The Pedagogy of Listening

This post is quite timely as I have continued to read and research about the pedagogy of listening, but I also happen to be reunited on holiday with one of the best listeners I know, so I was able to enhance my findings from media with an interview. 

Continuing to find gems from "The Hundred Languages of Children", the authors explain why a pedagogy of listening is so important and unpack some key elements of what it really means to listen. They include:

- Listening is a search for meaning

- Listening with all of our senses

- Listening should recognise the many languages, symbols and codes people use

- Listening to ourselves encourages us to listen to others

- Listening takes time

- Listening is generated by curiosity, desire, doubt and uncertainty

- Listening produces questions, not answers

- Listening is emotion

- Listening should welcome and be open to differences

- Listening is an active verb

- Listening is not easy. It requires a deep awareness and a suspension of our judgments and prejudices

- Listening is the basis for any learning relationship. 

I appreciate this unpacking of the complexity of listening and connect so much of this to inquiry... making meaning, finding out more, wondering and playing with possibilities through being present as a listener. 

Earlier this month, Lisa Birman spoke about the intentionality of listening as part of the Free to Play Summit. She explained, "Listening with intent, I think, is... a lot of it is about just letting yourself be in the moment. The intent that you bring to the situation is that curiosity about children and about their ideas, about their theories, what concepts are they grappling with at the moment, so I think that the intent I try to bring in my own work, in my own teaching, is the intent of not interrupting and the intent to be curious... rather than an intention that I am listening for." 

How powerful that this stance values and seeks opportunities to uncover and explore beyond limits, compared to an approach that only "checks off" and covers pre-determined content. 

In the PYP, communication skills are identified as a category of approaches to learning. Within this, exchanging information (listening, interpreting and speaking) is identified as a sub-category. Listening is so complex. I wonder how often, and to what degree, it is explicitly taught. 

It is imperative that we model good listening. If it is truly a pedagogy that is integral to our learning communities, we should notice it, name it and talk about it! Listening then becomes embedded with students, colleagues and parents... all relationships in the learning community. Children need purposeful opportunities to listen. Not simply listen to the teacher for overly long periods of time, but to listen to one another as they explore, inquire and socialise through their play. In doing so, awareness of what "good" listening looks like can be built up over time and can then be used to reflect on where we are and where we might want to go to next. 

Interview with Danielle Beaulieu

Danielle is an educator, workshop leader and former principal at the International School of Paris. From my perspective, Danielle is a great listener. Listening, she makes you feel you are the only person that matters at that time - whether this is a child or an adult, a friend or a colleague. Danielle devotes such attention, time and empathy in her listening, all with an inquiry stance, responding with curiosity and sincerity. She listens with her heart and her mind. 

Sean: Tell me your thoughts about listening.

Danielle: At university, I realised listening is part of communication. Listening is huge. It's always been at the forefront of how I've thought about parenting, teaching and leading. What comes to mind is compassion, patience, caring and loving. When you listen is when you give time and space for the other person to become, say and be and do. 

Sean: You are often thought of as a wonderful listener. What, to you, are the qualities of a good listener?

Danielle: I think the things I said before like being patient and compassionate, and open-minded and allowing yourself to be vulnerable. You have to listen to have good relationships. 

Sean: How do you reflect on yourself as a listener?

Danielle: I realised I am very judgmental of myself. I don't often see in myself what other people say to me. I always feel I could do better. I'm learning to be more patient with myself which then gives me the space to be a better listener and be authentic in my listening. I think authenticity is what it's all about right now. I compare myself to the Japanese art of broken vases where we can all feel kind of broken. It's that line of gold that the artists fill in the broken vases that make them more valuable in the end. It's all about authentic, true connections with others. 

Sean: How has your practice changed related to the pedagogy of listening?

Danielle: As a new teacher, I didn't do a lot of listening. I did a lot of talking! I started in a Kindergarten class. The listening part is so important! As a workshop leader, a "Quaker Read" was great to feel the power of the listening in a room, to hear the breaks and the emotion... listening is an emotional thing. As a teacher, mum and wife, it's important to believe that kids can do this. They can listen to one another. My expectations are higher. I listen a lot more now. I think listening is actually more important than talking. You're giving your message stronger by listening than by speaking it. For sure! Without a doubt!

What a treat to speak to Danielle!

Reflection questions:

Who do you think of as a good listener? What makes you say that?

How well do you listen? What goal might you set yourself to target in the coming months?

What helps you to listen well? What obstacles do you face?