Teaching with Ears Wide Open: The Value of Empathic Listening

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

I did enjoy reading the article as I do counseling and have believed in the value of empathic listening. So I found the topic to be important for educational contexts. In terms of comments and suggestions: 1) The inclusion of the diverse categories of listening skills was helpful. The author also did not get caught up in allowing the counseling dynamics and usage of empathic listening to seep into its usage in education. The general tendency is to look at the behavioral and counseling dynamics of this form of listening. But that tendency was resisted here. 2) I found the use of the DHC was helpful in categorizing and dealing with short-answer data collection methodologies. Looking at a more qualitative rather than quantitative method was useful in this study.  3) However, the first sentence and point being made in the very beginning (Introduction) give the impression that the paper will also define community as it relates to an educational context or school and how the different forms of listening, including empathic contribute to community.Yet the inclusion of community development in the school and empathic listening is not continued. As I read the article, I looked for the continuation of that point of community. But it was not mentioned further. 4) I was surprised that the geographic context of the school in the study was not discussed. Again, as community development was noted in the first sentence and rcognizing the role of empathic listening, I would think that most readers would wonder if the geographic context was considered or played some kind of role. What role does the students’ and teachers’ cultural identity play in responses and how community is viewed in the classroom? As the schools targeted were in the Basque region, did that play a role? I would think it warrants some type of acknowledgment either way. 5) How did teachers assess the impact of their empathic listening with their students? This was not mentioned. This point connects to effectiveness. As an assessment person, when talking about whether or not a specific technique or skill is being questioned, it is important for the reader to know what standards the participants are using for verification and evaluation. 6) No mention was made of the type of training, if any, that teachers in that regional area receive as it concerns listening skills and the type of listening skills currently offered. I would think it is an important point to at least note. 7) The relationship between Figures 1 and 2 could be more strongly brought out. 8) The limitations and points for future research was appropriate and valuable to include.

 

 

 

 

 

Author Response

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

In paragragh 3.1 Contextualization and Participants, 

it is not clear to me the exact time - duration of the research, i would suggest to add something about that.

Also mayby add the frequency of the meetings between teachers and students.

Finally I would suggest to add the number of students involved in the research.

In lines 200-202 there is a 3 time repeat of the same question.

In paragraph 5. Discussion

I would suggest to pointout also some obstacles or negative reactions, or problems teachers confronted duting the meetings with their students (if any).

Materials and MethodsMaterials and Methodsand Methods

Author Response

Author Response File: Author Response.pdf