Gladys Baya's List: Mentor2Mentor-EVO09

• Would love to find some way to teach my teen students these techniques! - Gladys Baya on 2009-01-16

• While certain skills are basic and necessary for all types of listening  (receiving, attending, and understanding), each type requires some special  skills
• Informative listening is the name we give to the situation where the listener’s  primary concern is to understand the message
• effective  informative listening demands that you concentrate squarely on the message—and  know its source.
• Vocabulary
• Concentration
• relationship listening is either to help an individual or  to improve the relationship between people
• the emphasis is on understanding the other person
• Nonverbal cues are  crucial
• Sometimes the best response is silence
• Three characteristics describe supportive listeners: (1) discretion—being  careful about what they say and do; (2) belief—expressing confidence in  the ability of the other person; and (3) patience—being willing to give  others the time they need to express themselves adequately.
• Risk is involved with being an empathic relationship listener. You cannot  be an effective empathic listener without becoming involved, which sometimes  means learning more than you really want to know
• First, you must learn as much as you  can about the other person. Second, you must accept the other person—even  if you can’t accept some aspects of that person’s behavior. Third, you  must have the desire to be an empathic listener.
• Appreciative listening includes listening to music for enjoyment, to speakers  because you like their style, to your choices
• Sometimes it is our  perception of the presentation, rather than the actual presentation, that  most influences our listening pleasure or displeasure
• Expectations play a large role in perception
• Perceptions—and the expectations that drive them—have their basis in attitudes
• Usually, if we associate a sound or other experience with pleasant memories,  then we appreciate or enjoy it
• We should not shut our minds to the fact  that we can learn to like, enjoy, and appreciate new and different things.  We can learn to be better appreciative listeners
• Ethos. Credibility of the speaker is important. The two critical factors  of speaker credibility are expertness and trustworthiness
• Attention to the sound structure of the language will lead to more proficient  discriminatory listening
• Words don’t always communicate true feelings

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• Empathic e-mailing is one way of
  bringing new teachers together with their
  mentors without changing established
  schedules...the
  ability to offer a written response that
  acknowledges both the writer’s literal
  and implied messages... Collaborative reflection... minimal disruption to challenging schedules.
  I could seek out advice without
  having to run down the hall and try to
  find that person. E-mail put me in touch
  with my protégé, but also with other
  mentors" - Gladys Baya on 2009-01-16
• Loved the chart (SUMMARY OF CATEGORIES FOR GUIDING WRITTEN REFLECTION")!!! - Gladys Baya on 2009-01-16

• critical listening occurs when you still want to understand what the other person is saying, but also have some reason or responsibility to evaluate what is being said to you and how it is being said
• The key though, is to try to understand the other person FIRST, before one evaluates

• Now I've realised I'm much better at "critical listening" than at "active listening". Now, how can I refrain from evaluating WHILE listening? Isn't this actually a perception style, much as global vs analytic, for instance? - Gladys Baya on 2009-01-16

• NB: try to understand feelings as well as words. Use non-verbal behaviour to show you're interested and encourage the speaker to convey their whole message, but NOT to show (dis)agreement while you're listening. - Gladys Baya on 2009-01-20

• Although new teachers are expected to assume the same job responsibilities as teachers who have taught for 20 years
• Novice teachers must address the challenges of a new school culture, the emotional ups and downs associated with a new work experience, high expectations of the school and the community, and all the new knowledge that must be acquired about policies and practices of the school district
• hree dimensions of support that new teachers receive from mentors – emotional, technical, and instructional
• principals and administrators should provide new teachers with mentors who are not also their supervisors.

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