Communication skills course online free hd,online coursework,personal training courses online ireland - Good Point

In today’s times, it is extremely important to be skilled in the art of efficient communication. Our introduction to communication theory classes are going to shed light on the main basics which you need to learn. Those who want to perfect the art of spoken and written English can benefit immensely with our video lectures. Booktopia - English in Medicine : A Course in Communication Skills, Cambridge Professional English by Eric H Glendinning, 9780521606660. English in Medicine is a course for doctors, medical students and other medical professionals who need to communicate with patients and medical colleagues. Study of 38 Public Universities and 28 Private Universities To Determine Faculty Emphasis on Critical Thinking In Instruction by Richard Paul et al.Extraordinary. One of the most powerful approaches for reinforcing a feeling of competence in students is to lessen their fear of failure. When a teacher talks openly to the class about the fear of making mistakes they assure students that they are allowed, and in fact expected, to make mistakes. Admit to the class you make mistakes frequently and encourage the class to illustrate your mistakes to you and the class throughout the school year.
I often tell the story of Thomas Watson, then president of IBM, who had a senior vice president make a $10 million mistake. Resilient children are aware of their weaknesses, but they look past them and focus on their strengths. Early in the school year, ask the students in your class to make a list of things they enjoy doing, things that bring them fun, or what they are good at. Even after children find things they are good at, they may be reluctant to acknowledge their own successes. Children with SLD often have low self-esteem, so when they’re successful at something, they typically say, “Oh, I just got lucky” or “the test was easy.” But if they do not take the credit they deserve, they may not feel equipped to tackle a tough problem the next time out. Once students know you have written them off, it is very hard for you to change their attitudes and likewise for them to change. This usually provides the attention the student is seeking, and it models appropriate interaction students can use with each other.
Quoting Abraham Maslow from his book Hierarchy of Needs, ”Truly the goal of guiding child development is to foster the expression of the child’s inner essence. Recognize that students will be more motivated to learn when they feel a sense of ownership for their education. When students feel their voices are being heard, they are more likely to work cooperatively with teachers and more motivated to meet academic challenges. Giving students a choice in the classroom increases a sense of involvement and ownership in their education. Another method to foster student involvement is to ask for their opinions of the class and you through feedback. Robert White, Harvard professor in the late 1950s and early 1960s, was trying to break away from the old psychoanalytical model that believed the two most powerful drives in human life are sex and aggression.
An interesting addition to this conversation is the work of Carol Dwek as she studied students, and to what they attributed their successes.
She found that when students with high self-esteem succeed at things, they take a sense of ownership of their successes, that one success builds on another. But when children with learning need(s) succeed, they attribute it to things outside their control such as luck, chance, or fate. In considering this recommendation one would first ask, “What steps must a teacher take to develop a relationship with a student so that the student will be receptive to accepting and engaging in empowering interventions?” As Bob Brooks has emphasized in many writings, “strategies are most effective in the context of a good relationship. As a solution to this question, Timothy Lackaye and Malka Margalit suggest, in an article in The Journal of Learning Disability, that we develop “empowering programs for students.” Lackaye and Margalit found that students with learning disabilities “felt lonelier and more socially isolated” in school even in comparison with students who did not have learning disabilities but were low achievers. Some may interpret this finding as a confirmation that students diagnosed with learning disabilities could be more successful if only they devoted more time and effort in their schoolwork. For those of us who have worked with students with learning problems, the findings of Lackaye and Margalit’s study are not surprising. In contrast and not surprisingly, the worst outcomes occurred when teachers were emotionally distant, often angry with students, and quick to use punitive means when disciplining their students.
Goleman notes that other studies indicate that these findings are not confined to first grade, but occur throughout the school years. The word discipline comes from the Latin word disciplina, which means “instruction given to a learner.” Therefore, one of the main functions of discipline is to perceive it as a teaching process rather than a process of intimidation and humiliation.
It does not make sense that children are repeatedly sent to in-school suspension or other forms of punishment that do not help and support the child to learn more acceptable behaviors. Bob Brooks asks the question, “If the strategies we are using with angry and resistant children are ineffective, then we must ask what can we do differently to help the situation rather than waiting for the student to change. When thinking about designing situations to ensure a child’s success, I often think of the famous quote by Howard Gardner of Multiple Intelligences fame, “It is not how smart you are but how you are smart.” One of the most obvious ways to assist students to feel competent is to teach them in ways in which they can learn.
If the stress is not too severe, the brain performs better, however, if the stress is too severe or too prolonged it harms learning.
The hippocampus is loaded with cortisol receptors, which makes it very responsive to stress signals. Specifically, John Medina in his book Brain Rules reports that stress hurts declarative memory (things you can declare) and executive function (the type of learning that involves problem-solving).
Additionally, he notes stressed people don’t do math very well, don’t process language very efficiently, have poorer memories (both long and short-term form), can’t concentrate, and do not generalize or adapt old pieces of information to new scenarios. The Whitehall Study, a longitudinal study of male civil servants in Great Britain completed 40 years ago, added a unique and noteworthy insight into the causes of stress. The researchers explained, that contrary to popular wisdom, the lower-status workers experienced more stress precisely because they had less control over their work.
This study correlates with our discussion above in Teacher Suggestion #6 of how to lessen stress in the classroom by empowering students to make choices and give them a sense of ownership in their learning. Child psychologist Robert Brooks developed the term “island of competence” in reference to areas of strengths. To the many merchants, wandering armies, and adventurers of our ancient civilizations, the Silk Road served as an important communication link between cultures and economies. A labeled map that shows the route your artifact could have traveled from its place of origin to a logical destination along the Silk Road. Once you have drawn or been assigned the name of the country your team will represent, you need to start making preparations for your trip, display, and press conference.
Labeled Map - Include elevations and whatever else you think an audience should know about the incredibly diverse geography of the Silk Route.
Museum Logo Design - Use the World Cultures Graphic Organizer(Handout #2) to help guide your research on the culture, history, and geography of Xinjiang. Your presentation  to the press should be 5 -10 minutes long and should include all the members of your team.
Your evaluators will be looking for a high-quality, informative display as well as an enthusiastic, well-prepared press conference.
Think about the process you went through to take this Silk Road project from the planning stages to the presentation.
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Once you have grabbed these main points, you can then move over to video lectures that deal with the fundamentals of public speaking and even communication skills as well. We have video tutorials for crisis communication which will come in handy when you are looking to deal with troublesome situations. Each of the seven units focuses on one area of doctor-patient communication, from history-taking and examination to diagnosis and treatment. The third edition is now in full colour and has been updated to take account of developments in medicine and the impact of new information technology.
At the University of Melbourne and at Austhink we have been developing new ways to teach CT.
A detailed study of the extent to which people who teach teachers understand critical thinking. Many students equate making mistakes with feeling humiliated and consequently, will avoid learning tasks that appear challenging. Early in the school year ask the question, “Who in this class is not going to make a mistake and not understand something this year?” The first hand that goes up is the teacher’s hand. Point out that mistakes are part of the learning experience and are a valuable learning tool. Afterwards, the vice president very nobly walked into Watson’s office and offered his resignation.
Early in the school year I volunteered to spell a word aloud to the class and proceeded to misspell the word. It is their strengths that buoy them during tough times, when they are teased, or when they fail a test.
Always look for opportunities to place credit where credit is due-squarely on the child’s shoulders.
How we see ourselves and how we understand the behavior of children is going to play a big role in how we respond to them. Additionally, remember when a teacher responds to one student, all of the other students learn a lesson about that teacher.
Angry and resistant youth feel helpless and hopeless and are less likely to be a behavior problem when they feel their voices are being heard. Eliciting students’ opinions reinforces a feeling of personal control and responsibility - essential ingredients of a positive school climate. An easy method to accomplish this task is when assigning homework, let students choose what questions they desire to answer.
Giving choice and ownership can be applied to disciplinary practices by asking students to consider such questions as, “What rules do you think we need in the classroom for all students to feel comfortable and learn best?” Ask students to remind you when you break a rule.
At the start of their educational careers, all children expected success and failure was not even considered an option, graduation is a given, and dropping out of school is not even in the realm of possibilities. I realize that these two are important, but White added one that I feel applies to this conversation. In her book Mindsets: A Growth Mindset, Dwek writes of her research with children with higher self-esteem, who are more motivated, and who are more resilient versus those students who have low self esteem and often encounter academic failure.
On the contrary, when they encounter difficulty they attribute it to things they can control or other sources and hardly ever to themselves. Martin Seligman termed “learned helplessness” (discussed below) and they entertain little, if any, hope for future success. Brooks states that the results from this study are not surprising since “they serve to reinforce the belief that if we are to assist struggling students to succeed in school, we must not only address their academic weaknesses, but, as importantly, we must intervene to lessen feelings and beliefs that serve as significant obstacles to engaging in learning tasks and achieving academically.
Goleman reports on a study of 910 first-graders from a national sample representation of the entire United States. Goleman summarizes, “Whenever teachers create an empathic and responsive environment, students not only improve in their grades and test scores— they become eager learners. In schools, students perceive stress from many different sources: peer groups, teachers, parents, the self, and lack of subject knowledge. If a child cannot learn the way he or she is taught, that child might as well be learning Mandarin or Calculus II. Sometimes we must wonder who are the resistant ones if we continue to use the same ineffective strategies to no avail over a long period of time.” Brooks uses the term "negative scripts" to highlight the phenomenon of repaetedly saying or doing the same thing even if our actions have proven to be ineffective. Humans will go great lengths to avoid this sense of failure or humiliation and children use avoidance motivation all the time in class. A teacher must ask what is the student avoiding or why does this student have a need to avoid?
Stress can facilitates learning in 2 ways via the release of adrenaline and gluco-corticoids. Until fairly recently, psychologists accepted the common sense view that job stress was directly related to the significance of the decisions being made. Researchers were surprised to find that mortality rates, as well as a range of stress-related illnesses, were inversely related to job status. In other words, those who had a sense of control of their working environment, with the ability to decide and implement their own actions, had less stress than those workers who largely followed the directions of others.
In the current rush to make decisions based on research-based practices, this evidence is significant.
Brooks advises to not take away from children what “gives a child a sense of dignity” or deny the child his “island” i.e.
In other words, don’t take away the island – a child’s sense of dignity - but some things on the island or wanted additions to the island.
Your team will consist of a historian, an archaeologist, an anthropologist, a cartographer, and a graphic designer.  Good luck with your research, display, presentation--and team work!
Make sure that the artifacts you select from your country's past were crafted from materials available during or before the Han Dynasty . In our communication tutorials, we have covered various diverse aspects that will help you become a great speaker. Regardless of which field you work in, you will need the best communication skills to excel in your career. Our video lectures shall also cover meeting management issues and thereby help you deal effectively with all the crux situations which you may face. Because the scientific method is just a formalization of critical thinking, that means that the students become critical thinkers. It is a perspective grounded in the analysis of the practice of argumentation, including both its rhetoric and its logic. There are students who are bullies, who quit at tasks, or say the work is dumb and stupid rather than engage in a learning activity that may result in failure and embarrassment. Tell the students about a time you were embarrassed by a teacher or a time you were called on and you were really scared to answer.
Children with specific learning disabilities (SLD) face challenges every day, and if everyone around them seems to be struggle-free, they’ll feel alone and incompetent. You as their teacher will never allow a student who has made a mistake to be demeaned in class by another student.

The fear of making a mistake is one of the greatest impediments to motivation and learning and when you feel that you cannot succeed, you are not going to be motivated to earn.
However Watson replied, “What, after I just spent $10 million on your education, I am going to fire you? The teacher immediately proclaimed in a booming voice from the front of the class that I was “the worst speller ever and I should be embarrassed.” Needless to say, I never again volunteered to spell again in her class and trembled in fear when she called weekly upon me to spell aloud in class.
It is hard for children with learning needs to focus on their strengths when they are often reminded of their shortcomings.
According to Bob Brooks, author of numerous books dealing with resiliency, “negative mindsets in adults reinforce negative mindsets in angry and resistant students.” Conversely, “positive mindsets in adults lead to interventions that lessen anger and resistance in youth.” He asks the question “what is the mindset of adults that touch the hearts and minds of angry and resistant students thereby increasing cooperation? Students will remember your actions and understand they will receive similar treatment from you if they are in the same situations. Request anonymous feedback from students, ask students to draw you, ask students to list what they like about your teaching style and class and what they would recommend be changed. In addition to the previous two drives, White felt that from birth every individual has a powerful drive to succeed by mastering and being effective in their environment. Comments normally heard from this group are “The teacher made a mistake on the test” or “If I had more time to study I would of received a higher score.” They do not fail because of their lack of abilities. Many children view mistakes as something they cannot control because they are dumb or stupid.
Students with this mindset hear exhortations “to try harder” as accusatory and judgmental remarks, hardening them from accepting any assistance we may offer.
Those behaviors should always be addressed in a positive way to reduce unacceptable behaviors. What we are really saying when we say a student is not motivated is that they are not doing what we would like them to do.
The question they will ask themselves is, “Will my effort lead me to somewhere successful?”  Children with learning need(s) must believe that their efforts will result in learning whereas successful learners already believe that with effort, there will be improvement and learning. When students feel that things in the classroom will lead to failure, they naturally will use avoidance motivation to avoid failure and humiliations.
When a teacher knows what a child is good at (one of a child’s dominant intelligences according to Gardner’s theory), it is exceptionally simple to ensure a successful learning situation by structuring an activity around the child’s strength. On study showed that adults with high stress levels performed 50% worse on certain cognitive tests than adults with low stress. Both hormones act on receptors in the amygdala and the hippocampus to enhance synaptic plasticity. By this logic, the top executive jobs were the most stressful because of the high level decisions being made by the CEOs and CFOs of the company.
Top managers were less likely then lower-status employers to suffer from high blood pressure, diabetes, heart disease and, lived longer.The results held even when factors such as access to heath care, smoking, less-healthy diets, and wages were taken into account. If the focus is on student learning, their happiness, their sense of being creative and in control of their work, the practice of complete control of the learning environment by the teacher is at the very least open to discussion. Today one can travel the Silk Road and still find evidence of the people, ideas, and goods that traveled and transformed its links. Refer to your Action Plan to make sure responsibilities and work load have been divided evenly. Do you see any evidence in your own culture of how trade influences change in how people think or act? If you are not sure of your English speaking skills, you can make use of our video tutorials. When the fear of failure and humiliation are actively addressed in the classroom, students are more motivated to take realistic risks and to learn. Even to this day, I am dreadfully aware and cautious of spelling in any situation and the feelings fear associated with that moment perpetually linger with me. By making a list of a child’s strengths, you are helping them develop their Island of Competence (see below for a full discussion of Island of Competence).
Develop realistic expectations and goals for students and make accommodations for them when necessary.
According to White, the desire to succeed is innate, and we must master our environments by being effective in that environment. Our job as educators is to reassure these children that making mistakes is part of the learning process. One would contend that if we are to succeed with these students, we must first consider techniques for changing their self-defeating negative mindset. Selye admitted that stress is an abstract concept, and he admitted that stress has never been adequately defined.
Interestingly, unacceptable behaviors often recede and frequently disappear when positive behavioral supports are in place and the focus returns to a child’s strengths.
For children with learning needs, many times it is not an issue of effort but an issue in believing that their efforts will lead somewhere. And at the other end of the worker spectrum, the lower level positions were less stressful because their decisions had less impact. Island of competencies are symbols of hope and respect and a belief that all children have unique strengths and courage.
According to this system of discipline, the child will continue to play soccer but without the desired new equipment (new shoes or soccer ball) until the agreed upon success happens. For example, have you ever looked at your phone caller id and decided not to answer the call? We must locate a child’s island of competence so that they become more prominent parts of the child. To a student, failure is a direct violation of this drive and must be avoided at all costs or if present, aggressively and effectively dealt with by the student. Once found and reinforced, we can create a ripple effect by which children will be more willing to venture forth and confront situations that have been problematic. It includes the ability to consciously examine the elements of one’s reasoning, or that of another, and evaluate that reasoning against universal intellectual standards - clarity, accuracy, precision, relevance, depth, breadth, and logic.
The Army Management Staff College (AMSC) has included critical thinking in its curriculum overtly since January of 1991. The personal support worker (PSW) is the front-line care provider whose responsibilities focus on the provision of personal care and support that include activities of daily living with client populations across all institutional and community care and service settings.
Back to TopProgram DescriptionPersonal support workers are valued members of the health-care team.
You spend nine months planning for three, while trying to keep other programs running at the same time. If you cannot provide a clear CRC with VSS, you may not be accepted for placement by a field placement agency. CRCs with VSS must be obtained from your local police station. You seek to hire the best staff you can find; then after a week or less of orientation, you put them in positions of responsibility asking them to do what no one else can - be a friend, parent, counselor, and guardian all in one! For more information please see Other fees to consider.Back to TopField PlacementsPart of your training includes the opportunity to practice what you learn through supervised placements in institutional and community settings.

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