2021-SPCH470 Effective Listening Listening Journal 1 PDF

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2021-SPCH470 Effective Listening Listening Journal 1...

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Running Head: LISTENING JOURNAL 1

Listening Journal 1 February 2, 2021 Professor Ayee SPCH 470

Entry #1: Discriminatory Listening Experience

2 Listening Journal 1 Date: January 20, 2021 Description of the Listening Experience: My first listening experience occurred at my sister’s school rehearsal for debate. The practices were being held in the music hall before the big match the following day. I could easily observe the participants as they prepared for their motions. First, I noticed the young lady constantly moving across the platform, ensuring everything was in order. I could hear many footsteps and voices from teachers and other students who continued to fill the room. From where I was seated, I could easily observe the nonverbal cues from the participants. The facial expressions and body movement showed their readiness to represent their ideas to the crowd. However, I could easily identify that others were terrified. This is because they kept crossing their fingers, scratching their heads, and rereading their points. Others stretched their lips, jaws, and bodies, which indicate confidence and readiness. The representative for the different groups kept talking, although I could not hear them. As I took some notes, I heard an ear-piercing voice, which made me realize the master of ceremony was already at the platform. The curtains rubbed intermittently as the participants walked majestically at the stage. They introduced themselves and stated their position on the motion. As they spoke, I noted the pitch, timbre, and tempo of various participants, indicating some were never prepared enough. After the introduction, there was movement, talking, and chuckling among the participants. However, the verbal language stopped as their bodies and faces became more focused. During the motion, most of the participants used their hands to explain their points. Similarly, others stamped their feet to show the colleagues' support, and facial expressions were used during disagreements. After the debate was over, some of the participants hurriedly left for backstage since their judges indicated more practice was needed to emerge as winners in the competition. I could note their depressed faces. Purpose and Behavior as a Listener: During my listening experience, I was mostly at the receiving end, which indicated I was using discriminative listening. Research by Wolvin and Coakley (1996) indicated that a good listener must distinguish between auditory and visual stimuli before the procession of any message. In this light, I choose to listen to use my senses to identify different stimuli utilized during the debate. I sat quietly and away from my classmates to avoid distractions and positioned myself in a strategic position to observe the participants, the judges, and the backstage comfortably. I developed a precis to summarize my points. The listening experience was also linear since I responded to the participants silently. Therefore, I smiled, chuckled, and giggled as I recorded my entries. Evaluation of Listening Strength and Weaknesses: I experienced several weaknesses during the experience. The music hall seats were very uncomfortable, and I had to keep shifting to be comfortable. It was also very hot that the room was unbearable to stay in for long due to sweating. It was all impossible to keep a record of the precis and still maintain a glimpse of all the points. Also, my friends at the far end kept waving and texted when I ignored them. Despite the challenges, I was able to develop discriminatory auditory skills. I was able to differentiate between vocal cues such as pitch, timbre, and tempo. Additionally, I was able to detect specific sounds without visual cues. What I Learned About My Listening:

3 Listening Journal 1 Based on my listening environment, I was unable to use most of my sensory receptors. According to Wolvin (n.d), different listening environments provide an opportunity to receive messages better. During the listening experience, I identified various moods based on the participants' non-verbal language. For example, when a participant got appreciated, the pitch changed, more movement across the platform was observed, and even became more enthusiastic. I also became more sensitive to incoming stimuli. For example, I could differentiate between the different shoes worn by the teachers and the participants, such as heels, flip flops, and ballet shoes, due to the visual cues they made, such as clicking and snapping sounds.

Entry #2: Comprehensive Listening Experience

4 Listening Journal 1 Date: January 25, 2021 Description of Listening Experience: I attended a guidance and counseling lesson on peer pressure on Zoom. I was very much interested in the lesson. However, during the meeting, it was hard to maintain my concentration. This is because we had just moved into our new house and I had spent the whole day offloading household furniture. The presenter used messaging elements such as illustrations, pictures, and interviews. When using interviews, it was hard to identify their arguments as they were never confusing. Also, digitized video themes backfired as the presenter added awkwardly long pauses, which became boring. I could observe the participants' facial expressions, body movements, and eye behaviors, which indicated better understanding than me. Purposes and behavior as a listener: I attended the lesson for comprehensive purposes. I was seated at my study table to avoid distractions and to be fully attentive. According to the module provided, it is crucial to prepare very well for effective listening experience results (Week 4: Preparing for the Lecture/Seminar, n.d). However, I failed in my preparation. I did not record any notes, which resulted in losing focus in some parts, although I did listen actively. It was difficult to uphold the SIER model of communication, which promotes effective conceptualization of information. Therefore, unable to achieve a successful listening process. Evaluation of Strengths and Weaknesses My main weaknesses were physical and mental fatigue. I struggled a lot to maintain concentration, which made it hard to grasp every concept. Similarly, the listening experience was unplanned and never prepared. However, the use of visual cues helped refocus my concentration and reinforce my memory. What I Learned about My Listening: It is essential to prepare for the lecture before attending any classes (Week 4: Preparing for the Lecture/Seminar, n.d.). Also, active listening promotes attention, which prevents losing focus during a lesson. Preparing before a lesson and developing notes helps in maintaining attention. Note-taking promotes the ability to concentrate. (Wolvin & Coakley, 1996). I intend not to repeat the same mistakes.

Entry #3: Comprehensive Listening Experience

5 Listening Journal 1 Date: February 1, 2021 Description of Listening Experience: I decided to watch verbal and nonverbal communication on YouTube. As the video started, the main focus was on the presenter’s upper body. There was a PowerPoint presentation presented on the whiteboard for the explanation. Throughout the presentation, the professor used nonverbal cues such as gestures, facial expressions, and hand movements. When thinking, the professor constantly taped the head, which indicated she was thinking. Purpose and Behavior as a Listener: I decided to watch the clip for comprehensive purposes aswell. I was an active listener, which made the topic very interesting. I was comfortably seated at home when I was alone to avoid distractions. I easily recorded my notes by paraphrasing since the environment was favorable. According to Brownell (1993), paraphrasing helps in developing precise summary essential statements. This preparation helped improve my listening at the receiving stage, as stated by (Ridge 1993). Thus, my listening experience was very good. Evaluation of Strengths and Weaknesses: Several factors hinder an effective listening experience. Some of these factors include psychological, physiological, and contextual factors (Wolvin n.d). Since I had initially prepared for the lesson, I was more receptive to the lesson. Similarly, I was alert all the time as I was never affected by environmental factors. However, I experienced physiological disadvantages such as the phone ringing often and hunger. Also, I experienced psychological disadvantages such as thinking about the broken washing and my due assignment. However, I tried to keep the distractions and regain my focus. What I learned About My Listening: I realized that the association between the lesson and the surrounding environment made it easier to maintain my concentration. Similarly, adequate preparation for the lesson makes it easier to retain and recall information and outlining helps grasp information very fast (Wolvin & Coakley, 1996). Therefore, proper preparation promotes effectiveness.

Concluding Summary:

6 Listening Journal 1 The listening experiences were very useful and educational. I realized that discriminative listening occurs mostly at the receiving end, requiring comprehension to promote the understanding of the incoming information (Comprehensive Listening, n.d.). To improve my discriminative listening skills, I need to work on comprehensive listening skills and concentration. Additionally, before I decode an incoming message, I realized that I must intensely listen to effectively receive, attend, perceive, interpret, and create responses based on the understanding of the message. Based on Wolvin and Coakley’s listening model, these elements are necessary for discriminatory practices or comprehensive listening. I noted that discriminatory listening requires the use of auditory and visual receptors. In this light, the listener’s perception is influenced by smell, taste, and touch. This means that the listener can easily distinguish sound without necessarily looking at the equipment. For example, during my discriminatory listening experience, I noticed that the master of ceremony held the mic due to the sound it produced even though I was busy recording some notes. Similarly, I was aware of the shoes worn at the hall by distinguishing the sound they made. These observations may improve my future discriminative listening skills as outlined in Lunsteen’s listening model (Wolvin, 1993). Additionally, Weaver and Rutherford's hierarchy would help me distinguish specific sounds from background noises and determine their intensity, pitch, pattern, and duration. During my comprehensive listening experience, I realized that active listening is very crucial. This is because the activity helps in remembering the message and promote effective comprehension. I also realized that besides concentrating on the speaker's message, it is essential to utilize other listening tools for the maximum corporation (Comprehensive Listening, n.d.). Some of the tools include identifying the speaker’s organizational structure and reviewing the information after the lecture (Follow-up after the Lecture/Seminar, n.d.). For example, during my comprehensive listening experience, I noted some vocabulary and exercises given during the lesson. To follow up after the lesson, I would have completed the exercise to determine the lesson's effectiveness and checked the vocabularies. Similarly, I felt that I needed to respond to the communicator, as indicated in Wolvin and Coakley’s model (Wolvin, Listening, Understanding, and Misunderstanding, n.d.). Therefore, the non-verbal cues that I used during the listening exercise could have been easily interpreted and reinforce my understanding of the information. The listening experiences helped me in identifying my weaknesses in communication. For example, during comprehensive listening experiences, I tried to avoid all barriers of communication. However, I was easily distracted by hunger, which never seemed to go away despite taking juice. Similarly, I was easily distracted by phone calls, especially from friends, during their discriminatory listening experience. Therefore, despite my efforts to avoid these distractions and actively listen, I find my thoughts preoccupied. By understanding my behavioral patterns, I can consciously alter them to avoid distraction. For example, before attending any online classes, I can ensure I eat to avoid feeling hungry in the middle of the presentation. Similarly, I can learn other techniques such as a deep breath to relieve stress and improve my ability to listen. The listening experiences helped me identify the impact of notetaking before and after the lesson. Without the previous knowledge, it becomes boring to understand the whole lesson.

7 Listening Journal 1 Additionally, it promotes confusion, which makes learning impossible. Therefore, I can make efforts to be more receptive to listening through notetaking before the lesson. This is because the previous knowledge promotes positive listening, reflecting on the attitudes directed to their communicators (Wolvin, Listening, Understanding, and Misunderstanding, n.d.). Positive listening attitudes promote active listening and develop self-concepts as a listener.

References

8 Listening Journal 1 Brownell, J. (1993). Listening environment: A perspective. In A. D. Wolvin & C. G. Coakley (Eds.), Perspectives on Listening (pp. 243, 245). Norwood, NJ: Alex Publishing Corporation. Ridge, A. (1993). A perspective of listening skills. In A. D. Wolvin & C. G. Coakley (Eds.), Perspectives on Listening (pp. 5–6). Norwood, NJ: Alex Publishing Corporation. Week 4: Comprehensive Listening. (n.d.). Retrieved November 10, 2014, from University of Maryland University College; SPCH 470 Class: https://learn.umuc.edu/d2l/le/content/31385/ view Content/1253708/View Week 4: Follow-up after the Lecture/Seminar. (n.d.). Retrieved November 15, 2014, from University of Maryland University College: SPCH 470 Class: https://learn.umuc.edu/d2l/le/content/31385/view Content/1253713/View Week 4: Preparing for the Lecture/Seminar. (n.d.). Retrieved November 15, 2014, from University of Maryland University College: SPCH 470 Class: https://learn.umuc.edu/d2l/le/ content/31385/view Content/1253709/View Wolvin, A. (n.d.). Listening, Understanding, and Misunderstanding. 21st Century Communication: A Reference Handbook. Retrieved October 30, 2014, from http://www.sagepub.com/edwards/study/materials/reference/77593_5.1ref.pdf Wolvin, A. D., & Coakley, C. G. (1993). A listening taxonomy. In A. D. Wolvin & C. G. Coakley (Eds.), Perspectives on Listening (pp. 18–19). Norwood, NJ: Alex Publishing Corporation. Wolvin, A., & Coakley, C. G. (1996). Listening (5th Ed.). Boston, MA: McGraw-Hill....