English · 1st Year · Oral Language · Summer Term

Listening with Our Whole Bodies

Let's learn how to be super listeners by using our ears, eyes, and bodies to show we are paying attention to the speaker.

TL;DR:Let's help our Senior Infants become expert communicators! This topic uses the simple, fun idea of 'passing a ball' to teach the vital social skill of taking turns when we have a chat.

• NCCA Curriculum Specifications
• NCCA Primary Language Curriculum: Oral Language - Strand 1: Communicating - Element: Developing communicative relationships through language

About This Topic

This topic, 'Listening with Our Whole Bodies', is fundamental for Senior Infants, aligning directly with the Oral Language strand of the Irish Primary Language Curriculum. It focuses on developing communicative relationships and understanding the conventions of social interaction. The core concept of turn-taking, framed as 'passing a ball', provides a tangible metaphor for young learners, helping them grasp the reciprocal nature of conversation. This approach supports key learning outcomes related to listening actively and responding appropriately, expressing ideas, and engaging in collaborative talk.

Furthermore, these activities are deeply connected to Aistear, the Early Childhood Curriculum Framework. They directly support the 'Communicating' theme by fostering children's ability to use and understand language in social contexts. It also strongly links to the 'Well-being' theme, as learning to listen and share conversational space is crucial for developing positive relationships, empathy, and a sense of belonging within the classroom community. By teaching children to listen with their whole bodies, we are laying the foundation for effective communication, collaboration, and social-emotional intelligence.

Key Questions

1. Identify the ways we can show someone we are listening.
2. Explain why it is important to look at the person who is talking.
3. Compare listening to a story with listening to a friend.

Learning Objectives

• Demonstrate active listening by looking at the speaker and waiting for them to finish.
• Take turns when speaking during circle time and in paired conversations.
• Explain in simple terms why it is kind to let everyone have a turn to talk.
• Follow short, multi-step oral instructions in a group activity.
• Use non-verbal cues, such as nodding, to show they are listening to a peer.

Key Vocabulary

Turn-taking	Waiting for your chance to do something, like speaking in a conversation.
Listening	Using your ears, eyes, and brain to pay full attention to what someone is saying.
Interrupt	To start talking when somebody else is already in the middle of speaking.
Patiently	Waiting for your turn calmly and without getting upset.
Sharing Ideas	Letting other people hear your thoughts and listening to theirs in return.

Watch Out for These Misconceptions

Common Misconception

Listening just means being quiet.

What to Teach Instead

Being quiet is part of it, but real listening is active! It means we use our ears to hear, our eyes to look at the person talking, and our brain to think about what they are saying so we can understand.

Common Misconception

If my idea is the most important, I should interrupt to say it.

What to Teach Instead

It's brilliant to have exciting ideas! We show kindness and respect to our friends by waiting for our turn. That way, everyone's important ideas get heard properly, including yours.

Common Misconception

The person who talks the loudest or fastest gets to talk the most.

What to Teach Instead

A good conversation is like a game of catch, not a race. We pass the turn gently from one person to the next so that everyone in the group gets to play and share their thoughts.

Active Learning Ideas

Morning Circle

The Talking Ball

Sit the class in a circle and use a soft ball as the 'talking ball'. Explain that only the person holding the ball is allowed to speak. The speaker then gently rolls or passes the ball to the next person who wants a turn.

15 min·Whole Class

Morning Circle

Puppet Partners

In pairs, children use puppets to have a simple conversation about a given topic, like their favourite animal or what they did at the weekend. The puppets help children practise the back-and-forth rhythm of a chat in a playful, low-pressure way.

10 min·Pairs

Morning Circle

Listen and Build

In small groups, give each group a set of building blocks. Give a series of two or three-step verbal instructions, such as 'First, put a blue block on the table. Next, place a red block on top of it'. The group must listen carefully together to build the correct structure.

15 min·Small Groups

Real-World Connections

• Chatting with family at the dinner table so everyone can share about their day.
• Playing games with friends in the yard, where you have to take turns.
• Listening carefully to a story read by a teacher or family member.
• Asking for something in a shop and listening to the reply.
• Following instructions from a coach at swimming or football.

Assessment Ideas

Quick Check

Teacher observation during circle time and group work. Use an anecdotal record or a simple checklist to note pupils' ability to wait for their turn and listen to others.

Discussion Prompt

After a group discussion, ask children to give a 'thumbs up' if they felt they were a good listener, or a 'thumbs to the side' if they could try a bit harder next time.

Discussion Prompt

During a 'Think-Pair-Share' activity, circulate and listen to the paired discussions to assess if children are taking turns and responding to their partner's ideas.

Frequently Asked Questions

What should I do if a child is very hesitant to speak in the group?

Create a safe and encouraging space by never forcing a child to speak. Allow them to 'pass' their turn with the talking ball. Praise non-verbal participation like active listening, and use paired activities like 'Puppet Partners' where they might feel more comfortable.

How can I help a child who frequently interrupts others?

Use a clear visual and physical cue like a 'talking stick' or ball. Give gentle, consistent reminders of the classroom rule about taking turns. Offer specific praise when you notice them waiting patiently, for example, 'I saw you were waiting for your turn so patiently, well done!'

Why are we using our 'whole bodies' to listen?

That's a great question! Using our whole body shows the speaker we really care about what they're saying. Our eyes look at them, our hands are still, and our body faces them. It helps our brain focus and it makes the speaker feel respected.