Emotional facilitation is the process by which we improve our style of response to a stimulus, increasing the chances of success against the demands of the same, thanks to the dominant emotional state at that time.
INTRODUCTIÓN. EMOTIONAL FACILITACIÓN
1.Laws of learning in an adult person
2. Adults learning styles…
ACCEPT YOUR EMOTIONS .
1. Knowledge of yourself…
2. Self-esteem
3. Motivation
4. From the CV to the C.Vital.
This document discusses non-verbal communication and emotional perception. It covers four main areas of non-verbal communication: kinesics (body language), proxemics (personal space), paralinguistics (vocal tones), and other complementary aspects like clothing. Within kinesics, it examines facial expressions, body posture, gestures, and the meanings they can convey during interactions like job interviews. Regarding proxemics, it outlines the four zones of interpersonal distance (intimate, personal, social, public) based on distance from another person. The document emphasizes that non-verbal signals actively communicate our feelings and attitudes even when we may not be aware of them.
Rafael Bisquera defines emotional handling as the ability to handle emotions appropriately. It implies becoming aware of the relationship between emotion -you feel-, cognition- you think- and behavior- you do-; to have good facing strategies; capacity to self-generate positive emotions, etc.
Gross (1999, p 275) defines regulation as the ability to express the right amount of anger in a context-appropriate way.
INTRODUCTION. EMOTIONAL HANDLING
MANAGE YOUR EMOTIONS
1. Body Perception. Breathing
2. Stress Control…
3. Anger Control
4. Infographies …
20 keys to living without anxiety
50 relaxing methods
Emotions contain information; in order to understand other people’s feelings, we have to start by learning to understand ourselves, our needs and desires, what things, people and situations make us feel particular emotions, what thoughts generate those emotions, how they affect us and what consequences and reactions they trigger. This ability makes it possible to answer questions such as: Why do I feel happy? How will my friend feel if I tell them that? What will happen if I say that to a certain person?
If we understand and identify our own feelings, it will be easier for us to connect with our fellow people’s feelings.
¿How is this ability used? Empathising, which means, putting ourselves in another person’s place and being aware of their feelings, their reasons and personal implications, that is, we have to “put ourselves in someone else’s shoes”.
INTRODUCTION. EMOTIONAL UNDERSTANDING
VERBAL COMMUNICATION…
1.P.A.C
2. Active listening
3. Empathy
4. Elevator pitch
5. Large group presentations. Rubrics.
Akshat Goyal's T&D Program on KNOW YOUR SELF - THROUGH SELF AWARENESS & REGUL...Akshat Goyal
This two-day training program aims to help employees improve self-awareness and self-regulation through emotional intelligence. Day one includes introductory exercises, discussions about the importance of emotional intelligence, and group activities to experience different emotions. Day two focuses on increasing self-awareness through developing emotional vocabulary, saying no to temptations, and taking self-awareness tests. The goal is to help employees understand themselves better and foster self-regulation in the workplace.
Self-Regulation, Creativity, and Problem-Solving Through Playbcmuseum
This document discusses the importance of play for developing self-regulation, creativity, and problem-solving skills in children. It argues that the core executive functions of inhibitory control, working memory, and cognitive flexibility can be strengthened through play. Play not only directly trains these skills but also reduces stress and fosters social and emotional well-being, which supports executive function development. Specific examples of activities like storytelling, games, and pretend play are provided that challenge executive functions in developmentally appropriate ways.
This document summarizes key points from a Coursera learning course. It discusses the focused and diffuse modes of thinking, with focused mode being when one concentrates fully and diffuse occurring when unrelated ideas are connected. Both modes are important for learning. It also summarizes causes of procrastination like skill deficits, lack of motivation, and fear of failure/success. Techniques like Pomodoro are recommended to manage procrastination. Finally, it discusses the importance of sleep for memory consolidation and removing toxins from the brain.
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document discusses non-verbal communication and emotional perception. It covers four main areas of non-verbal communication: kinesics (body language), proxemics (personal space), paralinguistics (vocal tones), and other complementary aspects like clothing. Within kinesics, it examines facial expressions, body posture, gestures, and the meanings they can convey during interactions like job interviews. Regarding proxemics, it outlines the four zones of interpersonal distance (intimate, personal, social, public) based on distance from another person. The document emphasizes that non-verbal signals actively communicate our feelings and attitudes even when we may not be aware of them.
Rafael Bisquera defines emotional handling as the ability to handle emotions appropriately. It implies becoming aware of the relationship between emotion -you feel-, cognition- you think- and behavior- you do-; to have good facing strategies; capacity to self-generate positive emotions, etc.
Gross (1999, p 275) defines regulation as the ability to express the right amount of anger in a context-appropriate way.
INTRODUCTION. EMOTIONAL HANDLING
MANAGE YOUR EMOTIONS
1. Body Perception. Breathing
2. Stress Control…
3. Anger Control
4. Infographies …
20 keys to living without anxiety
50 relaxing methods
Emotions contain information; in order to understand other people’s feelings, we have to start by learning to understand ourselves, our needs and desires, what things, people and situations make us feel particular emotions, what thoughts generate those emotions, how they affect us and what consequences and reactions they trigger. This ability makes it possible to answer questions such as: Why do I feel happy? How will my friend feel if I tell them that? What will happen if I say that to a certain person?
If we understand and identify our own feelings, it will be easier for us to connect with our fellow people’s feelings.
¿How is this ability used? Empathising, which means, putting ourselves in another person’s place and being aware of their feelings, their reasons and personal implications, that is, we have to “put ourselves in someone else’s shoes”.
INTRODUCTION. EMOTIONAL UNDERSTANDING
VERBAL COMMUNICATION…
1.P.A.C
2. Active listening
3. Empathy
4. Elevator pitch
5. Large group presentations. Rubrics.
Akshat Goyal's T&D Program on KNOW YOUR SELF - THROUGH SELF AWARENESS & REGUL...Akshat Goyal
This two-day training program aims to help employees improve self-awareness and self-regulation through emotional intelligence. Day one includes introductory exercises, discussions about the importance of emotional intelligence, and group activities to experience different emotions. Day two focuses on increasing self-awareness through developing emotional vocabulary, saying no to temptations, and taking self-awareness tests. The goal is to help employees understand themselves better and foster self-regulation in the workplace.
Self-Regulation, Creativity, and Problem-Solving Through Playbcmuseum
This document discusses the importance of play for developing self-regulation, creativity, and problem-solving skills in children. It argues that the core executive functions of inhibitory control, working memory, and cognitive flexibility can be strengthened through play. Play not only directly trains these skills but also reduces stress and fosters social and emotional well-being, which supports executive function development. Specific examples of activities like storytelling, games, and pretend play are provided that challenge executive functions in developmentally appropriate ways.
This document summarizes key points from a Coursera learning course. It discusses the focused and diffuse modes of thinking, with focused mode being when one concentrates fully and diffuse occurring when unrelated ideas are connected. Both modes are important for learning. It also summarizes causes of procrastination like skill deficits, lack of motivation, and fear of failure/success. Techniques like Pomodoro are recommended to manage procrastination. Finally, it discusses the importance of sleep for memory consolidation and removing toxins from the brain.
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document is a module on embracing oneself from the Department of Education of the Philippines. It contains guidance for learners in grade 6 on developing self-awareness and understanding through a series of activities. The activities help students identify their strengths, weaknesses, skills, interests, and values. They also explore how thoughts, feelings and beliefs influence behavior. The module emphasizes developing positive behaviors and relationships.
This document is a module from the Department of Education of the Philippines for 6th grade homeroom guidance. It contains guidance for parents/guardians on supporting their child's learning. The module aims to help students embrace their strengths and develop self-awareness through a series of activities. These activities guide students to identify their interests, talents, strengths and weaknesses. They also help students examine their thoughts, feelings and beliefs to determine appropriate behaviors in different situations.
This document is a module on embracing oneself from the Department of Education of the Philippines. It contains guidance for learners in grade 6 on developing self-awareness and understanding through a series of activities. The activities help students identify their strengths, weaknesses, skills, interests, and values. They also explore how thoughts, feelings and beliefs influence behavior. The module emphasizes developing positive behaviors and relationships.
The document discusses focusing on learning rather than training. It argues that learning describes personal growth and development, while training is more about transferring skills and knowledge for organizational gain. The document advocates helping people develop as whole individuals from the inside out, rather than just training job skills. It suggests giving people choice over what and how they learn to help them develop in all areas of life and find more fulfillment at work.
This document provides advice and best practices for teachers. It suggests that teachers should focus on imparting wisdom to students and using techniques to excel at teaching. It emphasizes that teachers will make mistakes but should acknowledge errors and move on. The document also stresses the importance of understanding students' levels, using age-appropriate vocabulary, collaborating with other teachers, modeling good behavior, focusing on student strengths, incorporating hands-on learning, finding real-life applications, and assessing student understanding authentically. Overall, the advice is aimed at helping teachers improve and provide rewarding learning experiences for students.
Creating an optimal learning zone for students is challenging but important. Some strategies to help students get into a flow state include creating meaningful learning environments, eliminating distractions like phones, and ensuring students are well-rested and properly fueled. The learning space should challenge students at an appropriate level to avoid boredom or anxiety. Good learning design incorporates immediate feedback to keep students engaged and progressing in their skills. Positive reinforcement and establishing an emotional connection can further boost learning.
The document discusses the differences between training and learning. It argues that a focus on learning, rather than training, is more effective as it develops the whole person from the inside out. Learning allows people to pursue their own interests and potential, while training is often seen as a chore. When organizations prioritize helping people learn and develop as individuals, it creates greater alignment between work and personal lives. The key is giving people choice in what and how they learn to align it with their interests, learning styles and pace of development.
The document provides an overview and training manual for tutors at IgnitionTutoring.com. It outlines the company's mission to spark learning and create relentless learners. Tutors are trained on key concepts like growth mindset, neuroscience of learning, and providing ignition (motivation). Practical strategies are also covered, including teaching in "knowledge nuggets," praising effort over innate ability, asking questions rather than lecturing, having patience, using enthusiasm and charisma, and demonstrating intense focus.
1. The document discusses exploring how you learn as a student and assessing your strengths and weaknesses. It emphasizes finding an environment where you are comfortable learning and focusing on your weaker areas.
2. Various tools are described that can help students assess their preferred learning styles, such as verbal, logical, visual, etc. Personality tests and grouping students with similar abilities are suggested to help students understand how they learn best.
3. The document advises students to use self-knowledge of their strengths to choose teaching styles and subjects they prefer while also strengthening weaker areas. Working with instructors and in groups is recommended to help overcome challenges.
Adolescence: day INSET in Madrid, Mar 2016Nicola Morgan
Nicola Morgan presented information on adolescent brains, stress, and wellbeing. She discussed how the teenage brain differs from adult brains in its development of prefrontal cortex and limbic system. This can make teenagers more susceptible to stress and emotional reactions. Stress can impair cognitive functioning through "preoccupation." Morgan outlined strategies schools can use to promote wellbeing, including building resilience, educating on stress management, supporting introverts, improving sleep, managing screen time, and incorporating the PERMA model of wellbeing. Small changes to the school environment and curriculum could help reduce teenage stress and enhance learning.
Wouter Kersten introduces his work with The New ABC, which aims to address the problem that curiosity is often untrained or "deskilled" after childhood education. Curiosity is important for 21st century skills like creativity and innovation, but most organizations do not prioritize it. Kersten wants to encourage developing an attitude of wondering, enquiring, and seeking meaning. The New ABC offers training programs to help people and organizations, especially those feeling stuck or overwhelmed, learn how to embrace complexity and work with uncertainty by cultivating curiosity. Kersten is available for curious schools, organizations, teams, or individuals wanting to try new approaches.
Walkthrough of a self-estimate of your MBTI type and our "Team Ingredients" framework. Practical exercises you can use to unlock your personal potential and your team's productivity.
This document discusses the importance of lesson planning for trainers and provides an overview of the learning process. It explains that lesson plans help ensure objectives are met, keep instructors organized, and serve as a guide for both instructors and backup instructors. It then discusses key aspects of learning including that it is an active process, comes from experience, and involves forming concepts and generalizations. The document emphasizes that meaningful experiences are important for effective learning.
Learn how to avoid 10 common time management mistakes. manage your time well by prioritizing, How to work smartly. Learn how to self motivate your self at work place.
Kids psychology.
How they learn: Parents, Teachers, and Programmer Perspectives. This slideshow was initially prepared a part of the requirement engineering analysis of a project for building an android based app for children...
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
Academic strengths and weaknesses of studentsChloe Cheney
Everyone has their set of strengths and weaknesses. Our children are no different. When it comes to academia, it is essential to recognize their academic strengths and weaknesses as early as possible in order to help them achieve their academic goals.
This document discusses how to assess your own learning style and strengths. It suggests taking tests to determine if you are strongest in verbal/linguistic, logical/mathematical, visual/spatial abilities etc. Recognizing your strengths and weaknesses can help you choose study methods and groups. You should play to your strengths and challenge weaker areas. Self-knowledge of your preferred teaching styles like lectures, groups, or hands-on work can also aid your learning. For those with disabilities, seeking assistance from advisors and extra time on tests can help manage their needs. Overall, understanding yourself as a learner is key to maximizing your potential in college.
The document discusses a personal development course that aims to help students understand themselves better during adolescence. The course objectives are to have students analyze their developmental changes, skills, relationships and career development. It provides techniques for managing stress and mental health issues. Various class activities and assignments are described, such as a self-concept inventory, discussions on ideal and actual self, and a talent show. The importance of understanding one's strengths and weaknesses is emphasized to improve self-acceptance and relationships.
Actividad formativa para el profesorado sobre inteligencia emocional
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
Teoria general-emotional-intelligence-Teachersmasalmagro
Teoria general-emotional-intelligence-profesores-english
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
This document is a module on embracing oneself from the Department of Education of the Philippines. It contains guidance for learners in grade 6 on developing self-awareness and understanding through a series of activities. The activities help students identify their strengths, weaknesses, skills, interests, and values. They also explore how thoughts, feelings and beliefs influence behavior. The module emphasizes developing positive behaviors and relationships.
This document is a module from the Department of Education of the Philippines for 6th grade homeroom guidance. It contains guidance for parents/guardians on supporting their child's learning. The module aims to help students embrace their strengths and develop self-awareness through a series of activities. These activities guide students to identify their interests, talents, strengths and weaknesses. They also help students examine their thoughts, feelings and beliefs to determine appropriate behaviors in different situations.
This document is a module on embracing oneself from the Department of Education of the Philippines. It contains guidance for learners in grade 6 on developing self-awareness and understanding through a series of activities. The activities help students identify their strengths, weaknesses, skills, interests, and values. They also explore how thoughts, feelings and beliefs influence behavior. The module emphasizes developing positive behaviors and relationships.
The document discusses focusing on learning rather than training. It argues that learning describes personal growth and development, while training is more about transferring skills and knowledge for organizational gain. The document advocates helping people develop as whole individuals from the inside out, rather than just training job skills. It suggests giving people choice over what and how they learn to help them develop in all areas of life and find more fulfillment at work.
This document provides advice and best practices for teachers. It suggests that teachers should focus on imparting wisdom to students and using techniques to excel at teaching. It emphasizes that teachers will make mistakes but should acknowledge errors and move on. The document also stresses the importance of understanding students' levels, using age-appropriate vocabulary, collaborating with other teachers, modeling good behavior, focusing on student strengths, incorporating hands-on learning, finding real-life applications, and assessing student understanding authentically. Overall, the advice is aimed at helping teachers improve and provide rewarding learning experiences for students.
Creating an optimal learning zone for students is challenging but important. Some strategies to help students get into a flow state include creating meaningful learning environments, eliminating distractions like phones, and ensuring students are well-rested and properly fueled. The learning space should challenge students at an appropriate level to avoid boredom or anxiety. Good learning design incorporates immediate feedback to keep students engaged and progressing in their skills. Positive reinforcement and establishing an emotional connection can further boost learning.
The document discusses the differences between training and learning. It argues that a focus on learning, rather than training, is more effective as it develops the whole person from the inside out. Learning allows people to pursue their own interests and potential, while training is often seen as a chore. When organizations prioritize helping people learn and develop as individuals, it creates greater alignment between work and personal lives. The key is giving people choice in what and how they learn to align it with their interests, learning styles and pace of development.
The document provides an overview and training manual for tutors at IgnitionTutoring.com. It outlines the company's mission to spark learning and create relentless learners. Tutors are trained on key concepts like growth mindset, neuroscience of learning, and providing ignition (motivation). Practical strategies are also covered, including teaching in "knowledge nuggets," praising effort over innate ability, asking questions rather than lecturing, having patience, using enthusiasm and charisma, and demonstrating intense focus.
1. The document discusses exploring how you learn as a student and assessing your strengths and weaknesses. It emphasizes finding an environment where you are comfortable learning and focusing on your weaker areas.
2. Various tools are described that can help students assess their preferred learning styles, such as verbal, logical, visual, etc. Personality tests and grouping students with similar abilities are suggested to help students understand how they learn best.
3. The document advises students to use self-knowledge of their strengths to choose teaching styles and subjects they prefer while also strengthening weaker areas. Working with instructors and in groups is recommended to help overcome challenges.
Adolescence: day INSET in Madrid, Mar 2016Nicola Morgan
Nicola Morgan presented information on adolescent brains, stress, and wellbeing. She discussed how the teenage brain differs from adult brains in its development of prefrontal cortex and limbic system. This can make teenagers more susceptible to stress and emotional reactions. Stress can impair cognitive functioning through "preoccupation." Morgan outlined strategies schools can use to promote wellbeing, including building resilience, educating on stress management, supporting introverts, improving sleep, managing screen time, and incorporating the PERMA model of wellbeing. Small changes to the school environment and curriculum could help reduce teenage stress and enhance learning.
Wouter Kersten introduces his work with The New ABC, which aims to address the problem that curiosity is often untrained or "deskilled" after childhood education. Curiosity is important for 21st century skills like creativity and innovation, but most organizations do not prioritize it. Kersten wants to encourage developing an attitude of wondering, enquiring, and seeking meaning. The New ABC offers training programs to help people and organizations, especially those feeling stuck or overwhelmed, learn how to embrace complexity and work with uncertainty by cultivating curiosity. Kersten is available for curious schools, organizations, teams, or individuals wanting to try new approaches.
Walkthrough of a self-estimate of your MBTI type and our "Team Ingredients" framework. Practical exercises you can use to unlock your personal potential and your team's productivity.
This document discusses the importance of lesson planning for trainers and provides an overview of the learning process. It explains that lesson plans help ensure objectives are met, keep instructors organized, and serve as a guide for both instructors and backup instructors. It then discusses key aspects of learning including that it is an active process, comes from experience, and involves forming concepts and generalizations. The document emphasizes that meaningful experiences are important for effective learning.
Learn how to avoid 10 common time management mistakes. manage your time well by prioritizing, How to work smartly. Learn how to self motivate your self at work place.
Kids psychology.
How they learn: Parents, Teachers, and Programmer Perspectives. This slideshow was initially prepared a part of the requirement engineering analysis of a project for building an android based app for children...
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
Academic strengths and weaknesses of studentsChloe Cheney
Everyone has their set of strengths and weaknesses. Our children are no different. When it comes to academia, it is essential to recognize their academic strengths and weaknesses as early as possible in order to help them achieve their academic goals.
This document discusses how to assess your own learning style and strengths. It suggests taking tests to determine if you are strongest in verbal/linguistic, logical/mathematical, visual/spatial abilities etc. Recognizing your strengths and weaknesses can help you choose study methods and groups. You should play to your strengths and challenge weaker areas. Self-knowledge of your preferred teaching styles like lectures, groups, or hands-on work can also aid your learning. For those with disabilities, seeking assistance from advisors and extra time on tests can help manage their needs. Overall, understanding yourself as a learner is key to maximizing your potential in college.
The document discusses a personal development course that aims to help students understand themselves better during adolescence. The course objectives are to have students analyze their developmental changes, skills, relationships and career development. It provides techniques for managing stress and mental health issues. Various class activities and assignments are described, such as a self-concept inventory, discussions on ideal and actual self, and a talent show. The importance of understanding one's strengths and weaknesses is emphasized to improve self-acceptance and relationships.
Similar to Facilitation or emotional assimilation (20)
Actividad formativa para el profesorado sobre inteligencia emocional
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
Teoria general-emotional-intelligence-Teachersmasalmagro
Teoria general-emotional-intelligence-profesores-english
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
Teoria generale-intelligenza emozionale-professorimasalmagro
Teoria generale-intelligenza emozionale-professori
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
Rafael Bisquera definisce il trattamento emozionale come l’abilità di trattare le emozioni in modo appropriato. Ciò implica essere consapevoli della relazione tra emozioni – che provi -, cognizione – che pensi -, e comportamento – ciò che fai-; di avere una buona soluzione per affrontare strategie; capacità di generare emozioni positive, ecc.
Gross (1999, p 275) definisce la regulazione come l’ abilità la giusta quantità di rabbia in un contesto e in modo appropriato.
INTRODUZIONE. TRATTAMENTO EMOZIONALE
GESTIRE LE TUE EMOZIONI
1. Percezione del corpo. Respirazione....
2. Controllo dello stress
3. Controllo della rabbia
4. Infographies
20 modi per vivere senza ansia
50 metodi per rilassarsi
Rafael Bisquera en su blog define la regulación emocional como la capacidad para manejar las emociones de forma apropiada. Supone tomar conciencia de la relación entre emoción –sientes-, cognición –piensas- y comportamiento –haces-; tener buenas estrategias de afrontamiento; capacidad para autogenerarse emociones positivas, etc.
Gross (1999, p 275) define la regulación como la habilidad de expresar la cantidad justa de ira de la manera apropiada al contexto.
INTRODUCCIÓN. REGULACIÓN EMOCIONAL
REGULAR TUS EMOCIONES ..
1. Percepción corporal. Respiración.…
2. Control del estrés…
3. Control de la irritación.
4. Infografías…
20 claves para vivir sin ansiedad,
50 formas para relajarse…………
Este documento presenta información sobre el proyecto MuseTeam, un proyecto ERASMUS+ que busca incluir la inteligencia emocional en el aprendizaje por proyectos para mejorar la inclusión social. Incluye secciones sobre comunicación verbal efectiva, los estados del yo en el análisis transaccional, y cuestionarios para evaluar las habilidades de comunicación. El objetivo general es desarrollar habilidades socioemocionales como la empatía, la escucha activa y la expresión de sentimientos a través del diálogo y trabajo
Cos'è la comprensione emotiva? Le emozioni contengono informazioni; per capire i sentimenti degli altri, dobbiamo iniziare imparando a capire noi stessi, i nostri bisogni e desideri, quali cose, persone e situazioni ci fanno sentire emozioni particolari, quali pensieri generano quelle emozioni, come ci influenzano e quali conseguenze e reazioni scatenano. Questa capacità rende possibile rispondere a domande come: Perché mi sento felice? Come si sentirà il mio amico se glielo dico? Cosa succederebbe se lo dicessi a una certa persona?
Se capiamo e identifichiamo i nostri sentimenti, sarà più facile per noi connetterci con i sentimenti dei nostri simili. Come si usa questa abilità? Empatia, che significa, mettendo noi stessi al posto di un'altra persona ed essendo consapevoli dei loro sentimenti, delle loro ragioni e delle implicazioni personali, cioè, dobbiamo “mettere noi stessi nei panni di qualcun altro”.
INTRODUZIONE. COMPRENSIONE EMOTIVA…
COMUNICAZIONE VERBALE…
1.P.A.N
2. ascolto attivo
3. Empatia
4. Elevator pitch
5. Presentazioni di gruppi ampi. Rubriche.
Facilitazione o assimilazione emozionalemasalmagro
La facilitazione emozionale è il processo con il quale miglioriamo il nostro modo di rispondere ad uno stimolo, aumentando le possibilità di successo, grazie allo stato emozionale dominante in quel momento.
INTRODUZIONE.FACILITAZIONE EMOZIONALE
1. Leggi riguardanti l'apprendimento di una persona adulta……
2. Stili di apprendimento degli adulti
ACCETTA LE TUE EMOZIONI
1. Conoscenza di te stesso
2. Autostima…
3. Motivazione
4. Dal CV al C. Vitale..
Este documento trata sobre la inteligencia emocional y su inclusión en el aprendizaje mediante proyectos para mejorar la inclusión social. Explica conceptos como la facilitación emocional, el uso de las emociones, los estilos de aprendizaje de adultos y la importancia del autoconocimiento. Incluye varias actividades para que los lectores se conozcan mejor a sí mismos, identifiquen sus fortalezas y debilidades, y reconozcan las influencias en su vida.
La percezione emozionale ha a che fare con i sentimenti e come li utilizziamo come filtro per le diverse esperienze che viviamo. Attraverso i sentimenti, dunque, ognuno interpreta diversamente il linguaggio verbale e non, l’arte, la musica ecc.
INTRODUZIONE. PERCEZIONE EMOZIONALE
COMUNICAZIONE NON VERBALE
1. Kinesia
2. Prossemica
3. Paralinguistica..
4. Altri aspetti di interelazione
La percepción emocional tiene que ver con los sentimientos y con cómo pasamos por ese filtro las experiencias que vamos viviendo, de forma que adquieren un significado u otro para nosotros, aunque se refiere a uno mismo, pero lo interpretamos en los otros, a través del lenguaje, no verbal, en obras de arte, música, etc.
INTRODUCCIÓN. PERCEPCIÓN EMOCIONAL
COMUNICACIÓN NO VERBAL
1. Kinesia
2. Proxémica. Territorio y Personal
3. Paralingüística
4. Otros aspectos de interrelación
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
1. Proyecto MuseTeam 1
ERASMUS + 2018-1-ESO1-KA204-050530 “MUSETEAM” Emotional intelligence included in learning by projects to improve social inclusion
Name and surname…………………………
“Point to the moon.
If you fail,
you can hit a star”.
(W. Clement Stone)
Facilitation or emotional assimilation.
Use emotions.
What makes us different
is the determination to reach the top.
A summit that cannot be reached
by overcoming others
but surpassing oneself.
(Oriental philosophy)
2. Muse Team Proyect 2
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Index
INTRODUCTIÓN. EMOTIONAL FACILITACIÓN ……3
1.Laws of learning in an adult person………..…………...5
2. Adults learning styles………..…………..6
ACCEPT YOUR EMOTIONS ...…………………..……. 7
1. Knowledge of yourself………..……….…..7
2. Self-esteem…………………………...11
3. Motivation………..……………….....15
4. From the CV to the C.Vital...............................21
BIBLIOGRAFY....……………………...22
INTRODUCTION: FACILITATION OR EMOTIONAL ASSIMILATION
An optimist says: "the bottle is half full." The pessimist
says: "this bottle is half empty." And the one that is left
foolish says but what is inside the bottle? Jaume Perich
We can continue: You are responsible for filling it.
What is emotional facilitation or assimilation? Emotional facilitation is the process by
which we improve our style of response to a stimulus, increasing the chances of
success against the demands of the same, thanks to the dominant emotional state
at that time.
When people have a sad or negative mood they tend to focus on the details and look
for mistakes. Those whose mood is more positive are better at generating new ideas
and novel solutions to problems.
How is this aptitude used? The emotional states change the points of view of
the problems and are the key to our happiness or unhappiness, that is, they
can make us see "the bottle half full or half empty".
3. Muse Team Proyect 3
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
David Salinas1
presents several examples that clarify the use of emotions to produce results
that do not allow or do not achieve our objectives.
Figure 2. Use of emotions
1-Driving test:
Negative case:
Nerves do not let you sleep the night before, you arrive at
the exam with fear and circles of Guinness Record, and the
first thing that crosses your mind is that as soon as you
leave the parking lot you will run over someone (thinking
that true, it's not that I can calm you down, precisely).
Positive case:
You take a tila (or two), do meditation, yoga, deep breaths, and try to visualize yourself
doing a great exam, approving, and making yourself so happy that you end up giving a moo
to your examiner or examiner. Result: you will arrive much more calm to the test and with
more confidence in yourself (remember to take mint chewing gum, just in case ...).
2- Delayed work (and you cannot get the will to do it).
Figura 3. Use of emotions
Negative case: you put the focus of attention on
the problem, how good you would feel if you were
doing something else, how bitter your life is and
therefore you get depressed, in the end you do
nothing.
Positive case: you think about the positive
consequences that will have to finish the work (pride, satisfaction, a good mark in your
academic record, a praise from the boss ...). However, you still see very far those positive
consequences and there is a danger of going down to minimum levels. In that case, you
think about some nice activity.
1
David Salinas: “La facilitación emocional” del blog Gabinete de Inteligencia Positiva. [4-III-2015]
http://psicologiapositivamalaga.blogspot.com.es/search/label/facilitaci%C3%B3n%20emocional
4. Muse Team Proyect 4
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
It does not always have to be positive emotions that lead us to success. It is demonstrated
that average levels of anxiety are adequate to obtain a good performance. Imagine that in
the case of the driving test, you were so relaxed that you practically felt yourself floating in a
cloud, what would happen? Well, you would actually run over someone immediately after
leaving the parking lot because ... you did not even have your eyes open! There are jobs in
which you better "be smart," because you're too calm, you're fired. Or imagine that the
players went out to the field without a minimum of tension (well, that's already happening,
they are the ones that people shout at them: "you have to sweat the shirt more!" And then
use bad words)
1. LAWS OF LEARNING IN AN ADULT PERSON
Adult students motivation and their attitude towards learning make it necessary to study
the different laws of learning for adult students.
PREPARATON It is necessary to have an adequate level of maturation, mental and
biological.
FINALITY Must know what is the intentionality of learning, in a double aspect
applicability of what is learned and relevance.
ACTIVE EXERCISE You have to practice everything you learn
AFFECTION What has been learned has positive consequences for the person.
PERIODICITY Learning must be a habit, because there must be a continuity to
deepen a topic.
REPETITION To achieve mastery of a behavior it is necessary to experience it
several times.
UNDERSTANDING It implies a good establishment of relationships.
ESTRUCTURE Need for integration with the various subjects and contents
INTRINSIC SENSE Importance of the value that people give to learning.
Tabla 1. Adults learning laws.
5. Muse Team Proyect 5
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2. LEARNING STYLES
The way you deal with training is important to get results. The styles proposed by David Kold
are: Figure 4. Table 2.
Actividad 1.
ACTIVE He likes the challenge and being able to hit or miss, experimenting on his own. It
needs diversity.
REFLEXIVE He likes to be meticulous, never improvises, never acts hastily. He loves the
details and the data.
THEORETICAL He likes to ask questions, express ideas, complex concepts. He likes to know the global
nature of the subject.
PRAGMATIC-
CONCRETE
EXPERIENCE
He wants to practice and experiment. He likes useful techniques to deal with
problems. He likes real problems and that they are current. You want to give
solutions for real life.
Table 2. Adult Learning Style (Kolb).
6. Muse Team Proyect 6
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Activity 1. Achieve attainments that make you feel good.
Points to a value
base on the level
of learning styles
5 Pragmatic
4
3
2
1
Active 5 4 3 2 1 1 2 3 4 5 Reflexive
That is, how do
you like like to
receive training.
1
2
3
4
Theoretical 5
ACCEPT YOUR EMOTIONS
1. SELF-AWARENESS
First, we need to know ourselves. It is convenient that you have very clear ideas about it, so
that you can communicate what interests you without hesitating and without forgetting
anything about you. Getting to know each other, knowing how we are, has in this case three
practical consequences
It is convenient that you have very clear ideas about it, so that you can communicate what
interests you without hesitating and without forgetting anything about you. Getting to know
each other, knowing how we are, has in this case three practical consequences.
7. Muse Team Proyect 7
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
-Value ourselves, we will estimate our personality characteristics so that we can be sure of
ourselves
-We will enhance our qualities, adjusting our personality characteristics, our strengths to our
training project or job placement.
- To develop ourselves personally, since detecting our weak points will allow us to carry out
actions that will remedy these aspects "I would like to be ..." and for that "I am doing this to
achieve it ..."
Activity 1. Know yourself.
Look closely at this list of physical, intellectual and emotional characteristics. Try to point out
those that define you. Mark with an X or ad done that you think you have and do not appear
in the table. Define you.
PHISICAL AND MOTOR INTELECTUAL EMOTIONAL
Tall
Short
Fat
Slim
Athletic
Flexible.
Resistant
Fast reflexes
Skill with hands
Healthy
Good presence
Visual Acuity
Good ear
Fast thought
Slow thought
Judicious
Ease of speech
Scholar
Manipulator
Reasonable
Critic
Reflective
Contemplative
Speculative
Concentrate
Creative
Happy
Sad
Frustrated
Excitable
Scary
Self-confidence
Concerned
Crazy
Unpredictable
Confused
Distressed
Dipressed
Undecided
Tabla 3. Know yourself
Activity 2. How do other people see me?
8. Muse Team Proyect 8
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Give table 1 to your Friends, relatives and acquintences. Ask them to fill the table. Do you
find differences in the way they see you and he way you see yourself?
Activity 3. My great qualities.
Our positive and negative qualities are. Indicate
the reason with a sentence. Tabla 4.
POINTS WHY AND HOW DID IT HAPPENED?
STROG
WEAK
Table 4. Qualities
Activity 4. knowledge of people.
Think about friendship and try to establish hierarchically the characteristics that a friend
must have and what you can offer a friendo or he can expect from you. Table 5.
How is the ideal friend? What are the
característica of friendship?
What can a friend expect from you?
Table 5. Knowledge.of people.
9. Muse Team Proyect 9
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Activity 5. Knowledge of yourself through other people.
Complete the following sentences with qualities and faults
- I wish “…………………………” were ……………………….
- I wish “…………………………” were ……………………….
- I wish “………………………” didn´t stop being …………………..
- I wish “………………………” didn´t stop being …………………..
Activity 6. What or who influences or attract you (People/Institutions/Means of
communication). table 6.
People who influence me How do they influence? How do I feel?
Institutions that influence me How do they influence? How do I feel?
Means of communication that
influence me
How do they influence? How do I feel?
Table 6. Knowledge of the sourse of influence.
Activity 7. Now I Know myself a little better.
What positive
things do I have to
work?
What things do I
have to improve?
10. Muse Team Proyect 10
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Activity 8. Academic training.
There are three types of knowledge:
1. Those acquired in regulated education (Ministry of Education) give us a title: e.g.
Compulsory Teaching, Proffesional Training (Basic-middle-high levels).
2. Complementary knowlwdge: courses, specific seminars, complementary training, …
3. Other courses.
Complete the chart with your Academic training. Table 7
DEGREE
(QUALIFICATION,
CERTIFICATE)
DATE
And
hours of
the
course
SUBJECT
(TRAINING, SUBJECTS,
HABILITIES, …)
CENTRE
OF
STUDIES
Table 7.
Activity 9. My experience and skills.
Think about previous or current experiences and job training that interests you. Through
experiences and situations we have acquired a series of skills that can be used in a job (to
organize, plan, calculate) or acquire rights to adapt them to the laboral world. (Table 8)
The following table can be completed with four types of activities:
11. Muse Team Proyect 11
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
1. Previous work experiences (with or without a contract; paid or not paid; scholarships;
collaborations …
2. Participation in sports, neighbourhood, students or cultural associations.
3. Hobbies, activities carried out in your free time.
4. Everyday activities related to family or domestic responsabilities.
Position Tasks What do you do?
Table 8. laboral activities.
SELF-ESTEEM
Self-esteem is the evaluative perception of oneself. La autoestima es la percepción evaluativa
de sí mismo. Abraham Maslow explains that the need for appreciation has two aspects:
- Your self-esteem.
- The respect and esteem received from other people.
Activity 10. The mirrow.
a- Define yourself in a word as a father, as a partner, as a boyfriend or girlfriend, as a
student or worker.
……………………………………………………………………………………….
b- Ask your parents, boyfriend or girlfriend, teacher, etc. to define you in a word
…………………………………………………………………………………………
Figura 11: Autoestima
12. Muse Team Proyect 12
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
”In the whole universe there is no other person like you. Everything you are is unique.” (Virginia
Satir. Selfteem)
Listen to this audiovideo on the internet: La autoestima. Virginia Satir
13. Muse Team Proyect 13
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Johary´s advantage
Joseph and Harry proposed a model to represent communication between two people. In the
way we process information and how the perception we have of ourselves and the perception
others have is different. Figure 13
There is a very appropriate Arabic proverb that says:
14. Muse Team Proyect 14
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
“If a man tells you that you look like a camel, do not listen to him; if Two people tell you you
look like a camel. look at yourself in a mirror”.
It means that if there are enough people who have a certain opinion about you, it is possible
that you have given them plenty of reasons to say that way. If you do not want to listen to
them, there you are; but that's what you project.
Charles Handy calls this concept "Johari's four-room house" and is shown in the form of 4
quadrants as shown in the following diagram:
- Public Area: It is the part of ourselves that others also see.
- Blind Area: It is the part that others perceive but we do not, that is, what others know
about us and do not tell us.
- Hidden Area: What we know about ourselves but we do not want to share.
- Unknown Area: It is the most mysterious part of the subconscious that neither oneself
nor others manage to perceive.
Activity 11. Do you want to know yourself better?
We will perform the exercises proposed by Pilar Torrijos presented in the blog of the
intermediate command
Figura 13: La ventana de Johari
15. Muse Team Proyect 15
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
If you are willing to know yourself better, efforts must be put in quadrant 2.
Do you want to know how? Ask for feedback to the people closest to you. Ask them to tell
you honestly what they think of you.
It is also important to reduce quadrant 3 (hidden area). If you are hiding things from your
family or friends, that could create future problems. The best thing is to be honest in your
relationships.
For this, I propose an exercise created by the authors of the Johari window.
Follow these steps:
1. Choose from the list between 5-6 characteristics that you consider to be those that best
represent you.
2. Give to choose a group of people the 5-6 characteristics that according to them are the
ones that best define you.
3. From here, you can build your own Johari window yourself:
- Classify as Public those characteristics that you have identified and at least one
other person has coincided with you.
- Classify as Blind the characteristics that others have pointed out but you do not.
- Group as Hidden the characteristics that you have listed but that others have not
recognized in you.
- The rest of the traits put in the Unknown area. They are collected in this area by
discarding, it does not necessarily mean that they are part of your subconscious.
-Write it inside the 4x4 grid.
If you dare to do this exercise, you will discover skills and strengths that you did not know
you had.
16. Muse Team Proyect 16
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
CAPABLE LOYAL SKILFUL RESTLESS WISE
TOLERANT WORTHY INTROVERTED SENSITIVE EMOTIONAL
FLEXIBLE EXTROVERTED KIND ANALITYCAL SHY
BOLD ENERGY??? ERUDIT ASSERTIVE CURIOUS
BRAVE FRIENDLY ORGANIZED SELF-
CONSCIOUS
READY
QUIET,CALM GENEROUS CARING PATIENT SPONTANEOUS
PROTECTIVE HAPPY MATURE POWERFUL NICE, FRIENDLY
CHEERFUL ATTENTIVE MODEST PROUD ACTIVE
INTELLIGENT IDEALIST NERVOUS QUIET SPIRITED
SURE INDEPENDENT LOGICAL THOUGHTFUL WISE
COMPLEX INGENIOUS OBSERVER RELAXED RELIABLE
However, if you want to go further and discover the negative traits that you have in your
blind area, here is a list that can help you. Do not be intimidated
INDIFFERENT MEAN INSECURE VIOLENT SNOOP
JACTANCIOUS IRRESPETUOUS IRRATIONAL WEAK INGENUOUS
FEARLESS BORING IRRESPONSIBLE VULGAR ALOOF
SILENT FOOL DRAMATIC IRONIC STUBBORN
INSENSIBLE STRANGE PASSIVE PREPOTENT Charlatan
CHAOTIC HOSTILE SELFISH BOSSY HYPOCRITE
IMMATURE IGNORANT PREDICTABLE IMPRUDENT SURLY, SULLEN
COLD IMPATIENT CONCEITED.
SMUG
ENVIDIOUS STINGY
COWARD INCOMPETENT SHY DISHONEST OBSSESSIVE
CRUEL INSENSIBLE NO RELIABLE SUSPICIOUS PESSIMIST
NO SENSE OF
HUMOR
CINIC EMPTY LAZY SPITEFUL
To summarize:
17. Muse Team Proyect 17
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
The trust and companionship between people grows as it reveals information about oneself
and what until now was part of the private and personal.
3. MOTIVATION
The value that each person gives to
work influences the attitude that
person has when looking for a job.
This value, together with the
meaning it gives to the work and the
utility it gives, constitute the
motivation that each person has
when he is looking for a job. This
value and the meaning that he gives
to the work and the utility that he
gives it, constitute the motivation
that each person has.
Motivation is a proccess La
motivación para P.T Young es un
proceso que:
Suscita o provoca una
conducta.
Mantiene una actividad que
progresa.
Canaliza la actividad en un
curso dado.
Así los factores que activan, mantienen y orientan nuestra conducta son:
Figure 17. Maslow’s necesities
NEEDS that activate behaviors. Make my work better. Study harder.
IMPULSES that maintain them I go to support classes. I'm going to the library to
study
OBJECTIVES that guide them I execute tasks more efficiently. I get better
grades because I do the work and exercises
NECESIDADES -Maslow
18. Muse Team Proyect 18
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Maslow classifies adults needs following the structure of a pyramid. Needs that lie at the base
of the pyramid are essential. As lower needs are met, the necessity to cover higher needs
appears.
Activity 12. What is it that matters most to you in life? Table 8
Health, family, money, security, work, prestige, freedom, religion, success, risk, power,
fame, fun love, others .
1º
2º
3º
4º
5º
6º
Tabla 8. My values
Activity 13. What is work for you? Table 9.
Choose four options from Table 9
I have to inform someone of
what I do.
I have to do something for
someone
I have to meet a certain
schedul
I feel responsable for what I do
I have a certain space to
work.
I have the obligation to do it.
I receive a salary for doing it. Someone gets benefits from
my work
I am part of a team I do something with a purpose
Table 9.
Write the sentences completing them
19. Muse Team Proyect 19
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
…………………………….
Actividad 14. What does “work” mean in your life?
When we look for work, we usually say "I want to work in whatever, I do not care about
the conditions", but each one of us has personal conditions that limit the characteristics of
the job we are looking for.
On the one hand, there are the personal interests that condition our satisfaction at
work. For example, we can access a job even if we do not like it, because it covers some
basic need, but if it does not cover our needs we will end up "burning" ourselves. On the
other hand, there are some "objective conditions" that can influence our sense of security,
family relationships ...
We have to analyze whether we can admit them or not, or whether or not they are
suitable, even if temporarily.
a) Point out four reasons to work. Table 10.
I need money to finish the
month
Put into practice what I know how to
do
Feel useful Keep learning
Meet new people Introduce “order” in my life
Leave monotony That people value me more
Be self-confident I want to do new things
Do not depend on anyone
economic reasons
Have money to pay my whims
Almost anyone I know works Have new conversation topics
Table 11. My motivations to work
Figure 18-Pursue a goal
20. Muse Team Proyect 20
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Value from 5 to 1 these affirmations about working. (1, totally agree-5-I totally desagree)
1 2 3 4 5
It allow me to meet (different) people.
It gives me security and stability.
It allows me to survive and have resources. Be
independent.
It gives me prestige and status.
It allows me to develop personally and
professionally..
It is a way to occupy time.
It is a way of feeling useful. .
Tabla 12. My regards for working.
b) Point out the aspects for which you would be available to work (yes) (no)
CONTRACT TURN WORKING
DAY
PLACE SALARY
(MINIMUM
SALARY)1
trade mornings For hours Next home 950€
Scholarship/practices afternoons Partial My location Commission
temporal Mornings and
afternoons
Complete Next location
No temporary nights Any province area
No contract In turns Other provinces
Outside Spain
Table 13. The indispensable to work
1. Salary in Spain 2020. https://www.boe.es/buscar/doc.php?id=BOE-A-2020-1652 BOE 5-II-2020. Nº 31 Sec I pp 10814-10818
21. Muse Team Proyect 21
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Activity 15. What is my professional objective?
The professional objective is the goal towards which we direct our efforts to insert ourselves
in the labor market.
The professional objective has to be chosen taking into account the personal characteristics,
professional interests and other elements to be taken into account: economic cost, the
necessary time.
Therefore we must consider short, medium and long term objectives.
Goals What am I doing to
get it
I will have to incorporate,
study, dedicate, modify
...
Short term (0-1 year)
In the medium term (1- 2
years)
Long term (+ 2 years)
Table 14. The goals I pursue.
Activity 16. Complete the test.
Job orientation test
22. Muse Team Proyect 22
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
In what conditions would you work?
Salary: Minimum salary ( ) ; Less than mínimum salary
( ) Commission ( )
Hours: From 8 to 3 from Monday to Friday ( ); From 9 to
3 from Monday to Saturday ( ); from 3 to 11 h afternoons
( ); from 10 to 14+ 16-18 ( ); in turns weekly ( );
without departure times, by hours ( ).
Labor Relationship: Contract of work and service ( );
Contract by hours ( ); Contract for a period / campaign (
) ; Commercial contract ( ); learning / training contract (
) ; No contract ( ).
Position: In your position ( ); Different position ( );
Lower category than yours ( ).
Incentives: Training by the company ( ); Premiums ( );
Commissions ( ); None ( ).
Workplace: Less than 1 hour from home ( ); 1 hour
from home ( ); More than 1 hour and 1/2 ( ); Use of car
( ); Public transport ( ).
Name:
Sex: Man ( ) Woman ( )
Age 18-20 ( ) 20 -30( )
30 40( ) 40 – 50( )
50 – 60( )
Certification:
Vocational Training:
Why do you study
Look for a job( ); Complete
your training ( ); Others (
) Specify
Why is working so important?
What is your professional
target?
23. Muse Team Proyect 23
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
What is your professional target? What I What would you like to do? (tick in the left column
(Educaweb) y Intereses profesionales (Barcelona Activa)
PROFESSIONAL
INTERESTS
TASKS PERSONAL
CAPABILITIES
JOB (EXAMPLES)
PERSONAL
RELATION-
SHIPS
Work with and for other
people, interact with
each other to improve
both. People, their
activities and
experiences are the
center of work. They
provide means for
communication and
their relationship
Be social, know how to express
yourself, put yourself in the
place of the other, be rganized,
know how to lead groups,
empathy, emotional balance.
Telephone operator,
receptionist, interviewer,
psychologist, team leader,
teacher, social worker ...
MECHANICS
AND APPLIED
TECHNOLOGY
Find solutions, know the
machines and appliances
inside and out and know
how to repair them.
Maintain and ensure the
operation of devices and
systems. Plan and
project useful facilities
and how they work.
Be curious, have skill and
precision manual, ability to
concentrate, anticipate problems
and needs to act effectively.
Driver, craftsman,
workshop boss,
maintenance worker,
installer, mechanic,
couturier ...
ECONOMIC-
FINANTIAL
COMMERTIAL
Negotiate to obtain
benefits, buy and sell.
Calculate benefits and
costs. Design sales
strategies. Deal with
clients To grope
markets, to anticipate
with imagination.
Imagination, ease of words and
conviction, know how to
calculate, plan, anticipate
answers. Interest in image and
communication. Intuition
Seller, commercial,
stockbroker, accountant,
economist, entrepreneur,
representative, marketing
technician ...
BUREOCRATIC
ADMINISTRA-
TIVES
Prepare report, write texts,
classify and order data.
Quickly and accurately
check data, combinations
of letters and numbers.
Be precise in the calculations,
have a good memory, good oral
and written expression. Be
organized and precise, know
how to carry with it the
repetitive activities. Interest in
new technologies at the service
of these works.
Cashier, administrative,
secretary, archivist /,
manager ...
CREATIVE,
AESTHETIC,
DESIGN
Paint, draw, design,
decorate, write, interpret.
Occupations related to the
world of art and artistic
expression: capture ideas,
create solutions, translate
them into different
aesthetic manifestations.
Creative ability, aesthetic taste,
sensitivity, manual skill,
patience, perseverance, spirit of
overcoming. Knowing how to
see things in their entirety.
Advertiser, window
dresser, painter, designer,
actor / actress,
photographer, delinean-te,
draftsman, singer ...
CIENTIFIC Reason, discuss abstract
issues. Description and
analysis of problems; Look
for solutions. Observe and
define action strategies.
Ability to analyze, order and
methodology. Creativity,
perseverance, ability to apply
theoretical knowledge. Research
attitude.
Laboratory assistant,
computer scientist,
mathematician, biologist,
teacher ...
24. Proyecto MuseTeam 24
ERASMUS + 2018-1-ESO1-KA204-050530 “MUSETEAM” Emotional intelligence included in learning by projects to improve social inclusion
4. CURRICULUM VITAE-VITAL CURRICULUM
The speaker, Gabriela Paoli Austerlitz, stresses the
importance of having clear where our greatest STRENGTH
resides and where our WEAKNESS nests "to be able to pass
a personnel selection interview.
She has been preparing participants in the steps they must
follow to convince the interviewer that they are the right
person.
25. Muse Team Proyect 25
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
10. APASIONA-T
BIBLIOGRAPHY
- Lucas, Bill; Claxton, Guy (2014). Nuevas Inteligencias. Nuevos Aprendizajes. Ed.
Narcea. Madrid
- Poletti, Rosette y Dobbs, Barbara (2012) Cuaderno de Ejercicios para la
Autoestima. Terapias verdes. Barcelona. Nº 2.
- Saenz, Mª Gema (2007). La Gestión Emocional. Ed. Altradamun. Barcelona.
- Sánchez Almagro, Mª Luisa, Alonso García, Pedro y Águeda Martín, Gerardo
(1995) Técnicas de Búsqueda de Empleo. Ed. Ediciones Pedagógicas. Madrid.
3º edición
- Martínez Martínez, Miguel Ángel y Sánchez Almagro, Mª Luisa (2005) Propuesta
para la orientación en los centros de educación de personas adultas. Publicado
por la Dirección General de promoción Educativa. Consejería de Educación.
Madrid.
- Sanchez Almagro, Mª Luisa (coord.) 82011). Guía práctica del asesor y
orientador profesional. Ed. Síntesis. Madrid.
- Segura, Manuel y Arcas, Margarita (2010). Educar las emociones y los
sentimientos. Ed. Narcea. Madrid
- Segura, Manuel (2011). Jóvenes y adultos con problemas de conducta. Ed.
Narcea. Madrid
- Valles Arándiga, A (2007). Programa de Inteligencia Emocional para la
Convivencia Escolar. PIECE.V. Ed. EOS. Madrid
The support of the European Commission for the preparation of this publication does not imply
acceptance of its contents, which is the sole responsibility of the authors.
Therefore, the Commission is not responsible for the use that may be made of the information
disclosed here.
Adaptado del proyecto ESPABILA-T