Getting out of reading 4 docx

Practice Tips
Listen to a Radio Talk Show. Check radio listings in your newspaper
to find a program that interests you. Get ready by writing out what you
expect the program to be about. Then write down questions you expect
the program to answer.
• If you learn best by hearing: Focus on hearing the program. As
soon as it’s over, write down or draw a comic strip of what it
was about.
• If you learn best by seeing: Take notes or draw as you listen.
If other questions come to mind, write them down. Write or
draw a summary of the talk.
Include in your reflections:
• Which of your questions were answered?
• What helped you focus on the talk?
• What helped you write your reflections?
Try It in a Phone Conversation. The next time you’re talking on the
telephone, write down what the other person is saying. How did that
help you remember later on what the person said?
GETTING THE MOST FROM A LECTURE
101
103
CHAPTER
13
GETTING THE
MOST FROM
CLASS
P
ARTICIPATION
A lot happens in class
participation. You have to

be on your toes—listening
to the lecture and to other
students, putting together
what you hear with what
you know about the
subject, and getting ready
to volunteer or be called
upon to speak. It sounds
like a lot of work, but
getting involved is actually
quite enjoyable and
stimulating. The more active
you are in class discussion,
the more you’ll feel a part
of the class and the more
you’ll get out of it.
S
ome teachers simply lecture for the whole
class period, every class period. Other teachers, though, like to
use class participation for all or part of their instruction. Many
students don’t like class participation, either because they’d rather hear
what the teacher has to say than what their fellow students think, or
because they just don’t want to speak in class.
(To get the most from this chapter, you may wish to review
Chapter 3,
“
Looking and Listening,” Chapter 9, “Getting Involved,” and
Chapter 12, “Getting the Most from a Lecture.”)
Getting Around Shyness
Janine enjoyed the lectures in her nursing class. She just didn’t

want to be called on or pressured to volunteer. She’d cringe just
before the student comment period that ended every class. She
tried to slide down in her seat so she wouldn’t be called on. She
kept her eyes on her notebook. Her instructor saw what was hap-
pening and finally asked Janine to stay after class for a few min-
utes one day. She explained to Janine that she had set up the class
so that students would get more out of it by actively taking part,
and Janine wasn’t taking advantage of that opportunity. Janine
wasn’t surprised to hear the teacher’s comments; she knew she
had to get over her shyness if she wanted to get the most out of
the course.
HOW TO STUDY
104
Classes where professors encourage students to engage in discus-
sion have many advantages over straight lecture courses. If you’re one
of those people who doesn’t like class participation, consider the fol-
lowing benefits that don’t come with a lecture course. A class in which
you speak as well as listen is more active than a class in which you just
listen. When you learn by doing, you are really learning. When you’re
involved, you’re having a different experience than if you’re just sitting
there. You’re more apt to pay attention, remember, and get real mean-
ing out of the class. In fact, being involved can even make you excited
about what you’re studying!
ACTIVE LISTENING
As you know by now, people listen and retain what they hear in different
ways. How well you use your learning style in a class of participating
students can make a great deal of difference in how much you learn and
remember.
• If you learn best by seeing: You’ll probably find an active class
helps you keep better tabs on what you’re hearing. There’s more

reinforcement for what’s been said, with students (including you!)
asking questions and offering comments. Taking careful and fre-
quent notes will give you something to see—and re-reading them
will help you recall the class. Remember, about half of everybody
GETTING THE MOST FROM CLASS PARTICIPATION
105
learns better by seeing. You’re not alone in working to make sense-
of what you hear!
• If you learn best by hearing: Much depends on the kind of mem-
ory you have. Some hearing-learners can hold onto information
for a whole class period, writing their notes after class. Others find
writing down some cues about what happened right away, as it
happens, helps them remember later.
• If you learn best using images: Draw pictures of the ideas,
people, and images that come from what you hear, connecting
pictures to show the influence of one on another and the
relationships between them.
• If you learn best using order: Make a list of ideas, events, even of
the other students and what they said that you find significant.
• If you learn best through doing: Talk a lot. Use hand gestures if
this helps you get your ideas flowing. While you’re listening, put
yourself in the mind-set of somebody connected with the subject
at hand and imagine what you’d be thinking, feeling and doing;
who’d you be interacting with; and so on.
Janine (see box) found that if she pretended she was in a clinic,
and her classmates and instructor were co-workers, it was easier for her
to pay attention during discussion time.
MAKE ASSOCIATIONS
Another way to keep track of what’s being said is to associate.Some clever
teachers will pause or do something unusual after something important

has been said—maybe stamp a foot or spin around. But, sometimes
something unusual happens by itself: a woman has a sneezing fit just
after the function of the thigh-bone is explained, for example. When
things like this happen in the classroom, you’re likely to remember that
sneeze and also facts about the thigh bone. That’s because people are apt
to remember the unusual.
1.
2.
3.
Ask If You Can’t Hear
After her talk with her teacher and a little practice at home,
Janine was becoming more comfortable with the participation
part of class. She learned to say things like, “Excuse me, I can’t
hear you. Please repeat what you said,” and, “I’m having trou-
ble understanding what you just said. Do you mean . . .?” She
found the more she helped others make themselves understood,
the more she was getting out of the class—she discovered she
was interested in what the other students had to say.
Maybe you know how to help others listen to you, but some
of them aren’t helping you listen to them. You have a right to
know what’s being said. It’s your job to tell someone if they’re
not loud enough, or if you’re confused by what they’re saying.
HOW TO STUDY
106
P
UTTING IT
ALL TOGETHER
You’ve listened carefully, but how can you make sense of what really
matters and what doesn’t, of what’s valuable to your learning and what is
just peripheral information that doesn’t contribute anything important

to your study? And how do you combine the instructor’s lecture with
student comments to keep track of what’s happening in this class? How
can you put it all together?
This is where active learning can really help. Take notes to keep track
of the exchange of ideas taking place in class. Use your learning style—
drawing, making lists, whatever works for you. If you’re a strong literal
and/or visual learner, try numbering your notes or drawing lines con-
necting common themes in what you’ve written. This will help give you
an idea of the direction that the instructor-student dialogue is going.
Then you’ll be prepared to ask informed questions!
PARTICIPATING
G
ETTING THE
GUMPTION TO SPEAK
Usually people are anxious about speaking in class because they’re afraid
they’ll make some kind of mistake. Aside from the fact that some teach-
ers require participation, and grade accordingly, once you accept yourself
as a bona fide class member—and an appreciated contributor—you’ll
not only get more out of class, you’ll feel good, too.