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

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Presentation on theme: "EDUC 316C - 318 October 05, 2010 10:30-12:20 Scarfe 204A October 05, 2010 10:30-12:20 Scarfe 204A."— Presentation transcript:

1 EDUC 316C October 05, :30-12:20 Scarfe 204A October 05, :30-12:20 Scarfe 204A

2 Agenda  Collect completed ISS booklets  Impassioned Reading Activity  Cartoon analysis  Discussion of “Listening”  Responsive listening  Active listening  Helping Triads  Collect completed ISS booklets  Impassioned Reading Activity  Cartoon analysis  Discussion of “Listening”  Responsive listening  Active listening  Helping Triads

3 Betty – Listening skills

4 Betty – Listening Skills

5 Listening is observing  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  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

6 Responsive 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.

7 Non-verbal skills of responsive listening  Make direct eye contact  Maintain an open body posture  Lean forward slightly  Use a calm voice when responding  Use reinforcing head nods and/or sounds  Use an appropriate facial expression  DISCUSS  Make direct eye contact  Maintain an open body posture  Lean forward slightly  Use a calm voice when responding  Use reinforcing head nods and/or sounds  Use an appropriate facial expression  DISCUSS

8 Verbal skills of responsive listening  Paraphrase content accurately  Ask clarifying questions  Clearly describe the situation  Identify common interests  Use jargon-free language  Use inclusive language  Paraphrase feelings accurately (active listening)  DISCUSS  Paraphrase content accurately  Ask clarifying questions  Clearly describe the situation  Identify common interests  Use jargon-free language  Use inclusive language  Paraphrase feelings accurately (active listening)  DISCUSS

9 Active Listening  Thomas Gordon, author of Teacher Effectiveness Training, is the leading proponent of active listening (i.e., listening for emotions). Sender hasReceiver 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  Thomas Gordon, author of Teacher Effectiveness Training, is the leading proponent of active listening (i.e., listening for emotions). Sender hasReceiver 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.

10 Helping Triads 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. 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.

11 Scenario # 1 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. 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.

12 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.

13 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.

14 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?

15 Odds ‘n Ends  E-Portfolio checkpoint on Oct. 12 th  Micro-Teaching topics to be submitted on Oct. 14 th  Micro-Teaching presentation schedule to be determined on Oct. 14 th  ‘Students with Diverse Needs’ group mini-presentation schedule to be determined on Oct. 14th  E-Portfolio checkpoint on Oct. 12 th  Micro-Teaching topics to be submitted on Oct. 14 th  Micro-Teaching presentation schedule to be determined on Oct. 14 th  ‘Students with Diverse Needs’ group mini-presentation schedule to be determined on Oct. 14th


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