Which of the following are listening technique to become a better listener brainly

7. Which of the following are listening techniques to become a better listener?a. eye contactb. paying attentionc. deferred judgmentd. proper manner and etiquette

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7. Which of the following are listening techniques to become a better listener?a. eye contactb. paying attentionc. deferred judgmentd. proper manner and etiquette
Which of the following are listening techniques to become a better listener? * 1 pointa. eye contactb. paying attentionc. deferred judgmentd. proper manner and etiquette
Why go to Class?
How to Practice Active Listening
Pay Attention (and Show It)
Reflect What You Hear
Withhold Judgment
Ask Open-Ended Questions
Active Listening Skills for Successful Communication

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Which of the following are listening techniques to become a better listener? * 1 pointa. eye contactb. paying attentionc. deferred judgmentd. proper manner and etiquette

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Why go to Class?

Students don’talways want to go toclass. They mayhave required classes that they find difficult or don’t enjoy, orthey may feel overwhelmed by other commitments or feel tired if they have early morning classes. However, even if instructors allow a certain number of unexcused absences, youshould aim to attend everyclass session. Class attendance enhances class performance in the following ways:

Class participation: If you don’tattend class, you can’tparticipate in class activities. Class activities are usually part of your final grade, and they can help you apply concepts you learn from lectures and reading assignments.
Class interaction: If you rely on learning on your own (by doing the reading assignments outside of class, for example), you’ll miss out on classdiscussions with fellow students. Your classmates will often have the same questions as you, so going toclass enablesyou to learn from themand ask your instructor about topics you all find difficult.
Interaction with the instructor: There is a reason why classes are taught by instructors. Instructors specialize in the subjects they teach, and they can provide extra insight and perspective on the material you’re studying. Going to class gives you the chance to take notes and ask questions about the lectures. Also, the more you participate, the more your instructors will come to know you and be aware of any help or support you might need. This will make you feel more comfortable to approach them outside of class if you need advice or are struggling with the course material.
Increased learning: Even though you will typically spend more time on coursework outside of the classroom, this makes class sessions even more valuable. Typically, in-class time will be devoted to the most challenging or key concepts covered in your textbooks. It’s important to know what these are so you can master them—also they’re likely to show up on exams.

Let’s compare students with different attitudes toward their classes:

Carla wants to get through college, and she knows she needs the degree to get a decent job, but she’s just not that into it. She’s never thought of herself as a good student, and that hasn’t changed much in college. She has trouble paying attention in those big lecture classes, which mostly seem pretty boring. She’s pretty sure she can pass all her courses, however, as long as she takes the time to study before tests. It doesn’t bother her to skip classes when she’s studying for a test in a different class or finishing a reading assignment she didn’t get around to earlier. She does make it through her freshman year with a passing grade in every class, even those she didn’t go to very often. Then she fails the midterm exam in her first sophomore class. Depressed, she skips the next couple classes, then feels guilty and goes to the next. It’s even harder to stay awake because now she has no idea what they’re talking about. It’s too late to drop the course, and even a hard night of studying before the final isn’t enough to pass the course. In two other classes, she just barely passes. She has no idea what classes to take next term and is starting to think that maybe she’ll drop out for now.

Karen wants to have a good time in college and still do well enough to get a good job in business afterward. Her sorority keeps a file of class notes for her big lecture classes, and from talking to others and reviewing these notes, she’s discovered she can skip almost half of those big classes and still get a B or C on the tests. She stays focused on her grades, and because she has a good memory, she’s able to maintain OK grades. She doesn’t worry about talking to her instructors outside of class because she can always find out what she needs from another student. In her sophomore year, she has a quick conversation with her academic advisor and chooses her major. Those classes are smaller, and she goes to most of them, but she feels she’s pretty much figured out how it works and can usually still get the grade. In her senior year, she starts working on her résumé and asks other students in her major which instructors write the best letters of recommendation. She’s sure her college degree will land her a good job.

Alicia enjoys her classes, even when she has to get up early after working or studying late the night before. She sometimes gets so excited by something she learns in class that she rushes up to the instructor after class to ask a question. In class discussions, she’s not usually the first to speak out, but by the time another student has given an opinion, she’s had time to organize her thoughts and enjoys arguing her ideas. Nearing the end of her sophomore year and unsure of what to major in given her many interests, she talks things over with one of her favorite instructors, whom she has gotten to know through office visits. The instructor gives her some insights into careers in that field and helps her explore her interests. She takes two more courses with this instructor over the next year, and she’s comfortable in her senior year going to him to ask for a job reference. When she does, she’s surprised and thrilled when he urges her to apply for a high-level paid internship with a company in the field—that happens to be run by a friend of his.

Think about the differences in the attitudes of these three students and how they approach their classes. One’s attitude toward learning, toward going to class, and toward the whole college experience is a huge factor in how successful a student will be. Make it your goal to attend every class; don’t even think about not going. Going to class is the first step in engaging in your education by interacting with the instructor and other students. Here are some reasons why it’s important to attend every class:

Miss a class and you’ll miss something, even if you never know it. Even if a friend gives you notes for the class, they cannot contain everything said or shown by the instructor or written on the board for emphasis or questioned or commented on by other students. What you miss might affect your grade or your enthusiasm for the course. Why go to college at all if you’re not going to go to college?
While some students may say that you don’t have to go to every class to do well on a test, that is very often a myth. Do you want to take that risk?
Your final grade often reflects how you think about course concepts, and you will think more often and more clearly when engaged in class discussions and hearing the comments of other students. You can’t get this by borrowing class notes from a friend.
Research shows there is a correlation between absences from class and lower grades. It may be that missing classes causes lower grades or that students with lower grades miss more classes. Either way, missing classes and lower grades can be intertwined in a downward spiral of achievement.
Your instructor will note your absences, even in a large class. In addition to making a poor impression, you reduce your opportunities for future interactions. You might not ask a question the next class because of the potential embarrassment of the instructor saying that was covered in the last class, which you apparently missed. Nothing is more insulting to an instructor than when you skip a class and then show up to ask, “Did I miss anything important?”
You might be tempted to skip a class because the instructor is “boring,” but it’s more likely that you found the class boring because you weren’t very attentive or didn’t appreciate how the instructor was teaching.
You paid a lot of money for your tuition. Get your money’s worth!

How to Practice Active Listening

Active listening involves more than just hearing someone speak. Here are some active listening techniques to master.

Pay Attention (and Show It)

Concentrate fully on what is being said. Listen with all your senses and give your full attention to the speaker. Put away your phone, ignore distractions, avoid daydreaming, and shut down your internal dialogue.

To show the person you're truly turned in, look at them and be mindful of nonverbal behaviors. Use open, nonthreatening body language. Avoid folding your arms. Smile, lean in, and nod at key junctures. Consciously control your facial expressions, avoiding any that convey negative impressions.

Making eye contact is especially important. In general, aim to maintain it for 60% to 70% of the time you spend listening.

Reflect What You Hear

Paraphrase what the person has said, rather than offering unsolicited advice or opinions. For example, you might say, "In other words, what you are saying is that you're frustrated" or "I'm hearing that you're frustrated about this situation." Summarize what you've heard. Mirroring what the person has said helps them feel validated and understood.

Withhold Judgment

Remain neutral and non-judgmental in your responses so that the person feels safe enough to continue sharing their thoughts. Make the conversation a safe zone where the person can trust they won't be shamed, criticized, blamed, or otherwise negatively received.

Ask Open-Ended Questions

Avoid "yes or no questions"; they often produce dead-end answers. Instead, ask open-ended questions about the person to show you are interested in them and to encourage thoughtful, expansive responses.

If you'd like to better understand something the person has said, ask for clarification. Don't focus so much on insignificant details that you miss the big picture.

Be Patient

Don't interrupt, fill periods of silence with speech, finish the person's sentences, or top the story (for example, saying "that reminds me of the time I..."). Similarly, listen to understand, not to respond. That is, don't prepare a reply while the other person is still speaking; the last thing they say might change the meaning of what they've already said. Don't change the subject abruptly; this conveys boredom and impatience.

When you listen actively, you are fully engaged and immersed in what the other person is saying.

Much like a therapist listening to a client, you are there to act as a sounding board rather than to jump in with your own ideas and opinions about what is being said.