When faced with large written questions, they will fade out of focus quickly. We all know that the human memory is all too often flawed, and students will find that they have gaps in knowledge of certain areas.īecause of this, aural listeners will often claim they “don’t remember what to do”, and need verbal prodding to get back to a certain point. When an aural listener is trying to prepare for a test, or practice written questions, they need something to connect back to. This sets them back mostly in their personal study time. Funnily enough, they don’t write notes because they are so highly focused on listening. Struggling to do so sets a student incredibly far back.Īnother element that aural listeners may struggle with, and perhaps the most important problem to tackle, is the issue of writing notes in class.Īural listeners tend to focus quite intensely in class, listening actively and contributing constantly – but this intense focus and input may lead to them failing to make physical notes. In one of my previous blogs, I outlined why reading is one of the most important things a student must do. Their understanding of the book, therefore, comes almost entirely from class discussion. In fact, many aural learners I’ve encountered as an A Team Tuition tutor struggle to even sit still and read the text as a whole. They are less likely to have ideas besides what was discussed in class, or to accurately refer to the text through using quotes, because they are used to simply discussing the novel as a whole, rather than focus on specific details. Sure, there will be discussion of the novel’s themes and ideas in class but once it comes down to the aural learner doing it by themselves, the struggle begins. In English classes, students are often – if not every term – expected to read through a novel, article, or poem (or multiples thereof!), and either write or present on it.Īnalysing a text might be quite difficult for an aural learner. The same thing happens, then, when the aural listener goes into an exam and is required to sit in silence an hour or more, unable to vocally work through the problem in front of them or bounce off someone else.Īnother important aspect to consider is the reading of set texts. This leaves huge gaps in understanding, especially if the process has not been explained to the aural listener verbally. Very often, worked examples will show the steps and formulas necessary, but very rarely the reasoning behind a certain step. A Mathematics textbook – let’s be honest – reads like a complicated guidance manual. Kind of – but consider the way that books are written. “But shouldn’t they just read the words out loud, and that’ll make it easy for them?” The first is reading – whether it be textbooks, set class novels, or even the content on the board, aural learners may heavily struggle to make their way through the words in front of them. Classroom dynamics do often focus on discussion and verbal teaching, but there are so many other elements that come into play as well. However, when taken out of a communal environment, and placed in a solitary environment or circumstance, aural listeners are at high risk. They are often outgoing, exciting people – the life of the party, the leader in their friendship circle, and friends with countless amounts of people. In fact, you can just as easily say that they’re very well suited to our society’s structure. Yes, aural learners are very well suited to the typical classroom structure. “They must literally be the absolute perfect student and get A’s in every subject!” They will find that they are easily engaged in class discussion, often asking questions, making observations, and taking in the highest amount of information from the class. In a traditional classroom, where the teacher stands at the front giving a lesson or presentation, an aural learner is able to connect easily with content. Popular belief would indicate that an aural learner would be a teacher’s dream. This means that an aural learner takes in information through their hearing, and will store that information away based on the way that it sounds.įor example, an aural learner may remember that something was said “in a quickened excited tone”, or “explained very lyrically”. Think of an aural learner as “rhythmically aware”. These are all examples of Aural Learning – If these sounds like you congratulations – You are probably an aural learner. Do you often hum, sing, or speak to yourself in class?.Do you find it hard to write notes because you’re afraid you’ll miss what the teacher says?.Note: If you’re unsure as to what a learning language is, make sure to read our introductory blog all about the different learning styles, and why they’re important! AURAL LEARNING STYLE
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