Mary El Daher - CDPE 7002 - Active Listening
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School
Loyalist College *
*We aren’t endorsed by this school
Course
7000
Subject
English
Date
Dec 6, 2023
Type
Pages
4
Uploaded by DeanDiscoveryKudu12
Name:
Mary El Daher
Student #:
500166167
Course code:
CDPE 7002
Facilitator:
Tracey Wells
Course Name:
School Age Environment Placement
Assessment Title:
Reflective Journal
–
Active Listening
Date of submission:
March 18
th
, 2022
Active listening is an important skill that teachers use to help them establish meaningful
relationships with children in their classroom and their parents. The web of family and
community is the child’s anchor for early development
(ELECT)
and as an educator it is crucial
that I actively listen to families who are the first and most powerful influence on their children’s
early learning and development
(ELECT)
. When teachers actively listen to the children in their
care the students feel valued and accepted as a part of the classroom thus become more
motivated to learn.
As an educator, I model active listening through the following steps:
1-
Give full attention to the child
2-
Listen and pay attention to the tone of voice and spoken words
3-
Make eye contact and stop other things I am doing
4-
Get down to the child’s level
5-
Acknowledge that I am listening either by repeating back what was said or nodding
Active listening can help solve problems instead of tempting to brush them off. This makes it
more likely that the student talk to me about their problems once they feel acknowledged.
In the primary classroom at the IBI Behavioral Services the students age range between 6 to 9
years old. They are children with disabilities and working with them requires lots of active
listening to defuse situations all day long as you can hear a child saying “I hate
child B
” for
instance. It is important at that moment to listen and understand why
child A
said that about
his/her friend
child B.
Working with children with disabilities, I know that it is sometimes hard
for them to express their emotions and might need lots of effort to do so. Thus, I would ask
child
A
if he/she feels angry or sad to help him/her identify how they feel. Then I would ask why they
feel that way.
Child A
would simply say that
child B
stepped on his toy. Next, I would
encourage
child A
to go to
child B
and tell him/her how they feel and why. Later after child A
expresses how he/she feels to
child B
we help
child B
to say sorry.
I have always found identifying feelings fundamental as it lets the child know that they are
respected and valued for who they are. We let them know that they are unique individuals and
contributors to their classroom environment. When practicing active listening as the children
express their feelings instead of absorbing their anger or sadness leads to a healthy environment
that promotes the child’s well
-being as the children feel that they are accepted members of an
inclusive environment. Being a responsive ed
ucator, acknowledging my student’s feelings and
actively listening to them plays an important role in supporting children’s learning, development,
health and well-being
(How Does Learning Happen).
However active listening requires lots of time and as an educator I need to be able to find a
private place away from noise to make eye contact and listen to the child by giving them my
undivided attention. I should be open, accepting and respectful. It is necessary that I be
nonjudgmental and pay attention for non-verbal clues. I should make sure my facial expression
and body language matches what the child is saying then restate what the child said in my own
words.
Active listening takes lots of practice and educators while practicing active listening they can
help students cope with their problems and emotions and enhances the relationship between
students and teachers and makes a meaningful difference
in a student’s life.
Teachers have the
ability to make this meaningful difference when they are active listeners and give the student the
opportunity to share their feelings, thoughts, concerns and hopes.
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References:
Centers for Disease Control and Prevention. (2019, November 5).
Active listening
. Centers for
Disease Control and Prevention. Retrieved March 12, 2022, from
https://www.cdc.gov/parents/essentials/communication/activelistening.html
Educator`s guide to active listening by Leah Davies, m.ed.
Parent, teacher, counselor help with
children: books, DVDs, songs, game, curriculum. (n.d.). Retrieved March 12, 2022, from
http://www.kellybear.com/TeacherArticles/TeacherTip57.html
Early learning for every child today
. (n.d.). Retrieved March 10, 2022, from
https://betterbeginningssudbury.ca/wp-content/uploads/2015/09/continuum.pdf
How does learning happen? - premier of ontario
. (n.d.). Retrieved March 10, 2022, from
https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf