Editor’s note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. During the school year, students are expected to listen to and absorb vast amounts of content. But how much time has been devoted to equipping students with ways to disconnect from their own internal dialogue (self-talk) and to focus their attention fully on academic content that is being presented? Listening is hard work even for adults. When students are unable to listen effectively, classroom management issues arise.