Listening: the Oft Forgotten, Yet Critical Skill In Learning

Listening is often a forgotten, but vitally important skill in learning and problem solving.

How many times have each of us encouraged a child in our lives to pause and listen to something we were trying to convey so they could learn something? We’ve all seen it and probably engaged in one form or another of not listening — distracted listening, biased listening, or selective hearing, to name a few.

I look back at the mess with the roll out of Common Core in New York state and the problems still incurred by this dramatic shift in education policy. Listening and effective communication seem to be wholly underused skills by those charged with ensuring the effective education of our state’s children.

It began with poor communication about the full scope and impact of the roll out of the Common Core Standards. The New York State Education Department failed to properly consult educators, school administrators, and parents when developing the policies and curriculum first imposed on students. When these parents and teachers spoke up in frustration, then-Education Department Commissioner John King shut down public forums on the matter. He didn’t want to listen to the justifiable criticism of the way the department managed the roll out under his watch.

My colleagues in the Assembly Republican conference, in stark contrast to King, sought to engage the public by launching 14 public hearings throughout the state, two of which I co-hosted. With feedback from the public, we developed a plan to address what was most egregious about the state’s failed launch of Common Core. It became the Achieving Pupil Preparedness and Launching Excellence (APPLE) Plan, a set of solutions aimed at shaping education around the child, limiting high-stakes testing, and empowering schools and teachers to shape public education. We recognized that the top-down approach was becoming a muddled mess.

Many things have transpired since then. During the legislative session, murky teacher-evaluation reforms were pushed through in the budget by Governor Cuomo in response to the backlash he received from the public. These requirements forced a tight timeline in which the Education Department had to develop a new teacher-evaluation system that the Board of Regents then had to adopt. And, schools had to negotiate with their teachers in a span of about eight months. Many of us in the legislature understood what a burden this was on the schools, so we passed legislation allowing them more time. 

That listening hasn’t stopped. In Herkimer, I recently participated in a regional forum on Common Core, where parents, teachers, and administrators from area schools had the opportunity to express their concerns. I sincerely hope their carefully thought-out statements receive the deliberation they deserve.

And here we are today. The governor’s recently appointed Education Department Commissioner, MaryEllen Elia, has offered up a number of reforms to Common Core and the state’s education system. I agree with some of these reforms. In particular, I agree that the state should develop assessments that are appropriate for students with severe disabilities. Some of her points I don’t agree with, but they all merit further discussion. It is good to listen and engage in a conversation about ideas to reform what is broken. However, the governor’s administration, as reported by POLITICO NY, thoroughly dismissed the recommendations and an opportunity to have a meaningful discussion.

As I said, listening is often a forgotten tool in the learning process. I encourage the governor to take time to listen to the people.       

Marc W. Butler (R,C,I–Newport) is a New York State Assemblyman for the 118th District, which encompasses parts of Oneida, Herkimer, and St. Lawrence counties, as well as all of Hamilton and Fulton counties. Contact him at butlerm@assembly.state.ny.us