Significance Of Listening Skills

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.

Thus, it is essential for students to understand the language they are exposed to and respond appropriately so that they can become competent users of that particular language. Seferoglu and Uzakgöre (2004) cited in Tavil (2010) indicate that listening is an interactive process. The listener does not always just listen to, but he or she also reacts to the speaker or asks questions for clarification. The most essential issue for the students should be to understand what they are listening to and be able to give appropriate responses orally. This aim clarifies the integration of

Turner (2009) mentioned that ‘Listening is used at least three times as much as speaking and at least four times as much as reading and writing. Listening is an essential skill

Among the all skills listening is different between hearing and listening” (Sunita, Mishra & C.Murali krishna, 2006).

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

It's highly unlikely, regardless of how good you are as a key account manager, that you will never face the prospect of an unhappy customer in one of your key accounts. Issues happen. There are always aspects that are out of your personal control, so being prepared to deal with one of your key customer's unhappiness ahead of time is well advised. In the heat of the moment is not when you want to strategically try to come up with a plan to diffuse your customer as quickly as possible.

This semester I learned it is my job as the practitioner to listen to the clients tell their story, rather than try to be the person to solve their problems.

This course has taught me that one shouldn’t expect one approach to work on every client. In addition, I learned that having patience is very important, and responding to clients is second to listening. My field experience has also helped me reflect on myself, because I thought starting a conversation with a client would be easy, but it has been challenging. There aren’t a lot of things I could find as a good conversation starter, I have been doing better than my first day but it is something I will continue to work on. Since the beginning of this course and fieldwork, I haven’t changed a lot, I still carry the same values. One thing that has changed, are my listening skills; in this class and in my fieldwork, I learned that instead of responding,

Listening is a skill that is not regularly taught in schools. Therefore, I found that analyzing my listening skills taught me a lot about myself that I did not know before. I kept track of my self-talk and inner voice, did a seven day mental review, did the HURIER listening profile, and assessed how I listened in different social situations and listening contexts and what listening contexts I experienced the most. I also learned about my strengths as a listener being understanding and interpreting. My weaknesses were hearing and remembering. Additionally, I created some listening goals that I would like to accomplish this term.

A conundrum about teachers’ attitudes towards students as listeners is that although most teachers assume students come to school knowing how to listen, those same teachers agree that students need to learn more about listening since it is a skill crucial for learning. Four types of listening have been distinguished according to an individual’s purpose for listening. Those types are: discriminative listening, aesthetic listening, efferent listening, and critical listening. From early years, students take part in discriminative and aesthetic listening, as these types of listening create the early groundwork for learning to read. Students engage in efferent listening when they begin to understand that they listen to learn specific information

Most of my experience in trying to quickly establish a helping relationship of mutual trust and respect is with people in the middle of a traumatic event. I always remain calm and keep a level voice, I want them to feel like they are being treated in a warm and friendly manner. I normally use active listening skills in order to convey respect for the individual and make them feel like their problem is important and a priority. Especially when helping someone in a panic state, using repetitive persistence has been very beneficial. In that, I will repeat as many times as needed, “I need you to tell me what you need so we can help you (or a family/friend that may be in distress),” to get the person to focus on the situation and let them know

The theories of counselling, listening skills sessions, offered the opportunity to learn and exercise the practical application of listening skills. Such skills involved actively listening to the speaker and asking forth bringing questions. The knowledge attained throughout the theories of counselling module, was applied in these practical sessions. Even though the students in these listening skills sessions were supposed to work in mock therapeutic session, it was made clear that these exercises did not provide the necessary training for the students to become professional counsellors. Nevertheless this does not mean that these practices were not helpful. We were provided the possibility to gain a better and newer understanding of the

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.

Listening, which is simply the understanding of the spoken language, is another vital part of language arts (Roe & Ross, 2006). This skill is a receptive skill and is quite often not given enough attention in a classroom setting

In the classroom where formal learning takes place, learners are engaged in a lot of listening and speaking activities. The quality of listening and speaking activities affects the quality of learners’ communication competence. This somehow affects succeeding tasks that are dependent on the speaking and listening skills. A teacher may favor more activities on reading, writing and listening skills to reduce the classroom noise but it is equally vital to provide speaking activities as the development of the speaking skill is invaluable in the everyday interactions with people and eventually in the workplace.