This title outlines an approach created by the authors that has already been successfully used to improve the listening skills of over 600 children. Listening isn't a language problem, it's about being able to concentrate. And listening is at the heart of learning: poor listening prevents children from learning. Children, themselves, generally don't understand what good listening is, so there is little point in teachers saying: Listen to me. This book outlines an approach created by the authors that has already been successfully used to improve the listening skills of over 600 children. This in turn has had positive effects on both behaviour and learning. The book explains how listening develops and how to teach good listening. It provides an extensive range of activities to teach each of the four rules of good listening, and includes an easy-to-use assessment tool to measure progress and support target setting. The book also offers strategies that will enable children to listen well in all learning situations so that teachers can generalise good listening throughout school. Online and photocopiable resources to support activities are included.

Table of Contents

1. Why work on listening; Evidence for decline in listening; Why good listening is important; Why this approach is effective; 2. What is good listening?; Normal development of listening skills; Explanation of the four rules of good listening; 3. Identifying what is going wrong; Using the listening rating scale; Setting smart targets for listening; 4. Looking at the person who is talking (rule1); Activities to develop this rule; Resources needed; Ground rules to establish; Adaptations; 5. Keeping still (rule 2); Activities to develop this rule; Resources needed; Ground rules to establish; Adaptations; 6. Staying quiet (rule 3); Activities to develop this rule; Resources needed; Ground rules to establish; Adaptations; 7. Listening to all of the words (rule 4); Activities to develop this rule; Resources needed; Ground rules to establish; Adaptations; 8. Adapting the environment so children can listen; Managing noise levels; Adapting the learning environment; Structuring the lesson; Managing group mix; 9. Using language that children can listen to; Setting expectations; How to talk so children listen; Reinforcing listening rules in class; Online / Photocopiable resources; Listening rating scale - Individual; Listening rating scale - class; Cue cards for rules; Resources supporting each rule; IEP listening targets framework.

Author Biography

Liz Spooner is a Specialist Speech and Language Therapist with 18 years experience of working in education. She has a Bsc (Hons) in Speech and Language Therapy and is a member of the RCSLT and HPC. Liz has previously had research published in Child Language Teaching and Therapy, the RCSLT Bulletin and Speech and Language Therapy in Practice. Jacqui Woodcock is a Speech and Language Therapist with over 15 years of experience of working in nurseries and schools. She has a Bsc (Hons) in Speech and Language Therapy and is a member of the RCSLT and HPC. Jacqui has previously had research published in the RCSLT Bulletin.