Active Listening in the Classroom
This week return to pedagogy, and consider how to foster dynamic discussion in the classroom. When thoughtfully applied, our suggestions have the ability to enhance classrooms filled with students of all ages. No matter what their age or ability, we hope that students participate in classroom discussions. In order to prompt further responses, students need to be shown that you are engaged with their points. After all, nobody likes to feel they are conversing with someone who is simply nodding or waiting for their turn to speak.
This can be done in a number of ways. Ask a student why they made a particular response, or encourage them to provide evidence or an example to support their perspective. Clarification from the student may be required. If a student is struggling to accomplish this task, paraphrase their point or invite another student to do so. You can refer to your own experience in order to help build rapport in this context. However, this approach should ideally be kept to a minimum. It is unwise to reveal too much personal information in a professional context, and students have not come to class to listen to the tutor’s anecdotes. Students should also be encouraged to provide the kind of responses suggested above without your prompting.
Responding to an answer you consider “incorrect” is a little trickier. You need to make it clear that you don’t agree with the student, but you also don’t want to dissuade them from further participation. You need to acknowledge the student’s response without allowing other students to think you support that response. You might encourage the rest of the class to take up the topic, allowing them to do the critical analysis for you. If pressed, and you find yourself giving air-time to a position you find difficult (perhaps even distasteful), this doesn’t mean you can’t come back to this point at a later date. Revisiting a topic can be seen as a compliment to the student and allows you to subtextually include your own position. One way to do this might be to suggest additional readings on a topic. Students should expect to learn about perspectives other than their own. These moments of intellectual tension should be welcomed. Your task is to create the safe environment in which these tricky topics can be explored.
Some responses are always in appropriate. Never response to a student with sarcasm or a comment that might ridicule. Don’t interrupt students – give them time and space to complete their thoughts. Try to respond positively to each comment, if only to rephrase. If you feel you need to criticise, parse this criticism, or redirect it to another student – students are often more than capable of offering critique. Lastly, avoid responding routinely with evaluation. Instead, consider follow-up questions that push students further.
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