The document discusses a 12 step process for conducting a meeting that includes 1) preparing an agenda, 2) distributing the agenda and materials in advance, 3) starting the meeting on time and reviewing the agenda, 4) facilitating discussions, 5) documenting discussions and action items, and 6) following up after the meeting. The goal is to conduct efficient and productive meetings by being organized and keeping discussions on track.
The document discusses a 12 step process for conducting a meeting that includes 1) preparing an agenda, 2) distributing the agenda and materials in advance, 3) starting the meeting on time and reviewing the agenda, 4) facilitating discussions, 5) documenting discussions and action items, and 6) following up after the meeting. The goal is to conduct efficient and productive meetings by being organized and keeping discussions on track.
This document outlines techniques for improving self-esteem. It begins by defining key concepts like self-concept, self-esteem, and self-knowledge. It then discusses signs of low self-esteem like inability to make decisions and negative self-talk. The document provides strategies for building self-esteem such as unconditional self-worth, self-friendship, personal growth, and focusing on strengths. Specific tips include forgiving mistakes, positive self-talk, getting rest, developing skills, and accepting oneself. The overall message is that one can improve their self-esteem through belief in themselves and making the most of their unique abilities.
Self-esteem is the belief in one's own self-worth and competence. It is built over time through living consciously, accepting oneself unconditionally, taking responsibility for one's actions and choices, being assertive, living purposefully according to one's values, and behaving with integrity. Low self-esteem can result from negative core beliefs, shame, or acting against one's values. To increase self-esteem, one can challenge negative core beliefs, engage in purposeful action, learn from mistakes, forgive oneself, and focus on personal growth rather than past failures.
This document discusses models of teaching and their components. It defines teaching models as instructional designs that specify environmental situations to cause specific changes in student behavior. There are four families of teaching models: information processing, personal, social, and behavioral systems. Each model has four key components - syntax, social system, principles of reaction, and support system. The document provides examples of models within each family and describes the components.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.