Empathy involves putting oneself in another person's perspective to understand their thoughts and feelings. It differs from sympathy which takes a superior position and can imply pity. While empathy can be developed through practice, it is an innate skill. The document provides seven ways to respond to students with empathy: follow the Platinum Rule of treating others as they want to be treated; ask open-ended questions; set aside your own reactions; use "I" statements to avoid blame; actively listen; don't immediately try to fix problems but understand them first; and validate feelings. These techniques can help teachers understand students better and show them respect.
7 Habits of Highly Effective People (Habit 5)Aniqa Zai
Seek first to understand then to be understood. This is the habit 5 from the book 7 Habits of highly effective people. It includes empathic communication, emotional bank account, diagnose before you prescribe, etc.
Attention! Please Forget Everything You've Been Told About Potty Training In The Past...
Discover a Proven Method For Quickly & Easily Potty Training Even The Most Stubborn Child in a very short time...
Assertiveness & Confidence Building with Young PeopleVanessa Rogers
This is a presentation that I put together for training peer mentors and peer educators to develop their confidence in public speaking and consultation. If you need more information please contact me @VRyouthwork www.vanessarogers.co.uk
7 Habits of Highly Effective People (Habit 5)Aniqa Zai
Seek first to understand then to be understood. This is the habit 5 from the book 7 Habits of highly effective people. It includes empathic communication, emotional bank account, diagnose before you prescribe, etc.
Attention! Please Forget Everything You've Been Told About Potty Training In The Past...
Discover a Proven Method For Quickly & Easily Potty Training Even The Most Stubborn Child in a very short time...
Assertiveness & Confidence Building with Young PeopleVanessa Rogers
This is a presentation that I put together for training peer mentors and peer educators to develop their confidence in public speaking and consultation. If you need more information please contact me @VRyouthwork www.vanessarogers.co.uk
This PowerPoint show is on one of the basic behavioral principles of our program, Social Skills. I teach a high school class of ED students. These 10 social skills address at least one area that my kids need to practice in order to move back into a least restrictive environment.
I enlisted the help of my students in making this show. It was fun.
This PowerPoint show is on one of the basic behavioral principles of our program, Social Skills. I teach a high school class of ED students. These 10 social skills address at least one area that my kids need to practice in order to move back into a least restrictive environment.
I enlisted the help of my students in making this show, by recording each slide. It was fun.
This particular platform, SlideShare, didn't allow my images to upload and I obviously don't have the audio on here, so I removed those.
Great leaders need great tools.
LeadershipHQ gives you the tools you need to take your leadership to the next level.
Download FREE tools to help you be the best you can be.
https://www.leadershiphq.com.au/tools/
Getting a ‘no’ or a ‘I will think about it’ from a prospect after a long explanation /proposal can be rather hard to swallow.
But objections are not necessarily rejections. It can be an indication that the person that you talking to is simply asking for more information!
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Skills and Tools for Building Healthy Relationships including developing empathy, understanding the art of compromise, understanding the love languages, and preventing relationship sabotage
This PowerPoint show is on one of the basic behavioral principles of our program, Social Skills. I teach a high school class of ED students. These 10 social skills address at least one area that my kids need to practice in order to move back into a least restrictive environment.
I enlisted the help of my students in making this show. It was fun.
This PowerPoint show is on one of the basic behavioral principles of our program, Social Skills. I teach a high school class of ED students. These 10 social skills address at least one area that my kids need to practice in order to move back into a least restrictive environment.
I enlisted the help of my students in making this show, by recording each slide. It was fun.
This particular platform, SlideShare, didn't allow my images to upload and I obviously don't have the audio on here, so I removed those.
Great leaders need great tools.
LeadershipHQ gives you the tools you need to take your leadership to the next level.
Download FREE tools to help you be the best you can be.
https://www.leadershiphq.com.au/tools/
Getting a ‘no’ or a ‘I will think about it’ from a prospect after a long explanation /proposal can be rather hard to swallow.
But objections are not necessarily rejections. It can be an indication that the person that you talking to is simply asking for more information!
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Skills and Tools for Building Healthy Relationships including developing empathy, understanding the art of compromise, understanding the love languages, and preventing relationship sabotage
Habit 5: Seek First to Understand, Then to Be Understood® is the propensity for paying attention to others' thoughts and sentiments. Seeing things from their viewpoints is difficult. I pay attention to others without intruding. It's tied in with being certain about voicing your thoughts.
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1
Questions
Mindfulness Activity
Observe
Imagine that within you is a spiral staircase. Winding down to your very center. Starting at the top, walk very slowly down the staircase, going deeper and deeper within yourself.
Today’s mindfulness activity is an observe activity. You are going to imagine that within you is a spiral staircase which winds down the very center of your being. Starting at the top, walk very slowly down the staircase, going deeper and deeper within yourself. Everyone get into your mindful posture, feet flat on the floor, eyes closed, hands in an open position. Take a deep breath in, and out, and begin.
3
Developing Interpersonal Effectiveness Skills
Lesson 10
(DeCano & Cook, 2015)
Today we will be talking about things you can actively do to seek out connection and support – this is highly relevant to resilience because healthy attachments and connections is one of the keys to resilience.
5
Summary of the Previous Lesson
Emotions represent subjective experience that combines bodily and cognitive reactions, are designed to provide us feedback, and motivate specific types of behavior or action
Emotions are functionally adaptive
Negative emotions narrow and positive emotions broaden
To have resilience we must manage intense negative emotions and cultivate positive emotions
To review from last week, emotions represent a complex, subjective experience. Emotions are adaptive and can broaden our attention and resources, but in order to have resilience it’s really important to both learn to manage negative emotions as well as cultivating positive emotions.
6
Summary of the Previous Lesson
Intense negative emotions can be managed two different ways:
If in a crisis – emotional temperature > 65 – then use crisis survival skills:
TIPP
Distract with ACCEPTS
IMPROVE the Moment
Pro & Cons
If not a crisis < 65 then use:
Check the Facts and then Opposite Action or Problem Solving
Positive self-talk
Mindfulness of current emotion: Wave Skill
When we are trying to manage negative emotions, we have learned options for skills to use when we are in a crisis (over 65 on our emotional thermometer) as well as skills to use when we are not in a crisis (less than 65 on the emotional thermometer).
7
Learning Objectives
After completing this lesson, you will be able to:
Understand the need for effective communication in relationships
Know the difference between three key effective communication skills and when you would use each one
Use all three communication skills
Today’s lesson is about developing interpersonal effectiveness. After today, you are going to have a better understanding of the need for effective communication in relationships, and, you’ll know the difference between three key communication skills and when to use each.
8
Lesson 10: Glossary TermsDeveloping Interpersonal Effectiveness SkillsObjective EffectivenessThe interpersonal strategy to effectively ask for the things you want and/or t ...
XXX
1
Questions
Mindfulness Activity
Observe
Imagine that within you is a spiral staircase. Winding down to your very center. Starting at the top, walk very slowly down the staircase, going deeper and deeper within yourself.
Today’s mindfulness activity is an observe activity. You are going to imagine that within you is a spiral staircase which winds down the very center of your being. Starting at the top, walk very slowly down the staircase, going deeper and deeper within yourself. Everyone get into your mindful posture, feet flat on the floor, eyes closed, hands in an open position. Take a deep breath in, and out, and begin.
3
Developing Interpersonal Effectiveness Skills
Lesson 10
(DeCano & Cook, 2015)
Today we will be talking about things you can actively do to seek out connection and support – this is highly relevant to resilience because healthy attachments and connections is one of the keys to resilience.
5
Summary of the Previous Lesson
Emotions represent subjective experience that combines bodily and cognitive reactions, are designed to provide us feedback, and motivate specific types of behavior or action
Emotions are functionally adaptive
Negative emotions narrow and positive emotions broaden
To have resilience we must manage intense negative emotions and cultivate positive emotions
To review from last week, emotions represent a complex, subjective experience. Emotions are adaptive and can broaden our attention and resources, but in order to have resilience it’s really important to both learn to manage negative emotions as well as cultivating positive emotions.
6
Summary of the Previous Lesson
Intense negative emotions can be managed two different ways:
If in a crisis – emotional temperature > 65 – then use crisis survival skills:
TIPP
Distract with ACCEPTS
IMPROVE the Moment
Pro & Cons
If not a crisis < 65 then use:
Check the Facts and then Opposite Action or Problem Solving
Positive self-talk
Mindfulness of current emotion: Wave Skill
When we are trying to manage negative emotions, we have learned options for skills to use when we are in a crisis (over 65 on our emotional thermometer) as well as skills to use when we are not in a crisis (less than 65 on the emotional thermometer).
7
Learning Objectives
After completing this lesson, you will be able to:
Understand the need for effective communication in relationships
Know the difference between three key effective communication skills and when you would use each one
Use all three communication skills
Today’s lesson is about developing interpersonal effectiveness. After today, you are going to have a better understanding of the need for effective communication in relationships, and, you’ll know the difference between three key communication skills and when to use each.
8
Lesson 10: Glossary TermsDeveloping Interpersonal Effectiveness SkillsObjective EffectivenessThe interpersonal strategy to effectively ask for the things you want and/or t.
Enhancing clients problem solving skillsAthira5Rajeev
Enhancing client's problem solving skills - ASSERTIVENESS TRAINING,SOCIAL SKILL TRAINING,STRESS MANAGEMENT & ENHANCING CLIENT'S SOCIAL SUPPORT SYSTEM. For MSW sutdents
Assertiveness & Confidence Building with Young PeopleVanessa Rogers
This is a presentation I use in a workshop to build confidence with young people volunteering as Peer Mentors and Peer Educators. If you want more information about the workshop or to ask a question about how to use the presentation please contact me @VRyouthwork www.vanessarogers.co.uk
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. WHAT IS EMPATHY ?
Putting your self in other persons shoes
Project oneself into the role of the other
person
To understand other persons internal
frame of mind
3. How is EMPATHY different then
SYMPATHY ?
EMPATHY
On equal footing and
levelling
SYMPATHY
Superior position
Has undertones of PITY
Healthy and Desirable Could be disastrous
4. Empathy is not something to be learned in a
45-minute lecture on the subject: it’s
something all of us are born with it, but, like
any other skill, demands practice.
Can empathy really be taught?
5. 7 Ways to Respond to Students With Empathy
1. Follow the “Platinum Rule,” not the “Golden Rule.”
You’re probably familiar with the Golden Rule: Treat others the
way you want to be treated. But empathy relies on the
Platinum Rule: Treat others the way they want—and need—to
be treated. This approach puts the focus on understanding
what students need from you instead of what you think they
need.
6. 2. Ask open-ended questions.
Don’t assume you know how a student is feeling. When you ask
open-ended questions, students can share what’s on their minds
without feeling like you’ve already sized up the situation. For
example, asking “Is there something about today that’s been hard
for you?” invites more conversation than “It looks like you’re having
a rough day. Is that true?” Open-ended questions can be tricky for
students who have language-based learning differences. To
support these conversations, you can offer options by saying, “I
noticed you had your head down in class today. Are you frustrated,
angry, or nervous about something?”
7 Ways to Respond to Students With Empathy
7. 3. Set aside your own reaction.
Responding with empathy means letting students’
reactions come first. You don’t have to bury your own
feelings or agree with or accept their behaviour. But
try to keep your focus on hearing students out and
seeing the situation through their eyes.
7 Ways to Respond to Students With Empathy
8. 4. Use “I” statements to avoid blame.
“You” statements, such as “you distracted other students
in class today,” can make students defensive. Try turning
the same thought into an “I” statement, like “I felt that
other students were distracted by your behaviour today.”
“I” statements allow you to talk about situations without
placing blame. These questions also allow you to
acknowledge your own feelings, and may encourage
students to consider your emotions.
7 Ways to Respond to Students With Empathy
9. 5. Actively listen to what students say.
Empathy requires active listening. That means giving
your full attention and listening to both a student’s
words and tone of voice. When you use active listening,
think through and state in your own words what you
think you’ve heard. You can then confirm by asking, “Is
that what you’re telling me?” That simple
question gives students an opening to correct any
misunderstanding and shows respect for their feelings
and perspective.
7 Ways to Respond to Students With Empathy
10. 6. Don’t jump into “fix it” mode.
As teachers, we’re so used to fixing things that you may
immediately try to find solutions. Sometimes, it’s more
useful to just listen and understand what’s wrong.
Students might not even want you to fix the problem.
After you understand the problem, you can talk with the
student about possible solutions and what support they
may (or may not) want from you.
7 Ways to Respond to Students With Empathy
11. 7. Validate feelings.
Tell students they have the right to feel the way they
feel. You may not agree with their choices or may even
think they’re overreacting. But it’s important to
recognize that the way they’re feeling is real to them.
You can say, “Your feelings aren’t right or wrong” as a
way to show respect for how they’re feeling
7 Ways to Respond to Students With Empathy
12. By using these techniques, you’ll show
students you want to understand
them better and value them as
individuals.