{"id":912,"date":"2020-07-26T17:58:14","date_gmt":"2020-07-26T21:58:14","guid":{"rendered":"https:\/\/smho-smso.ca\/fw\/?page_id=912"},"modified":"2021-08-22T21:14:19","modified_gmt":"2021-08-23T01:14:19","slug":"purposeful-listening","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/fw\/healthy-relationship-skills\/listening\/purposeful-listening\/","title":{"rendered":"Purposeful listening"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Review and role model the components of active listening with students.<\/li>\n<li>Identify\u00a0a topic area for discussion.<\/li>\n<li>In groups of six, assign the following roles to students one to six:\n<ul>\n<li>S1:\u00a0is the speaker<\/li>\n<li>S2: mirrors emotions<\/li>\n<li>S3: paraphrases<\/li>\n<li>S4: asks clarifying questions<\/li>\n<li>S5: summarizes the content and feelings<\/li>\n<li>S6: responds non-verbally<\/li>\n<\/ul>\n<\/li>\n<li>Students assume these roles as they discuss the assigned topic, and rotate roles so that each has an opportunity to experience all roles.<\/li>\n<\/ul>\n<p><strong>NOTE: Attending\/focusing<\/strong> is an active listening strategy that is used in conjunction with all the other strategies, it ensures the listener is paying attention to the speaker.<\/p>\n<p><span class=\"TrackChangeTextInsertion TrackedChange SCXW45240088 BCX0\"><span class=\"TextRun SCXW45240088 BCX0\" lang=\"EN-CA\" xml:lang=\"EN-CA\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW45240088 BCX0\">Further guidance and support may be needed for students to navigate cultural nuances of communicatio<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW45240088 BCX0\"><span class=\"TextRun SCXW45240088 BCX0\" lang=\"EN-CA\" xml:lang=\"EN-CA\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW45240088 BCX0\">n<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW45240088 BCX0\"><span class=\"TextRun SCXW45240088 BCX0\" lang=\"EN-CA\" xml:lang=\"EN-CA\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW45240088 BCX0\">.<\/span><\/span><\/span><span class=\"EOP SCXW45240088 BCX0\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><table>\n<tbody>\n<tr>\n<td style=\"vertical-align: top;padding: 1rem\">Students can use an active listening strategy chart:<\/p>\n<table style=\"margin-top: 1rem;border: 1px solid #000\">\n<thead>\n<tr>\n<th style=\"width: 60%;padding: 1rem;text-align: center\">Active Listening Strategies<\/th>\n<th style=\"text-align: center\">Looks like<\/th>\n<\/tr>\n<\/thead>\n<tbody style=\"border: 1px solid #000\">\n<tr style=\"background-color: #fbe5d5\">\n<td style=\"padding: 1rem;border-right: 1px solid #000\">Mirroring emotions<\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td style=\"padding: 1rem;border-right: 1px solid #000\">Paraphrasing<\/td>\n<td><\/td>\n<\/tr>\n<tr style=\"background-color: #fbe5d5\">\n<td style=\"padding: 1rem;border-right: 1px solid #000\">Asking clarifying questions<\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td style=\"padding: 1rem;border-right: 1px solid #000\">Summarizing<\/td>\n<td><\/td>\n<\/tr>\n<tr style=\"background-color: #fbe5d5\">\n<td style=\"padding: 1rem;border-right: 1px solid #000\">Using non-verbal responses\/gestures<\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td style=\"padding: 1rem;border-right: 1px solid #000\">Attending\/focussing<\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<td style=\"vertical-align: top;padding: 1rem\">An &#8220;exit pass&#8221; is used at the end of the activity<\/p>\n<table style=\"margin-top: 1rem;border: 1px solid #000\">\n<thead>\n<tr>\n<th style=\"padding: 1rem\">Exit Pass:<\/th>\n<\/tr>\n<\/thead>\n<tbody style=\"border: 1px solid #000\">\n<tr>\n<td style=\"background-color: #deebf6;padding: 1.8rem\"><\/td>\n<\/tr>\n<tr>\n<td style=\"padding: 1rem\">One active listening strategy that I use well:<\/td>\n<\/tr>\n<tr>\n<td style=\"background-color: #deebf6;padding: 1.8rem\"><\/td>\n<\/tr>\n<tr>\n<td style=\"padding: 1rem\">One active listening strategy that I will work on:<\/td>\n<\/tr>\n<tr>\n<td style=\"background-color: #deebf6;padding: 1.8rem\"><\/td>\n<\/tr>\n<tr>\n<td style=\"padding: 1rem\">I can practice this strategy in these situations:<\/td>\n<\/tr>\n<tr>\n<td style=\"background-color: #deebf6;padding: 1.8rem\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Reactivity to others\u2019 emotions is highly related to empathy and prosocial behaviour (Flournoy et al., 2016). Engaging in active listening can help students practice empathically responding to others\u2019 thoughts and emotions, which fosters a safe community of empathic concern, and compassion in the classroom (Pace et al., 2013; van Schaik &amp; Hunnius, 2016).<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Flournoy, J. C., Pfeifer, J. H., Moore, W. E., Tackman, A. M., Masten, C. L., Mazziotta, J. C., . . . Dapretto, M. (2016). Neural Reactivity to Emotional Faces May Mediate the Relationship Between Childhood Empathy and Adolescent Prosocial Behavior. <em>Child Development, 87<\/em>(6), 1691-1702. doi:10.1111\/cdev.12630<\/p>\n<p>Pace, T. W. W., Negi, L. T., Dodson-Lavelle, B., Ozawa-de Silva, B., Reddy, S. D., Cole, S. P., . . . Raison, C. L. (2013). Engagement with Cognitively-Based Compassion Training is associated with reduced salivary C-reactive protein from before to after training in foster care program adolescents. <em>Psychoneuroendocrinology, 38<\/em>(2), 294-299. doi:10.1016\/j.psyneuen.2012.05.019<\/p>\n<p>van Schaik, J. E., &amp; Hunnius, S. (2016). Little chameleons: The development of social mimicry during early childhood. <em>Journal of Experimental Child Psychology, 147<\/em>(Complete), 71-81. doi:10.1016\/j.jecp.2016.03.003<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Catholic-connection-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneCatholic-connection-0' aria-expanded='false' aria-controls='collapseOneCatholic-connection-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Catholic connection<\/h3><\/a><\/div><div id='collapseOneCatholic-connection-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneCatholic-connection-0' data-parent='#accordion0'><div class='card-body'><p>In our Catholic faith, the idea of being and belonging is\u00a0important. When we feel valued and understood, we have a strong sense of connection and belonging to our schools, families and communities.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Catholic-graduation-expectations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneCatholic-graduation-expectations-0' aria-expanded='false' aria-controls='collapseOneCatholic-graduation-expectations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Catholic graduation expectations<\/h3><\/a><\/div><div id='collapseOneCatholic-graduation-expectations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneCatholic-graduation-expectations-0' data-parent='#accordion0'><div class='card-body'><p>Catholic graduation expectations (5a) A collaborative contributor who works effectively as an interdependent team member.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Kindergarten-four-frames-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneKindergarten-four-frames-0' aria-expanded='false' aria-controls='collapseOneKindergarten-four-frames-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Kindergarten four frames<\/h3><\/a><\/div><div id='collapseOneKindergarten-four-frames-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneKindergarten-four-frames-0' data-parent='#accordion0'><div class='card-body'><p>Self-regulation and well-being:\u00a0to develop relationships with others and their contributions as part of a group<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To teach students to actively listen to each other, which helps them feel valued and understood<\/p>\n","protected":false},"author":2,"featured_media":1872,"parent":308,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[70,34,38,42,130],"tags":[],"class_list":["post-912","page","type-page","status-publish","has-post-thumbnail","hentry","category-healthy-relationship-skills","category-intermediate","category-junior","category-primary","category-promote"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/pages\/912","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/comments?post=912"}],"version-history":[{"count":7,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/pages\/912\/revisions"}],"predecessor-version":[{"id":2819,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/pages\/912\/revisions\/2819"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/pages\/308"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/media\/1872"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/media?parent=912"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/categories?post=912"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/fw\/wp-json\/wp\/v2\/tags?post=912"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}