{"id":1204,"date":"2015-02-25T22:15:49","date_gmt":"2015-02-25T22:15:49","guid":{"rendered":"https:\/\/courses.candelalearning.com\/publicspeaking1xmaster\/?post_type=chapter&#038;p=1204"},"modified":"2016-08-16T16:07:56","modified_gmt":"2016-08-16T16:07:56","slug":"chapter-4-introduction","status":"web-only","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/clinton-publicspeakingprinciples\/chapter\/chapter-4-introduction\/","title":{"raw":"Objectives, Outline, and Introduction","rendered":"Objectives, Outline, and Introduction"},"content":{"raw":"<h2>Chapter 4:\u00a0Listening Effectively<\/h2>\r\nBy Jenn Q. Goddu, M.A.\r\nQueens University of Charlotte, Charlotte, NC\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\nAfter reading this chapter, you should be able to:\r\n<ul>\r\n \t<li>explain the difference between listening and hearing<\/li>\r\n \t<li>understand the value of listening<\/li>\r\n \t<li>identify the three attributes of active listeners<\/li>\r\n \t<li>recognize barriers to effective listening<\/li>\r\n \t<li>employ strategies to engage listeners<\/li>\r\n \t<li>provide constructive \u2028feedback as a listener<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h3>Chapter Outline<\/h3>\r\n<ul>\r\n \t<li><strong>Introduction<\/strong><\/li>\r\n \t<li><strong>Hearing Versus Listening<\/strong><\/li>\r\n \t<li><b>The Value of Listening<\/b>\r\n<ul>\r\n \t<li>Academic Benefits<\/li>\r\n \t<li>Professional Benefits<\/li>\r\n \t<li>Personal Benefits<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><b>Three A's of Active Listening<\/b>\r\n<ul>\r\n \t<li>Attention<\/li>\r\n \t<li>Attitude<\/li>\r\n \t<li>Adjustment<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><b>Barriers to Effective Listening<\/b>\r\n<ul>\r\n \t<li>Anticipating<\/li>\r\n \t<li>Judging<\/li>\r\n \t<li>Reacting Emotionally<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><b>Strategies to Enhance Listening<\/b>\r\n<ul>\r\n \t<li>Keep an Open Mind<\/li>\r\n \t<li>Identify Distractions<\/li>\r\n \t<li>Come Prepared<\/li>\r\n \t<li>Take Notes<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><b>Providing Feedback to Speakers<\/b>\r\n<ul>\r\n \t<li>Non-verbal Feedback<\/li>\r\n \t<li>Verbal Feedback<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Encouraging Effective Listening<\/strong>\r\n<ul>\r\n \t<li>Make Your Listeners Care<\/li>\r\n \t<li>Cue Your Listeners<\/li>\r\n \t<li>Convince Them to Engage<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Conclusion<\/strong><\/li>\r\n \t<li><strong>Review Questions and Activities<\/strong><\/li>\r\n \t<li><strong>Glossary<\/strong><\/li>\r\n \t<li><strong>References<\/strong><\/li>\r\n \t<li><strong>Appendix A: Listening Profile<\/strong><\/li>\r\n<\/ul>\r\n\u201cYou\u2019re not listening!\u201d An unhappy teen shouts this at a concerned parent. A frustrated parent yells this as a toddler runs through a parking lot. A teacher says it while flicking the overheard lights on and off, trying to get her unruly students to heed her. A woman offers these three words as a parting shot before hanging up on her significant other. A man complains of this to his spouse during a couple\u2019s counseling session. We can imagine all these scenarios and more; all of them rooted in a speaker wondering if his or her audience is truly listening.\r\n\r\n[caption id=\"attachment_1234\" align=\"alignright\" width=\"199\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/224\/2015\/02\/20113923\/Listen-to-your-kids.jpg\"><img class=\"wp-image-1234 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/224\/2015\/02\/20113923\/Listen-to-your-kids-199x300.jpg\" alt=\"Man listening to child\" width=\"199\" height=\"300\" \/><\/a> <a href=\"https:\/\/www.flickr.com\/photos\/mkuram\/5961100771\/\" target=\"_blank\">\"Listen to your kids\"<\/a> by Bindaas Madhavi. <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/2.0\/\" target=\"_blank\">CC-BY-NC-ND<\/a>.[\/caption]\r\n\r\nPublic speaking requires an audience to hear. Otherwise it\u2019s private speaking, and anyone overhearing you might wonder if you\u2019ve lost your wits. What makes public speaking truly effective is when the audience hears and listens. You might think the two are synonymous. But they aren\u2019t, as you will soon understand. In a classic listening text, Adler notes, \u201cHow utterly amazing is the general assumption that the ability to listen well is a natural gift for which no training is required.\u201d[footnote]Adler, M. J. (1983). <em>How to speak, how to listen<\/em>. New York: Macmillan. [\/footnote] Since listening requires great effort, this chapter offers the skills needed to listen effectively.\r\n\r\nDeveloping your listening skills can have applications throughout your educational, personal, and professional lives. You will begin by examining the difference between hearing and listening. This module will also help you understand your role as a listener, not only in a public speaking class, but also in the world. You\u2019ll read about attributes of an active listener, barriers to listening, and strategies to listen better. Finally, building on valuable lessons regarding listening, this chapter concludes with suggestions public speakers can use to encourage audiences to listen more attentively.\r\n<blockquote>\r\n<p style=\"text-align: left;\">We have two ears and one tongue so that we would listen more and talk less. -\u00a0Diogenes<\/p>\r\n<\/blockquote>","rendered":"<h2>Chapter 4:\u00a0Listening Effectively<\/h2>\n<p>By Jenn Q. Goddu, M.A.<br \/>\nQueens University of Charlotte, Charlotte, NC<\/p>\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<p>After reading this chapter, you should be able to:<\/p>\n<ul>\n<li>explain the difference between listening and hearing<\/li>\n<li>understand the value of listening<\/li>\n<li>identify the three attributes of active listeners<\/li>\n<li>recognize barriers to effective listening<\/li>\n<li>employ strategies to engage listeners<\/li>\n<li>provide constructive \u2028feedback as a listener<\/li>\n<\/ul>\n<\/div>\n<h3>Chapter Outline<\/h3>\n<ul>\n<li><strong>Introduction<\/strong><\/li>\n<li><strong>Hearing Versus Listening<\/strong><\/li>\n<li><b>The Value of Listening<\/b>\n<ul>\n<li>Academic Benefits<\/li>\n<li>Professional Benefits<\/li>\n<li>Personal Benefits<\/li>\n<\/ul>\n<\/li>\n<li><b>Three A&#8217;s of Active Listening<\/b>\n<ul>\n<li>Attention<\/li>\n<li>Attitude<\/li>\n<li>Adjustment<\/li>\n<\/ul>\n<\/li>\n<li><b>Barriers to Effective Listening<\/b>\n<ul>\n<li>Anticipating<\/li>\n<li>Judging<\/li>\n<li>Reacting Emotionally<\/li>\n<\/ul>\n<\/li>\n<li><b>Strategies to Enhance Listening<\/b>\n<ul>\n<li>Keep an Open Mind<\/li>\n<li>Identify Distractions<\/li>\n<li>Come Prepared<\/li>\n<li>Take Notes<\/li>\n<\/ul>\n<\/li>\n<li><b>Providing Feedback to Speakers<\/b>\n<ul>\n<li>Non-verbal Feedback<\/li>\n<li>Verbal Feedback<\/li>\n<\/ul>\n<\/li>\n<li><strong>Encouraging Effective Listening<\/strong>\n<ul>\n<li>Make Your Listeners Care<\/li>\n<li>Cue Your Listeners<\/li>\n<li>Convince Them to Engage<\/li>\n<\/ul>\n<\/li>\n<li><strong>Conclusion<\/strong><\/li>\n<li><strong>Review Questions and Activities<\/strong><\/li>\n<li><strong>Glossary<\/strong><\/li>\n<li><strong>References<\/strong><\/li>\n<li><strong>Appendix A: Listening Profile<\/strong><\/li>\n<\/ul>\n<p>\u201cYou\u2019re not listening!\u201d An unhappy teen shouts this at a concerned parent. A frustrated parent yells this as a toddler runs through a parking lot. A teacher says it while flicking the overheard lights on and off, trying to get her unruly students to heed her. A woman offers these three words as a parting shot before hanging up on her significant other. A man complains of this to his spouse during a couple\u2019s counseling session. We can imagine all these scenarios and more; all of them rooted in a speaker wondering if his or her audience is truly listening.<\/p>\n<div id=\"attachment_1234\" style=\"width: 209px\" class=\"wp-caption alignright\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/224\/2015\/02\/20113923\/Listen-to-your-kids.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1234\" class=\"wp-image-1234 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/224\/2015\/02\/20113923\/Listen-to-your-kids-199x300.jpg\" alt=\"Man listening to child\" width=\"199\" height=\"300\" \/><\/a><\/p>\n<p id=\"caption-attachment-1234\" class=\"wp-caption-text\"><a href=\"https:\/\/www.flickr.com\/photos\/mkuram\/5961100771\/\" target=\"_blank\">&#8220;Listen to your kids&#8221;<\/a> by Bindaas Madhavi. <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/2.0\/\" target=\"_blank\">CC-BY-NC-ND<\/a>.<\/p>\n<\/div>\n<p>Public speaking requires an audience to hear. Otherwise it\u2019s private speaking, and anyone overhearing you might wonder if you\u2019ve lost your wits. What makes public speaking truly effective is when the audience hears and listens. You might think the two are synonymous. But they aren\u2019t, as you will soon understand. In a classic listening text, Adler notes, \u201cHow utterly amazing is the general assumption that the ability to listen well is a natural gift for which no training is required.\u201d<a class=\"footnote\" title=\"Adler, M. J. (1983). How to speak, how to listen. New York: Macmillan.\" id=\"return-footnote-1204-1\" href=\"#footnote-1204-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> Since listening requires great effort, this chapter offers the skills needed to listen effectively.<\/p>\n<p>Developing your listening skills can have applications throughout your educational, personal, and professional lives. You will begin by examining the difference between hearing and listening. This module will also help you understand your role as a listener, not only in a public speaking class, but also in the world. You\u2019ll read about attributes of an active listener, barriers to listening, and strategies to listen better. Finally, building on valuable lessons regarding listening, this chapter concludes with suggestions public speakers can use to encourage audiences to listen more attentively.<\/p>\n<blockquote>\n<p style=\"text-align: left;\">We have two ears and one tongue so that we would listen more and talk less. &#8211;\u00a0Diogenes<\/p>\n<\/blockquote>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-1204\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Chapter 4 Objectives, Outline, and Introduction. <strong>Authored by<\/strong>: Jenn Q. Goddu, M.A.. <strong>Provided by<\/strong>: Queens University of Charlotte, Charlotte, NC. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/publicspeakingproject.org\/psvirtualtext.html\">http:\/\/publicspeakingproject.org\/psvirtualtext.html<\/a>. <strong>Project<\/strong>: The Public Speaking Project. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><li>Listen to your kids. <strong>Authored by<\/strong>: Bindaas Madhavi. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/a5Lczv\">https:\/\/flic.kr\/p\/a5Lczv<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-1204-1\">Adler, M. J. (1983). <em>How to speak, how to listen<\/em>. New York: Macmillan.  <a href=\"#return-footnote-1204-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":277,"menu_order":13,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Chapter 4 Objectives, Outline, and Introduction\",\"author\":\"Jenn Q. 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