Activities

1. To enrich your understanding of the chapter, check out:

   LearningCurve for adaptive quizzing for the chapter.

   The “Browse Resources for this Unit” tab to view videos illustrating key concepts.

2. Question

   Describe a time when you listened well. How do you know you listened well? Where were you? Who were you with? What were your goals? Did you adapt your listening to the situational, cultural, or relational context? What can you learn from this successful listening experience to guide you in future listening challenges?

3. Question

   Practice listening with your eyes as discussed in this chapter. When you go to your next class, observe your instructor or whoever is speaking. Form an overall impression of the speaker from nonverbal cues such as body movements, eye behavior, and tone of voice. What emotions do they suggest? Do they match the verbal message being conveyed?

4. Question

   As you become a more critical listener, inquire about inconsistencies when you observe them in conversation. For example, if your friend offers you verbal and nonverbal messages that contradict each other, let him or her know. Be careful to avoid being defensive here. Instead of saying, “You’re sending me mixed messages,” say, “I’m confused about what you mean. You said you were happy with the decision, but you frowned and sighed at the same time.”

5. Question

   Practice listening styles that are less familiar to you. Some people don’t paraphrase well; others are uncomfortable being person-centered. The best way to try this out is to look back at the chapter and think about the discussions that made you feel uncomfortable (“I could never do that”). Then give it a try in a context that might benefit you. For example, if you tend to be an empathic, person-centered listener in group meetings and your meetings always run late because of it, try being a more time-centered or action-centered listener.

   Practice listening styles that are less familiar to you. Some people don’t paraphrase well; others are uncomfortable being person-centered. The best way to try this out is to look back at the chapter and think about the discussions that made you feel uncomfortable (“I could never do that”). Then give it a try in a context that might benefit you. For example, if you tend to be an empathic, person-centered listener in group meetings and your meetings always run late because of it, try being a more time-centered or action-centered listener.

6. Question

   Keep a log of how you “listen” with technology. Is it easier—or more difficult—for you to select, attend, remember, understand, and respond? Compare your experiences with friends. Do some of your friends or family prefer the technology or do they value face-to-face listening more?

   Keep a log of how you “listen” with technology. Is it easier—or more difficult—for you to select, attend, remember, understand, and respond? Compare your experiences with friends. Do some of your friends or family prefer the technology or do they value face-to-face listening more?