OVERVIEW
	*In this proposal, I will be covering the listening problems I have with paying attention in my school classes. I can't even begin to count how many times I've missed valuable information or crucial instruction in class that ultimately put a struggle on my acedemic success. I'm ready to get off this crutch; I'm tired of the stress due to misinterpretted or unheard information. As Adler and Elmhorst's text "Comm 1010" states, "Listening is the most frequent- and, aguably, the most imprtant- type of on-the-job communication." (Adler and Elmhorst, p. 70)
	*Chapter 3 (Listening) from this text will be my main source of direction while developing a solution to my dilemna. If listening is so important and so frequent, there is no reason for me to avoid making the effort to improve my listening abilities. I have no doubt that Good listening skills practiced and perfected in a classroom setting can better my communication in every aspect of my life; from a career, to relationships with friends, family, or even strangers.

DESCRIPTION OF THE PROBLEM
	*As a teenager working towards an education, there are few moments worse than those you experience when you come into class unaware of an assignment due that day. For me, these moments occur too often, and tends to acedemically cripple me. I have no one to blame but myself, as it ultimately comes down to me not offering my full attention to the professor's instruction. In chapter 3 it states that "Listeners can process information at a rate of about 500 words per minute, while most speakers talk at around 125 words per minute. This difference leaves us with a lot of mental spare time." (Adler and Elmhorst, p. 72)
	*This is the explanation behind the Physiological Barrier  to Effective Listening known as "Rapid Thought". The Rapid Thought Barrier can be described through terms such as "Daydreaming" or "Fantasizing". In my opinion this would definitely be the biggest obstacle in my disfuntional listening abilities. It seems as though there is always something going on in my life that takes up all of my "mental spare time", and as a result I tend to miss valuable information such as due dates, assignment clarification, etc. 

RESOURCES AND CONSTRAINTS
	*My text I referred to earlier could perhaps be the most effective, and most accessible resource in reaching my goal. There is an entire chapter (chapter 3) dedicated to the subject of listening, there should be plenty of  My friends have joked that I should look into getting ADD medication. It really is a possibility that I may have ADD, so getting checked for a diagnosis may be an objective in the near future for me.
	*I feel that the main constraint for me is my shy personality. A huge part of active listening is being involved, which is something I've had trouble with the past few years. The classroom setting is one of many environments I'm afraid of being rejected  in. 

RECOMMENDATIONS
	*The goal I want to accomplish through the content of this  proposal, is to be able to stay focused on my professors and decrease mental distractions, to ensure my instructions will be beneficial when I go about my assignments. My text explains that there are two types of listening; Mindless listening, is a state of automatic and routine reaction, and minimum "mental investment." Mindful Listening defines itself as "giving careful and thoughtful attention and responses to the messages we receive." (Adler and Elmhorst, p. 81)
	*The first step I will take to achieve my goals, is working towards gaining mindful listening skills. In order to use mindful listening to my advantage, I have to establish the fact that in my situation, I am listening to understand. The book gives several tips on how effectively listen to understand, some helpful to my case; others, not so much. The two main tips I've chosen that will benefit me are to ask questions, and attend to nonverbal cues. (Adler and Elmhorst, p. 82, 84) 
	*Asking questions is a tactic that contradicts with my struggle of being involved, due to my shy personality. Though it is a challenge, I feel as though this is a very important piece of advice to follow. Asking simple questions like "When is this assignment due?" or "What specifically are you looking for on this section of the report?" can not only help me on my assignments, but will keep me actively involved in the instruction; keeping me focused more on what the professor is saying. Sometimes the reason I tend to daydream during class is because I stress myself out to the point where the listening segment of my brain shuts down. When the time comes that I stop daydreaming, I often feel like it's too late to ask questions about a topic prior to what we are currently involved in. In order to effectively use the asking questions tactic, I must not make those kinds of excuses to myself. Avoiding asking for clarification leads to failure all on it's own.
	*Picking up on Nonverbal Cues are another tactic that will aid my battle against my inattentive listening habits. The book advises to "Watch for the 'iceberg tips' that let you know if the speaker might say more." (Adler and Elmhorst, p. 84) I would have to argue that being able to pick up on nonverbal cues, that a lot of professors have, could even save myself from missing valuable information even if I get lost in my thoughts for a bit. If I can read from nonverbal cues that something is going on that is worth my attention, it might snap me into focus mode. This may even save me from embarrassing myself questioning a topic that anyone who paid attention understands fully, and ultimately saving me acedemic stress.

SUMMARY
	*Daydreaming in class has always been a struggle for me, from losing myself in the stress of everyday life to focusing on my plans later that day. I lost track a long time ago of how many times losing focus in class has gotten me into a tangle with my grades. I often miss important instruction about assignments, and pay the price for it later on. I now have taken the challenge upon myself to ask questions and keep track of nonverbal cues in order to avoid gettin into these sticky situations. Coming out of my shell to ask questions isn't going to be an easy task, but I have faith in my ability to conquer it, it is but a step to becoming more involved with those around me in life. As small of a task as it may seem, the contents of this proposal will prepare me for a better future, and will build my character.

WORKS CITED
Adler, R & J. Elmhorst. (2010) Communicating at Work (10e). Boston: McGraw Hill