Listening On The Classroom By H. Douglas Brown And J. Lee

Chapter 4 was about Critical Thinking. First, it goes over the six stages of listening which are hearing, understanding, remembering, interpreting, evaluating, and responding. Then the book talks about how cultural differences affect listening. Then, the benefits of critical listening such as reduced stress, more learning, improved speaker-audience relationships, improved decision making, improved speaking, and a better society. The four types of listening are introduced which are listening for pleasure, to provide emotional support, to get information, and to make an evaluation. The chapter ends with ways to improve your listening behaviors.

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

The teacher was assessing the students speaking and listening standards skills. The way she set up the assessment was effective because she allowed the students to start the discussion and was the facilitator which only jumped in when needed to help move the discussion forward. I feel this was effective because if allows you to see what the students know, who is listening and making sure they are understanding the content.

Reflection: This artifact helps to prove my knowledge of this competency because, it incorporates many different forms of assessment. The students were required to listen critically to the music being played and had to come up with their own way to demonstrate the change in music. There was also many times that the teacher is to check for understanding by constantly asking questions

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

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.

For the speaking and listening section of the assessment, I conducted the interview with student 1. I also decided to incorporate a running record, and ask a few questions related to the text, which were an additional support enabling me to measure the girl’s listening and speaking language skills in great depth.

Classroom assessment involves the professional decision of the teacher to determine how to implement assessment, what should be assessed, and when should assessment occur. Teachers must be able to interpret each students’ unique learning abilities in ways that are credible, fair, and free from bias. Possible factors to consider when creating these multiple formats for assessments include gender, ethnicity, culture, socio-economic backgrounds, and special needs. Each and every student in the classroom should be give the same opportunity to display their strengths. And it is important for teachers to properly manage an assessment plan that will benefit students, as well as the teachers, in the classroom. Eventually, a well-constructed assessment plan will be able to contribute to the development of lifelong learners within the teacher and the students.

14. What is known about the development of listening skills? For example, what sort of listening skills are shown by the average 4-year-old children? Would they recognize that a message is ambiguous or problematic?

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

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

This paper evaluates the several main effective listening responses; prompting, questioning, paraphrasing, supportive, analyzing, advising, and judging. This paper also explains how they are applied in society, and how they can be used. The paper also goes over the definitions of these responses and when it is ideally appropriate to use said responses. We will also go over the importance of mindfulness. J. T. Wood (2014) says that the first step in finding an effective response is to be mindful. This paper explains the steps that are to be taken to have effective listening skills that will later bring you to having a response. Adia Lane (2012) suggests that we use the knowledge of knowing the other person's personal style. . We will also discuss

In deciding the career path to investigate, I chose Educational Counseling. This field was chosen due to the fact that I am currently pursuing a degree in Guidance and Counseling and have plans to be an elementary school counselor. I am passionate about helping others and feel that I am called to do so.

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.

Within my organization, the diagnostic assessment designed by the Department for Education and Skills is used with all learners. However, a major setback is that there is no assessment of speaking and listening. I have found it useful as there are direct links to curriculum areas for development. This helps to establish Individual learning Plans. Although as a group, there may be established learning goals, the diagnostic assessment facilitates the tutor’s ability to produce differentiating schemes of work and lesson plans which will take into account Size or number of things the student is expected to learn; Time allocated: It is expected that students who learn faster will need a shorter time to complete classroom activities; Level of support :the amount of personal assistance required; Output: all learners are not expected to give equal responses to instructions and Participation: All learners are not expected to be equally involved in a learning task. The objective is meet the Individual needs, aims and experiences of learners (LLUK,2007;Forlin and Lian ,2008)