Sarah Williams

I was reminded that listening does not just mean paying attention to the main facts - but rather hearing what is also unsaid. I learned the three levels of listening as well. I will take this quote with me and apply it: 'Active listening is only effective if it comes from a sincere desire to understand'.

Effective intervention is all about identifying student behaviors which signal attrition, and intervening in a way that builds trust and provides the student with the support / tools they need to continue persisting.

I will particularly apply the idea of starting with getting a student to talk about what feelings led to the observed behavior. This helps us then uncover what thoughts sparked those feelings after the triggering event. This helps us understand a student's overall paradigm better as well.

I learned the difference between Academic Erosion Stress (feeling unimportant) and Academic Stagnation Stress (feeling dead-ended). Each contribute to student attrition. However, both are affected by School Commitment. If a student feels a sense that there is someone, or a number of individuals, at the institution who cares about their progress and success - they are likely to persist.

Retention is the responsibility of everyone. Engaging with students and creating a supportive environment in all departments the student may engage with allows the student to become comfortable sharing the day-to-day problems they experience before they become crises that lead to withdrawal.

Active listening includes that you concentrate on the message and engage by summarizing and reflecting.

Many are not listening to understand - they are listening to respond. To become effective, active listeners we must listen with our ears and our hearts. Putting ourselves in their shoes, and listening without preconceived notions makes us more compassionate listeners.

Asking skilled questions allows for exploration and the ability to truly understand the individual / situation at hand. You can also learn someone's frame of reference through Clean Language Questioning in which their metaphors are explored.

I've learned more about open-ended questions and 'staying above the line'. I will intend to ask questions that engage and promote discovery.