Effective listening is essential when teachers facilitate instructional classroom discussions. While the intersection between teacher listening and how students engage in discussions has received a wealth of research attention from other fields, this important phenomenon continues to be underresearched in the gifted and literacy education fields. To deepen our understanding of the phenomenon of teacher listening from students’ perspectives, we conducted an in-depth focus group study with middle school gifted students from five schools in a Southeastern state in the United States. Findings of our data analysis revealed four key interrelated themes: (a) teachers as active listeners, (b) teacher character traits, (c) student feelings and behaviors, and (d) listening as a pedagogical tool. Of significance, this study revealed students’ perspectives of how gifted education teachers should listen and that their listening influences students’ sense of connectedness and motivation for learning. Implications for professional learning and recommendations for future research are discussed.

当老师促进课堂教学讨论时，有效的聆听是必不可少的。尽管教师听力与学生如何进行讨论之间的交集受到了其他领域的大量研究关注，但在资优和素养教育领域，这一重要现象仍未得到充分研究。为了从学生的角度加深对教师听力现象的理解，我们与美国东南部州的五所学校的中学资优学生进行了深入的焦点小组研究。我们数据分析的结果揭示了四个关键的相互关联的主题：（a）老师是积极的倾听者，（b）老师的性格特征，（c）学生的感受和行为，以及（d）听力是一种教学工具。重要的是 这项研究揭示了学生对资优教育老师应如何聆听的观点，以及他们的听力会影响学生的联系感和学习动机。讨论了对专业学习的影响和对未来研究的建议。