Introduction

Guidelines For Good Listening Skills

  • Be interested and attentive. You can tell whether you have a partner's interest and attention by the way the other person replies or does not reply. Forget about the telephone and other distractions. Maintain eye contact to show that you really are listening.
  • Encourage talking. Some people need an invitation to start talking. You might begin with, "Tell me about your day." Others are more likely to share their ideas and feelings when you show them that they are important to you.
  • Listen patiently. People think faster than they speak. After a stressful, busy day, it may take longer than usual to find the right words. Listen as though you have plenty of time.
  • Hear each other out. Avoid cutting others off before they have finished speaking. It is easy to form an opinion or reject an other's views before they finish what they have to say. It may be difficult to listen respectfully and not correct misconceptions, but respect their right to have and express their opinions.
  • Listen to nonverbal messages. Many messages people send are communicated nonverbally by their tone of voice, their facial expressions, their energy level, their posture, or changes in their behavior patterns. You can often tell more from the way a person says something than from what is said. When your spouse comes home obviously upset, be sure to find a quiet time then or sometime that day to help explore those feelings.

 

Task

Your Task

1. In a mentoring team, discussion is essential. Allow each member to share ideas during each step of the WebQuest process.

2. During this study you will be discussing listening skills.

3. Follow the six process steps.

Step 1 - Learn about the family history.

Step 2 - Read the case study and answer the reflection questions.

Step 3 - Produce a Problem Statement and add it to the Discussion/Communication box to share what you have done with others.

Step 4 - Use the Links to go on a WebQuest to research on the web.

Step 5 - Produce a Hypothesis and use the Discussion/Communication box to share what you have come up with.

Step 6 - Finally, use the Discussion/Communication box again to reflect and share on the learning experience.

 

Process

STEP 1 | STEP 2 | STEP 3 | STEP 4 | STEP 5 | STEP 6


Step 1: Learn about a family

Pick a family from the choices linked on the family history page and learn about a family, their history and all the struggles they are currently facing.

Family History Page

 

STEP 1 | STEP 2 | STEP 3 | STEP 4 | STEP 5 | STEP 6

Step 2: Read a case study on the family you picked

Read a case study from one of the following categories that match the family history that you read from Step 1

newlyweds

grandparents raising their grandchild

Create a list on a piece of paper under the heading: "What do we know?" This may include data from the family history, the case study, or information based on prior knowledge.

 

STEP 1 | STEP 2 | STEP 3 | STEP 4 | STEP 5 | STEP 6

Step 3: Develop a Problem Statement

A problem statement should come from your analysis of what you know. The problem statement will probably have to be refined as new information is discovered and brought to bear on the situation. Typical problem statements may be based on discrepant events, incongruities, anomalies, or stated needs of the family.

Need Help? View Problem Statement Helps

"What is this families problem"

Problem Statement Discussion Boards

Enter The Family Life Curriculum Forum and submit your problem statement on the discussion page.

 

 

 

 

 

 

 

Forum Rules:

1. You must log on by creating a user name and password.

2. Each group should maintain the same user name to enable discussion consistency.

3. You may not use the discussion boards for sales or advertisements.

4. You may not use profanity.

5. Respect and courtesy for others is required.

 

 

STEP 1 | STEP 2 | STEP 3 | STEP 4 | STEP 5 | STEP 6

Step 4: Gather information on the Web

Search for what you need to know about your study

List on paper what is needed for your family. Presented with the problem, you will need to find information on this topic to research family issues. Make a second list on your paper under the heading: "What do we need to know?" These questions will guide searches that will take place on-line.

Click here to research the newlyweds
Click here to research the single Mom
Click here to research the blended family
Click here to research the grandparents

 

 

Step 5: Formulate a hypothesis

Under the heading: "What should we do?" list actions that may be taken, recommendations and solutions.

Need Help? View Hypothesis Helps

"What should we do?"

Hypothesis Statement Discussion Boards

Enter The Family Life Curriculum Forum and submit your hypothesis statement on the discussion page.

 

 

 

 

 

 

 

Forum Rules:

1. You must log on by creating a user name and password.

2. Each group should maintain the same user name to enable discussion consistency.

3. You may not use the discussion boards for sales or advertisements.

4. You may not use profanity.

5. Respect and courtesy for others is required.

 

STEP 1 | STEP 2 | STEP 3 | STEP 4 | STEP 5 | STEP 6

Step 6: Reflection and Sharing

As part of reflection and sharing, present your findings and recommendations. The presentation should bring together all the material gathered in the previous steps. Analyze the problem statement, questions, data gathered, analysis of data, and support for solutions and recommendations based on other peoples comments in the discussion pages to make an argument to support your solution.

Need Help? View Reflection Helps

"Conclusion"

Reflection Statement Discussion Boards

Enter The Family Life Curriculum Forum and submit your reflection statement on the discussion page.

 

 

 

 

 

 

 

Forum Rules:

1. You must log on by creating a user name and password.

2. Each group should maintain the same user name to enable discussion consistency.

3. You may not use the discussion boards for sales or advertisements.

4. You may not use profanity.

5. Respect and courtesy for others is required.

 

Conclusion

Lets see what we have learned!

Tips for using TACTFUL conversations:

T = Think before you speak
A = Apologize quickly when you blunder
C = Converse, don't compete
T = Time your comments
F = Focus on behavior - not on personality
U = Uncover hidden feelings
L = Listen for feedback


Other DOs and DON'Ts to Accompany T-A-C-T-F-U-L Strategies

DO be direct, courteous and calm

DON'T be rude and pushy

DO spare others your unsolicited advice

DON'T be patronizing, superior or sarcastic

DO acknowledge that what works for you may not work for others

DON'T make personal attacks or insinuations

DO say main points first, then offer more details if necessary

DON'T expect others to follow your advice or always agree with you

DO listen for hidden feelings

DON'T suggest changes that a person can not easily make