Running

head: LISTENING COMPREHENSION IN CLASSROOM DISCUSSION 1

The Effects of Listening Comprehension and Empathy

Within Secondary Classroom Discussions

Colleen Stevenson

University of San Diego

LISTENING COMPREHENSION IN CLASSROOM DISCUSSION 2

Abstract

This mixed methods study explores the understanding of listening comprehension and

emphatic listening, when an individual listens and responds to create mutual trust, within

an educational setting. The action research conducted questions whether emphatic

listening has an effect on the quality of group discussions and the amount of student

participation within a secondary humanities classroom at a project-based learning

institution. Following 50 students, the study implemented listening comprehension

strategies across various mediums, including paraphrasing, partner discussions, recorded

audio interviews, and improvisation. Following these interventions, data was collected

during group discussions in regards to (a) quantity of participants and (b) whether a

response built off a previous statement or presented an individual idea. The study

suggests that students can connect the benefits of empathy towards effective

communication during class discussions.

Keywords: listening comprehension, active-emphatic listening, class discussion,

participation

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Research Questions

After reflecting on what I had seen in the classroom, in conjunction with the

conversations I had with my team teachers, I was led to my action research question: Can

the development of listening skills increase the amount of student participation

during class discussions?

The sub-questions that followed were thus:

• How can listening comprehension decrease the amount of student

interruptions?

• Can the development of listening skills increase students’ emphatic

responses to their peers’ share-outs?

• Will an increase in listening comprehension create richer classroom

discussions and deeper group analysis?

Needs Assessment

The needs assessment conducted within the classroom consisted of an online

survey for the students in which they were asked to reflect on their communication skills.

This question was aimed to see not only how well the students felt they communicated

within the classroom but also on what they themselves considered good communication.

Anticipated answers consisted of ability to participate in discussions, and frequency in

sharing out loud during class time. This survey was conducted to see if my wondering

was true in regards to how they viewed the connection between verbal ability with strong

communication skills. Data collected from this survey included a letter grade that each
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Another highly subjective aspect of my data collection surround the student self-

assessments completed three times during Phase One. First, the survey asked for a grade

in regards to “Communication” which was arguably too vague a category. A reason I

used chose to use a more vague term as opposed to “Listening” was my fear that students

would begin to make assumptions of what I was collecting data on. This knowledge

could have led to students to create a Hawthorne Effect in which they would display

higher rating of their listening skills than they were actually presenting. By asking

students to rate their communication, I was able to first assess what good communication

meant according to my students, and secondly, I was able to see which students naturally

mentioned listening as a positive connection to communication.

Final Reflection

Action research has taught me various aspects towards becoming a better

educator. Aside from strategies to incorporate listening development into a classroom, I

feel that I have grown tremendously as a teacher since many of my philosophies have

shifted, altered, and grown. First philosophy is that it is imperative for a strong teacher to

also be a life long learner. Not only does this model the importance of seeking knowledge

to one’s students, but a desire to grow intellectually ensure that a teacher will never

become stagnant; that they will stay current with the world of education, and be willing to

try new strategies. Moving forward I must always be flexible with my beliefs as an

educator, and open to the continual changes within the industry of education. What you

know can always be challenged, fortified, or dismantled by searching for new

information surrounding the ways in which to educate our students. It can be argued that
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the best educators thrive to not only be life-long learners, but became teachers with

the hope of inspiring younger generations to be so as well.

I feel it also ensures an open mindedness within the world of education, especially

towards implementing new strategies into the classroom. A possible barrier with this

belief is that you could find yourself frustrated by the additional time and energy it takes

to perpetually be searching for new information/theories. It is hard to feel like an expert

when you are asking yourself to constantly question your teaching styles. This belief will

help guide me through the death and re-birth of many personal theories; yet it is an

integral part to a strong education as well as to the development of a well-rounded human

being in general.

Overall, I have learned that a good educator knows that it is not their destiny to

change the world but instead to show students that the potential to do so is inside each

and everyone of them. They exemplify genuine care and recognition for each student and

aim not to simply teach the canon but to help students achieve self-actualization.

Teachers are advocates for their students yet revel when they are silenced because their

students learned to speak for themselves. A good educator is the doorframe by which

students walk through to become the greatest version of themselves. It does not move, but

greatness moves through it.