Chapter 59: Active Listening
Erika Torgeson
You listen to others in many situations: to interact with friends, to get instructions for a task, or to learn new material. There are two general types of listening situations: where you will be able to interact freely with the speaker (everyday conversations, small discussion classes, work meetings) and where interaction is limited (lectures, podcasts, vlogs). In interactive situations, you should apply the basic principles of active listening. These are not hard concepts to understand, but they are hard to implement and require practice to use them effectively.
Pin It! Principles of Active Listening
- Focus on what is being said. Give the speaker your undivided attention. Clear your mind of anything else. Do not prejudge. You want to understand what the person is saying; you do not need to agree with it.
- Repeat what you just heard. Confirm with the speaker that what you heard is what he or she said.
- Ask the speaker to expand or clarify. If you are unsure you understand, ask questions; do not assume.
- Look for nonverbal signals as well as the words used. Nonverbal messages come from facial expressions, body positioning, arm gestures, and tone of voice. Confirm these body language messages just as you would verbal messages by saying, for example, “You seem very excited about this idea.”
- Listen for requests. A speaker will often hide a request as a statement of a problem. If a friend says, “I hate math!” this may mean, “Can you help me figure out a solution to this problem?”
Activity 59.1 Listening With Your Whole Body
*Take out a piece of paper and create two columns – a left and right column*
Think of a person you consider an excellent listener. Picture that person clearly in your mind. Focus on what they do, not what they are saying. Describe what actions and postures they use to show how they are listening. Put this list on the left-hand side of the page.
Think of a person you consider a poor listener. Picture that person clearly in your mind. Focus on what they do, not what they are saying. Describe what actions and postures they use to show they are not listening. Put this list on the right-hand side of the page.
Now compare these lists with your own behavior. How many of the body language signals from each side do you think you exhibit? How can you add more of the left column’s attitudes and actions to your own behaviors? How can you control those behaviors you recognize in yourself from the right column?
Listening in a classroom or lecture hall to learn can be challenging because you are limited by how – and how much – you can interact with an instructor during the class. The following strategies help make listening at lectures more effective and learning more fun:
- Get your mind in the right space. Prepare yourself mentally to receive the information the speaker is presenting by following the previous prep questions and by doing your assignments (instructors build upon work presented earlier).
- Get yourself in the right space. Sit toward the front of the room where you can make eye contact with the instructor easily. Most instructors read the body language of the students in the front rows to gauge how they are doing and if they are losing the class. Instructors also believe students who sit near the front of the room take their subject more seriously and are more willing to give them help when needed or to give them the benefit of the doubt when making a judgment call while assigning grades.
- Focus on what is being said. Eliminate distractions. Turn your cell phone off and pack it away in your backpack. If you are using your laptop for notes, close all applications except the one that you use to take notes. Clear your mind and keep quiet. Listen for new ideas. Think like an investigative reporter: you don’t just want to accept what is being said passively—you want to question the material and be convinced that it makes sense.
- Look for signals. Each instructor has a different way of telling you what is important. Some will repeat or paraphrase an idea; others will raise (or lower) their voices; still others will write related words on the board. Learn what signals your instructors tend to use and be on the lookout for them. When they use that tactic, the idea they are presenting needs to go in your notes and in your mind—and don’t be surprised if it appears on a test or quiz!
- Listen for what is not being said. If an instructor doesn’t cover a subject, or covers it only minimally, this signals that that material is not as important as other ideas covered in greater length.
- Sort the information. Decide what is important and what is not, what is clear and what is confusing, and what is new material and what is review. This mental organizing will help you remember the information, take better notes, and ask better questions.
- Take notes. We cover taking notes in much greater detail later in this chapter, but for now think about how taking notes can help recall what your instructor said and how notes can help you organize your thoughts for asking questions.
- Ask questions. Asking questions is one of the most important things you can do in class. Most obviously it allows you to clear up any doubts you may have about the material, but it also helps you take ownership of (and therefore remember) the material. Good questions often help instructors expand upon their ideas and make the material more relevant to students. Thinking through the material critically in order to prepare your questions helps you organize your new knowledge and sort it into mental categories that will help you remember it.
Licenses and Attributions:
Original content: CC BY Attribution:
Introduction to College and Strategies for Success – An Open Educational Resource Publication by College of the Canyons. 3.3 Active Listening. Access for free at: https://docs.google.com/document/d/1NHDA1m6eGnbpG9o4u1DSs0rE_xw6bbmr/edit
Torgeson, E. (2020). Active Listening. In Introduction to College and Strategies for Success. College of the Canyons.
Modifications: Activity renumbered.