“We have two ears and one mouth, an equation that is easy to forget.” Peter O’Connell
The complete quote, by the Greek philosopher, Epictetus is “We have two ears and one mouth so that we can listen twice as much as we speak.”
My father was a good listener, a skill he learned from his own father. Peter felt uncomfortable around people who sought to distinguish themselves at the expense of others and he abhorred what he referred to as ‘buffoons and poseurs’.
My paternal grandfather, who lived with us until he died, was a shy man who had been profoundly shell-shocked during WWI. His experiences at the Somme were too painful for him to share with others. Instead, Harry asked questions. And he listened to the answers. He listened with genuine interest and with his full attention. This, perhaps more than any other quality, contributed to his popularity across the generations.
“There was an owl who lived in an oak. The more he heard, the less he spoke. The less he spoke, the more he heard. Oh if men were all like that wise old bird.”
My father liked this poem and often quoted it. It always sounded a bit preachy to me, a veiled implication that perhaps I should be doing a better job of listening to others.
In 1959, my parents founded The School of English Studies, Folkestone and, for the next 40 years, Peter pursued ideas that he hoped would help his students not only learn English but also improve their social skills. Not all his teachers were on board with these novel ideas and there were intermittent rumblings in the staff room about ‘brainwashing’ and how ‘teaching English shouldn’t concern itself with altering personality’.
In 1969, the wonderfully named, Norman Castles, arrived at SES. One of Norman’s projects was to arrange a series of interviews to be conducted by advanced students with local people in their own homes. As a retired congregational minister he had an impressive bank of prospective interviewees ranging from a Q-Boat commander, who had served in WWI, to a retired bank manager with a passion for folklore.
Norman arranged the initial interview and then equipped the student with a cassette recorder, a table microphone, a folder and sheets of paper. He would offer advice on etiquette and students were encouraged to ask thoughtful and thought-provoking questions, such as: What qualities do you think are needed to be a good bank manager?. What class do you consider your parents belonged to?.
Norman taught his students how to sustain an interview over a two hour period, how to listen for cues and details and how to politely draw the speaker back if he wandered off topic. It was a lesson both in understanding and in making oneself understood.
After the interview Norman would help, if required, with writing a letter of thanks. The complete interview would then be transcribed from the tape and the finished folder donated to the SES student library.
For my father the real value of the exercise lay in teaching people to be good listeners whilst improving their English in an authentic situation.
Peter ran classes on the Technique of Conversation and would model the importance of posture, gesture, facial expression, emphatic communion and non-verbal communication. He also wrote a paper titled More Learning – Less Teaching in which he discussed the difference between teaching and learning and hearing and listening.
At mealtimes, he would coach the au pairs in what he referred to as social ping pong. ‘Did you have a good morning, Elisabeth?’ to which the correct response was ‘Yes, thank you Mr. O’Connell, did you?’
I later developed some of Peter’s ideas in my own classroom teaching. I worked with primary school children and would run workshops for Year 6s preparing to move to secondary school. One of the things we talked about was how to be a good listener.
I would ask the children to draw up a list of ‘Dos and Donts’ and I was always impressed by their imagination and sensitivity: ‘Keep good eye contact/listen carefully/don’t be distracted/don’t interrupt/don’t get too physically close/ask questions/don’t talk about things that the person might not be interested in/make comments to show that you are listening/be encouraging.’
We practiced moving around the room and greeting each other silently. We imagined whole conversations without words, which is a good way of exploring body language.
We played the Silence Game – one child listened to another for 15 seconds, without interrupting, and then reported back what they had heard the person say. We also discussed different ways of starting and ending a conversation and how to join a conversation as a late arrival to the group.
We learned that when you listen to another person it’s important to silence yourself and pay settled attention, with no agenda or intention.
The skill of listening is largely neglected in our classrooms, perhaps because it is rather difficult to observe or control. We live in an era that is absorbed by individual psychology and yet the future of the world depends on skilled listeners. Good listening is closely allied to concentration, a valuable asset at any age.
Educational psychologist, Herman Hall, once made the observation that “Human attention is one of the most powerful forces on earth. Being listened to is sometimes indistinguishable from being loved.”
