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Looking at the diversity of students, it is obvious that not all people learn in the same manner.  Fortunately, comprehending how a person perceives information helps demonstrate ways of improving his or her learning experience.  Unfortunately, teachers must overcome the limitations of their own learning abilities.  As such, auditory learners need teachers who can recognize they learn more effectively by listening to information, while teachers must be able to include auditory teaching cues in their lessons.

The unfortunate reality of being an auditory learner, or at least someone who favors this learning style, is that classrooms and other school environments are not particularly conducive when it comes to talking out problems.  This is so because quiet study periods throughout the day serve more as hindrances than useful breaks.  The problem arises when the auditory learner may seek out ways of compensating for his or her inability to grasp a concept by talking out a problem or lesson.  Should teachers try to clamp down on such “distractions,” these students will lack the opportunity to learn and may even become disinterested in education as they struggle over time.

Meanwhile, visual learning is one of the most prevalent styles commonly served in the classroom, so its techniques can be used to help identify auditory learners.  Presenting weak students with a visual lesson, then observing if they understand the concept better after an auditory explanation, may help demonstrate if the students learn better from auditory cues.  In addition, these learners might reveal themselves by constantly trying to speak their way through lessons, i.e. lip syncing, or they may exceed at work where discussion takes over the learning process.

Of course, identifying the auditory learner is only part of the issue involved with addressing their needs.  After all, we must know what teaching techniques work best for auditory learners.  Discussion groups, for example, are extremely valuable for auditory learners, because these students participating in these groups are exposed to the tactics they need most.  Science lessons, however, involve a lot of exploratory learning where visual aides are used, thus these students may need the help of others to talk out the lessons versus grasping the concepts on their own.  

The auditory learner does not need the help of others due to a lack of ability or effort.  Other people are simply the sound system they need to layout concepts.  In fact, the auditory learner may even guide a partner student so he or she presents what the listener already knows, yet cannot grasp.  Math courses, for example, usually require a well organized layout of visual and verbal presentations on the subject material.  In other areas of academics, a lack of duel presentation can leave auditory and visual learners behind.  Moreover, the auditory learner needs an oral presentation to function in the classroom.