{"id":72,"date":"2014-08-25T03:19:35","date_gmt":"2014-08-25T03:19:35","guid":{"rendered":"https:\/\/courses.candelalearning.com\/collegesuccess1x1\/?post_type=chapter&#038;p=72"},"modified":"2015-06-19T01:53:00","modified_gmt":"2015-06-19T01:53:00","slug":"4-3-are-you-really-listening","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/chapter\/4-3-are-you-really-listening\/","title":{"raw":"Are You Really Listening?","rendered":"Are You Really Listening?"},"content":{"raw":"<div class=\"im_section\">\r\n<div id=\"lochhaas-ch04_s03_n01\" class=\"im_learning_objectives im_editable im_block\">\r\n\r\n<b>\u00a0<\/b>\r\n\r\n<\/div>\r\n<div class=\"bcc-box bcc-highlight\">\r\n<h3>LEARNING OBJECTIVES<\/h3>\r\nBy the end of this section, you will be able to:\r\n<ul>\r\n\t<li>Listen actively in social situations and in class environments.<\/li>\r\n\t<li>Apply strategies that make listening more effective.<\/li>\r\n\t<li>Ask good questions.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"im_section\">\r\n<h2><\/h2>\r\n<div id=\"mclean-ch03_s01_n01\" class=\"im_learning_objectives im_editable im_block\">Are you a good listener? Most of us like to think we are, but when we really think about it, we recognize that we are often only half listening. We\u2019re distracted, thinking about other things, or formulating what we are going to say in reaction to what we are hearing before the speaker has even finished. Effective listening is one of the most important learning tools you can have in college. And it is a skill that will benefit you on the job and help your relationships with others. Listening is nothing more than purposefully focusing on what a speaker is saying with the objective of understanding. This definition is straightforward, but there are some important concepts that deserve a closer look. \u201cPurposefully focusing\u201d implies that you are actively processing what the speaker is saying, not just letting the sounds of their voice register in your senses. \u201cWith the <a href=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1.jpg\"><img class=\"alignright size-medium wp-image-638\" src=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1-300x300.jpg\" alt=\"Person with head stuck in  large trumpet coming out of ear statue\" width=\"300\" height=\"300\" \/><\/a>objective of understanding\u201d means that you will learn enough about what the speaker is saying to be able to form your own thoughts about the speaker\u2019s message. Listening is an active process, as opposed to hearing, which is passive. You listen to others in many situations: to interact with friends, to get instructions for a task, or to learn new material. There are two general types of listening situations: where you will be able to interact freely with the speaker (everyday conversations, small discussion classes, business meetings) and where interaction is limited (lectures and Webcasts). In interactive situations, you should apply the basic principles of <span class=\"im_margin_term\"><span class=\"im_glossterm\">active listening<\/span><\/span> (see \u201cPrinciples of Active Listening\u201d). These are not hard to understand, but they are hard to implement and require practice to use them effectively.<\/div>\r\n<\/div>\r\n<div id=\"lochhaas-ch04_s03_n02\" class=\"im_callout im_editable im_block\">\r\n<h3 class=\"im_title\">Principles of Active Listening<\/h3>\r\n<ol id=\"lochhaas-ch04_s03_l02\" class=\"im_orderedlist\">\r\n\t<li>Focus on what is being said. Give the speaker your undivided attention. Clear your mind of anything else. Don\u2019t prejudge. You want to understand what the person is saying; you don\u2019t need to agree with it.<\/li>\r\n\t<li>Repeat what you just heard. Confirm with the speaker that what you heard is what he or she said.<\/li>\r\n\t<li>Ask speaker to expand or clarify. If you are unsure you understand, ask questions; don\u2019t assume.<\/li>\r\n\t<li>Look for nonverbal signals as well as the words used. Nonverbal messages come from facial expressions, body positioning, arm gestures, and tone of voice. Confirm these body language messages just as you would verbal messages by saying, for example, \u201cYou seem very excited about this idea.\u201d<\/li>\r\n\t<li>Listen for requests. A speaker will often hide a request as a statement of a problem. If a friend says, \u201cI hate math!\u201d this may mean, \u201cCan you help me figure out a solution to this problem?\u201d<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div id=\"lochhaas-ch04_s03_n03\" class=\"im_exercises im_editable im_block\">\r\n<h3 class=\"im_title\">Activity: Listening with Your Whole Body<\/h3>\r\nThink of a person you consider an excellent listener. Picture that person clearly in your mind. Focus on what she does, not what they she is saying. Describe what actions and postures she uses to show she is listening. Put this list on the left-hand side of the page. Think of a person you consider a poor listener. Picture that person clearly in your mind. Focus on what he does, not what he is saying. Describe what actions and postures he uses to show he is not listening. Put this list on the right-hand side of the page. Now compare these lists with your own behavior. How many of the body language signals from each side do you think you exhibit? How can you add more of the left column\u2019s attitudes and actions to your own behaviors? How can you control those behaviors you recognize in yourself from the right column?\r\n\r\n<\/div>\r\nListening in a classroom or lecture hall to learn can be challenging because you are limited by how\u2014and how much\u2014you can interact with an instructor during the class. The following strategies help make listening at lectures more effective and learning more fun.\r\n<ol id=\"lochhaas-ch04_s03_l03\" class=\"im_orderedlist im_editable im_block\">\r\n\t<li><strong class=\"im_emphasis im_bold\">Get your mind in the right space.<\/strong> Prepare yourself mentally to receive the information the speaker is presenting by following the previous prep questions and by doing your assignments (instructors build upon work presented earlier).<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Get yourself in the right space.<\/strong> Sit toward the front of the room where you can make eye contact with the instructor easily. Most instructors read the body language of the students in the front rows to gauge how they are doing and if they are losing the class. Instructors also believe students who sit near the front of the room take their subject more seriously and are more willing to give them help when needed or to give them the benefit of the doubt when making a judgment call while assigning grades.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Focus on what is being said.<\/strong> Eliminate distractions. Turn your cell phone off and pack it away in your backpack. If you are using your laptop for notes, close all applications except the one that you use to take notes. Clear your mind and keep quiet. Listen for new ideas. Think like an investigative reporter: you don\u2019t just want to accept what is being said passively\u2014you want to question the material and be convinced that it makes sense.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Look for signals.<\/strong> Each instructor has a different way of telling you what is important. Some will repeat or paraphrase an idea; others will raise (or lower) their voices; still others will write related words on the board. Learn what signals your instructors tend to use and be on the lookout for them. When they use that tactic, the idea they are presenting needs to go in your notes and in your mind\u2014and don\u2019t be surprised if it appears on a test or quiz!<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Listen for what is not being said.<\/strong> If an instructor doesn\u2019t cover a subject, or covers it only minimally, this signals that that material is not as important as other ideas covered in greater length.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Sort the information.<\/strong> Decide what is important and what is not, what is clear and what is confusing, and what is new material and what is review. This mental o<a href=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in.jpg\"><img class=\"alignleft size-medium wp-image-639\" src=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in-300x225.jpg\" alt=\"Woman leaning in to listen\" width=\"300\" height=\"225\" \/><\/a>rganizing will help you remember the information, take better notes, and ask better questions.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Take notes.<\/strong> We cover taking notes in much greater detail later in this chapter, but for now think about how taking notes can help recall what your instructor said and how notes can help you organize your thoughts for asking questions.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Ask questions.<\/strong> Asking questions is one of the most important things you can do in class. Most obviously it allows you to clear up any doubts you may have about the material, but it also helps you take ownership of (and therefore remember) the material. Good questions often help instructors expand upon their ideas and make the material more relevant to students. Thinking through the material critically in order to prepare your questions helps you organize your new knowledge and sort it into mental categories that will help you remember it.<\/li>\r\n<\/ol>\r\n<strong class=\"im_emphasis im_bold\">A note about tape-recording lectures:<\/strong> You may want to record a lecture to double-check what you heard in class, but it\u2019s usually not a good idea. Depending on a recording may lead you to listen less effectively and think less actively. Additionally, many instructors do not allow students to record their lectures, so recording is usually not even an option.\r\n<div id=\"lochhaas-ch04_s03_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Dealing with Special Listening Challenges<\/h2>\r\n<div id=\"lochhaas-ch04_s03_s01_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">What to Do If\u2026<\/h2>\r\n<ul id=\"lochhaas-ch04_s03_s01_s01_l01\" class=\"im_itemizedlist im_editable im_block\">\r\n\t<li><strong class=\"im_emphasis im_bold\">Your instructor speaks too fast.<\/strong> Crank up your preparation. The more you know about the subject, the more you\u2019ll be able to pick up from the instructor. Exchange class notes with other students to fill in gaps in notes. Visit the instructor during office hours to clarify areas you may have missed. You might ask the instructor\u2014very politely, of course\u2014to slow down, but habits like speaking fast are hard to break!<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Your instructor has a heavy accent.<\/strong> Sit as close to the instructor as possible. Make connections between what the instructor seems to be saying and what he or she is presenting on the board or screen. Ask questions when you don\u2019t understand. Visit the instructor during office hours; the more you speak with the instructor the more likely you will learn to understand the accent.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Your instructor speaks softly or mumbles.<\/strong> Sit as close to the instructor as possible and try to hold eye contact as much as possible. Check with other students if they are having problems listening, too; if so, you may want to bring the issue up with the instructor. It may be that the instructor is not used to the lecture hall your class is held in and can easily make adjustments.<\/li>\r\n<\/ul>\r\n<div id=\"lochhaas-ch04_s03_s01_s01_n01\" class=\"im_callout im_editable im_block\">\r\n<h3 class=\"im_title\">Now That\u2019s a Good Question\u2026<\/h3>\r\nAre you shy about asking questions? Do you think that others in the class will ridicule you for asking a dumb question? Students sometimes feel this way because they have never been taught how to ask questions. Practice these steps, and soon you will be on your way to customizing each course to meet <em class=\"im_emphasis\">your<\/em> needs and letting the instructor know you value the course.\r\n<ul id=\"lochhaas-ch04_s03_s01_s01_l02\" class=\"im_itemizedlist\">\r\n\t<li><strong class=\"im_emphasis im_bold\">Be prepared.<\/strong> Doing your assignments for a class or lecture will give you a good idea about the areas you are having trouble with and will help you frame some questions ahead of time.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Position yourself for success.<\/strong> Sit near the front of the class. It will be easier for you to make eye contact with the instructor as you ask the question. Also, you won\u2019t be intimidated by a class full of heads turning to stare at you as you ask your question.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Don\u2019t wait.<\/strong> Ask your questions as soon as the instructor has finished a thought. Being one of the first students to ask a question also will ensure that your question is given the time it deserves and won\u2019t be cut short by the end of class.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">In a lecture class, write your questions down.<\/strong> Make sure you jot your questions down as they occur to you. Some may be answered in the course of the lecture, but if the instructor asks you to hold your questions until the end of class, you\u2019ll be glad you have a list of the items you need the instructor to clarify or expand on.<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Ask specific questions.<\/strong> \u201cI don\u2019t understand\u201d is a statement, not a question. Give the instructor guidance about what you are having trouble with. \u201cCan you clarify the use of the formula for determining velocity?\u201d is a better way of asking for help. If you ask your question at the end of class, give the instructor some context for your question by referring to the part of the lecture that triggered the question. For example, \u201cProfessor, you said the Union troops were emboldened by Lincoln\u2019s leadership. Was this throughout the Civil War, or only after Gettysburg?\u201d<\/li>\r\n\t<li><strong class=\"im_emphasis im_bold\">Don\u2019t ask questions for the sake of asking questions.<\/strong> If your question is not thought out, or if it appears that you are asking the question to try to look smart, instructors will see right through you!<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div id=\"lochhaas-ch04_s03_s01_s01_n02\" class=\"im_key_takeaways im_editable im_block\">\r\n<div id=\"post-355\" class=\"post-355 chapter type-chapter status-publish hentry type-1\">\r\n<div class=\"entry-content\">\r\n<div class=\"im_section\">\r\n<div class=\"im_section\">\r\n<div id=\"mclean-ch03_s01_s02_n01\" class=\"im_key_takeaways im_editable im_block\">\r\n<div class=\"bcc-box bcc-success\">\r\n<h3>KEY TAKEAWAYs<\/h3>\r\n<section>\r\n<div data-type=\"note\">\r\n<ul>\r\n\t<li>In all interactive learning situations, apply the basic principles of active listening.<\/li>\r\n\t<li>Focus on what is being said, confirm that you heard the right message, ask for any clarification you need, watch for nonverbal messages, and listen for requests.<\/li>\r\n\t<li>Specific strategies are helpful for listening well in a lecture hall.<\/li>\r\n\t<li>Be ready to compensate if your instructor speaks too fast, has a heavy accent that makes understanding difficult for you, or speaks too softly.<\/li>\r\n\t<li>Don\u2019t be shy about asking questions. Asking questions is easier when you are prepared and positioned for success.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/section><\/div>\r\n<h3 class=\"im_title\"><\/h3>\r\n<div class=\"bcc-box bcc-info\">\r\n<h3>EXERCISES<\/h3>\r\n<ol>\r\n\t<li>List two things you should do before the class to prepare yourself for active listening.<\/li>\r\n\t<li>Where should you sit in the classroom? Why?<\/li>\r\n\t<li>What are some of the ways instructors signal important material?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"post-citations sidebar\"><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"im_section\">\n<div id=\"lochhaas-ch04_s03_n01\" class=\"im_learning_objectives im_editable im_block\">\n<p><b>\u00a0<\/b><\/p>\n<\/div>\n<div class=\"bcc-box bcc-highlight\">\n<h3>LEARNING OBJECTIVES<\/h3>\n<p>By the end of this section, you will be able to:<\/p>\n<ul>\n<li>Listen actively in social situations and in class environments.<\/li>\n<li>Apply strategies that make listening more effective.<\/li>\n<li>Ask good questions.<\/li>\n<\/ul>\n<\/div>\n<div class=\"im_section\">\n<h2><\/h2>\n<div id=\"mclean-ch03_s01_n01\" class=\"im_learning_objectives im_editable im_block\">Are you a good listener? Most of us like to think we are, but when we really think about it, we recognize that we are often only half listening. We\u2019re distracted, thinking about other things, or formulating what we are going to say in reaction to what we are hearing before the speaker has even finished. Effective listening is one of the most important learning tools you can have in college. And it is a skill that will benefit you on the job and help your relationships with others. Listening is nothing more than purposefully focusing on what a speaker is saying with the objective of understanding. This definition is straightforward, but there are some important concepts that deserve a closer look. \u201cPurposefully focusing\u201d implies that you are actively processing what the speaker is saying, not just letting the sounds of their voice register in your senses. \u201cWith the <a href=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-638\" src=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1-300x300.jpg\" alt=\"Person with head stuck in  large trumpet coming out of ear statue\" width=\"300\" height=\"300\" srcset=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1-300x300.jpg 300w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1-150x150.jpg 150w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1-65x65.jpg 65w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1-225x225.jpg 225w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1-350x350.jpg 350w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/listener1.jpg 640w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>objective of understanding\u201d means that you will learn enough about what the speaker is saying to be able to form your own thoughts about the speaker\u2019s message. Listening is an active process, as opposed to hearing, which is passive. You listen to others in many situations: to interact with friends, to get instructions for a task, or to learn new material. There are two general types of listening situations: where you will be able to interact freely with the speaker (everyday conversations, small discussion classes, business meetings) and where interaction is limited (lectures and Webcasts). In interactive situations, you should apply the basic principles of <span class=\"im_margin_term\"><span class=\"im_glossterm\">active listening<\/span><\/span> (see \u201cPrinciples of Active Listening\u201d). These are not hard to understand, but they are hard to implement and require practice to use them effectively.<\/div>\n<\/div>\n<div id=\"lochhaas-ch04_s03_n02\" class=\"im_callout im_editable im_block\">\n<h3 class=\"im_title\">Principles of Active Listening<\/h3>\n<ol id=\"lochhaas-ch04_s03_l02\" class=\"im_orderedlist\">\n<li>Focus on what is being said. Give the speaker your undivided attention. Clear your mind of anything else. Don\u2019t prejudge. You want to understand what the person is saying; you don\u2019t need to agree with it.<\/li>\n<li>Repeat what you just heard. Confirm with the speaker that what you heard is what he or she said.<\/li>\n<li>Ask speaker to expand or clarify. If you are unsure you understand, ask questions; don\u2019t assume.<\/li>\n<li>Look for nonverbal signals as well as the words used. Nonverbal messages come from facial expressions, body positioning, arm gestures, and tone of voice. Confirm these body language messages just as you would verbal messages by saying, for example, \u201cYou seem very excited about this idea.\u201d<\/li>\n<li>Listen for requests. A speaker will often hide a request as a statement of a problem. If a friend says, \u201cI hate math!\u201d this may mean, \u201cCan you help me figure out a solution to this problem?\u201d<\/li>\n<\/ol>\n<\/div>\n<div id=\"lochhaas-ch04_s03_n03\" class=\"im_exercises im_editable im_block\">\n<h3 class=\"im_title\">Activity: Listening with Your Whole Body<\/h3>\n<p>Think of a person you consider an excellent listener. Picture that person clearly in your mind. Focus on what she does, not what they she is saying. Describe what actions and postures she uses to show she is listening. Put this list on the left-hand side of the page. Think of a person you consider a poor listener. Picture that person clearly in your mind. Focus on what he does, not what he is saying. Describe what actions and postures he uses to show he is not listening. Put this list on the right-hand side of the page. Now compare these lists with your own behavior. How many of the body language signals from each side do you think you exhibit? How can you add more of the left column\u2019s attitudes and actions to your own behaviors? How can you control those behaviors you recognize in yourself from the right column?<\/p>\n<\/div>\n<p>Listening in a classroom or lecture hall to learn can be challenging because you are limited by how\u2014and how much\u2014you can interact with an instructor during the class. The following strategies help make listening at lectures more effective and learning more fun.<\/p>\n<ol id=\"lochhaas-ch04_s03_l03\" class=\"im_orderedlist im_editable im_block\">\n<li><strong class=\"im_emphasis im_bold\">Get your mind in the right space.<\/strong> Prepare yourself mentally to receive the information the speaker is presenting by following the previous prep questions and by doing your assignments (instructors build upon work presented earlier).<\/li>\n<li><strong class=\"im_emphasis im_bold\">Get yourself in the right space.<\/strong> Sit toward the front of the room where you can make eye contact with the instructor easily. Most instructors read the body language of the students in the front rows to gauge how they are doing and if they are losing the class. Instructors also believe students who sit near the front of the room take their subject more seriously and are more willing to give them help when needed or to give them the benefit of the doubt when making a judgment call while assigning grades.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Focus on what is being said.<\/strong> Eliminate distractions. Turn your cell phone off and pack it away in your backpack. If you are using your laptop for notes, close all applications except the one that you use to take notes. Clear your mind and keep quiet. Listen for new ideas. Think like an investigative reporter: you don\u2019t just want to accept what is being said passively\u2014you want to question the material and be convinced that it makes sense.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Look for signals.<\/strong> Each instructor has a different way of telling you what is important. Some will repeat or paraphrase an idea; others will raise (or lower) their voices; still others will write related words on the board. Learn what signals your instructors tend to use and be on the lookout for them. When they use that tactic, the idea they are presenting needs to go in your notes and in your mind\u2014and don\u2019t be surprised if it appears on a test or quiz!<\/li>\n<li><strong class=\"im_emphasis im_bold\">Listen for what is not being said.<\/strong> If an instructor doesn\u2019t cover a subject, or covers it only minimally, this signals that that material is not as important as other ideas covered in greater length.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Sort the information.<\/strong> Decide what is important and what is not, what is clear and what is confusing, and what is new material and what is review. This mental o<a href=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-639\" src=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in-300x225.jpg\" alt=\"Woman leaning in to listen\" width=\"300\" height=\"225\" srcset=\"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in-300x225.jpg 300w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in-65x48.jpg 65w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in-225x168.jpg 225w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in-350x262.jpg 350w, https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-content\/uploads\/sites\/2216\/2015\/04\/leaning-in.jpg 640w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>rganizing will help you remember the information, take better notes, and ask better questions.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Take notes.<\/strong> We cover taking notes in much greater detail later in this chapter, but for now think about how taking notes can help recall what your instructor said and how notes can help you organize your thoughts for asking questions.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Ask questions.<\/strong> Asking questions is one of the most important things you can do in class. Most obviously it allows you to clear up any doubts you may have about the material, but it also helps you take ownership of (and therefore remember) the material. Good questions often help instructors expand upon their ideas and make the material more relevant to students. Thinking through the material critically in order to prepare your questions helps you organize your new knowledge and sort it into mental categories that will help you remember it.<\/li>\n<\/ol>\n<p><strong class=\"im_emphasis im_bold\">A note about tape-recording lectures:<\/strong> You may want to record a lecture to double-check what you heard in class, but it\u2019s usually not a good idea. Depending on a recording may lead you to listen less effectively and think less actively. Additionally, many instructors do not allow students to record their lectures, so recording is usually not even an option.<\/p>\n<div id=\"lochhaas-ch04_s03_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Dealing with Special Listening Challenges<\/h2>\n<div id=\"lochhaas-ch04_s03_s01_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">What to Do If\u2026<\/h2>\n<ul id=\"lochhaas-ch04_s03_s01_s01_l01\" class=\"im_itemizedlist im_editable im_block\">\n<li><strong class=\"im_emphasis im_bold\">Your instructor speaks too fast.<\/strong> Crank up your preparation. The more you know about the subject, the more you\u2019ll be able to pick up from the instructor. Exchange class notes with other students to fill in gaps in notes. Visit the instructor during office hours to clarify areas you may have missed. You might ask the instructor\u2014very politely, of course\u2014to slow down, but habits like speaking fast are hard to break!<\/li>\n<li><strong class=\"im_emphasis im_bold\">Your instructor has a heavy accent.<\/strong> Sit as close to the instructor as possible. Make connections between what the instructor seems to be saying and what he or she is presenting on the board or screen. Ask questions when you don\u2019t understand. Visit the instructor during office hours; the more you speak with the instructor the more likely you will learn to understand the accent.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Your instructor speaks softly or mumbles.<\/strong> Sit as close to the instructor as possible and try to hold eye contact as much as possible. Check with other students if they are having problems listening, too; if so, you may want to bring the issue up with the instructor. It may be that the instructor is not used to the lecture hall your class is held in and can easily make adjustments.<\/li>\n<\/ul>\n<div id=\"lochhaas-ch04_s03_s01_s01_n01\" class=\"im_callout im_editable im_block\">\n<h3 class=\"im_title\">Now That\u2019s a Good Question\u2026<\/h3>\n<p>Are you shy about asking questions? Do you think that others in the class will ridicule you for asking a dumb question? Students sometimes feel this way because they have never been taught how to ask questions. Practice these steps, and soon you will be on your way to customizing each course to meet <em class=\"im_emphasis\">your<\/em> needs and letting the instructor know you value the course.<\/p>\n<ul id=\"lochhaas-ch04_s03_s01_s01_l02\" class=\"im_itemizedlist\">\n<li><strong class=\"im_emphasis im_bold\">Be prepared.<\/strong> Doing your assignments for a class or lecture will give you a good idea about the areas you are having trouble with and will help you frame some questions ahead of time.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Position yourself for success.<\/strong> Sit near the front of the class. It will be easier for you to make eye contact with the instructor as you ask the question. Also, you won\u2019t be intimidated by a class full of heads turning to stare at you as you ask your question.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Don\u2019t wait.<\/strong> Ask your questions as soon as the instructor has finished a thought. Being one of the first students to ask a question also will ensure that your question is given the time it deserves and won\u2019t be cut short by the end of class.<\/li>\n<li><strong class=\"im_emphasis im_bold\">In a lecture class, write your questions down.<\/strong> Make sure you jot your questions down as they occur to you. Some may be answered in the course of the lecture, but if the instructor asks you to hold your questions until the end of class, you\u2019ll be glad you have a list of the items you need the instructor to clarify or expand on.<\/li>\n<li><strong class=\"im_emphasis im_bold\">Ask specific questions.<\/strong> \u201cI don\u2019t understand\u201d is a statement, not a question. Give the instructor guidance about what you are having trouble with. \u201cCan you clarify the use of the formula for determining velocity?\u201d is a better way of asking for help. If you ask your question at the end of class, give the instructor some context for your question by referring to the part of the lecture that triggered the question. For example, \u201cProfessor, you said the Union troops were emboldened by Lincoln\u2019s leadership. Was this throughout the Civil War, or only after Gettysburg?\u201d<\/li>\n<li><strong class=\"im_emphasis im_bold\">Don\u2019t ask questions for the sake of asking questions.<\/strong> If your question is not thought out, or if it appears that you are asking the question to try to look smart, instructors will see right through you!<\/li>\n<\/ul>\n<\/div>\n<div id=\"lochhaas-ch04_s03_s01_s01_n02\" class=\"im_key_takeaways im_editable im_block\">\n<div id=\"post-355\" class=\"post-355 chapter type-chapter status-publish hentry type-1\">\n<div class=\"entry-content\">\n<div class=\"im_section\">\n<div class=\"im_section\">\n<div id=\"mclean-ch03_s01_s02_n01\" class=\"im_key_takeaways im_editable im_block\">\n<div class=\"bcc-box bcc-success\">\n<h3>KEY TAKEAWAYs<\/h3>\n<section>\n<div data-type=\"note\">\n<ul>\n<li>In all interactive learning situations, apply the basic principles of active listening.<\/li>\n<li>Focus on what is being said, confirm that you heard the right message, ask for any clarification you need, watch for nonverbal messages, and listen for requests.<\/li>\n<li>Specific strategies are helpful for listening well in a lecture hall.<\/li>\n<li>Be ready to compensate if your instructor speaks too fast, has a heavy accent that makes understanding difficult for you, or speaks too softly.<\/li>\n<li>Don\u2019t be shy about asking questions. Asking questions is easier when you are prepared and positioned for success.<\/li>\n<\/ul>\n<\/div>\n<\/section>\n<\/div>\n<h3 class=\"im_title\"><\/h3>\n<div class=\"bcc-box bcc-info\">\n<h3>EXERCISES<\/h3>\n<ol>\n<li>List two things you should do before the class to prepare yourself for active listening.<\/li>\n<li>Where should you sit in the classroom? Why?<\/li>\n<li>What are some of the ways instructors signal important material?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"post-citations sidebar\"><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\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-72\">\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>Success in College. <strong>Authored by<\/strong>: anonymous. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/2012books.lardbucket.org\/\">http:\/\/2012books.lardbucket.org\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of ear trumpet. <strong>Authored by<\/strong>: Justin Lynham. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/9QEig7\">https:\/\/flic.kr\/p\/9QEig7<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><li>Image of woman leaning in. <strong>Authored by<\/strong>: gi@como. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/yUvPE\">https:\/\/flic.kr\/p\/yUvPE<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/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>","protected":false},"author":9,"menu_order":2,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Success in College\",\"author\":\"anonymous\",\"organization\":\"\",\"url\":\"http:\/\/2012books.lardbucket.org\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of ear trumpet\",\"author\":\"Justin Lynham\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/9QEig7\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of woman leaning in\",\"author\":\"gi@como\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/yUvPE\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-72","chapter","type-chapter","status-publish","hentry"],"part":909,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/pressbooks\/v2\/chapters\/72","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/wp\/v2\/users\/9"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/pressbooks\/v2\/chapters\/72\/revisions"}],"predecessor-version":[{"id":637,"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/pressbooks\/v2\/chapters\/72\/revisions\/637"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/pressbooks\/v2\/parts\/909"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/pressbooks\/v2\/chapters\/72\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/wp\/v2\/media?parent=72"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/pressbooks\/v2\/chapter-type?post=72"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/wp\/v2\/contributor?post=72"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/ivytech-collegesuccess2x48x111\/wp-json\/wp\/v2\/license?post=72"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}