Using the dimensions of listening effectiveness (empathic-objective, nonjudgmental-critical, surface-depth, polite-impolite, or active-inactive)....

There are four dimensions of effective listening. The first is empathic-objective. Empathic listening involves trying to understand the other person's feelings and experiences, while objective listening involves comparing what they are saying to an objective standard. The dimension of surface-depth is about whether the listener is only paying attention to the words in a superficial way or is paying attention to the deeper meanings behind them. The non-judgmental versus critical dimension relates to whether you are listening with a totally uncritical mind or whether you are listening to make a value judgment. Politeness versus impoliteness is about how you respond to the speaker--with politeness or not. Finally, active versus inactive is about whether you respond to the speaker by channeling back his or her thoughts and feelings (as you do in active listening).

When you are listening in class, you are likely trying to be more objective and thinking about the teacher's and other students' words in depth. It's also appropriate to think critically about what you're hearing in class to evaluate different points of view. You are likely listening politely and inactively (it is not necessary to channel feelings back to the speaker), though there are times, such as group work in class, when active listening is necessary. For example, if you are listening to a lecture in science class, you do not need active listening, but you might need critical listening when evaluating the answers your classmates give in class. 

When speaking to a supervisor, you are likely using objective listening, and it likely more on the surface (though it could be in depth). You are likely using polite listening and an inactive form of listening. For example, if your supervisor is giving you instructions, the conversation could involve polite listening that is objective and on the surface.

When speaking with a friend about a problem, you likely use empathic listening to understand that person's problems, and you also likely use nonjudgmental listening. You might also use depth listening to really think about what is going on for your friend, and you will likely be less polite with a friend than with a supervisor. If your friend is telling you about problems with her parents, you will also likely use active listening. For example, you can tell your friend, "I understand what you are feeling. You are feeling frustrated because your parents aren't listening to you."

With a parent, when, for example, speaking about their frustration over your grades, you might try to be empathic (understanding their point of view), though you may also evaluate what they say in a critical way. If they tell you that you can definitely get better grades, you might disagree with them. You could at times be polite or impolite, and if you practice active listening, it might help you in the conversation (saying things like, "I understand your frustration, as you think I could do better.").

Finally, with a romantic partner, who is speaking about his or her wish to see you more, you would likely try to be empathic, nonjudgmental, polite, and active, as a listener. You might also try to listen in depth to hear what is behind the person's words. For example, is that person just trying to convey how much she or he is committed to the relationship?