![]() ![]() These cue cards are open to the actors’ interpretation. Difficult cards that are near impossible to correctly guess include ‘listen with everything except your heart’ and ‘listen with everything except your ears’. Start with simple cue cards and introduce the difficult cue cards if the students request (or seem capable of) a harder challenge. When handing out cue cards, be strategic. They need to observe the body language and faces of each ‘Listening’ actor and record who they think is ‘not doing what!’ That student would need to look at the speaker, point their head and shoulders towards the speaker, keep their hands and feet still, but talk while the ‘speaker’ is also talking. For example, ‘listen with everything except your mouth’. The ‘listeners’ will receive a cue card telling them what not to listen with. The ‘speaker’ will receive a cue card telling them what to talk about. You listen with your legs and feet by keeping them still.Īsk for volunteers, selecting 5 excellent whole body listeners to join you. You listen with your arms and hands by keeping them still. You listen with your heart by noticing how the person might be feeling. You listen with your head and shoulders by pointing them towards the You listen with your mouth by not talking when someone else is talking. You listen with your eyes so that you can see how the person is speaking. You listen with your ears to hear what the person is saying. You listen with your brain to think about what a person is saying. Primary Facilitator: Using your hands as a visual aid and consistent language, explain that: That is, that you can start from your head and move down to your feet. Reinforce the easy way to remember all of the body parts involved in Whole Body Listening. Note that all of the posters look similar. ![]() (F): ‘How do you listen with your eyes?’ ….Īfter 15 minutes, re-group, display the posters in a row and discuss. (S): ‘You listen with your eyes’ (student is invited to draw eyes on the body-map) ![]() (S): ‘By not talking when the other person is talking’ (student writes response on the body-map) (F): ‘How do you listen with your mouth?’ Student (S): ‘You listen with your mouth’įacilitator invites the student to draw a mouth on the body-map ![]() Each group will draw a body-map and figure out the answers to the question “How do you listen?” The sample dialogue below may be useful if the small groups are supported by a facilitator. You actually listen with your whole body”.Īsk students to form groups. Write their comment on the board, near the ear that was drawn. But how do you listen with your ears?” After some thought, someone might say something about the sound waves travelling through your ears. It’s very likely that the first comment offered will be “Ears!” To that you can reply, “That’s right, you listen with your ears. It’s called Whole Body Listening.”ĭraw an outline of a person (a body-map) and ask the class “How do you listen?” Draw the body part that a student has suggested onto the body map. It can instantly improve your relationships and friendships with others. Today, I’m going to teach you something that’s related to most of the things on that list. Review and Reflect “Last week we wrote up a list of all the things we wanted to focus on. ![]()
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