I totally agree- i want to really seem like the expert on the matter and so as soon as I hear something the student is concerned with or just wondering about, I automatically half listen to the rest of their statement and half think about how to make everything "good".....

How often do we go into a conversation- with a student, a spouse, a coworker etc. and we think we already know the answer... we listen, and are SURPRISED that what they say is not what we anticipated... and then the next day can only remember what we thought they were going to say? just me?

How often do we go into a conversation- with a student, a spouse, a coworker etc. and we think we already know the answer... we listen, and are SURPRISED that what they say is not what we anticipated... and then the next day can only remember what we thought they were going to say? just me?

We used to teach the grade 5 students how to do this to become better writers--- most people know broad information. close friends know deeper information, and best friends/family know the key aspect. Relationally speaking- the further we progress through the funnel, the more our students are letting us into their life- and understand what really makes them tick.

We used to teach the grade 5 students how to do this to become better writers--- most people know broad information. close friends know deeper information, and best friends/family know the key aspect. Relationally speaking- the further we progress through the funnel, the more our students are letting us into their life- and understand what really makes them tick.

@skylarcookat first, i thought you wrote "working the funeral" --- anyway. I would agree, the organization side of this is key. having a rational and logical plan before really diving into the funnel. I think a good self-reflecting question that would really guide the organization is "what is the bottom line that I need to know?" and then ask step by step questions through the funnel

I think it would be so wonderful to be able to somehwere as the studnet "What do you want to accomplish by the end of our conversation today?" this automatically gives the student power, and shows that it is imprtant and crucial information- accomplishing something means being productive and productive means it's important

This was interesting. maybe a little extreem- but I think it is good insight to pay attention to the metaphors people use... I know for me personally, when I say a metaphor, I mean something completely different than when my husband uses the same metaphore- so really digging in and even using reflecting listening can help understand where a student is coming from

This was interesting. maybe a little extreem- but I think it is good insight to pay attention to the metaphors people use... I know for me personally, when I say a metaphor, I mean something completely different than when my husband uses the same metaphore- so really digging in and even using reflecting listening can help understand where a student is coming from

This could be a different way of asking: Why do you want to come to CCU-- digging deeper on what the real reason they are attracted to CCU is