Listening Goals For College Students

One goal I have set for next year as a sophomore is to improve my skills of listening. As an alive listener, listening is a skill that is important for any academic class. Although I consider myself a decent listener I still do not believe I have become a very good one yet. Some aspects of being an alive student were seen in the books we read this year. One such character who is a model alive listener is Friar Lawrence from Romeo and Juliet.

I have always been told that am not very good at listening, therefore, I choose the skill of listening as a means of evaluating myself and observing how this skill is used by me and towards others whom I have contact with. During this process I decided to take the Self-Assessment 8.3: Active Listening Skills Inventory offered on the website http://highered.mheducation.com.

If you do not pay attention during class you will not succeed. I had a few experiences in my past classes when I would daydream during class and then when I have to do classwork or homework I would not know how to do it. Also, there has been times when I just start having conversations with my friends instead of listening. Therefore, when the teacher calls on me, I do not know the answer to the question because I was not paying attention. I have also noticed in

Listening skill is a vital skill that everyone must obtain in order to succeed in any career field. According to Elmhost (2013), “Talking instead of listening can lead professionals to miss important information. One analysis of physician–patient interviews revealed that the more doctors talked, the more they got off track and failed to address concerns raised by the patients.” (p.61). All the listening styles in the textbook are all valuable and all of them are essential for developing and improving listening ability. There two types of listening styles that are very functional at a working environment which are critical listening and task-oriented listening and most people are using these styles every day at work. Critical listening is when

They don’t pay attention on lectures. For examples, they may play their phones, fall into asleep, or chatting with classmates.

Define “hearing.” 3 points. Hearing is the body’s physical process of decoding sounds when they trike an eardrum.

To improve my listening skills I personally need to focus on avoiding the thought of I know what is going to happen. I also need to control my thoughts. In the book it states we must identify poor habits such as interrupting and tuning out. Also we must strive for mindful listening. Mindful listening is the desire to get the whole message and eliminating noisy barriers. The last part of mindful listening is to place your agenda lower on the priority list than the

Ever since you were little, you probably knew what you wanted to be when you get older. You had your mind set on one job you loved. Up until eighth grade I had always only had one job in mind and was positive I wanted to do it. When Mrs. Pennington showed us cfnc.org, it opened up so many different possibilities and it made me realize there were many different opportunities than just what I had thought.

When students are not being motivated in class it can cause them to be disruptive and uninvolved. Keeping students involved and engaged in activities is the best solution to this problem. I would put the students in groups to discuss and analyze information and create activities that relate to the curriculum to help the students stay involved in their studies. I believe that this kind of educating would create a challenging yet fun environment to learn

Find ways to keep your focus on the teacher and the subject at hand. Take notes. Represent the information you are hearing as diagrams. Get involved in what the class is

This school year I have several things to consider so that I can gain the most out of this school year, and be prepared for any college classes I will take next year and in the following years. I have numerous academic goals for this class and high school as a whole that I need to accomplish this year that will require a great amount of effort. There are also many things that I do outside of school that consumes a significant amount of time. When thinking about how I will undertake everything that needs done this year, I must take into consideration my activities inside and outside of school and if I can perform both but not sacrifice in either area.

Listening is more complex, and it encourages one to analyze and think about an idea, rather than to simply accept it (or “hear” it). Hearing is a skill that is beneficial for every aspect of life. As long as we have our ability to hear, we will always perceive different sounds, music, and voices. Listening, however, is beneficial to us in specific instances. It is important for us to attain good listening skills in education, the work force, and in our relationships with others in order to succeed. Good listening in education will bring about confident participation in class discussions; good listening in the workplace will lead to cooperation and good teamwork among colleagues; good listening in relationships is healthy and positive, for it is important to hear what an individual has to say in order to know how they feel.

One of the key concepts discussed in this paper is the very important skill of listening. There are many potential obstacles with learning to listen well; some have to do with the listener and some with the lecturer. The fact that you are able to hear does not necessarily mean you are able to actively listen. Listening is a thinking activity and just like writing it can be improved with practice. The purpose of attending lectures during your university career is to understand and record this understanding for future use. Focusing on what you are thinking, analyzing and questioning what is being instructed by the lecturer and furthermore, learning the presenter’s style of teaching can assist you to actively listen.

Before Golen’s study, no studies determined factors of barriers to effective listening, but many studies showed factors or groups of similar listening behaviors. A study of 127 college students, done by Barker, Watson, and Kibler (1984) found that delivery, credibility, speaker’s voice, interestingness, understandability, and clarity were used to determine speaker effectiveness by listeners.

An additional way that educators can make the class stimulating while maintaining student interest is to include voice fluctuations and floor coverage in their lectures. We have all experienced those teachers who never change their voice or their position on the floor during the course of an hour. These monotone voices and stand still positions are almost hypnotizing; students get sluggish and drop curiosity fast. My ideal teacher would use their voice to expand and carry on the students’ attention for the whole hour.