Listening to Others
Listen to others when they are speaking — looking at the speaker, waiting until they finish, and showing they have heard by responding to what was said rather than just talking about their own ideas
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Teaching Table
Set out your lesson
Wait for a speaker's agreed finish signal and respond to what was said, using an accessible attention style.
Agree a spoken, signed or visual finish signal and a way to respond; eye contact is never required.
Check activity readiness with accessible response; pause or supply prerequisite help when needed. Do not treat age range or graph position as attainment.
Open teaching first, then learner cards. Adult key stays separate. Read supplied content; do not invent a passage, scene or history image.
Show and guided material are for teaching. Put them aside before recall; any passage, word bank or model used during the check must be recorded as support. Learner givens remain available for source-reading tasks.
Only scrap paper, pencil or ordinary safe objects where the authored task explicitly uses them; oral/pointing alternatives allowed.
No account, recording, real-user data or compulsory personal disclosure.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Listen to others when they are speaking — looking at the speaker, waiting until they finish, and showing they have heard by responding to what was said rather than just talking about their own ideas
Bounded objective and prepared task only; all examples, universal claims and real-world behaviour are not established. Canonical facing-the-speaker requirement is retained but not enforced. This short routine is not independent conversational habit evidence.
- partial: Face the speaker and maintain attention while someone else is talking
Accessible adaptation does not test mandated body/gaze orientation.
- partial: Wait until the other person has finished before responding
Only an agreed, prompted short turn is supplied.
- opportunity: Respond to what was actually said rather than changing the subject to their own idea
Story and prompt support a relevant response.
- partial: When a friend is telling {{name}} about their weekend, does {{name}} actually listen and ask questions about it — rather than immediately jumping in to talk about their own weekend?
Prepared adapted check is not a complete equivalent to all source contexts, images or genuine independent habits. Canonical facing-the-speaker requirement is retained but not enforced. This short routine is not independent conversational habit evidence.
Canonical facing-the-speaker requirement is retained but not enforced. This short routine is not independent conversational habit evidence.
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Teaching approaches
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1 approach
Wait for a speaker's agreed finish signal and respond to what was said, using an accessible attention style.
Wait for a speaker's agreed finish signal and respond to what was said, using an accessible attention style.
Family records and proof options
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Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
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The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Face the speaker and maintain attention while someone else is talking
- Wait until the other person has finished before responding
- Respond to what was actually said rather than changing the subject to their own idea
“When a friend is telling your child about their weekend, does your child actually listen and ask questions about it — rather than immediately jumping in to talk about their own weekend?”
Curriculum record
- Type
- Procedural
- Subject
- Personal & Social Development
- Domain
- Friendship & Cooperation
- Age range
- Ages 5–7
Standards