| Many students feel that listening is merely hearing. | | | | the further it is from its source. Add to that |
| But as many of us know, merely letting words | | | | normal classroom noises, outside noises, fans and |
| pour into our ears is not listening. Yet, listening is | | | | air conditioning units, heaters, etc., and the |
| the most used technique of learning. | | | | chances of hearing the entire lecture properly |
| To assist you in becoming a better listener, you | | | | decreases. |
| should consider a set of rules called LISAN. The | | | | Second, retain eye contact. The eyes can add a |
| letters of this mnemonic device stand for the key | | | | lot to the story. A teacher can tell whether you're |
| words in five rules for successful listening: | | | | "getting it" or not simply by looking at you, |
| Lead, don't follow--Anticipate what's going to be | | | | especially, your eyes. And, it is quite difficult to fall |
| said | | | | asleep when looking someone directly in the eyes, |
| Ideas? Look for them | | | | so your ability to concentrate should increase! |
| Signals--Watch for them | | | | Third, let the teacher know you are listening. Ask |
| Active, not passive involvement | | | | and answer questions to nodding in understanding |
| Notes--Take them and then organize them | | | | or smiling appropriately at your instructor's |
| The first letter in LISAN reminds you to LEAD | | | | attempts at humor. |
| instead of following. Leading involves two steps: | | | | Fourth, ask questions for active listening. |
| First, read chapter assignments before your class. | | | | Fifth, resist distractions. Keep reminding yourself |
| If you read before you hear the lecture you will | | | | that you are listening to someone else. Keep your |
| be more alert to important ideas, names and | | | | brain focused and fill in what you think they mean. |
| words. You will anticipate them. | | | | Six, use thought speed. Your mind works much |
| Secondly, think up questions to keep yourself in | | | | faster than the speaker can talk; some studies |
| the forefront . These are not questions that you | | | | report that the rate of the brain is almost 4 |
| ask your teacher, but ones around which you will | | | | times that of regular speech, which often explains |
| plan your listening. | | | | why daydreaming during a lecture occurs so |
| The I in LISAN tells you to look for the | | | | often. Anticipate and sum up what has been said. |
| IMPORTANT ideas. Many professors will introduce | | | | Anticipate where the instructor is going with the |
| a couple new ideas and provide explanation, | | | | lecture. |
| examples and additional support for them. Your | | | | Seven, fight back against distractions. If |
| task is to identify the main ideas. The professor | | | | necessary, sit apart from friends or other |
| may come back to the similar couple of ideas | | | | classmates that might distract you. Do not sit at |
| again and again. Being aware of them beforehand | | | | the back of the room or near the door; hallway |
| will help you to "listen". | | | | noises and noises from other classrooms are |
| The S in LISAN reminds you to listen for the | | | | more common at these points. |
| SIGNAL words. A good speaker uses signals to | | | | The N is LISAN reminds you to take NOTES. In |
| relay what he is going to say. Common signs that | | | | everyday conversation we mentally interpret, |
| these are coming up are: | | | | classify, and summarize what is said. In classroom |
| To introduce an example: "for example" "Thereare | | | | learning, we do this more effectively by keeping |
| five reasons why...." | | | | written notes. Taking notes helps us to "hear" by |
| To signal support material: "Forinstance...." | | | | providing organization to what we are hearing. It is |
| "Similarly...." "Incontrast...." "On the other hand..." | | | | quite difficult to listen to and remember |
| To signal a summary orconclusion: "Therefore..." | | | | unorganized and unrelated bits of information. |
| "Inconclusion...." "Finally...." "As aresult...." | | | | One, if you heard someone shout out "nd, tckl, |
| To signal importance: "Now this is veryimportant...." | | | | grd, cntr, hlf bk, fl bk, qrtr bk" you would find it |
| "Remember that...." | | | | tricky to listen and remember it. |
| The A in LISAN reminds you to be an ACTIVE | | | | Two, staying organized is the key to effective |
| listener. Listening is not just soaking up sound. To | | | | listening and remembering. The above letters are |
| be an effective listener, you need to be active | | | | the names of player positions on a football team |
| and not passive. This can be done in a couple or | | | | with the vowels omitted. |
| ways: | | | | Third note taking is the way you find the |
| First, use the situation in the classroom for active | | | | orderliness. Good note taking means "getting" the |
| listening. Sit close enough (front 1/3 of the room, | | | | underlying structure of what is heard, discovering |
| near center) to see and hear the teacher as well | | | | the skeleton of ideas on which the professor has |
| as be seen and heard by him. Remember, the | | | | built his lesson. |
| further away you are from the teacher, the | | | | Fourth and finally, good note taking is eighty |
| greater the chance of not being able to hear | | | | percent listening and twenty percent writing, so |
| everything correctly. An empty room is easy to | | | | don't ever worry about your penmanship or |
| hear sounds in, but when that room is filled with | | | | writing getting in the way of listening. |
| others, sound tends to get "consumed" and lost | | | | |