The Importance of Teaching Reading, Writing, Speaking, and Listening, in Every Lesson…
Whether we know it or not, we are always teaching speaking and listening skills in every lesson, as long as we conduct some form of verbal dialogue in your class.
The quality of said delivery of instruction, is really where we will focus in order to hone in on the importance of not only how to teach speaking and listening — but doing it effectively.
A balanced literacy lesson plan is is one that covers the 4 pillars of learning — speaking, reading, listening, and writing. No matter the subject or the content, these 4 fundamentals of learning are always present and will dominate the outcome. Take a second and try not teaching any other subject matter, and do so without using any of the aforementioned skills.
Now that you can’t, let’s move on.
Every time a teacher says, “Good morning” to the students, the classic response is always the same in return. This, in it’s very basic form, without any engagement needed, teaches speaking and listening. You speak, they wait for the right time to respond, and they do. Simple.
If we were to focus on enhancing these skills in schools, we should offer properly exemplified ways of what those skills look like when done correctly, why they are important, and how they can be beneficial, polite, traditional, etc.
Any open ended question, can begin a class discussion, yet where can we start with focusing on listening and speaking? For that to begin on the successful path, it is essential that students understand why. No matter your location in this world, if you do not motivate with the intent as to why what is being taught needs to be mastered, the information will be regurgitated temporarily at best. We want students to endure the information, especially these 4 major skills needed for any student to learn.
Start, by showing why bad listening looks like.
Here’s a hysterical video from a quick youtube search on an example of what bad listening looks like: The Bad Listener — Chris Klemens. Let your students react to what it would be like being on the opposite side of that conversation wanting someone to listen and they don’t. That connection could reverberate with some.
Ask why it was important for the other person to listen? Have we ever had these types of situations happen to us? Foster the conversation, that creates a “Volleyball” type of dialogue. For example, don’t lead the discussion and then take it back with every answer — lead it, and step away, having others respond.
The comparison widely used to visualize this point, is a traditional conversation with teachers and students is more of a ping pong match, back and forth, back and forth. By creating more of a volleyball match, which is bump to someone on your team, set them up for a good shot, and then hit it back to the other side, this calls on students to need to listen to what is being said, react to it, and maybe even question it before you get back involved.
Open ended questions asked at the beginning of every lesson plan, that fosters good conversation amongst your students — will prove to be crucial practice in working on listening skills and speaking skills.
Modeling what proper responses look like, with eye contact, appropriate pitch in voice, and adding non-verbal cues, and elicit how this can enhance our ability to effectively communicate. Perhaps show what speaking looks like without, and then with, and have students take note of what they find to be different and how that impacts what is being said.
As a teacher, these were my fondest moments. I did the example — not some video or someone else from a tv show. I would read something with a monotone, without using my hands or emotion, and barely looking at the students. I might go fast, or slow, to emphasize the importance of pace as well. I would finish, and ask the class to offer me 1 piece of advise, in the form of a question that they would have to ask me. For example, “Mr. Clausi, if you didn’t read so fast, do you think we would be able to listen to all of the examples that you gave us so we may be able to remember them better?”
I’m focusing on my speaking, while the students are actively listening. Innately, I’m focusing on both. Students are working on attentively listening, so they can react and get involved. I have them taking the ideas for their response that’s in their heads, and shuffle it around to form a question to me. Now, they are working on a response that is prepared, and therefore will allow them to have an easier time sharing it out, than if it was off the cuff or they were caught off guard.
Reduce the embarrassment students may have, by offering tools for students to use, so they are more confident in their ability to respond. Practice this, daily.
After a while, as you are delivering a public speech to the students for them to criticize, maybe surprise them with questions that they have to answer as they are listening. These are called guided questions. Any teacher who has students watch or listen to anything in class, should always accompany this exercise with guided questions.
This process, can take months of daily practice. In time however, you will find improvement and students will eventually want to volunteer to practice and others to ask questions afterwards.
Show an image of your favorite art work, and have students discuss it. After you’ve done this a few times, have students bring in art work that they are fond of, and conduct the same activity.
USE MUSIC! Play something for them and have the lyrics visible to follow. Discuss themes, intent, reason, compare it to time and place — and discuss the content. Have students bring in songs that they like and find the lyrics to conduct the same activity. Have discussions that are about things your students are interested in, and watch how much more they participate and therefore practice these essential skills.
If you would like further information regarding this and many more topics of how to improve the learning in your schools, email me at thetravelingprincipal@gmail.com.
