debriefing of Helping Triads

1. Which scenario did you choose? Why?2. Was responsive listening used? How?3. Was active listening used? How?4. Was a meaningful dialogue or

conversation created? Why or why not?

1. Which scenario did you choose? Why?2. Was responsive listening used? How?3. Was active listening used? How?4. Was a meaningful dialogue or

conversation created? Why or why not?

Odds ‘n EndsOdds ‘n Ends

E-Portfolio checkpoint on Oct. 12th

Micro-Teaching topics to be submitted on Oct. 14th

Micro-Teaching presentation schedule to be determined on Oct. 14th

‘Students with Diverse Needs’ group mini-presentation schedule to be determined on Oct. 14th

E-Portfolio checkpoint on Oct. 12th

Micro-Teaching topics to be submitted on Oct. 14th

Micro-Teaching presentation schedule to be determined on Oct. 14th

‘Students with Diverse Needs’ group mini-presentation schedule to be determined on Oct. 14th