Barrier over come communication
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This document discusses techniques for overcoming barriers to effective communication in organizations. It notes that the objectives are to understand the dos and don'ts of breaking communication barriers and how effective communication is essential for successful relationships. Breakdowns in communication are not only expensive and time consuming, but can damage teamwork and morale. The document also provides references for both teachers and students on communication and educational technology.
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Unit 2
1. The document discusses classroom management strategies and disruptions that can occur in the classroom.
2. It provides definitions of classroom management and disruptive behavior. Common disruptions mentioned include using phones, sleeping, talking in class, and arriving late.
3. Techniques for dealing with disruptions are discussed, such as keeping students busy with activities, having reasonable rules and expectations, and understanding what causes disruptions. Seating arrangements and classroom set up are also covered.
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1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
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This document discusses methodologies for effective classroom management. It identifies key elements such as seating arrangements, eye contact, speech, classroom atmosphere, discipline, and keeping students engaged. Specific tips are provided, such as using body language to support vocabulary, maintaining an organized blackboard, establishing rapport with students, and providing positive feedback and corrections. Teachers are advised to prepare clear instructions, maintain students' focus, keep explanations brief, use examples, and get feedback to check understanding.
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1. The document discusses classroom management strategies and disruptions that can occur in the classroom.
2. It provides definitions of classroom management and disruptive behavior. Common disruptions mentioned include using phones, sleeping, talking in class, and arriving late.
3. Techniques for dealing with disruptions are discussed, such as keeping students busy with activities, having reasonable rules and expectations, and understanding what causes disruptions. Seating arrangements and classroom set up are also covered.
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This document discusses important factors to consider when giving instructions to students in the classroom. Teachers should ensure students are paying attention and not distracted before delivering instructions. It is also important to check for understanding by asking questions to verify students comprehend the tasks they have been assigned. Clear instructions are essential for effectively communicating expectations and launching new classroom activities.
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1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
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When setting a writing task, teachers must consider students' English proficiency level, knowledge level, writing strategies, needs, and the assessment rubric. Specifically, the writing task should be at an appropriate difficulty for each student's English and topic knowledge, allow practice of strategies, meet student needs, and align with the rubric used to evaluate writing.
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The journal entry describes a practicum teacher's experience with time management issues when dealing with a disruptive student in the classroom. Specifically, the teacher found it took more time to address the disruptive student and other students' complaints, leaving less time for planned lesson activities. To address this, the teacher suggested differentiating instruction, allocating more time for introductions, and making activities more engaging. After a week of these interventions, the disruptive student still interrupted but was more engaged during specially designed activities. The teacher was satisfied but felt there were other techniques to explore for managing classroom time and behaviors.
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The document provides guidance for teaching the four language skills - listening, reading, writing and speaking. It outlines the stages and activities for each skill, including pre-activities to motivate students, main activities to practice the skill, and post activities for feedback and reflection. The main activities involve modeling the skill, having students practice in pairs or groups, and checking understanding. Motivation, feedback and learning are emphasized throughout the process.
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This document discusses methodologies for effective classroom management. It identifies key elements such as seating arrangements, eye contact, speech, classroom atmosphere, discipline, and keeping students engaged. Specific tips are provided, such as using body language to support vocabulary, maintaining an organized blackboard, establishing rapport with students, and providing positive feedback and corrections. Teachers are advised to prepare clear instructions, maintain students' focus, keep explanations brief, use examples, and get feedback to check understanding.
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https://cansa.org.za/who-cares-for-cancer-patients-caregivers/
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Introduction: Substance use education is crucial due to its prevalence and societal impact.
Alcohol Use: Immediate and long-term risks include impaired judgment, health issues, and social consequences.
Tobacco Use: Immediate effects include increased heart rate, while long-term risks encompass cancer and heart disease.
Drug Use: Risks vary depending on the drug type, including health and psychological implications.
Prevention Strategies: Education, healthy coping mechanisms, community support, and policies are vital in preventing substance use.
Harm Reduction Strategies: Safe use practices, medication-assisted treatment, and naloxone availability aim to reduce harm.
Seeking Help for Addiction: Recognizing signs, available treatments, support systems, and resources are essential for recovery.
Personal Stories: Real stories of recovery emphasize hope and resilience.
Interactive Q&A: Engage the audience and encourage discussion.
Conclusion: Recap key points and emphasize the importance of awareness, prevention, and seeking help.
Resources: Provide contact information and links for further support.
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Barrier over come communication
- 1. Technique to overcome barrier
- 2. Objective At the end of the class you will know about the : • Do’s and don’ts for breaking barriers to effective communication in an organization.
- 3. • Effective communication is essential for successful interpersonal relationship. • Breakdown in communication are not only expensive and time consuming , they also are injuries to team-work and morale
- 33. Summary
- 34. Teacher’s reference • K.P. Neeraja . Text Book of nursing education . 2 edition ,jaypee publication • I clement, text book on communication & educational technology . 3rd edition ,Emmess publication . • Pramilaa R. Nursing communication and educational technology. First edition , jaypee publication
- 35. Students reference • I clement, text book on communication & educational technology . 3rd edition ,Emmess publication .