Sure, you can hear the words that are coming out of your students’ mouths. But are you really listening to them? No matter how much you love your students, it’s not an easy task with so many of them in front of you and so many duties to balance. And yet, nothing is more important than making that personal connection. Let’s take a look at a few tips and tricks for becoming a listening educator – even when what you hear is a mix of whispers and giggles.
In a recent Edutopia post, Shane Safir, co-founder of the June Jordan School for Equity, described a student who had spent his life in foster homes and was living in an emotionally detached home. Yearning for a stable environment that cared about him, he viewed his school as his family and his teachers as parents. It is important for us to recognize that we’re not just someone whom students see for a few hours a day. We might be the only person to whom they can comfortably talk.
Educational policymakers constantly strive to determine what students need from their education. The answer lies within the hearts and minds of our students. They know what they want from their education, they know what best engages them and excites them about learning, and they fully realize the struggles that they experience both at home and school. Listening to students’ desires may seemingly reduce education to consumerism because we are “catering” directly to student demands; but if it keeps our children engaged, motivated, and out of trouble, isn’t it worth a try?
In his study of large and small schools in Boston, New York University Professor Pedro Noguera found that among students attending large schools, only 26 percent thought they were well known by their teachers, and 34 percent could identify a school employee they could trust with their problems. Students indicated that they would be more excited to learn if teachers exhibited a passion for education, including getting to know students and showing them respect.
Organizations ranging from the Nickelodeon television network to the Minnesota House Education Policy and Reform Committee have studied what students seek from their educational experiences. Such studies reveal that students want attention from and relationships with their teachers. Education research group Education Evolving says we need to act on these wants because student dissatisfaction leads to high dropout rates and low academic performance.
Listening may lessen the risk for more serious problems. An FBI report released on the heels of the Columbine High School incident proposes a four-pronged assessment model of personal characteristics, family dynamics, social dynamics, and school dynamics that can help teachers and administrators identify problematic students before violence occurs. When reading the FBI’s identified warning signs, such as “leakages” of personality clues, anger management issues, and signs of depression and alienation, it’s easy to see how offering extra attention to our students can be lifesaving. Listening may not eradicate all school violence, but it can be a step in the right direction.
Paying attention to students and listening to them can have positive, lasting effects on them. Listening is more than just hearing; it requires understanding predicated by a shift in how we listen.
Perhaps no one reaps more benefits from a listening educator than the students themselves. Stories of radical student transformations abound, all because an educator took a little extra time out of his or her day to listen. Children are often forced into situations too large for their young emotions to handle, and sometimes they don’t have anyone to talk to at home. They respect us as authority figures and role models, and listening is a key part of that. In fact, it is critical to our role as teachers.