Thoughts on Whole Body Listening

13 September 2016
I asked Susanne Poulette if she would write a blog post for me on Whole Body Listening.  She is the original author of Whole Body Listening and many years ago, she gave me permission to use the term "Whole Body Listening" on my Teachers Pay Teachers freebie.  I hope you enjoy reading this blog post.  I have included a new Whole Body Listening themed freebie for you at the end of the post.


So it’s that busy back-to-school time with all its eager anticipation. Teachers prepare for the new school year, parents and children shop for supplies, and thoughts turn to refreshing our students’ learning skills and strategies. Among the tools for teaching and sharpening listening skills is good old Whole Body Listening.
·      Brain – thinking about what the ears are hearing.
·      Eyes – looking toward the speaker.
·      Mouth – quiet
·      Hands – quiet, still
·      Seat – firmly in the chair or on the floor.
·      Feet – quietly where they should be (floor or criss-cross applesauce).

The critical word here is “tool.”  WBL should be modified as needed for students who have special needs, difficulty with self-regulation, or discomfort with eye contact. It should always be used with sensitivity for a child’s developmental readiness and attention span level. 
WBL lessons are suggestions for teaching and practicing listening skills. WBL is a teaching tool that can be used as a key phrase to pre-set, or as a reminder for good listening, but not for lengthy performance expectations.

If I could identify the most critical element of WBL, it would be listening with the brain. When I think about what a speaker is saying, I’m essentially connecting my mind with that speaker’s mind. Isn’t that true attending and authentic listening?
Listening with the brain can also help us develop an internal schema as we think about what we are hearing and form mental images. In this way, thinking about what is being said can encourage visualization, and perhaps this might increase comprehension and retention.

We can use WBL to help students to take responsibility for their listening behaviors. Students become aware of and reflect on their own listening. Let’s encourage students to question themselves: “What do I need to listen for? Did I think about what the speaker was saying, or what was going on outside the window? How well did I do? Do I get it? Do I need to ask a question?”

We know that children learn by watching, listening, and imitating. In fact, we may know all too well how fast a child can learn a naughty word or behavior! The same holds true for listening.
When we’re good listeners, we demonstrate how we want our students to listen. Without interrupting or rushing, by maintaining eye contact and attention, we listen well and model the same courtesy to students as we do to adults.


As you work on WBL, here’s another strategy you might find helpful:  HELP STUDENTS DEFINE GOOD LISTENING SKILLS

·      Brainstorm examples of good vs. poor listening and generate lists.

·      Encourage students to reflect on the effort involved in their own listening: Is it easy or difficult?

·      What makes it easy or difficult?  When, why, where is it easy or difficult?

·      What are some solutions for making listening easier?

·      Ask, “Listening is a skill, so how do you get better at a skill?”  Elicit discussion: “Skills improve with correct practice, like throwing a ball, tying shoe laces, playing an instrument…” Encourage students to make this connection and understand that we can improve our listening skills.

·      Teach the difference between HEARING and LISTENING:  
We hear with our ears
We listen with brain, eyes, mouth, and calm body.

·      Compare hearing and listening to TV channels:
TV is turned on, but set at a blank screen: “TV is ON”— is like HEARING.
TV is turned on and “TUNED IN” to a real channel — is like LISTENING.

·      TUNING IN makes the difference. TUNED IN means we connect our brain to the message; we think about it, focus on it, and give it importance.

·      Use the key words to teach self-monitoring:  “Am I TUNED IN to the listening channel or a blank screen?

·      When listeners are distracted and then they hear the speaker say something like, “Now
don’t forget…” or “What do you think about…” That’s a cue to click themselves back to the listening channel.

I wish you a joyful, productive, satisfying, and successful school year. May you optimize and cherish the profound impact you have on the future generation.        ~ Susanne

One of the most sincere forms of respect is actually listening to what another has to say.
~ Bryant H. McGill

A wise old owl sat in an oak.
The longer he sat, the less he spoke.
The less he spoke, the more he heard.
Why can't we be like that wise old bird?
~ Author Unknown
Thank you Susanne for the great reminders and tips for using Whole Body Listening in the classroom.!

Here is a new Whole Body Listening Freebie for all of you:

Books to promote listening discussions in your classroom:

1 comment:

  1. Thank you so much for this post. It was so helpful! I love the quotes. I teach Kindergarten and Whole Body Listening is something we work on all year. I told the class this morning that they needed to listen with their hands and feet and they looked at me so funny! The book I use to teach my class whole body listening is called Whole Body Listening Larry at School. It is funny and each page describes how to listen with a different body part. You can buy a poster of Larry for the classroom that shows how to listen with each part of the body. I have had much sucess with this program!


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