* "Encourage the writer to tell what he or she wants the two of you to look and
listen for" (What the Writing Tutor, 2006, p.
Thus, critical listening skills come from both knowing what we hear and what to
listen for. For example, in the discussion of dynamics, to know the difference between forte and piano, one must first hear and understand the basic concept of forte and piano.
In the initial stages of this technique, students are supposed to
listen for general understanding and later they should
listen for details as they add to their notes through negotiating with their peers.
Franchisors who
listen for ideas solve more problems than those who do not and create a feeling of concern for franchisees while receiving better quality information.
Someone who comes to you with a problem is really delivering a message, so
listen for it.
However, Ellen used a totally different strategy: Because I had already previewed the questions, I knew what I should
listen for. When the tape began to run, I focused on the necessary information only.
Listen for the aural clues that evoke a sense of place--automatic doors and cash registers vs.
Active listening occurs when you hear beyond the speaker's words and
listen for the meaning; and even more so when you search for the context, intent and feelings behind the message.
One of the first principles in crisis intervention is to
listen for the emotions exhibited by the subject and how they relate to the facts of the situation.
My wife Janet and I take time each morning on waking to pray and
listen for direction from the God who has led us so wonderfully all these years in fair weather and foul.
People
listen for a variety of reasons--to learn, retain information, make decisions, and solve problems.
One way to avoid interrupting unintentionally is to
listen for words that indicate the speaker may have more to say, such as "and' "also' "beside, ""in other words."
Alert children to the organizational structure of your message and tell them what to
listen for ("Today you will be working in groups on the class newspaper.
If a patient wants you to
listen for 20 minutes and you only have 10, you can prepare them for the interaction so they don't feel rushed.
I learned to
listen for each voice, to achieve the proper balance among the voices in replication as well as in my own interpretation.