These extensive tests led us to this general conclusion: immediately after the average person has listened to someone talk, he remembers only about half of what he has heard-no matter how carefully he thought he was listening. In each case the person tested listened to short talks by faculty members and was examined for his grasp of the content.
#Listen and move professional#
At the University of Minnesota we examined the listening ability of several thousand students and of hundreds of business and professional people. They have ears that hear very well, but seldom have they acquired the necessary aural skills which would allow those ears to be used effectively for what is called listening.įor several years we have been testing the ability of people to understand and remember what they hear.
#Listen and move how to#
It can be stated, with practically no qualification, that people in general do not know how to listen. This communication, businessmen are discovering, depends more on the spoken word than it does on the written word and the effectiveness of the spoken word hinges not so much on how people talk as on how they listen. Business is tied together by its systems of communication. These comments reflect part of an awakening that is taking place in a number of management circles. I’ve about decided that it’s the most important link in the company’s communications, and it’s obviously also the weakest one.” “It’s interesting to me that we have considered so many facets of communication in the company, but have inadvertently overlooked listening.“I’ve been thinking back about things that have gone wrong over the past couple of years, and I suddenly realized that many of the troubles have resulted from someone not hearing something, or getting it in a distorted way.”.But now that I am aware of it, I think that perhaps 80 % of my work depends on my listening to someone, or on someone else listening to me.” “Frankly, I had never thought of listening as an important subject by itself.Here are three typical comments made by participants:
Later, an executive seminar on listening was held. Blow bubbles when the children hear the bubbles sound, for example.Recently the top executives of a major manufacturing plant in the Chicago area were asked to survey the role that listening plays in their work. When the story is familiar ask children to help retell it using the props to help retell and sequence. Once upon a watery time… If possible provide a selection of resources – photographs or images, soft toys or puppets – to help focus attention, sequencing and retelling the story: bubbles, fish, seaweed, mermaid, seahorses, dolphins. Repeat the song ‘A sailor went to sea, sea, sea’ this time with actions. Was the bottom of the deep blue sea, sea, sea.Įncourage the children to clap on ‘sea sea sea’ each time. (put hands up to your eyes as if looking into the distance) Cat encourages them to close their eyes and imagine what they might see: jellyfish, octopus, coral, lots of fish and then listen to the song and join in with the words if known. Cat invites listeners to join us on our imaginary journey diving ‘Under the sea.’ Children are prompted to imagine diving down, down under the sea. Sound discrimination: splashing sounds, water glugging, bubbling, various sea sounds. Key vocabulary: sea, ocean, jellyfish, octopus, coral, mermaid, seahorse, dolphin, seaweed, diver, fish, reeds.
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