INSTRUCTION

1. Participants are given 3 minutes to think of any

one of the following topics which they will then
share with a group:
a. A most pressing or critical problem in my
life right now.
b. Two most influential persons in my life
and why
c. Given all the resources, how will I spend
the last year of my life.
d. A most frustrating or satisfying event in
my life
2. Participants are to form triads. Each member of
the triad is represented by letters A, B, or C.
A- becomes the speaker, who initiates the activity
by relating his concern to the other members.
He limits his sharing to 5 minutes.
B- becomes listener 1, who listens to the content
of the speaker’s message. He summarizes or
paraphrases the content after the speaker is
finished. His sharing takes 3 minutes.
• C- becomes listener 2, who focuses on the
feelings of the speaker as the latter relates his
personal concern. He reflects back or
summarizes in two minutes feelings picked up
during the narration.
• 3. No interruption or note-taking is allowed. In
the course of the activity, each participant in a
triad will have performed once each of the three
roles. The members of the triad are seated facing
one another. The triads are separated from one
another to avoid interference.
 Processing
• What insights did you gain from the whole
experience?
• What skills you must develop to enable yourself
to listen effectively?
 LISTENING SKILLS

“We were given two ears and but a

single mouth in order that we can
listen more and talk less”
 “EFFECTIVE
COMMUNICATION IS NOT
MEASURED BY HOW WELL
YOU SPEAK, BUT HOW WELL
YOU ARE UNDERSTOOD”
 LISTENING
 Key to understanding what others say
 Key to understanding how people feel,
what they think about, and what they plan
to do.
 NATURE OF LISTENING
 Listening is a process
 Listening consists of 5 elements
 Hearing
 Attending

 Understanding

 Responding

 Remembering
 TYPES OF NON-LISTENING
1. Pseudolistening
2. Selective listening
3. Defensive listening
4. Biased listening
5. Impatient listening
6. Passive listening
 WHY WE DON’T LISTEN
 Message overload
 Preoccupation
 Rapid thought
 Effort is required
 External noise
 Hearing problems
 Lack of apparent advantages
 Lack of training
EFFECTIVE LISTENING MEANS
EMPATHIC LISTENING
 Empathy – putting yourself into the shoes of
the other person
-- getting into the inner world or
inner reality of the individual
 Empathic Listening – involves putting yourself
into the situation of the speaker and know how
he feels.
TAKING COMMUNICATION
IN THE REALMS OF
STUDENT-TEACHER
RELATIONS
 Some students do not behave
properly because they do not know
any better

IQ
EQ
AQ
 Some students do not behave
properly because they are very much
discouraged and have developed
mistaken goals
-Attention-getting
-Power or superiority
-Revenge
-Assumed Inadequacy
 Goat on the
the mountain

Man behind the Flower by the

the curtain the fountain

 World Map Building Process
 Deletion – tendency to overlook features of
certain experiences that are not consistent with
one’s generalization or what one has been
conditioned to
 Generalization – tendency to view or
interpret other experiences according
to a previous similar experience
 If a person does not look at me while I am
talking, that means __________
 If a person does not perform the task he is
given, that means __________
 If a person very close to me does not greet me
on my birthday that means _________
 Distortion – tendency to transform
features of an experience to fit or
support one’s generalizations
 Why we should listen to our
students
 WE assume the role of “second parents” to
students
 WE develop them into fully functioning, well-
rounded individuals
 WE are a team, and students are the “STAR”
in this academic institution— we co-exist with
them.
 There are messages beyond the spoken words
we should not miss (sometimes will cost their
life)
 My three-year old daughter, holding a
chipped-off triangular cracker asked her aunt:
“What shape is this?" Unwittingly, her aunt
replied, “it’s rectangle”. The kid asserted with
confidence, no auntie, it’s trapezoid!. At a
closer look my sister noticed the child was
right, because the chip has only two equal
(parallel) sides. The rest was a compliment.
Another pouch of cracker.
 TRIANGULATION

AMBITION

VICES/ADDICTION STUDIES
 AIDS
 A – AMBITION
 I – INTEREST
 D – DEDICATION
 D – DELIGHT
 S – SACRIFICE