* "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
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.
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.