| • |
Refer
to the student by his/her first name.
|
| • |
Appreciate
the emotion behind your advisee's words.
|
| • |
Constantly
try to check your understanding of what
you hear.
|
| • |
Do
not interrupt your advisee. Let the student
tell his/her story.
|
| • |
Fight
off external distractions.
|
| • |
Constantly
check to see if your advisee wants to
comment or respond to what you have previously
said.
|
| • |
Relax.
Try not to give the impression that you
want to jump right in and talk.
|
| • |
Establish
good eye contact.
|
| • |
Use
affirmative head nods and appropriate
facial expressions.
|
| • |
Avoid nervous or bored gestures.
|
| • |
Intermittently
respond to your advisees with "uh
huh", "yes-s-s",
"I see".
|
| • |
Ask
clarifying or continuing questions.
|
| • |
Face
your advisee squarely.
|
| • |
Maintain
an "open" posture.
|
| • |
Lean
towards the student, another indicator
of availability and involvement.
|
| • |
Recognize
the advisee's nonverbal behavior (body
movement, gestures, facial expressions).
Also recognize the paralinguistic behavior
(tone of voice, inflections, spacing of
words, emphasis and pauses). This will
enable you to respond to the advisee's
total message and not just words.
|
| • |
Be
an active listener. Listen for feelings
and content behind the words.
|
| • |
Offer
reflections on what the student is feeling
based on the advisor's observation
"I sense you are upset about .
. ."
|
| • |
Self
disclosure can support the student's experience.
"I remember how nervous I was
the first time I met my advisor"
|
| • |
Offer
reflections on what the student is saying.
"I hear you saying that you're
unsure about this major"
|
| • |
Indirect
leads allow the student to choose the
direction of the discussion.
"What would you like to talk about
today?"
|
| • |
Direct
leads help the student to further explore
a specific area.
"Tell me more about your thoughts
on changing your major"
|
| • |
Focusing
helps the student to zoom in on a particular
issue after many issues have been discussed.
"We've talked about a lot of things
today. Which is the most
important for you to work on now?"
|
| • |
Asking
questions using "what" or "how"
can help the student give more than "yes"
or "no", "because"
or "I don't know" answers.
"What do you like about this major
and what don't you like?"
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