The document discusses classroom management and preventing disruption. It identifies three categories of student disruption: withdrawal, passive-aggressive, and diversion/attack. Disruption can negatively impact the instructor by making them feel less effective, in control, and liked. The document provides several suggestions for preventing disruption, such as preparing well, greeting students, and applying adult learning theory. It also describes five options for responding to disruption, ranging from avoidance to counter-attack.
This document discusses different types of students observed in high school group projects: moochers, brains, and team players.
Moochers, making up 25% of students, let others do the work and don't contribute much. This hurts their learning and skills development. Brains, 5% of students, take control and don't share responsibility. This can cause stress and alienate others.
Team players, the majority at 80%, take personal responsibility, pull their own weight, and value group effort and learning over grades. Being a team player leads to better long term outcomes like career advancement and relationships.
This document discusses the concept of role modeling by trainers and its potential impact on learners. It explores both positive and negative attributes of role models and how learners unconsciously adopt goals and behaviors from observing trainers. Trainers are encouraged to reflect on their own role modeling impact, get feedback from learners, and consciously work to embody positive professional, personal and teaching qualities to maximize benefits for learners. Barriers to being better role models include lack of self-awareness, feedback and effort to change behaviors.
The document provides an orientation for medical students on their critical care rotation in the intensive care unit (ICU). It outlines the daily schedule and responsibilities, including morning and afternoon rounds, teaching sessions, procedures students will be expected to learn and perform, evaluations, journal club, grand rounds, and tips for survival. The rotation will be demanding but rewarding, with students gaining experience managing life and death situations and being exposed to a variety of procedures and educational activities under supervision. Support is available from attending physicians and the critical care program for any concerns.
This document provides strategies for dealing with disruptive student behaviors in the classroom. It suggests remaining calm, speaking to students privately, acknowledging their achievements, and giving them responsibilities. It also advises against power struggles, sarcasm, ridicule, or ignoring problematic behaviors. Specific behaviors addressed include talking back, defiance, disrespect, interrupting, refusal to work, and being annoying. The document offers tips like organizing engaging lessons, finding students' interests, changing seats, and praising positive conduct.
This document discusses strategies for career and academic success. It emphasizes developing self-acceptance and personal responsibility. Self-acceptance involves knowing your strengths and weaknesses without judgment. Personal responsibility means seeing yourself as the primary cause of your outcomes, making wise decisions, and using "creator language" that acknowledges your choices rather than blaming external forces. The key aspects of self-management that determine academic success are motivation, understanding your learning style, managing your time, controlling your physical and social environments, and focusing on performance.
1. The document outlines new rules and routines being implemented in a classroom, including checking supplies, giving pop quizzes, and staggering exit slips.
2. It also lists new class rules around phone use, preparation, following directions, respect among peers, and gaining points calmly.
3. The document discusses expectations for transitions, lectures, and critical thinking, emphasizing participation, engagement, and problem-solving skills.
The document provides guidance on creating an effective questioning environment in the classroom. It suggests allowing time for students to think before answering questions, creating an accepting atmosphere by listening to students and not putting them down, and answering questions directly or redirecting them to promote discussion. The document also discusses techniques for forming questions that probe assumptions and relate questions to prior topics to help students answer their own questions.
Steve Preston The Career Catalyst, sharing part 1 of his highly acclaimed Winning at Interviews seminar and workshop series to help you nail the job you really want!
This document discusses different types of students observed in high school group projects: moochers, brains, and team players.
Moochers, making up 25% of students, let others do the work and don't contribute much. This hurts their learning and skills development. Brains, 5% of students, take control and don't share responsibility. This can cause stress and alienate others.
Team players, the majority at 80%, take personal responsibility, pull their own weight, and value group effort and learning over grades. Being a team player leads to better long term outcomes like career advancement and relationships.
This document discusses the concept of role modeling by trainers and its potential impact on learners. It explores both positive and negative attributes of role models and how learners unconsciously adopt goals and behaviors from observing trainers. Trainers are encouraged to reflect on their own role modeling impact, get feedback from learners, and consciously work to embody positive professional, personal and teaching qualities to maximize benefits for learners. Barriers to being better role models include lack of self-awareness, feedback and effort to change behaviors.
The document provides an orientation for medical students on their critical care rotation in the intensive care unit (ICU). It outlines the daily schedule and responsibilities, including morning and afternoon rounds, teaching sessions, procedures students will be expected to learn and perform, evaluations, journal club, grand rounds, and tips for survival. The rotation will be demanding but rewarding, with students gaining experience managing life and death situations and being exposed to a variety of procedures and educational activities under supervision. Support is available from attending physicians and the critical care program for any concerns.
This document provides strategies for dealing with disruptive student behaviors in the classroom. It suggests remaining calm, speaking to students privately, acknowledging their achievements, and giving them responsibilities. It also advises against power struggles, sarcasm, ridicule, or ignoring problematic behaviors. Specific behaviors addressed include talking back, defiance, disrespect, interrupting, refusal to work, and being annoying. The document offers tips like organizing engaging lessons, finding students' interests, changing seats, and praising positive conduct.
This document discusses strategies for career and academic success. It emphasizes developing self-acceptance and personal responsibility. Self-acceptance involves knowing your strengths and weaknesses without judgment. Personal responsibility means seeing yourself as the primary cause of your outcomes, making wise decisions, and using "creator language" that acknowledges your choices rather than blaming external forces. The key aspects of self-management that determine academic success are motivation, understanding your learning style, managing your time, controlling your physical and social environments, and focusing on performance.
1. The document outlines new rules and routines being implemented in a classroom, including checking supplies, giving pop quizzes, and staggering exit slips.
2. It also lists new class rules around phone use, preparation, following directions, respect among peers, and gaining points calmly.
3. The document discusses expectations for transitions, lectures, and critical thinking, emphasizing participation, engagement, and problem-solving skills.
The document provides guidance on creating an effective questioning environment in the classroom. It suggests allowing time for students to think before answering questions, creating an accepting atmosphere by listening to students and not putting them down, and answering questions directly or redirecting them to promote discussion. The document also discusses techniques for forming questions that probe assumptions and relate questions to prior topics to help students answer their own questions.
Steve Preston The Career Catalyst, sharing part 1 of his highly acclaimed Winning at Interviews seminar and workshop series to help you nail the job you really want!
This document provides tips for preparing for finals exams. It advises students to determine how many finals they have, when they are scheduled, and what percentage of the grade each final counts for. Students should learn what type of final it will be (essay, multiple choice, comprehensive), whether it will be similar to previous tests, and prioritize which finals require more study based on personal strengths and weaknesses. The document recommends starting to study at least two weeks in advance by reviewing material daily, making flashcards, getting help if needed, choosing an environment without distractions, and getting enough sleep. Some things to avoid are cramming, being late for the exam, panicking during the test, and rushing through it.
1. speaking in public dealing with presentational anxietyCorinne Baldwin
This document provides tips for handling presentation anxiety. It discusses why public speaking is important but causes anxiety for 85% of people. Symptoms of anxiety include increased heart rate and perspiration. Preparation is key and includes knowing your material well, outlining instead of scripting, and practicing with a warm audience. On the day, techniques to reduce anxiety involve deep breathing, addressing symptoms, and remembering anxiety can aid performance. Seeking peer coaching and giving practice presentations can also help build confidence.
The document provides tips for preparing for and taking exams successfully. It emphasizes the importance of preparation, forming study groups, managing time well, getting proper rest and nutrition, and using effective test-taking strategies like starting with easier questions and skipping and returning to difficult ones. Procrastination is identified as an "enemy of preparation" that can endanger academic success if not addressed. The document also advises being prepared for unexpected exam questions and learning from exams by analyzing mistakes.
Professional Skills: Good First Impressions for University of Alabama Emergin...mkalsip
This document provides tips for making a good first impression when contacting a potential faculty mentor or professional contact. It recommends researching the person in advance, contacting them professionally via their preferred method, dressing appropriately for meetings, being punctual, asking thoughtful questions, and following up with a thank you. The key advice is to prepare well in advance, act professionally, and demonstrate interest through research and questions.
Be seen, be heard: A workshop to help you reclaim power in your careerBookNet Canada
It's no secret that the publishing industry has a vertical segregation problem – lots of women at the bottom, very few at the top; more BIPOC and nonbinary folks at the bottom, even fewer at the top. Though addressing systemic and institutional inequalities requires much more than actions taken by those from marginalized communities, we still have great power as individuals.
Imagine if you could:
-bring more of your authentic self to your work;
-gain the skills and confidence to rise to the top of the publishing industry; and,
-feel empowered in your career and grow as a leader.
This workshop is for anyone who identifies as a woman, BIPOC, a nonbinary person, or LGBTQQIP2SAA and wants actionable, high-impact tools and strategies to empower themselves in their day-to-day — and in their overall career trajectory.
In this highly-practical workshop, you will:
-identify the main ways in which you feel disempowered and held back in your organization or career;
-learn key tools and strategies to tackle those obstacles; and,
-craft an individualized accountability plan for making positive change in your career.
techforum.booknetcanada.ca
#TechForum
This document provides test taking tips for students. It recommends arriving early so as not to feel rushed, coming prepared with necessary supplies, and writing down formulas and diagrams as soon as scrap paper is received. It also suggests managing test anxiety through stress reduction techniques like deep breathing and not cramming. Specific test taking strategies are outlined, such as pacing yourself at about one minute per question and following directions carefully. The document advises reading the entire question, using process of elimination when possible, choosing the best rather than just an acceptable answer, being wary of absolute language, and not looking for patterns in answers. Students are told to guess if unsure and change answers sparingly.
This document provides strategies and tips for preparing for tests and improving test-taking skills. It discusses developing a study plan such as attending all classes, starting early, and creating a regular study schedule. Effective study tools are suggested, including taking good notes, making mind maps and outlines, and collecting related materials. Different types of test questions like multiple choice, true/false, and essays are covered. The document also provides tips for the day of the test, such as time management, attempting all questions, and strategies for answering different question types. Post-test strategies are presented, such as reviewing questions and verifying answers. Test etiquette is also addressed.
DLMOOC - Tuning Protocol on Academic MindsetsKaren F
This document outlines the agenda and procedures for a tuning protocol meeting to discuss a teacher's dilemma. The meeting will begin at 4:00 pm on November 6, 2013. The agenda includes introductions, an overview of the dilemma, clarifying questions for the presenter, probing questions, a group conversation, presenter reflection, and debrief. Norms for the discussion focus on being respectful and productive. The dilemma presented is how to effectively integrate academic mindset activities into the classroom to develop student awareness and growth.
the presentation covers the following topics- emotional literacy, assertiveness and aggressiveness, learning to say no and saying please, learning to appreciate and giving praise, professional and personal excellence
The document provides an overview of assignments and deadlines for an English composition class for the first two weeks of the semester, including reading assignments from "Brainology" and "Entering the Conversation," practice assignments in Turnitin and posting an introduction to Moodle, asking for help from resources, and revising schedules to allow for study time. Students are encouraged to use the remaining class time to work on assignments and identify areas where they will need assistance.
The document provides tips for giving and receiving feedback in the workplace. It discusses starting with self-feedback to understand an employee's perspective, highlighting strengths to motivate improvement, and understanding the impact of evaluations. When receiving feedback, it's important to create an open communication culture and ask insightful questions in one-on-one settings. Effective feedback is positive, specific, and focuses on improvement rather than criticism to encourage growth. Periodic feedback should be conducted in-person with clear expectations and goals.
According to a study from Stanford University, people form first impressions within 12-15 seconds based on 55% visual cues, 38% verbal cues, and 7% knowledge of the person. The document provides tips for making a good first impression at an interview, including proper dress, preparation, and follow up. It also lists different types of interviews and suggests having research, practicing answers to common questions, arriving on time and being prepared as part of the interview process.
This document provides tips for emerging leaders on obtaining their first administrative position. It advises that the first administrative job will be difficult to get and to keep trying even if not selected the first time. It provides guidance on doing research beforehand, dressing professionally for interviews, having a strong resume, preparing responses to challenging questions, following up after interviews, and maintaining humility if offered the position. The overall message is that obtaining the first leadership role requires diligent preparation, a strong work ethic, and perseverance through potential rejections.
Workshop 2 general test taking strategiesMelissa Hyatt
The document provides general test taking strategies for students. It recommends maintaining focus by eating breakfast, avoiding negative discussions during breaks, and getting enough sleep. Students should use time wisely by checking their work if finished early and maintaining a steady pace. Easy questions should be answered first by circling unsure questions. Care should be taken to avoid mistakes when bubbling answers. Chunks of questions should be answered before bubbling to avoid losing focus. Students should always guess even if unsure to never leave a bubble empty. Process of elimination and "furthermore" tests can help with multiple choice questions. Students are advised to be confident and not give up.
A good presentation enables the tour guide to establish leadership and control over the group by standardizing the information provided. It is important for the presenter to introduce themselves, speak clearly, make eye contact, rehearse their speech, be knowledgeable to answer questions, and address the group as a whole. In contrast, a poor presentation lacks preparation, has low voice volume, provides incorrect information, lacks eye contact or control of speaking time.
This document provides guidance on classroom management strategies for teachers. It discusses types of misbehaviors teachers commonly deal with and effective vs ineffective responses. A staged approach to responding to misbehaviors is presented, starting with low-key responses and moving to providing choices, diffusing power struggles, and following school disciplinary procedures if needed. The goal is to understand student behavior and encourage appropriate conduct through respectful, preventative and responsive strategies.
This document discusses behaviour management in classrooms. It begins by defining behaviour problems as any actions that disrupt teaching and learning. Next, it identifies five primary causes of misbehaviour among students: boredom, attention-seeking, struggles meeting needs, revenge, and low self-confidence. The document then outlines general principles of crisis intervention, five guidelines for handling common issues, and examples of behaviour management models like the ABC (Antecedent, Behavior, Consequence) approach. It emphasizes the importance of creating a positive learning environment and using strategies that encourage good conduct among students.
This document provides tips for preparing for finals exams. It advises students to determine how many finals they have, when they are scheduled, and what percentage of the grade each final counts for. Students should learn what type of final it will be (essay, multiple choice, comprehensive), whether it will be similar to previous tests, and prioritize which finals require more study based on personal strengths and weaknesses. The document recommends starting to study at least two weeks in advance by reviewing material daily, making flashcards, getting help if needed, choosing an environment without distractions, and getting enough sleep. Some things to avoid are cramming, being late for the exam, panicking during the test, and rushing through it.
1. speaking in public dealing with presentational anxietyCorinne Baldwin
This document provides tips for handling presentation anxiety. It discusses why public speaking is important but causes anxiety for 85% of people. Symptoms of anxiety include increased heart rate and perspiration. Preparation is key and includes knowing your material well, outlining instead of scripting, and practicing with a warm audience. On the day, techniques to reduce anxiety involve deep breathing, addressing symptoms, and remembering anxiety can aid performance. Seeking peer coaching and giving practice presentations can also help build confidence.
The document provides tips for preparing for and taking exams successfully. It emphasizes the importance of preparation, forming study groups, managing time well, getting proper rest and nutrition, and using effective test-taking strategies like starting with easier questions and skipping and returning to difficult ones. Procrastination is identified as an "enemy of preparation" that can endanger academic success if not addressed. The document also advises being prepared for unexpected exam questions and learning from exams by analyzing mistakes.
Professional Skills: Good First Impressions for University of Alabama Emergin...mkalsip
This document provides tips for making a good first impression when contacting a potential faculty mentor or professional contact. It recommends researching the person in advance, contacting them professionally via their preferred method, dressing appropriately for meetings, being punctual, asking thoughtful questions, and following up with a thank you. The key advice is to prepare well in advance, act professionally, and demonstrate interest through research and questions.
Be seen, be heard: A workshop to help you reclaim power in your careerBookNet Canada
It's no secret that the publishing industry has a vertical segregation problem – lots of women at the bottom, very few at the top; more BIPOC and nonbinary folks at the bottom, even fewer at the top. Though addressing systemic and institutional inequalities requires much more than actions taken by those from marginalized communities, we still have great power as individuals.
Imagine if you could:
-bring more of your authentic self to your work;
-gain the skills and confidence to rise to the top of the publishing industry; and,
-feel empowered in your career and grow as a leader.
This workshop is for anyone who identifies as a woman, BIPOC, a nonbinary person, or LGBTQQIP2SAA and wants actionable, high-impact tools and strategies to empower themselves in their day-to-day — and in their overall career trajectory.
In this highly-practical workshop, you will:
-identify the main ways in which you feel disempowered and held back in your organization or career;
-learn key tools and strategies to tackle those obstacles; and,
-craft an individualized accountability plan for making positive change in your career.
techforum.booknetcanada.ca
#TechForum
This document provides test taking tips for students. It recommends arriving early so as not to feel rushed, coming prepared with necessary supplies, and writing down formulas and diagrams as soon as scrap paper is received. It also suggests managing test anxiety through stress reduction techniques like deep breathing and not cramming. Specific test taking strategies are outlined, such as pacing yourself at about one minute per question and following directions carefully. The document advises reading the entire question, using process of elimination when possible, choosing the best rather than just an acceptable answer, being wary of absolute language, and not looking for patterns in answers. Students are told to guess if unsure and change answers sparingly.
This document provides strategies and tips for preparing for tests and improving test-taking skills. It discusses developing a study plan such as attending all classes, starting early, and creating a regular study schedule. Effective study tools are suggested, including taking good notes, making mind maps and outlines, and collecting related materials. Different types of test questions like multiple choice, true/false, and essays are covered. The document also provides tips for the day of the test, such as time management, attempting all questions, and strategies for answering different question types. Post-test strategies are presented, such as reviewing questions and verifying answers. Test etiquette is also addressed.
DLMOOC - Tuning Protocol on Academic MindsetsKaren F
This document outlines the agenda and procedures for a tuning protocol meeting to discuss a teacher's dilemma. The meeting will begin at 4:00 pm on November 6, 2013. The agenda includes introductions, an overview of the dilemma, clarifying questions for the presenter, probing questions, a group conversation, presenter reflection, and debrief. Norms for the discussion focus on being respectful and productive. The dilemma presented is how to effectively integrate academic mindset activities into the classroom to develop student awareness and growth.
the presentation covers the following topics- emotional literacy, assertiveness and aggressiveness, learning to say no and saying please, learning to appreciate and giving praise, professional and personal excellence
The document provides an overview of assignments and deadlines for an English composition class for the first two weeks of the semester, including reading assignments from "Brainology" and "Entering the Conversation," practice assignments in Turnitin and posting an introduction to Moodle, asking for help from resources, and revising schedules to allow for study time. Students are encouraged to use the remaining class time to work on assignments and identify areas where they will need assistance.
The document provides tips for giving and receiving feedback in the workplace. It discusses starting with self-feedback to understand an employee's perspective, highlighting strengths to motivate improvement, and understanding the impact of evaluations. When receiving feedback, it's important to create an open communication culture and ask insightful questions in one-on-one settings. Effective feedback is positive, specific, and focuses on improvement rather than criticism to encourage growth. Periodic feedback should be conducted in-person with clear expectations and goals.
According to a study from Stanford University, people form first impressions within 12-15 seconds based on 55% visual cues, 38% verbal cues, and 7% knowledge of the person. The document provides tips for making a good first impression at an interview, including proper dress, preparation, and follow up. It also lists different types of interviews and suggests having research, practicing answers to common questions, arriving on time and being prepared as part of the interview process.
This document provides tips for emerging leaders on obtaining their first administrative position. It advises that the first administrative job will be difficult to get and to keep trying even if not selected the first time. It provides guidance on doing research beforehand, dressing professionally for interviews, having a strong resume, preparing responses to challenging questions, following up after interviews, and maintaining humility if offered the position. The overall message is that obtaining the first leadership role requires diligent preparation, a strong work ethic, and perseverance through potential rejections.
Workshop 2 general test taking strategiesMelissa Hyatt
The document provides general test taking strategies for students. It recommends maintaining focus by eating breakfast, avoiding negative discussions during breaks, and getting enough sleep. Students should use time wisely by checking their work if finished early and maintaining a steady pace. Easy questions should be answered first by circling unsure questions. Care should be taken to avoid mistakes when bubbling answers. Chunks of questions should be answered before bubbling to avoid losing focus. Students should always guess even if unsure to never leave a bubble empty. Process of elimination and "furthermore" tests can help with multiple choice questions. Students are advised to be confident and not give up.
A good presentation enables the tour guide to establish leadership and control over the group by standardizing the information provided. It is important for the presenter to introduce themselves, speak clearly, make eye contact, rehearse their speech, be knowledgeable to answer questions, and address the group as a whole. In contrast, a poor presentation lacks preparation, has low voice volume, provides incorrect information, lacks eye contact or control of speaking time.
This document provides guidance on classroom management strategies for teachers. It discusses types of misbehaviors teachers commonly deal with and effective vs ineffective responses. A staged approach to responding to misbehaviors is presented, starting with low-key responses and moving to providing choices, diffusing power struggles, and following school disciplinary procedures if needed. The goal is to understand student behavior and encourage appropriate conduct through respectful, preventative and responsive strategies.
This document discusses behaviour management in classrooms. It begins by defining behaviour problems as any actions that disrupt teaching and learning. Next, it identifies five primary causes of misbehaviour among students: boredom, attention-seeking, struggles meeting needs, revenge, and low self-confidence. The document then outlines general principles of crisis intervention, five guidelines for handling common issues, and examples of behaviour management models like the ABC (Antecedent, Behavior, Consequence) approach. It emphasizes the importance of creating a positive learning environment and using strategies that encourage good conduct among students.
This document summarizes a class on classroom management. It includes the agenda for the class, which discusses preventing misbehavior, synergy in the classroom, literature reviews, and establishing classroom rules. The class discusses various strategies for preventing misbehavior, including meeting student needs, meaningful activities, and effective instruction. Students are also given examples of classroom rules and guidance on developing their own rules.
The document discusses effective classroom management strategies. It outlines a tiered approach to responding to misbehaviors, starting with low-key responses and potentially escalating to more formal discussions. The tiers include things like making eye contact, proximity, reminding students of choices, and private conversations. The goal is to de-escalate misbehaviors while maintaining positive relationships with students.
The document discusses various teaching techniques and strategies for effective teaching. It covers topics like understanding the teenage brain, motivation, risk-taking behavior, and handling different student behaviors. It provides examples of direct and indirect teaching styles and discusses ways to address common disruptive behaviors in the classroom like talking, arguing, hostility, and off-topic conversations. It emphasizes building rapport with students, using a variety of teaching methods, and maintaining student engagement.
The document summarizes Dr. Muavia Gallie's presentation on preventative classroom management strategies. It discusses establishing rules and procedures, arranging the classroom environment, and using a caring approach to encourage appropriate behavior and effectively respond to misbehavior. Specific strategies are divided into escalation levels, with lower levels involving proximity, eye contact or name use and higher levels providing behavioral choices and following through on consequences. The goal is for teachers to believe all students may misbehave and to address issues proactively rather than reactively.
Conflict naturally occurs in decision making and working with others, with power imbalances enabling abuse and violence. Bullying takes many forms across one's lifespan, including harassment, gang violence, and domestic abuse. For violence to happen, there must be an interaction between a perceived problem, a setting allowing violence, and a stimulating event. Violence is a process, not a single act, and can escalate over time if warning signs are not addressed. People often exhibit warning signs like threats, substance abuse, or isolating behaviors before becoming violent.
The document provides guidance for mentors in a school district's peer coaching/mentoring program. It outlines the mentor's responsibilities of advising mentees on lesson planning, teaching strategies, and classroom management. It emphasizes establishing trust, maintaining confidentiality, using effective communication and listening skills, addressing common new teacher concerns, and helping mentees develop as educators.
This document discusses various learning styles and theories. It begins by describing visual, auditory and tactile learning styles. It then discusses Kolb's learning styles model which categorizes learning into four types based on grasping and transforming experiences. Next, it covers Howard Gardner's theory of multiple intelligences and the Myers-Briggs Type Indicator personality assessment. It concludes by contrasting surface and deep learning and providing tips for discovering one's own learning style and using it effectively.
This document discusses managing classroom behavior for graduate teaching assistants. It begins by outlining the session aims and defining uncivil behavior as anything that distracts from or disrupts classroom learning. Potential causes of uncivil behavior are explored, such as students finding classes boring or wanting to enhance their status. Basic coping strategies are presented, such as establishing ground rules, not ignoring disruptions, and not being confrontational. A 10 step approach is also outlined, including not taking misbehavior personally and listening to understand student perspectives. Experienced teaching staff then discuss further solutions with attendees.
A general overview of leadership and management, the differences and, traits and the skills you need to build in order to lead a team and its team members to optimal performance
This document provides guidance for facilitating training sessions. It begins by outlining questions facilitators should ask themselves in preparation, such as describing the purpose and objectives. Six basic facilitation principles are described, such as directing instruction at multiple senses and limiting information. Additional sections cover qualities of effective facilitators, their responsibilities, and techniques to use or avoid. Specific facilitation skills are discussed, including the roles of co-facilitators. The document concludes by describing how to structure a session into three parts: an opening to set the climate, a middle section for delivery, and a closing for summary.
This document outlines an agenda for a professional development session on Positive Behavior Support (PBS) for the Madison Metropolitan School District. The agenda includes activities to introduce PBS, discuss universal practices and tiered interventions, and provide examples of PBS implementation at the classroom and school levels. School staff will learn about establishing clear behavioral expectations, teaching expectations to students, acknowledging positive behaviors, and making office referrals for more serious behaviors.
This document provides an overview of best tutoring practices for new learning assistants. It discusses general tutoring tips, such as establishing rapport, respecting students, using empathy, and maintaining confidentiality. It also covers techniques like Socratic questioning, active listening, and fostering independent learning. Socratic questioning involves asking open-ended questions to determine a student's problem areas, what they know, and help them find the right answer. Active listening requires avoiding distractions, showing empathy, patience, and summarizing. The goal is to create independent learners through active learning techniques where students participate in the learning process rather than passive learning where the tutor explains concepts.
Classroom management involves creating an effective learning environment where students are engaged and well-behaved. It includes establishing clear expectations and routines to minimize disruptions. Effective classroom managers use techniques like proximity control, monitoring students, and non-verbal cues to maintain order. They also motivate students by building self-esteem and making lessons creative. Classroom management is important for teacher satisfaction and for students to learn. Successful managers deal with behaviors appropriately while also preventing off-task behaviors. They teach students to self-manage and stay engaged in planned learning activities. Following school policies helps teachers avoid issues and focus on student learning.
This document outlines an elective teaching skills workshop for Robogals Asia Pacific volunteers. The workshop aims to help volunteers learn effective teaching techniques for their school workshops. It includes small group brainstorming on engaging and non-engaging classes, sharing ideas in a large group, a classroom simulation activity, and a reflection session. Volunteers are given tips on how to engage students, deal with distractions, manage hyperactive students, and help students understand concepts. The goal is to equip volunteers with skills for interacting well with students during their outreach activities.
The document provides a problem-solving strategy for teachers to address disruptive student behavior in the classroom. The strategy involves clearly describing the problem behavior, understanding the context and factors contributing to it, and selecting and evaluating responses. It advises teachers to objectively describe behaviors, consider when and why they occur, who is affected, and any risks, before determining how to respond in a constructive manner. The goal is to resolve issues and prevent escalation, while ensuring student and classroom safety.
Avoiding Power Struggles And Setting LimitsBeth Martin
The document discusses strategies for avoiding power struggles with students and setting effective limits in the classroom. It identifies situations that could lead to power struggles and provides techniques for preventing and defusing confrontations. These include establishing clear rules and consequences, actively listening to students, and enforcing limits while preserving student dignity. The document also discusses common misconceptions around limit setting and offers a five-step approach for setting limits effectively. Sources for additional information on the topic are provided.
Teaching and learning briefing questioningMrsMcGinty
Questioning is a vital teaching tool that can be used to stretch high-ability students and support lower-ability students. Teachers should plan questions as part of their lesson planning to account for different student abilities. There are different types of questions that target different cognitive levels, from basic knowledge questions to more complex analysis, synthesis, and evaluation questions. Teachers can use techniques like "Pose, Pause, Pounce, Bounce" to engage students in answering and discussing each other's responses to questions. Getting students to generate their own questions is also an effective way to consolidate understanding of a topic.
The document discusses classroom management and preventing disruption. It identifies three categories of student disruption: withdrawal, passive-aggressive, and diversion/attack. Disruption can negatively impact the instructor by making them feel less effective, in control, and liked. The document provides several suggestions for preventing disruption, such as preparing well, greeting students, and applying adult learning theory. It also describes five options for responding to disruption, ranging from avoidance to counter-attack.
The document discusses guided group discussions (GGDs), which are interactive conversations with a defined objective. It describes GGDs as allowing participants to personalize ideas and behaviors. The document outlines five steps for effective GGDs: planning and preparation, developing the objective, preparing questions, presenting the topic, conducting the discussion, and summarizing. Some tips for GGDs include being prepared, having a suitable space, adequate supervision, specific objectives, pre-planned questions, and a productive conclusion.
The document outlines basics of presentation skills and provides tips for good presenting. It lists five annoying habits to avoid such as pacing, standing in one place too long, and fidgeting. Good presenters are described as talking at the audience's level, acknowledging answers, maintaining eye contact, managing time well, and being articulate. The document concludes by asking the reader to present a topic using an alternative technique to lecture in a ten minute presentation.
The document provides instructions for students giving presentations, including evaluating each presenter using an evaluation form and providing kind and honest feedback, as well as participating in a closing activity to discuss things to stop, keep or start doing after the class. It also thanks students for participating and provides contact information for the instructors.
The document provides instructions for students giving presentations, including evaluating each presenter using an evaluation form and providing kind and honest feedback, as well as participating in a closing activity where students name one thing they will stop, keep or start doing as a result of the class. Contact information is also provided for the instructors Mary Chapman McIntosh and LaQueisa Wilson.
The document discusses guided group discussions (GGDs), which are interactive conversations with a defined objective. It describes GGDs as allowing participants to personalize ideas and behaviors. The document outlines five steps for effective GGDs: planning and preparation, developing the objective, preparing questions, presenting the topic, conducting the discussion, and summarizing. Some tips for GGDs include being prepared, having a suitable space, adequate supervision, specific objectives, pre-planned questions, and a productive conclusion.
The document outlines basics of presentation skills and provides tips for good presenting. It lists five annoying habits to avoid such as pacing, standing in one place too long, and fidgeting. Good presenters are described as talking at the audience's level, acknowledging answers, maintaining eye contact, managing time well, and being articulate. The document concludes by asking the reader to present a topic using an alternative technique to lecture in a ten minute presentation.
The document defines key terms related to evidence-based interventions (EBIs) for HIV risk behaviors. It discusses three levels of EBIs - individual, group, and community. Individual interventions involve one-on-one counseling while group interventions involve facilitators leading group sessions. Community-level interventions aim to change community norms by training peer members to spread messages. The document also defines terms like target population, duration, fidelity and differentiates between outcomes. It outlines factors to consider for data collection based on intervention level.
The document discusses preparation for outcome monitoring of HIV prevention interventions. It provides an overview of key concepts like evidence-based interventions, logic models, and outcome monitoring. It also gives examples of how to develop outcome objectives, collect outcome data through surveys, and analyze and report the results.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
15. Physics Applied to Classroom Dynamics “ For every action there is an equal and opposite reaction.” The more pressure I exert on disrupters, the more they resist
No matter how experienced we are in presenting or facilitating, we will, on some occasion run into people who are difficult. Though it only happens occasionally, if this is not managed properly, the disruption can spread like a cancer throughout most of the entire group. We will discuss in this lesson how to avoid difficulties as much as possible, and then, when they do occur, how we can manage difficult classroom situations.
Ask someone to read the objectives. These all serve as an overview to the lesson. Student manual page 73
Show this slide and engage the class in discussion, soliciting their ideas.
Our last lesson plays a critical role in helping to prevent disruption in the classroom. If we consistently apply the principles of adult learning theory and consistently practice active listening as we just discussed, we are well on our way to proper management of our groups. Sometimes (BUT NOT ALWAYS), it is the fault of the trainer/facilitator. It may be because of the way we set the tone, or our personal demeanor toward the participants. How do we know if this is the case? If you start to see a pattern of disruptions from class to class, it may be the facilitators fault. Let’s look at some things a facilitator can do to prevent some of the disruptions that can occur in the classroom. Student manual page 75
Long before we set foot in the classroom, we need to properly prepare to avoid disruptions. Get to the classroom as early as possible to give yourself plenty of time to get to know your facility and to solve some of the problems that might arise. If your class starts early in the morning and you can come the afternoon before to set up, that can make things go more smoothly on the first day. Have all participant manuals, handouts, paper, etc. present and ready to use. The last thing you want to do is forget your own training materials! If you are using a Powerpoint presentation, always bring a back-up copy on a CD or a jump drive. All equipment should be set up ahead of time and be working properly. Cables and wires need to be placed as safely out of the way as possible. How many times have you seen a presenter run in at the last minute, apologize, start fumbling with cables, apologize, turn everything on, apologize, something not boot-up properly, apologize, start all over, apologize and – well, you get the idea. Training aids must be relevant, readable and supportive. Don’t have slides with nice graphics just to have nice graphics. The instructor/facilitator must be prepared and thoroughly familiar with the material. I have actually heard, too many times, a presenter apologize immediately for not being fully prepared, but stating we will get through it together. My inclination is to abandon the class and let them get through it on their own! Student manual page 75
When designing the class and the activities, we must make sure it is pertinent to the group we will be presenting to, and we must make sure it is really needed. We must know the group, what they need and expect. ASK: How will this be accomplished? Sometimes it is a phone call to the person requesting the event. You need to know the background, age and experience of the group, if possible. Sometimes you might have the opportunity to do a formal or informal needs assessment. More often, it is about knowing your target population, it’s needs and vulnerabilities.
We can set the tone early by being in the room before any participants arrive, get everything prepared, and then greet each participant as they arrive, making them feel welcome. By noticing body language and tone, you will be able to get a clue as to the participant’s attitude, and, perhaps more importantly, the attitude of the group as a whole. Many times participants come in upset over something that has nothing to do with the training, but this is an “easy” place to take out their aggression and anger over a different situation. Sometimes logistics do not allow us to have everything set up in the room before the first participant arrives. If that is the case, you should still take a brief moment, welcome the person and then continue with your set-up. Student manual page 75
Now if we truly like conflict and don’t wish to have a good experience, we can do certain things to really make them all angry. (Obviously, the point is that if we DON’T do these things, we will have greater chance for success.) Offend not only individual values, but the values of the group as a whole. What are some examples? Use foul language or “street” language when it is not necessary to the training. Reduce their freedom There are several ways we could do this, here are only two. What other ways might we reduce the freedom of our participants? (Don’t allow them to participate – you do all the talking; don’t allow questions; shorten the lunch time; etc.) Note: If you believe it is necessary to separate folks for any reason (not sitting together from the same organization, etc.), have name tents set up before the training so as the participants arrive, they can find their place and sit down. If it becomes necessary to split up folks who might be disruptive (lots of side talking), do it in an unobtrusive manner so it does not draw undo attention to the ‘offenders.’ You might say something like, “after lunch I am going to scramble your seating up so you can work with someone you haven’t already worked with.” Student manual page 76 Supplemental reading pages 67-69 have more information on this subject
Violate their expectations. Start late and keep them past dismissal time. Ask for their input and expectations during the opening portion of the time together, and then completely ignore everything they said. Don’t have coffee available. (Note: this can be difficult when working for the state. Current regulations do not allow using state funds to pay for coffee or snacks for state employees or others. Trainers often will supply some of these things out of their own pocket. At least try to have the hosting agency have coffee available for the group.) Tell them they are wrong when they answer a question. This will shut them down quickly and shut others down if it happens several times. Nobody will want to take a chance on being told they are wrong in front of the whole group. SAY: Let’s practice some ways to respond when a participant answers incorrectly. What are some suggestions on how to handle these responses? *You ask your group to describe safer sex. A participant says “Always be the top”. A group member says, “People over 50 can’t get HIV.” Another group member says, “ They have a cure for HIV. Look at Magic Johnson…” Some possible responses include: “ Well another way to look at that is….” “ That is real close, but not quite what I am looking for.” “ You are on the right track, try to take it a little further.” “ I hadn’t thought about it that way before. What do the rest of you think?” “ OK, thanks, who else has another idea?” Student manual page 76
Some other suggestions to prevent disruption in the classroom include: Personalize the session. Ask for their input on how the training should go, and then carry out feasible suggestions. When breaking into groups, appoint participants as leaders of those groups. Personalize your presence. Early in the presentation, or during introductions, self-share with the group your qualifications for presenting the material, or your experience using the material in real-life situations. Prospect relationships are those that you have developed with participants before class or during breaks. Pay attention to those who seem to be having the most difficulty with being there, have friendly conversations and, if appropriate, bring up and address whatever their concerns may be. Winning them over can be easier outside the session rather than during the session, in front of their peers. Ally relationships. Perhaps this may seem a little manipulative to some, but using conversations you have had before class or on breaks with those who support you and seem to have the respect of the group, can help bring others around. An example might be something like, “Mary mentioned to me during break that….” If Mary is respected by the group, those who have not come around may feel that if Mary thinks you are OK, then they ought to give you a chance also. This is why speakers are introduced. It adds to the credibility of the presenter. Remember, Type 2 learners are impressed by ‘experts.’ Student manual page 76
ASK: What are reasons a group or members of a group might come to a training already angry? Some answers might include: they were “forced to come by supervisors”, “The class is a requirement for other services they wish to receive.” If a group comes to the training angry, let them vent to get the anger out. Simply state that you sense there is something going on and they don’t seem to be happy about being there and you would like to allow them to talk about it. A sympathetic statement can help. Saying something such as, “Wow, I wouldn’t be real happy to be here either, if I was in that circumstance. I certainly appreciate you being here, even with all that going on.” A humorous statement can help diffuse anger also. “Who would like to be the first to testify how happy you are to be here today?” This technique is also a possibility if anger comes up and is wide spread during a class or group session. Student manual page 77
When a class is not going well due to resentment, anger, or other issues, bridge building to help repair the situation can be critical. During break, talk to those that seem to be the most upset and see if you can fully understand the situation and tell them you will try to fix it, if you can. Just showing that you care can be a help. If protest continues, tell them you agree that it is important, but you would like to be able to table, or lay aside, the issues for the time being and get on with the material at hand. Tell them you will be willing to discuss the issues at the end of the day or the end of the course. Using a Parking Lot can help here also. Rewards can help build alliances. No, we can’t give money away, but we can reward with extra lunch time, getting out earlier than stated on the agenda, bringing in donuts or fruit, placing individually wrapped candy on the tables, etc. If your budget allows, giveaways such as pens, calendars, planners, etc., are often appreciated. On the slide, money pops up first and then disappears automatically Student manual page 77 NOTE: The graphics of money flash on the screen with ‘Rewards’ and then disappear before the bullets come up.
Sometimes, no matter what we do to try to prevent it, we will have participants who will disrupt, or try to disrupt, the program. These disruptions fall into three broad categories: Withdrawal – the person withdraws from the group. We can further divide this into two broad categories: Passive Withdrawal – the person just sits there and does not respond or participate. His/her actions do not usually disturb others. S/he may cross his/her arms, stare other places and certainly not participate. Aggressive withdrawal – the person is engaging in an activity that overtly shows they have withdrawn. It may be reading a magazine or even a newspaper, knitting, physically turning his/her chair away, going to the back and reading material on the walls and standing with his/her back to you, and perhaps even leaving the room to go on their own (unnecessary) break. Diversion – This can take many forms. Examples are starting side conversations with fellow participants, constantly bringing up irrelevant topics to get you off subject, and making noise disturbances such as tapping pens/pencils to draw your attention. Attack – the person makes verbal attacks against the presenter. “I know more than you.”; “I knew all this before.”; “What makes you such an expert? You’ve never done this in the ‘real world’.”; “You can’t control me.”; “I’m not doing any stupid role-plays.” Sometimes attack is more subtle when the participant just keeps asking tough, obscure questions he/she as pretty sure you can’t answer. Sometimes activities such as knitting are not aggressive withdrawal, but just a tactile learner that needs to keep his/her hands busy. Student manual page 77 SSR pgs. 71-72
Whew, kind of scary, right? And that is exactly what some want– to instill fear so you are not effective. Let’s look at some specifics. A trainer needs, or wants, to be effective, in control and liked. However, when a participant goes into withdrawal, our self-talk says, “I’m not effective.” When diversion happens, we tell ourselves, “I’m not in control.” And when we are verbally attacked, we tell ourselves, “They don’t like me.” When we engage in this negative self-talk, we: Increase our nervousness and self-consciousness. Reduce our self-confidence and concentration. Decrease our effectiveness. We can actually talk ourselves into depression. We can beat ourselves up pretty bad with feelings of not being a “good” presenter or facilitator. Most presenters are very sensitive to the reaction of the participants as they want to do a good job. Sometimes on end- of-course critiques, a presenter will obsess over that one low rating from a participant, even if 40 others were all top rated. The most effective advice here is don’t personalize when things don’t go well. Simply recognize the situation for what it is and if applicable, do it different next time. Student manual page 78
As we have just seen, disruption can have some pretty serious effects on our presentations and even our personal feelings of self-worth. So everything we can do to handle disruption when it occurs and before it gets out-of-hand, is critical. We need to keep a physics lesson in mind when we are deciding what to do. As we learned in school, “for every action there is an equal and opposite reaction.” What this means for us in a group situation is that the more pressure I exert on disrupters, the more they resist – USUALLY, BUT NOT ALWAYS! This applies more to the person that is being disruptive on purpose. Many times participants do not even realize they are being disruptive and when we take corrective measures and at the lowest appropriate level, they stop immediately. Student manual page 79
This slide illustrates the actions we can take. The range is from those that have the least risk for the presenter, participant, and the program up to those that have the highest risk for all three. There is a chart in the supplemental reading that has even more details than what is on this slide. It shows the advantages, disadvantages, and when it is appropriate to use a particular tactic. You might want to turn to that now as we go through these steps. (Pages 65-66 in your supplemental reading.) Avoidance – Simply ignoring the behavior and proceeding with the class. If two are talking, or one is in withdrawal, going up and standing beside, or between the disrupters can be effective. Placing your hand on the table or back of the chair of the disrupters as you continue to speak to the group, often works. Acceptance – Find out the reason for the disruption and continue. For example they say, “We already know how to do this.” Let them demonstrate, and if successful, move on to the next topic. Adaptation – Divert trainee resistance to support the training. When they strongly disagree with you, you immediately switch sides and argue for them. “You’re right, that’s a good point.” Adamancy (Standing Fast) – “I understand you don’t want to do this right now, but I am required to stick to the curriculum and if you will bear with me, I think you will see the value in this.” Counter-Attack (Pushing Back) – The option of last resort. Directly confront the disruption. This may include dismissing the participant from the session. This tactic sometimes allows the group itself to control their peers. The supplemental reading chart has lots more information on each of these tactics. Student manual page 79
Page of 30 – Classroom Management Lesson Nine – Classroom Management October 2008 Facilitation/Presentation Skills Say: Let’s do an exercise to learn about particular styles of challenging participants and how to deal with them. Procedure: Arrange seven chairs in a circle in the front of the room; post the prepared easel paper listing all roles for the exercise. Gatekeeper Encourager Information Giver Summarizer Blocker Dominator Information Seeker. Ask for seven volunteers to participate in the exercise. Ask them to come and sit in the circle. Give out index cards (see notes) face down to each trainee participating in the exercise. Give trainees participating in the exercise the following topic to discuss in their roles. Ask trainees participating in the exercise to turn their index cards over and read their role and descriptions to themselves ( do not share with other trainees ). Student Manual pg. 80 SSR pgs 73-74 Roles described on cards for this exercise: Information Giver: Your role is to give information . Provide facts and information about things discussed, even if you have to make it up. Summarizer: Your role is to s ummarize . Do this often during the discussion. Offer conclusions, and restate points. Review what has been already talked about. Gatekeeper: Your function is Gatekeeping. Try to get everyone involved in the discussion. Say things like “Let’s hear from ________ about this idea.” Also, offer suggestions about how the group might be able to work together more effectively. Con’d on next page
Ask participants to consider each of these participant types and brainstorm how to handle them. The Dominator and Blocker are usually the mostly difficult participants in a group. They can take over the group and block any constructive conversation. The Information Seeker is generally less difficult but can still be disruptive, if they are constantly interrupting or demanding information. They may also ask for information that is not relevant to the topics under discussion. The Gatekeeper , Encourager , Information Giver and Summarizer all display traits that can be helpful when facilitating a group. However, such participants may also disrupt the group dynamics. When necessary, limit these participants’ input to ensure that they do not speak significantly more than the others in the group. Here are some suggestions for working with each type. Dominator: Make sure there is a group rule about one person talking at a time and “right to participate.” Use the rules to ensure that the dominators do not talk so much that others in the group do not participate as much as they want. You can limit their participation by calling on other participants and soliciting their opinions. Blocker: Make sure one of the group rules is about respecting other people’s opinions. Use the rule to keep these participants from making repeated negative comments about other participants’ ideas. If they rehash issues, remind them of the time constraints of the session and that you need to move on. Encourager Your function is to encourage others . Be friendly and responsive. Agree with people. Praise and accept people and their contributions. Information Seeker Seek information and opinions. Request facts. Ask for suggestions and opinions. Blocker Disagree and resist. Re-hash issues that have already been settled. Be stubborn Dominator Your role is to dominate the group discussion. Talk a lot. Interrupt people. Be forceful. Try to take over the group.
Information Seeker: Use a parking lot to let participants post questions that you will answer at the end of each session, as time allows. If you don’t have time, you can offer to pass out information on the topic at the start of the next session. Work on having the information needed to answer questions that may arise from the content of your presentation. Provide pamphlets or other handouts for participants’ resources. If asked a question for which you don’t have the answer, tell participants that you will get back to them at the next session. Gatekeeper: Let these participants help you to keep the conversation rolling, while making sure they participate themselves. Make sure there is a group rule about “right to pass.” Use the rule to ensure that gatekeepers don’t force other participants to participate when they don’t want to do so. Encourager: Social support is a very positive part of this intervention, but encouragers sometimes are so busy supporting everyone that they don’t share their own opinions/questions/experiences with the group. Try to draw these participants into conversation or ask them if they are willing to role-play. Call on them, if they show any signs of willingness. Information Giver: It is good when information comes from the group, instead of from the facilitators, but only if it is accurate information. As with the Information Seeker, it is helpful to have as much information as possible at your fingertips. Use the resource packet to help you correct misinformation, without disparaging the participant. Allow other participants to express their concerns about the validity of the information, again without saying things that are personally negative about the Information Giver. Summarizer: It is also good when a group member can summarize what you’ve been discussing, instead of it always coming from the facilitators, but only if it is done accurately. Allow other participants to do their own summarizing, again without saying things that are personally negative about the Summarizer. As with the Encourager, try to make sure they are participating in other ways as well, if they are willing to do so. Refer participants to the handout in the Supplemental Reading titled: Working with Challenging Participants: Suggestions for Working with Challenging Participants . It is currently on SSR pgs 73-74 .
During this lesson we discussed… Go over the slide and review these points by asking some good questions of the group. This lesson has shown us that good classroom management skills are critical to the success of our presentations or group sessions. We need to keep our cool in the face of disruption in order to preserve our power of management choice. We need to know and use the full repertoire of these choices. And we MUST NOT take participant hostility personally, it comes with the job!
An alternative exercise on the next 3 slides.
Optional activity Make this activity fun and safe for the participants. Set it up well and they can have a good time with this. Take the volunteer out in the hallway and tell them to just speak naturally for 2-5 minutes about whatever subject interests them. Explain that one or two will be disruptive to varying degrees and they should try to handle the disruption. Explain you will give them a few minutes to get their thoughts together and you are going to brief and prepare the rest of the class. For the first volunteer’s presentation, set up low-level disruption. Perhaps passive withdrawal, or at the most, hostile withdrawal. Choose one or two participants to be the disrupters. Explain to them that they are not to be the “participant from hell.” Tell them to be fairly cooperative with the presenter as they try to handle the situation. Continue with as many rounds you have time for or for as long as learning is taking place. Escalate the level of disruption for future rounds. Possibly base this on your assessment of the skill level of the volunteer.