We often tell students to “listen,” but there’s a good chance we aren’t actually teaching them how to do it. And there’s an even stronger likelihood that they (and we) don’t understand all of the things that get in the way of us being good listeners in the first place.
Let’s start with the idea of “noise.” Noise is anything that draws our attention away from what we are trying to pay attention to. Essentially, we’re talking about auditory, visual, physical, and/or mental distractions. Knowing this, we can categorize “noise” into two types––external (stimuli within our environment) and internal (our mental and physical states).
Stop reading right now and tune your ears to your surroundings. What do you hear? Maybe it’s someone talking in the hallway or music being played in the room next door. Maybe a window is open, and you hear cars driving or birds chirping. Now pay attention to what you’re seeing. Did someone walk by? Did one of those birds you heard decide to fly past your window? Did you get a notification on your phone that begged you to look at it? These are all examples of external noise––sounds and visuals in our environment that pull our attention. External noise is all around us all the time, and it’s nearly impossible to ignore.
Stop again, and shift your focus inward. Yes, you’re reading this right now, but what else are you thinking about? What thoughts are running through your head? Maybe you’re worried you didn’t lock up your house or you’re wondering what you should have for dinner. Perhaps you have to have a difficult conversation that you’re not looking forward to. Next, consider your emotional state. How are you feeling? You might be upset about some news you just received or annoyed that someone you made plans with canceled. Or maybe you’re happy it's almost the weekend. These various thoughts and emotional states highlight psychological noise––the first type of internal noise.
The second type of internal noise is physiological noise. These are our bodily sensations that attempt to distract us. Maybe you’re tired because you didn’t get enough sleep last night. Maybe you skipped breakfast, so you’re really hungry. Or maybe you really have to use the bathroom. Fatigue, hunger, illness, pain, and anything else you might be feeling physically are all examples of this type of physiological noise. (The image below is a visual representation of what all this "noise" can look and feel like.)
Now, think about your students and what they bring with them when entering the classroom. With so many external and internal distractions, it’s no wonder they can have such a difficult time paying attention. But it’s not hopeless! Once we (and they) become aware of these influences, they can start to have less of an effect on us as long as we use tools and strategies to combat them.
There are several listening activities that can be done to prepare students for learning, but they should all begin the same––with “Noticing and Documenting.” Noticing and Documenting is a simple way for students to “brain dump” before the start of a lesson so that they’re primed to learn and engage. Here’s how to do it: At the beginning of class, hand students a piece of paper and something to write with. Give them a few minutes to jot down all of the things they are thinking and feeling (i.e. internal noise). Provide some examples so they know they’re on the right track. Next, ask them to focus their attention outward. Give them a few more minutes to write what they’re hearing and seeing (i.e. external noise). Afterward, ask them to share what they wrote during a whole group discussion. (Note: There are many other ways to encourage sharing. Turn-and-talk, think-pair-share, or small groups can all work. Just use your judgment based on the students in your particular class.) Be sure to highlight the point of the activity once all those who want to have contributed. This “noise dump” has now primed them to practice listening.
There are dozens of listening activities out there, and I’ve put some of my favorites here. But one that is particularly effective and engaging for students is called “The Mixer.” (Sound expert Julian Treasure talks about this aural exercise in his brief but enlightening TED talk Five Ways to Listen Better in which he first details why we aren’t very good at listening and then provides some exercises to enhance our abilities. I can’t recommend Julian enough and highly encourage showing this TED talk to students.) To do the mixer, students will need the same piece of paper and pencil from the “Noticing and Documenting” activity, and you will need your computer, speakers, and a YouTube video of an environment with a lot of different sounds happening at once––think rainforest during a storm, a busy subway station, or kids playing outside on a playground. Before pressing play, ask the students to pay attention to and write down as many individual channels (i.e. types) of sound they hear. Ask them to be as detailed and specific as possible. Let’s say you choose to play a sound clip of O’Hare International Airport, and they hear voices. Encourage them not to just write down “I hear people.” Challenge them to ask themselves, “How many individual people do I hear?” “Are the voices deep or high in pitch?” “Do any of them have an accent?” “Are they close together or spread out?” “Is there a prominent foreground voice while others fade into the background?” And so on. Have them complete the activity with this level of depth for each channel of sound they identify. Play the soundscape until it looks like students are done writing, and use an instructional strategy for discussion similar to the one you used for “Noticing and Documenting.” (It's also important to note that "The Mixer" can and should be done outside whenever possible. Reconnecting with nature and the sounds within it is one of the most life-giving things we can do.)
I could argue that the single most important thing a student learns in school is how to be a good listener. (And I don’t mean being obedient.) Teaching and practicing some of the concepts written about here is only the beginning of your students’ listening journeys. The skill is infinitely intricate, complex, and nuanced, but if a commitment is made to teaching students how to do it with intentionality and they’re given the time and space to practice consistently, it will serve them for the rest of their lives.