Cross Cultural Communication
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This document outlines an agenda and materials for a training session on cross-cultural communication. The session aims to help participants identify key ideas for communicating with students and parents from diverse backgrounds. The agenda includes introductions, defining cross-cultural communication, discussing barriers and tips, and practicing communication through a sample parent-teacher conference role-play. Participants are encouraged to take responsibility for their learning and provide respectful and thoughtful feedback.
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Soft skills are desirable qualities that are not dependent on technical knowledge and include common sense, the ability to deal with people, and a positive flexible attitude. Soft skills are intrapersonal and interpersonal skills that determine how well a person can fit in and succeed as part of a team, company, or other social structure. Some examples of important soft skills include communication, teamwork, leadership, problem solving, and time management. While hard skills refer to technical skills specific to a job, soft skills play a much larger role in a person's overall success, accounting for approximately 85% of workplace performance.
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Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.Advanced methodology for tesol 2
Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1972. It involves a 5 stage process: 1) Students sit in a circle around a tape recorder to create a community atmosphere while discussing topics. 2) Students say what they want to say in their native language and the teacher discreetly translates it. 3) Students discuss how the recording went. 4) Students listen to the recording and transcribe it with teacher help. 5) Students analyze the language used in the conversation. CLL aims to create a non-threatening environment where students feel autonomous in practicing spoken English within a community.
Group Discussion.ppt
Group discussions are used to assess students' personalities and ability to work in a team. They involve a small group of students discussing a given topic to find solutions or make decisions. The objectives are to improve students' communication skills, encourage active participation and sharing of ideas, and allow employers to evaluate leadership potential. During discussions, students are evaluated on their knowledge, communication abilities, group behavior, and potential for leadership. Strong communication skills like active listening, clear expression, appropriate language and body language are important. Students should participate consistently, share time fairly, and maintain a respectful attitude toward other group members. Following best practices like speaking concisely and avoiding domination or digression can help make a positive impression on evaluators.
Recycling vocabulary in the advanced eap reading class
This document summarizes a research study on recycling vocabulary in an advanced reading class. The study examined 12 university students' preferences for 13 vocabulary activities. Checking vocabulary exercises from the textbook and reading/listening to texts were the most popular activities. Using vocabulary in summaries and revising for tests were also well-liked. Less favored activities included vocabulary associations and choosing parts of speech. The implications are to develop more time-efficient, integrated activities that meet student preferences and curricular needs.
Group Dscussion, importance , rule and signficance
This document provides information about group discussions, including their objectives, definition, features, nature, and components that are evaluated. The key points are:
- Group discussions are used to assess students' personalities and communication/leadership skills through an informal discussion of a topic among a small group of candidates. They allow employers to further screen academically successful applicants.
- Employers evaluate candidates on their knowledge of the topic, communication abilities, behavior within the group, and potential for leadership. Effective communication involves active listening, clear expression, appropriate language, body language, and delivery. Good group behavior means interacting well with others and having emotional maturity.
- Strong leadership skills combine both subject matter expertise and the ability
Group discussion
This document provides an overview of group discussions. It defines group discussions and distinguishes them from public speaking. The document outlines the typical process of a group discussion, including types like structured, unstructured, and role-playing discussions. It explains how group discussions are used to evaluate candidates for organizations and the traits assessed, such as communication skills, knowledge, and leadership. The document concludes that group discussions stimulate thinking, expand knowledge, and reveal strengths and weaknesses while providing a chance to demonstrate skills like language ability, leadership, and teamwork.
Community Language Learning Notes
1) The Community Language Learning method focuses on creating a secure environment where students' feelings are respected and they can take risks in learning a new language.
2) The teacher acts as a language counselor, translating students' words and building relationships to help lower anxiety. Students' conversations are recorded and transcribed for analysis.
3) Throughout the lesson, feedback is gathered from students and their perspectives are valued to continually improve the learning process. Various techniques keep students actively engaged, including role playing, group work, and reflective listening activities.
Mentor program3
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.
Group Discussion.ppt
This document provides guidance on group discussions. It defines a group discussion as a method where a small number of people meet face-to-face to discuss and solve problems or make decisions. The objectives are to improve students' communication skills, teamwork, and critical thinking. Employers use group discussions in interviews to evaluate candidates' leadership, knowledge, communication abilities, and ability to work well in a team. Some tips provided include actively listening, clearly expressing ideas, using appropriate body language, cooperating with others, and not dominating the conversation.
Group Discussion.pptx
This document provides guidance on group discussions. It defines a group discussion as a method where a small number of people meet face-to-face to discuss and solve problems or make decisions. The objectives are to improve students' communication skills, teamwork, and critical thinking. Employers use group discussions in interviews to evaluate candidates' leadership, knowledge, communication abilities, and ability to work in a team. Some tips provided include actively listening, clearly expressing ideas, using appropriate body language, cooperating with others, and not dominating the conversation.
Group Discussion.ppt
This document provides guidance on group discussions. It defines a group discussion as a method where a small number of people meet face-to-face to discuss and solve problems or make decisions. The objectives are to improve students' communication skills, teamwork, and critical thinking. Employers use group discussions in interviews to evaluate candidates' leadership, knowledge, communication abilities, and ability to work well in a team. Some tips provided include actively listening, clearly expressing ideas, using appropriate body language, cooperating with others, and not dominating the conversation.
Group Discussion.ppt
This document provides guidance on group discussions. It defines a group discussion as a method where a small number of people meet face-to-face to discuss and solve problems or make decisions. The objectives are to improve students' communication skills, teamwork, and critical thinking. Employers use group discussions in interviews to evaluate candidates' leadership, knowledge, communication abilities, and ability to work well in a team. Some tips provided include actively listening, clearly expressing ideas, using appropriate body language, cooperating with others, and not dominating the conversation.
GD
This document provides guidance on group discussions. It defines a group discussion as a method where a small number of people meet face-to-face to discuss and solve problems or make decisions. The objectives are to improve students' communication skills, teamwork, and critical thinking. Employers use group discussions in interviews to evaluate candidates' leadership, knowledge, communication abilities, and ability to work well in a team. Some tips provided include actively listening, clearly expressing ideas, using appropriate body language, cooperating with others, and not dominating the conversation.
Group Discussion.ppt
The document provides information about group discussions, including their objectives, definition, features, nature, and structure. It describes how group discussions are used to evaluate candidates on their knowledge, communication skills, group behavior, and leadership potential. Specific tips are provided on active listening, clear expression, appropriate body language, teamwork, and balancing participation. The document outlines both dos and don'ts for effective participation in group discussions.
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Recycling vocabulary in the advanced eap reading class
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Group Dscussion, importance , rule and signficance
Group Dscussion, importance , rule and signficance
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Professional Development 1, Nepal
The document outlines an agenda for a teacher training workshop in Nepal. It includes activities for team building, establishing classroom procedures and management strategies, equitable classroom practices, differentiation, and individual professional development planning. Participants will learn ways to build cohesion among colleagues, develop classroom routines to promote equal treatment of students, understand differentiation techniques, and set personal learning goals to evaluate the training.
Overview of Islam for Educators
Here are three things I can share with colleagues about Muslim students:
1. They observe different religious practices like daily prayers and fasting during Ramadan. Being aware and accommodating of these practices is important.
2. Their culture and beliefs are influenced by Islamic teachings which emphasize concepts like humility, generosity, and strong family values.
3. Exposure to their traditions, languages and contributions can help Muslim students feel respected and included. Representing diversity in lessons fosters cultural understanding.
Two ways to create a respectful classroom culture are:
1. Communicate high expectations and respect for all students regardless of background.
2. Provide opportunities to learn about different cultures through activities, discussions and resources that represent various
Islamic Schools in the USA
student ratio
Curriculum development
Budget and funding sources
Marketing and enrollment
Policies and procedures
Created by Farhana N. Shah, August 2011
Establish an Islamic Sunday School
32
Challenges:
- Funding and sustainability
- Volunteer recruitment and retention
- Curriculum development and resources
- Space and facility needs
- Compliance with regulations
- Community support and involvement
Keys to success:
- Strong leadership and vision
- Strategic planning
- Community engagement
- Transparency and accountability
-
Formative Assessment
The document discusses formative assessment and its importance in education. It defines formative assessment as an active process where teachers work with students to continuously gather evidence of learning with the goal of improving student achievement. The key difference between formative and summative assessment highlighted is that formative assessment is collected during instruction to adjust teaching practices, while summative assessment occurs at the end to evaluate learning. Examples of formative assessment strategies used in the training included activators, small group work, modeling, and feedback.
ESL Learners
This document provides an overview of day 2 of a professional development session on strategies for teaching English language learners. The session agenda includes reviewing ground rules, team building activities, recapping feedback from the previous day, and teaching vocabulary building strategies. Specific strategies that will be covered are vocabulary preview/review, creating word walls, and using cooperative learning. The document outlines the importance, steps, and examples for each strategy. It concludes with a session evaluation. The overall goal is for teachers to learn ways to help English language learners build vocabulary and understand content.
Differentiation
This document provides an overview of a team building activity that promotes flexibility, communication, cooperation and problem solving skills. The activity involves teams solving puzzles by putting together puzzle pieces found in envelopes. The winning team is the first to solve the puzzle. Participants are asked to reflect on how it felt to not have all the puzzle pieces and to give up unneeded pieces to help others. The goal is to demonstrate that teams must work together and look beyond themselves to solve problems.
Classroom Management Practices
The document outlines a classroom management workshop. It begins with a team building activity where participants share appreciation by giving colleagues Hershey Kisses. The workshop objectives are to build positive relationships with students and understand classroom management principles for the new school year. The itinerary includes introductions, relationship building and classroom management strategies, and expectations for the workshop. Ground rules are established, and an activity is used to discuss how relationship building connects to student achievement. The document then covers teacher traits that support student success, classroom management principles, rules, procedures, behavior challenges, corrective procedures, and strategies for establishing procedures.
Nelta Conference, Nepal
This document outlines the agenda and presentation for a workshop on equitable classroom practices led by Farhana N. Shah. The session goals are for participants to understand the connection between equitable practices and high expectations, and to define some equitable classroom practices. The agenda includes introductions, setting expectations, learning about research-based equitable practices through group work and discussions, and reflections. Equitable classroom practices are described as establishing high expectations, providing equality through equity, being research-based, and building positive student-teacher relationships to promote student engagement and prevent classroom disruption.
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Cross Cultural Communication
- 1. Cross-Cultural Communication or Intercultural Communication By Farhana N. Shah
- 2. By Farhana N. Shah 2 11/12/2013
- 3. Purpose Need determined by Administration By Farhana N. Shah 3 11/12/2013
- 4. Training Protocols Take responsibility for your own learning. Be willing to experiment with the ideas and techniques presented. Be respectful of those speaking (limit sidebar) Be digitally responsible (vibrate mode) By Farhana N. Shah 4 11/12/2013
- 5. Training Outcome Identify key ideas in communicating with students and parents of diverse backgrounds. By Farhana N. Shah 5 11/12/2013
- 6. Today’s Itinerary Time 3-5’ 50’ Content Introductions and Frame the Learning Review Ground Rules Preview Outcome and Agenda Present Cross Cultural Communication Introduction and Activator Definition and Case Study/Scenario CCC: What Teachers Should Know Present Clarify 3-5’ Summarizer and Evaluation 3-2-1 By Farhana N. Shah Process 6 Review Feedback 11/12/2013
- 7. Introduction O Mankind, We created you from a single (pair) of a male and a female and made you into nations and tribes, that you may know each other. Quran 49:13 By Farhana N. Shah 7 11/12/2013
- 9. What is Cross-cultural Communication? Cross-cultural communication is a field of study that looks at how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communicate across cultures. (Wikipedia definition) By Farhana N. Shah 9 11/12/2013
- 10. Barriers to CCC By Farhana N. Shah 10 11/12/2013
- 11. The key to effective cross-cultural communication is knowledge. By Farhana N. Shah 11 11/12/2013
- 12. Ethnic Discourse Styles In your assigned groups: 1. 2. 3. Select a recorder and speaker Read and discuss assigned section. Chart description of the discourse style and key points about groups mentioned in the section. 3. Be ready to share with whole group. By Farhana N. Shah 12 11/12/2013
- 13. Tips for Removing Barriers 1. Pace (slow) and Patience 2. Break down questions (no negatives) 3. Take turns speaking/listening carefully 4. Write down 5. Check meaning and summarize 6. Avoid slang 7. Be careful with humor By Farhana N. Shah 13 11/12/2013
- 14. Tips (continued) BE AWARE AVOID Racial identification unless necessary Qualifiers that reinforce stereotypes Language that has questionable connotations By Farhana N. Shah Of words, images that generalize Rules regarding distance between speakers Eye contact 14 11/12/2013
- 15. Parent Teacher Conference Teacher: Carolina is doing great. She’s doing beautifully in English and in reading. And in writing and in speaking. Father: (Looks down at lap.) Teacher: It’s wonderful! Father: (Turning to point to younger son) The same… this guy he… Teacher: (Interrupting, with shrill tone.) Gooood! Father: …can write— Teacher: (Cutting him off) He can write in English? Father: Well, his name…(trailing off). By Farhana N. Shah 15 11/12/2013
- 16. Some hints for successful parent conferences… 1. 2. 3. 4. Be organized Make sure to have writing utensils/paper Use positive body language Avoid educational jargon. Listen to what they have to say instead of doing all the talking. 5. Focus on student’s strengths. 6. End the meeting on an optimistic note. Parents should leave feeling hopeful. They should feel you are an ally. 7. Summarize meeting/discussion: suggest things they can do at home to help and what you will continue at school. By Farhana N. Shah 16 11/12/2013
- 17. Resources Used Wikipedia Definition Culturally Responsive Teaching by Geneva Gay Challenge of Cross-Cultural Family-School Communication (Article by Elise Trumbull) By Farhana N. Shah 17 11/12/2013
- 18. Thank You for attending and for completing the session evaluation.