When we instruct students to listen humanly, we encourage having a place, consideration, and learning in the classroom. Our students are motivated by the need to have a place. However, in classroom conditions where the need to belong is hindered, young people may gain power and esteem instead of knowing how to form real relationships. We all know students who strive to cope in negative ways: by tormenting themselves, striving to be “cool,” buying into the weight of their peers, or adapting to negative generalizations. They generally lack the social and enthusiastic skills essential to forming strong, stable bonds and do not understand that these practices deter rather than fulfill the need to have a place. This can create a scary classroom atmosphere that blocks learning. We can deliberately plan classroom networks that test this dynamic by educating and displaying empathetic listening. When clear standard procedures for mindful correspondence are put in place from the beginning, classrooms become safe places where students can share their lives with each other and experience support for their development and advancement. When students' need for a place is met in terms of good learning conditions, a valid request and deeper reflection usually arises. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay Step-by-Step Instructions for Developing Merciful Attunement in the Classroom As Thich Nhat Hanh states, deep, merciful listening has only one reason: to allow someone else to exhaust his heart. Even if the audience cannot help but contradict someone's point of view, they can still listen attentively and empathetically. The simple demonstration of listening alleviates the anxiety that often clouds observation, and when individuals feel heard, approved of, and understood, they are better prepared to make sense of arrangements on their own. Deep listening and the enthusiastic reverberation it produces soothes the sensory system and is an ideal learning condition, open and responsive, confident and calm, but careful. This is the neurological condition we need to develop in our classrooms. Daniel Siegel describes this state as a “felt feeling.” We've all felt that liberating feeling when someone truly "gets" us. Research shows that enthusiastic reverberation between young children and their parental figures results in the formation of neural pathways in the brain's prefrontal cortex (the seat of higher-level abilities). For young people, whose brains are more flexible and open to their environment than they will ever be, creating impactful situations in the classroom can be particularly critical. For students to reflect the felt involvement of each person, they must first share the responsibility of creating a space where everyone feels they have their place. In my classroom, I ask, “What does it take to feel safe with the general population in this room?” ” and students continually produce a list of social characteristics that embody likability: recognition, trust, respect and support. Eager for credible associations, they promptly agree to form a learning network with these characteristics as an establishment. The gratitude they feel for having a place to share their deepest thoughts and emotions is often unmistakable. When myStudent Justin explained how much he monitors his behavior to avoid being stereotyped as "unmanly" or "helpless", other young men in the class had comparable emotions. Their contribution helped Justin recognize that he was not alone, but rather that his experience was a part of a larger sociological wonder that influences many young people. Every time Sabrina, a young lady of shadow, was shown being followed by a mall representative, she was delighted to hear her cohorts react with shock and tell her that she deserved better. Michael discovered the agony and confinement he felt after being rejected by a peer, and hearing his classmates respond with help and understanding allowed him "to open up and be that much more authentic ". He started the year "cut off" from others, he said, but after a while "figured out how to be more defenseless and acknowledge [his] feelings." The seven standards below can influence adaptation to process more clearly and help students. develop the caring listening skills they have to build a solid learning network. Be fully present. We take a stance on someone's felt involvement by giving them our full attention. Paying close attention when someone is speaking is a safety feature and a focal point in the classroom. Attentive audience members remain completely silent and focus on the words they hear, as well as outward appearances, nonverbal communication, and manner of speaking, even seeing the silences between words. Knowing that listening is enough. Listening with deep consideration includes a calm, relaxed perspective, free from the desire to “fix” someone or take care of their problems for them. This does not include giving advice or interceding in any capacity. If our psyche is busy thinking of responses for the speaker, we neglect to truly tune in. Let us respond with gratitude. Deep audience members are driven by a desire to see how others feel and how their encounters have influenced them. Their genuine intrigue and ardent concern allows others to share their vulnerabilities, because they feel that what they say will be understood without judgment. Understanding conflict as a major aspect of real learning. A learning network in which individuals are asked to be frank and express how they feel carries a level of danger. Struggles could arise. This happens from time to time, and overcoming uncomfortable feelings can require significant investment. Either way, when we stay involved and follow procedure, conflict can be an impetus for positive change. When conflicts can be resolved, connections often become stronger. Make valid inquiries to find out more. By asking open-ended questions such as “What was it like for you?” ", "Could you tell me more about this? or “What have you encountered?” ”, humane audience members manage the speakers to share all the information. deeper. These questions are prompted by the desire to truly integrate more (instead of reinforcing assumptions). If they think they may not have understood something, audience members can rehash what they think they heard and ask for clarification. “Did I hear that correctly?” » Be gentle with yourself. Deep listening involves sympathy for yourself and also for others. Recognize yourself and your inner inclination reactions,.