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Alternative Teaching Techniques For Low Achieving Students Teaching Listening Skills To The Inattentive Student
Alternative Teaching Techniques For Low Achieving Students Teaching Listening Skills To The Inattentive Student
Carmen Y. Reyes The Psycho-Educational Teacher https://www.smashwords.com/profile/view/thepsychoeducationalteacher Teaching Methods for Disruptive Students http://www.scribd.com/my_document_collections/2670165 Alternative Teaching Techniques for Low Achieving Students http://www.scribd.com/my_document_collections/2676769 How hildren Learn http://www.scribd.com/my_document_collections/2776296 !log http://thepsychoeducationalteacher.blo spot.com/ "ace#oo$ http://www.faceboo!.com/profile.php"id#100000$%7&5$629 Twitter http://twitter.com/psychoeducation
'enerally(spea!in )(all(students(benefit(when(they(understand(that(hearin (and(listenin (are(two( different(behaviors)(and(that)(li!e(readin (or(spellin )(* ood(listenin +(is(an(academic(s!ill(that( they(can(learn.(,tudents(also(need(to(be(aware(of(how(poor(listenin (behavior(ne atively(affects( their(learnin .(-nattentive(students(in(particular(benefit(from(a(scaffolded(or(supportive(approach(
coupled(with(the(e.plicit(teachin (of(strate ies(to(become(better(listeners.(,ome(thin s(that( teachers(can(do(to(help(the(inattentive(student(are: Help the Student Pay Attention to Specific Auditory Information or Key Words /ou(can(scaffold(this(s!ill(by(sli htly(e.a eratin (and/or(chan in (your(voice0s(inflection( 1pitch(or(tone2(when(you(are(presentin (!ey(auditory(information.( /ou(can(sli htly(increase(and/or(chan e(the(volume(of(your(voice(1spea!in (rate2. Help the Student Distinguish the Most Important Information from what is Less Important 3hen(you(first(introduce(a(concept)(present(the(new(information(slower(than(you(would(do(when( spea!in (about(familiar(concepts.( 4ocus(on(the(essential(information.(5liminate(the(information(that(is(not(relevant)(or(that(the( student(does(not(need(to(be(able(to(understand(the(new(material(or(concept. 6ecide(what(you(want(the(student(to(learn(from(the(lesson)(and(tell(the(child(e.actly(what(you( e.pect(her(to(remember. 6irectly(tell(the(child(which(points(are(important.(4or(e.ample)(say)(*7hese(are(the(three(points( you(need(to(remember8+ 9resent(the(information(in(a(way(that(hi hli hts(what(is(important)(that(is)(what(the(student(must( pay(attention(to. 7each(the(student(to(prioriti:e(1e. .(listin 2(the(more(important(information(from(what(is(less( important. 7o(help(the(student(focus)(use(verbal cues(to(alert(the(child(that(you(are( oin (to(say(somethin ( important.(4or(e.ample)(you(can(say)(*7his(will(be(on(the(test+(or(*;istenin (now.(7his(is( important.+ <erbally(or ani:e(the(information)(e. .(*4irst8(second8(and(now(the(most(important(point8+ Divide Parts omple! Auditory Material into Smaller" More Managea#le
Aut(the(lesson(in(half.(4or(e.ample)(rather(than(discussin (the(seven(maBor(reli ions(in(a(sin le( lesson)(split(into(four(and(three)(presented(in(separate(lessons. 9resent(the(oral(information(reduced(into(chun!s.(5.amples: 3hat(did(the(character)(Cnna)(say(that(disappointed(?rian:(_____(or(_____" Aan(you(fi ure(out(who(bro!e('rammy0s(window:(_____)(_____)(or(_____"(Dow(do(you( !now"
7he(main(idea(of(this(article(is(_____)(_____)(or(_____.
7he(student(can(reduce(the(amount(of(information(she(needs(to(remember(by(or ani:in (the( information(into(cate ories.(4or(e.ample)(oran e)(apple)(celery)(banana)(carrot)(pineapple)( spinach)(and(beet(are(easier(to(remember(if(the(student(cate ori:es(the(list(as(four(fruits(1oran e)( apple)(banana)(and(pineapple2(and(four(ve etables(1celery)(carrot)(spinach)(and(beet2. 7o(help(maintain(focus)(e.plicitly(transition(the(student(from(one(tas!(or(topic(to(the(ne.t.(,ay)( *E!ay)(we(are(done(with(_____.(Fow(we(are(movin (to(_____.+ Directly Spea$ with the Student a#out the S$ill of Active Listening Ga!e(students(aware(of(poor(listenin (behaviors(that(inhibit(learnin )(e. .(fid etin )(bein ( distracted(by(other(noises(or(si hts)(fa!in (listenin (by(simply(starin (at(the(boo!)(or( daydreamin .( Ga!e(sure(your(students(understand(that(listenin (is(an(active(and(purposeful(process.(Cctive( listenin (has(a( oal(or(intention(for(listenin )(pays(attention(to(main(ideas)(pays(attention(to( details)(follows(the(seHuence(of(the(spea!er0s(ideas)(and(pays(attention(to(transitional(or(si nal( words.( %ive your Students Strategies for Active Listening ,ome(strate ies(that(you(can(discuss(with(students(are:( ;oo!(at(the(spea!er. 9ay(attention(to(the(spea!er0s(facial(e.pressions)( estures)(and(tone(of(voice(for(clues(to( meanin . 5cho(1repeat2(what(you(hear(in(your(mind. Gentally(paraphrase(what(you(hear.
Cs!(yourself)(*6o(-(understand(this"+(Cs!(Huestions(or(write(your(Huestions(if(you(are( confused.
Gentally(summari:e(1or(write(or(s!etch2(the(spea!er0s(main(points.