Respectful communication in relationships,the secret history movie ever,dr jeffry life book download,book of life the lyrics - Try Out

Respect and cooperation are not about control, nor are they about managing children’s behavior. In Respectful Parents Respectful Kids, you will learn simple yet effective ways to build on good feelings and connection. If you would like to build your capacity to create a loving home, I hope you will join us for this discussion. REQUIRED ENTRY: Visit Puddle Dancer Press and leave a comment here telling us which of their books looks most interesting to you and why.
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I think that the Eat by Choice, Not by Habit books looks the most interesting as well (besides the Respectful Parents, Respectful Kids book).
Respectful Parents, Respectful Kids looks most applicable and interesting for me right now, but Words that Work in Business sounds pretty intriguing too. Respectful Parents, Respectful Kids and Eat by Choice, Not by Habit both look of interest to me! NPN Facebook FAQ: Many parents reach out on our Facebook community to ask about common NP topics.
Vidya from VidyaSury helps spread the word about NPN as one of our Social Media volunteers.
Have you ever worked in an environment where there was open, positive workplace communication?
Positive workplace communication goes a long way towards creating a productive and happy team. While it may be easy to recognize positive workplace communication, it's not always easy to demonstrate it on a day-to-day basis.
The way in which supervisors communicate with their employees has as much to do with their unique personalities as their managerial styles. You may work best with a certain type of supervisor, but learning to communicate effectively with your supervisor is crucial to your workplace success—whatever his or her managerial style. It can be difficult to explain a problem to your supervisor without displaying angry, confrontational, whiny, or desperate behavior. Let's say you're working on a particular project and your supervisor has mentioned a coworker who may be able to help you. Ideally, your supervisor and coworkers will criticize your work constructively and not resort to nagging and negativity. In order to be a constructive critic, your supervisor should not simply point out that your work fails to meet standards.
It's important to recognize and accept that constructive critics are trying to help you improve your work, not attacking you personally. Taking Constructive Criticism like a Champ: Article with concrete steps on how to respond to criticism in the workplace.
Taking the time to reflecta€”to stop and think about what has happened, what is happening, and what should happen nexta€”is essential to creating and maintaining Positive Goal-Oriented Relationships. Reflection is an important part of our own continuous improvement process to understand why and how we make the choices we do.
Take the time to wonder about how othersa€™ individual experiences may influence how they behave or respond in certain circumstances.
Just as Head Start and Early Head Start staff strive to engage parents and families in healthy, trusting, and respectful relationships, it is important that staff have the same kind of relationships with colleagues and supervisors.

Structured supervision communicates that there will be times when staff may not know what to do, but that there is someonea€”and a time and placea€” dedicated to helping them express their feelings, problem solve, and strategize. As the supervisory relationship develops over time, supervisors and staff can share the responsibility for the quality and content of the relationship.
When we provide supervision, we also have the opportunity to model effective strategies to build relationships with families. Have an ongoing dialogue with your staff that allows them to have input about the structure, content, process, timing, and tone of supervision. As you provide guidance to staff, you can work with them to learn new skills for working with families.
One of the joys of working with families of young children is that it is an opportunity for everyonea€™s growth: the child, the parent, and the Head Start and Early Head Start staff and supervisors. Explore strategies you can use in individual reflective practice and reflective supervision. Click to find out how to participate and win your own copy of the book!” Deadline to share is March 6, 2011. Your post must present a recent challenge you have had with your child and how you addressed it respectfully – preferably using one of the methods you learned about in RPRK. With lots of heart and a love of fun, Kat puts her loving and supportive personality to work as a doula and parent coach in New Brunswick, Canada. When she's not writing for NPN you can find her at her blog the Pacific Northwest, parenting twin girls, being AP and mama-hood in general. For example, you may have a supervisor who is stern and direct, telling you what to do and how to do it—clearly communicating expectations.
Displaying such behavior will only undermine your supervisor's willingness to listen to your problem.
Or perhaps you're having trouble with a project and know of a coworker who has some expertise in that area. Constructive criticism seeks to measure, analyze, and evaluate your work against an acceptable standard. When we look at whata€™s working and whata€™s not, we can make changes that strengthen our relationships with families. In this section, we will explore reflective practice strategies to support our work to build relationships with families.
Taking the time to look at yourself and your work gives you the opportunity to acknowledge strengths and challenges, and to improve your skills. We often take actions with children and families because they are familiar and comfortable for us. However, keep in mind that sometimes wondering about others can be similar to making assumptions about them.
When working with families facing poverty, community violence, social spending cuts, and a shortage of jobs and affordable housing, there may be an even higher level of stress and an increased risk of professional "burnout." A unique aspect of Head Start and Early Head Start is that many professionals are also parents in the communities they serve.
Like the relationship between a Head Start and Early Head Start professional and a family, the supervisory relationship can offer the same qualities of mutual care and respect, as well as opportunities for safety, trust, and positive change.
If supervision is a place where staff feel judged or evaluated, then the opportunity for reflection and discussion is lost and meaningful growth is compromised.
Preserving this time to build teamwork and brainstorm about how to develop the work is a true gift and should be valued. This offers an opportunity for staff to reflect on what type of supervisory relationship they would like to have and how to negotiate goals and needs together.
Use strategies that focus the conversation on taking apart whata€™s working and whata€™s not, and how they can use that information to determine next steps with the family. This may include how different situations affect their mood, concentration, motivation, ability to connect with others, and the demands on you. Reflective supervision is the primary way in which programs can attend to the growth of staff. Taking the time to reflecta€”to stop and think about what has happened, what is happening, and what should happen nexta€”is essential to creating and maintaining strong relationships with families and peers. Being mother to a teenage son, learning languages and a sunny personality are all part of Vidya's life in Southern India.
Or you may have a hands-off supervisor who will give you an idea of what to do with no clear distinction on how to go about doing it.

While it's natural to bristle when receiving unfair criticism, learn how to accept critical feedback without becoming angry or defensive. Helpful critics offer feedback, advice, insight, and suggestions that can improve your work.
Individual and shared reflective practice helps us work more effectively with families and contribute to better outcomes for children and families. Staff may feel the stress from both their own experience in the community and as a professional working with others in that community. It also involves the commitment to nurture and guide staff so that they have the tools to engage children and families successfully. Supervision is an opportunity for leadership to use the strategies of reflection to foster growth, reinforce strengths, and encourage resilience.
A nona€“"top down" approach to supervision helps staff feel that they are a valuable member of a team. The shared experience of supervisor and staff assures that no one is alone in doing this very important work.
Reflective supervision is an opportunity to provide structured support for staff who want to build skills and enhance their work with families.
After all, if we were constantly praised for everything we do, how would we improve our work? Taking this in to account, it is important to allow enough space in your reflections and interactions to acknowledge that you dona€™t know what may be motivating someone to think or act in a certain way.
Being able to name the individual stressors and talk about them with other professionals can help. Effective relationships between supervisors and staff contribute to the ability to reflect upon and cope with the stresses and demands of their work.
In addition to giving staff the encouragement and guidance they need, it also keeps leadership in touch with the real issues that the program faces.
Ita€™s important for supervisors to help staff feel safe enough to take risks within the relationship.
The strength-based attitudes and relationship-based practices for working with families can be adapted to build relationships with our staff. This can provide staff with an opportunity to consider different viewpoints within a system and reinforce teamwork.
Staff may feel encouraged to reflect on their own professional competencies and goals, recognize their contributions, and feel safe to explore their challenges. By creating a safe and professional space where staff can talk about their real emotions, you help each other to better understand the roots of problems and strategize about how to address them. Just as staff feel that their work is meaningful when families grow, so supervisors find satisfaction in knowing that staff are expanding their skills and finding meaning in their work. When there are opportunities to respectfully communicate about these circumstances with others, it can open us up to a greater understanding of others and ultimately, of ourselves. Programs can create opportunities for staff to get the support they need and help them feel valued for the work they do every day. It is an important aspect of building a safe and healthy climate for Head Start and Early Head Start staff, families, and children. An effective strategy for establishing safety is using messages like those we use with our families. Reflecting on othersa€™ perspectives helps us make better sense of where they are coming from and therefore what strategies might be most effective for engaging them.
Staff may want to reflect individually in a journal or meet with colleagues and supervisors.
Structured supervision maintains staff productivity and reinforces the goal of caregiving within the program. When you become available to staff in more emotional ways, you will need to take time for yourself to rejuvenate, reflect, and focus on your own professional development. Promoting self-care among staff can have a positive effect on their skill and productivity.

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respectful communication in relationships

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