educ 316c - 318 october 05, 2010 10:30-12:20 scarfe 204a october 05, 2010 10:30-12:20 scarfe 204a
TRANSCRIPT
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EDUC 316C - 318EDUC 316C - 318
October 05, 201010:30-12:20Scarfe 204A
October 05, 201010:30-12:20Scarfe 204A
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AgendaAgendaCollect completed ISS booklets Impassioned Reading ActivityCartoon analysisDiscussion of “Listening”Responsive listeningActive listeningHelping Triads
Collect completed ISS booklets Impassioned Reading ActivityCartoon analysisDiscussion of “Listening”Responsive listeningActive listeningHelping Triads
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Betty – Listening skillsBetty – Listening skills
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Betty – Listening SkillsBetty – Listening Skills
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Listening is observingListening is observingWhen listening, be aware of
your environment (try to remove or avoid or ignore distractions)
Listening is observing the non-verbal and verbal clues of the speaker
DISCUSS
When listening, be aware of your environment (try to remove or avoid or ignore distractions)
Listening is observing the non-verbal and verbal clues of the speaker
DISCUSS
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Responsive listentingResponsive listenting
Responsive listening is listening with a purpose - it is communicating with the speaker by responding to the speaker in an appropriate manner to encourage more depth in a conversation or dialogue.
Responsive listening in teaching is a skill that needs to be developed and practised.
DISCUSS.
Responsive listening is listening with a purpose - it is communicating with the speaker by responding to the speaker in an appropriate manner to encourage more depth in a conversation or dialogue.
Responsive listening in teaching is a skill that needs to be developed and practised.
DISCUSS.
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Non-verbal skills of responsive listeningNon-verbal skills of responsive listeningMake direct eye contactMaintain an open body postureLean forward slightlyUse a calm voice when respondingUse reinforcing head nods and/or
soundsUse an appropriate facial expressionDISCUSS
Make direct eye contactMaintain an open body postureLean forward slightlyUse a calm voice when respondingUse reinforcing head nods and/or
soundsUse an appropriate facial expressionDISCUSS
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Verbal skills of responsive listening
Verbal skills of responsive listening
Paraphrase content accuratelyAsk clarifying questionsClearly describe the situationIdentify common interestsUse jargon-free languageUse inclusive languageParaphrase feelings accurately (active
listening)DISCUSS
Paraphrase content accuratelyAsk clarifying questionsClearly describe the situationIdentify common interestsUse jargon-free languageUse inclusive languageParaphrase feelings accurately (active
listening)DISCUSS
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Active Listening Active Listening Thomas Gordon, author of Teacher Effectiveness Training, is the leading
proponent of active listening (i.e., listening for emotions).
Sender has Receiver active anxiety. listens; senses
worry. “Are we having“You’re worried about a test soon?” getting a test soon.”
Example of exchange from text - p. 105.
Thomas Gordon, author of Teacher Effectiveness Training, is the leading
proponent of active listening (i.e., listening for emotions).
Sender has Receiver active anxiety. listens; senses
worry. “Are we having“You’re worried about a test soon?” getting a test soon.”
Example of exchange from text - p. 105.
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Helping TriadsHelping TriadsPerson A: initiates a conversation
about a chosen scenario
Person B: active and responsive listens
Person C: listens, observes, gives feedback
Repeat the process by rotating roles.
Person A: initiates a conversation about a chosen scenario
Person B: active and responsive listens
Person C: listens, observes, gives feedback
Repeat the process by rotating roles.
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Scenario # 1Scenario # 11. A student objects to a teacher using the
term “broken home.”2. A parent is surprised when a teacher says
“Oh, you don’t work.”3. A new Principal, working in a
multicultural, multi-religious and multilingual school, uses the terms “surname” and “Christian name” several times when referring to a form at an organizational meeting.
4. At a school basketball game, a young teacher sits near a parent who yells obscenities at the referee.
1. A student objects to a teacher using the term “broken home.”
2. A parent is surprised when a teacher says “Oh, you don’t work.”
3. A new Principal, working in a multicultural, multi-religious and multilingual school, uses the terms “surname” and “Christian name” several times when referring to a form at an organizational meeting.
4. At a school basketball game, a young teacher sits near a parent who yells obscenities at the referee.
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Scenario # 2
Scenario # 2
1. A guest speaker comes to a staff meeting and begins a presentation with several “sexist” jokes.
2. An experienced teacher meets a new teacher named Natalie Nakatsuru, and exclaims “Oh, you’re not Japanese.”
3. A teacher overhears students announcing that a fight between two students will occur on the neighbouring churchyard after school.
4. The school nurse speaks with a teacher about a student in attendance in the teacher’s class, whose father has just passed away.
1. A guest speaker comes to a staff meeting and begins a presentation with several “sexist” jokes.
2. An experienced teacher meets a new teacher named Natalie Nakatsuru, and exclaims “Oh, you’re not Japanese.”
3. A teacher overhears students announcing that a fight between two students will occur on the neighbouring churchyard after school.
4. The school nurse speaks with a teacher about a student in attendance in the teacher’s class, whose father has just passed away.
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Scenario # 3
Scenario # 3
1. A teacher responds to a student who refuses to take part in a pre-assigned small group activity.
2. A parent refuses to speak to a young teacher candidate from UBC and loudly demands to speak with the Principal.
3. A new teacher wearing a turban is asked by an older staff member: “Are you a Sikh? Where were you born in India? How long have you been here?” The new teacher is a 3rd generation Canadian.
4. A student denies cheating on a quiz even though the teacher saw the incident first hand.
1. A teacher responds to a student who refuses to take part in a pre-assigned small group activity.
2. A parent refuses to speak to a young teacher candidate from UBC and loudly demands to speak with the Principal.
3. A new teacher wearing a turban is asked by an older staff member: “Are you a Sikh? Where were you born in India? How long have you been here?” The new teacher is a 3rd generation Canadian.
4. A student denies cheating on a quiz even though the teacher saw the incident first hand.
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Debriefing of Helping Triads
Debriefing of Helping Triads
1. Which scenario did you choose? Why?2. Was responsive listening used? How?3. Was active listening used? How?4. Was a meaningful dialogue or
conversation created? Why or why not?
1. Which scenario did you choose? Why?2. Was responsive listening used? How?3. Was active listening used? How?4. Was a meaningful dialogue or
conversation created? Why or why not?
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Odds ‘n EndsOdds ‘n Ends
E-Portfolio checkpoint on Oct. 12th
Micro-Teaching topics to be submitted on Oct. 14th
Micro-Teaching presentation schedule to be determined on Oct. 14th
‘Students with Diverse Needs’ group mini-presentation schedule to be determined on Oct. 14th
E-Portfolio checkpoint on Oct. 12th
Micro-Teaching topics to be submitted on Oct. 14th
Micro-Teaching presentation schedule to be determined on Oct. 14th
‘Students with Diverse Needs’ group mini-presentation schedule to be determined on Oct. 14th