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Bodies from the Ice: Melting Glaciers & the Recovery of the Past

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Listening

 

   

 

Shortly after any term begins, some students start to fantasize about an invention they'd love to have: the Remote Control Teacher Zapper.

Is the class too boring? Press Fast Search and speed through the boring parts. 
Is the instructor talking too softly? Increase the volume control.
Is the class too hard? Press the pause button while you get help.
Is the instructor annoying?  Change the channel and find another one.

Many of my students have wished for such a magic device.  And even I have to admit that, if such a device had been around when I was a freshman enrolled in a killer psychology course, I might have bought one myself.

Of course, there are no "magic" answers to help you face these problems, but I can make two simple suggestions that will allow you to handle these and other classroom problems: 

Listen Well and Take Notes  

Listening Well  

Once you've adjusted to the idea that school requires a certain amount of work--no matter how good or bad the instructors, no matter how interesting or boring the classes, no matter how difficult or easy the subjects--you're ready to learn how to listen.

Although listening and hearing are related, listening goes way beyond the mechanical process of actually hearing sounds.  You may find it easier to think of listening as "Hearing--with Attitude."  That is, listening has as much to do with being ready to listen as it does listening.

To listen well in class, you must be prepared.  This means that you should: 

1. Read your assignments before coming to class. And once you're in the classroom or waiting for the classroom to be free, skim through your notes--both from the previous lecture and from the current reading assignment.  Or if you prefer, talk to some of your classmates about the reading assignment.  Can you listen well if you don't know what the professor (and the class) will be discussing?

Q.  WHAT DO YOU DO IF THE CLASS IS TOO HARD?          

A.  MAKE SURE YOU HAVE PREPARED YOURSELF THOROUGHLY FOR, THEN LISTEN AND TAKE NOTES.

2. Find a seat where you can listen well. Can you listen well if you sit by the door (people coming in or leaving), by the window (outside noises), in the back of the room (too distant), in the front of the room (too much pressure)?  Can you listen well if you sit next to talkative or distracting students?

 

Q. WHAT DO YOU DO IF YOUR INSTRUCTOR IS TALKING TOO SOFTLY?

A. MAKE SURE YOU SIT CLOSER TO THE FRONT OF THE ROOM, THEN LISTEN AND TAKE NOTES.

3. Go to work as soon as the teacher begins class. By that, I mean, act like a professional who has a job (as a student).  Leave your personal feelings and judgments at home. Don't critique the class or the teacher; don't give in to distractions or annoyances. Don't develop a bad attitude that will only prevent you from reaching your goal. Every teacher isn't wonderful and every class won't be memorable.  But your goal is to graduate from college (not to take classes from teachers you like).

Of course, the best way to act like a professional and "go to work" is to take notes.

Q.  WHAT DO YOU DO IF THE INSTRUCTOR IS ANNOYING OR THE CLASS IS TOO BORING?

A.  LISTEN ANYWAY AND TAKE NOTES. 

   

Practice 1

Select one of your classes this semester and perform this Listening Self-check.  For each of the following steps, monitor your actions and attitudes for one session.

COURSE: __________________________   DATE: _________

1. Reading the assignment. 

Did you read the assignment?  Did you make notes and write down questions before going to class?  Did you spend a few minutes reviewing the topic before class began?  Did you discuss the assignment with your classmates?  If so, did your preparation help you listen to the lecture? If not, did you find it difficult to listen?

 2. Selecting the best seat.

Did you arrive early? Where did you sit? Do you think that was the best place for you? Why or why not?

3. Going to work. 

Did your brain stay alert and active during the lecture?  Did your attention wander from time to time?  Did you catch yourself hearing instead of listening? If so, when did these lapses occur?  What did you do to put yourself back on track? Did you have any negative feelings about the course or the instructor?  If so, were you able to put these aside and concentrate on the content of the lecture? How did you accomplish this?

4. Overall listening performance.

How well did you succeed in listening?  Discuss the problems you encountered and the successes you achieved.  Propose suggestions to improve your listening ability.

 

 

 

Unless otherwise noted, all contents ŠJames M. Deem, 1988-2008. 

For permission to quote from or reproduce this material, please contact James M. Deem.

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