05:54 am
17 October 2017

Listening in the classroom

Throat afflictions have traditionally been a problem for teachers in general in my group, an evil that affects those who use it as their main working tool. I know several teachers have a class, and then another, and then another, the whole morning, and the same schedule repeats throughout the whole week.

Most educational models have their basis in what the teacher says or exposes to a group. So, it is key to speak in class, and not less important is its counterpart: to listen.

As you know, listening is the intentional and active way with which the act of hearing is carried out. Hearing is a sense that works, sort of speak, automatically, that we learn from the outside world without us wanting; but listening necessarily implies will, attention, and concentration on the part of the doer.

Hearing is not something that is learnt, it is there from the beginning, and the only difference seems to be the power of perception that can be between one person and another. Listening, however, is something that can be taught and learned.

Even though listening is one of the competence tools to develop at school, the truth is that it is one of the activities that gets the less time, basically for two reasons: the first, and most understood, is to assume that it is not necessary to teach the student to listen, as he already knows how to do it (confusing hearing with listening); the second, is because there is no information on how you can teach and learn to listen, or it is not known.

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