EDUC 316C - 318 October 05, 2010 10:30-12:20 Scarfe 204A
Jan 10, 2016
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