Teacher Directions:

1. Have students use the rubric on page 2 to self-assess themselves daily on how
effective they are as an active listener.
2. Then, at the end of a week/ two week period of having students self-assess, give
them the Active Listening Learning Target Assignment on pages 3-4, which I
assign for a bigger part of their grade, to reflect on their Active Listening Journey.
 Name: _______________________________________________ Period: ______

Daily Active Listening Rubric

I can be an effective active listener.

Directions: Please self-assess how you were as an effective Active Listener at the end of
class.

4 3 2 1

I sometimes faced the I rarely faced the speaker

I faced the speaker with face speaker with face and body. with face and body.
I faced the speaker with and body.
face and body.

I gave some feedback with I did not give feedback with

I gave feedback with my my body language but my body language, and I
I gave feedback with my
body language (nods, sometimes appeared often appeared disinterested
body language (nods,
leaning forward, facial disinterested or checked or checked out.
leaning forward, facial
expression to express out.
expression to express
emotion, “mm-hmm”, etc)
emotion, “mm-hmm”, etc.)

I gave the speaker some of I did not give the speaker my

I gave the speaker my full my attention and tried to attention. Instead I gave my
I gave the speaker my full
attention by eliminating all eliminate my distractions attention to distractions,
attention by eliminating all
distractions and stopping and stop doing other things, including side conversations,
distractions and stopping
doing other things, including but may have engaged in a playing with objects, sleep,
doing other things,
side conversations or short side conversation or head down, etc.
including side
playing with objects. playing with objects.
conversations or playing
with objects.

I may have interrupted I frequently interrupted

I do not interrupt another another person once with a another person with a
I do not interrupt another person and I respond at response of clarification/ response, and my
person and I respond at appropriate times with question/ connecting/ responses were off-task and
appropriate times with clarifications/ questions/ adding on but I didn’t try to did not contribute in a
clarifications/ questions/ connecting/ adding on. intentionally. positive way.
connecting/ adding on.
 Name: ____________________________________________ Period: _______
Active Listening Learning Target Assignment
I can be an effective active listener.

Directions:
In this assignment, you will demonstrate that you can reflect on your journey to
becoming an effective active listener. Please thoughtfully complete the reflection, then
score yourself one last time on the Active Listening Rubric for today.

4 3 2 1

My reflection is My reflection is complete My reflection is complete My reflection may be

complete and shows a
high level of thinking
about my own self and
my active listening skills.
and shows that I can think and shows some incomplete/ and shows
about my own self and my thinking, but my thinking little thinking about my
active listening skills about my own self and own self and my active
beyond surface level. my active listening skills listening skills.
is surface level.

1. Check which sentence mostly matches what you believe. (No wrong answers!)
❏ To me, being an effective active listener is important to make sure that everyone’s
voice is respected and heard.
❏ To me, being an effective active listener is important to make sure that I can learn
from others.
❏ To me, being an effective active listener is important to make sure that the class is
a learning environment where everyone can focus and learn.

On the lines below, please explain why you checked the sentence above. Basically,
explain your thinking about why you think this is important. Write as much as possible.
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 2. What I most need to improve on my Active Listening Skills is… (select one or
more)
❏ Actually paying attention to the words/ meaning the speaker is saying
❏ Asking good questions that would encourage ALL my classmates to speak and feel

welcome and feel like their voice can be heard

❏ Turning to look/ face the person speaking

❏ Not interrupting/ talking in the middle of someone else

❏ Not checking out/ turning “off”

❏ Not getting distracted by other people/ my binder/ other stuff

❏ Caring about what other people are saying and showing it

On the lines below, please explain why you selected the option/s above. Why do you
think this is an area of improvement for you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Now, explain how you plan to improve in these aspects? Be as specific as possible.
________________________________________________________________
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________________________________________________________________
________________________________________________________________
________________________________________________________________

4 3 2 1

I faced the speaker with face I faced the speaker with face I sometimes faced the speaker I rarely faced the speaker with
and body. and body. with face and body. face and body.

I gave feedback with my body
language (nods, leaning
forward, facial expression to
express emotion, “mm-hmm”,
etc.)
I gave feedback with my body
language (nods, leaning
forward, facial expression to
express emotion, “mm-hmm”,
etc)
I gave some feedback with my I did not give feedback with my
body language but sometimes body language, and I often
appeared disinterested or appeared disinterested or
checked out. checked out.

I gave the speaker my full
attention by eliminating all
distractions and stopping
doing other things, including
side conversations or playing
with objects.
I gave the speaker my full
attention by eliminating all
distractions and stopping doing
other things, including side
conversations or playing with
objects.
I gave the speaker some of my
attention and tried to eliminate
my distractions and stop doing
other things, but may have
engaged in a short side
conversation or playing with
objects.
I did not give the speaker my
attention. Instead I gave my
attention to distractions,
including side conversations,
playing with objects, sleep,
head down, etc.

I do not interrupt another
person and I respond at
appropriate times with
clarifications/ questions/
connecting/ adding on.
I do not interrupt another
person and I respond at
appropriate times with
clarifications/ questions/
connecting/ adding on.
I may have interrupted another
person once with a response of
clarification/ question/
connecting/ adding on but I
didn’t try to intentionally.
I frequently interrupted another
person with a response, and
my responses were off-task
and did not contribute in a
positive way.