Coaching 3 notes
Coach and student were sitting close together working on a description and interruption project. The student was to review a small coaching session and talk about cause and effect. The student was focused on how happy the mock actor was. The coach asked how do you know the person was happy. You need to describe what clues were used to how the mock student was happy. Then the coach suggested that they should watch the movie again. The student did not want to watch the movie because they have seen it too many times already. The coach said well then what you should say is that the mock student appeared to be happy instead of saying the student was happy. This was a paper that was already graded but the student wanted to understand what they might do to get a better grade. The coach smiled and they both laughed about how word placement makes a big difference in writing. The smile the coach gave was reassurance to the student which lightened up the mood. The coach continued to read the paper which was on the student’s laptop. The coach opened and closed her hands while thinking about what the student was trying to say and trying to think about what she was going to say. The coach then suggested that the student should take apart each paragraph and make each one more detailed. To isolate each paragraph so they can stand on its own. Then again the coach asked if they could revert back to the video so they could do this exercise, but the student did not want too, at all. I coach picked up on the defiance that was being communicated thought the students body language. The student leaned back in the chair and crossed their arms saying they were closed to this topic. The coach handled it very well and read the signs. The coach even stated “I understand you have seen the video too much and don’t want to watch it again…I get that, and then she laughed.” The student smirked and leaned forward again showing they were ready to communicate again. The student wanted to continue talking about their writing skills and more focus on the conclusion of the paper. The coach said that they would love to see the film but I know that’s not what the student wanted, so the coach would go on instinct. The coach started to twirl her hair with her pointer finger and sat for a few moments re-reading the paper again. The coach gave information on detail and found a few grammatical errors. The student seemed to be pleased because they were smiling and interacting with the coach’s comments. The student got up to leave and turned around and thanked the coach two times…indicating that they were pleased with the session.
Tuesday, November 23, 2010
Thursday, November 18, 2010
Blog #15: Introduction
Introduction
Student’s will drop-in or sign –up to use the writing center for many different reasons. They also come with different learning style and backgrounds. Students may be sent to the writing center by their professor or come on their own. The reason students come to the writing center, varies however they all have one thing in common…and that is the use of body language. This thesis will focuses mainly on body language and how it works in a coaching session. I believe that body langue gives clues to both parties (the coach and student) and allows each individual to feed off the other person’s body language for clues on how to precede with the coaching session. I want to prove that body language is just as important, or more important as verbal communication.
Research Question:
My focus is to decide if the Understanding non-verbal communication (body language) is just as important, if not more important as verbal communication.
Student’s will drop-in or sign –up to use the writing center for many different reasons. They also come with different learning style and backgrounds. Students may be sent to the writing center by their professor or come on their own. The reason students come to the writing center, varies however they all have one thing in common…and that is the use of body language. This thesis will focuses mainly on body language and how it works in a coaching session. I believe that body langue gives clues to both parties (the coach and student) and allows each individual to feed off the other person’s body language for clues on how to precede with the coaching session. I want to prove that body language is just as important, or more important as verbal communication.
Research Question:
My focus is to decide if the Understanding non-verbal communication (body language) is just as important, if not more important as verbal communication.
Research Plan
Purpose:
The purpose of my paper is to prove that the Understanding non-verbal communication is even more important to commutation then communication by its self. Body language provides clues on how the communication is going.
Research Question:
My focus is to decide if the Understanding non-verbal communication (body language) is just as important, if not more important as verbal communication.
What is needed:
A detailed understanding of body language:
1. Arm/Hand Gestures Arm/Hand Gestures
• Rubbing of the hands or palm: expecting something good to occur
• Loosely clinched hand: indicates confidence and a relaxed state of mind
• Loosely clinched hands in front of face or placed on a table; positive focus
• Tight clinched hands indicates that a person is frustrated or may have a hostal attitude
• Tight hands below stomach are represents negative thinking
• Hands placed in a “praying “gesture with fingers pointing upward and touching indicates a know it all attitude.
• Hands place in a downward “praying” gesture indicates that the person is willing to listen and take orders.
• Griping Hands, arms and wrist:
• Holding you’re held up high, chin out and hands behind back clinched usually portrays superior confidence
• Hands placed on hips also shows confidence
• Thumb Gestures:
• Very easy to understand thumb up everything is good, while thumb down everything is bad. (two thumbs up).
• Arm Gestures:
• Arms folded tightly across the chess that person maybe threating to leave. This is a nervous, and defensive attitude.
• If you add a leg cross to the above arm cross that person is extremely tense.
• If the person has arms crossed and keeps their thumbs out they are still defensive however they feel that they are superior.
• Folded arms across chest with one had against the chest and the other facing palm out
• portrays a confused state.
• If arms are folded and fists are clinched that person maybe hostile.
• If arms are folded near the stomach area the person is trying to destess and or in a passion to understand.
Website: http://www.docstoc.com/docs/894740/Body-Language-Hand-and-Arms-Gestures
2. Eye contact
• Looking up: When a person looks upwards they are often thinking.
• Looking down: can be a signal of submission, however, In many cultures where eye contact is a rude or dominant signal, people will look down when talking with others in order to show respect.
• Looking sideways: looking away from what is in front of them or looking towards something that has taken their interest.
• Lateral movement: Eyes moving from side-to-side can indicate shiftiness and lying, as if the person is looking for an escape route in case they are found out. Lateral movement can also happen when the person is being conspiratorial, as if they are checking that nobody else is listening. Eyes may also move back and forth sideways (and sometimes up and down) when the person is visualizing a big picture and is literally looking it over.
• Gazing: Looking at their forehead or not at them indicates disinterest. This may also be shown by defocused eyes where the person is 'inside their head' thinking about other things.
• Glancing: Glancing at something can betray a desire for that thing, for example glancing at the door can indicate a desire to leave.
• Glancing at a person can indicate a desire to talk with them. It can also indicate a concern for that person's feeling when something is said that might upset them.
Website: http://changingminds.org/techniques/body/parts_body_language/eyes_body_language.htm
3. Facial expression
• Yawning – sleepy, bored
• Pursing lips – to hold back emotion
• Tearing up and crying – Emotion
• Sweating – feeling uneasy
• Blushing – embarrassed, ill at ease
• Raising eyebrows – surprised, shocked
Website: http://www.nosweatpublicspeaking.com/non-verbal-communication-element-2facial-expressions/
Other sources:
http://www.mindtools.com/pages/article/Body_Language.htm
http://www.speechmastery.com/public-speaking-gestures.html
http://changingminds.org/techniques/body/body_language.htm
and other ones that were listed in previous blog.
The purpose of my paper is to prove that the Understanding non-verbal communication is even more important to commutation then communication by its self. Body language provides clues on how the communication is going.
Research Question:
My focus is to decide if the Understanding non-verbal communication (body language) is just as important, if not more important as verbal communication.
What is needed:
A detailed understanding of body language:
1. Arm/Hand Gestures Arm/Hand Gestures
• Rubbing of the hands or palm: expecting something good to occur
• Loosely clinched hand: indicates confidence and a relaxed state of mind
• Loosely clinched hands in front of face or placed on a table; positive focus
• Tight clinched hands indicates that a person is frustrated or may have a hostal attitude
• Tight hands below stomach are represents negative thinking
• Hands placed in a “praying “gesture with fingers pointing upward and touching indicates a know it all attitude.
• Hands place in a downward “praying” gesture indicates that the person is willing to listen and take orders.
• Griping Hands, arms and wrist:
• Holding you’re held up high, chin out and hands behind back clinched usually portrays superior confidence
• Hands placed on hips also shows confidence
• Thumb Gestures:
• Very easy to understand thumb up everything is good, while thumb down everything is bad. (two thumbs up).
• Arm Gestures:
• Arms folded tightly across the chess that person maybe threating to leave. This is a nervous, and defensive attitude.
• If you add a leg cross to the above arm cross that person is extremely tense.
• If the person has arms crossed and keeps their thumbs out they are still defensive however they feel that they are superior.
• Folded arms across chest with one had against the chest and the other facing palm out
• portrays a confused state.
• If arms are folded and fists are clinched that person maybe hostile.
• If arms are folded near the stomach area the person is trying to destess and or in a passion to understand.
Website: http://www.docstoc.com/docs/894740/Body-Language-Hand-and-Arms-Gestures
2. Eye contact
• Looking up: When a person looks upwards they are often thinking.
• Looking down: can be a signal of submission, however, In many cultures where eye contact is a rude or dominant signal, people will look down when talking with others in order to show respect.
• Looking sideways: looking away from what is in front of them or looking towards something that has taken their interest.
• Lateral movement: Eyes moving from side-to-side can indicate shiftiness and lying, as if the person is looking for an escape route in case they are found out. Lateral movement can also happen when the person is being conspiratorial, as if they are checking that nobody else is listening. Eyes may also move back and forth sideways (and sometimes up and down) when the person is visualizing a big picture and is literally looking it over.
• Gazing: Looking at their forehead or not at them indicates disinterest. This may also be shown by defocused eyes where the person is 'inside their head' thinking about other things.
• Glancing: Glancing at something can betray a desire for that thing, for example glancing at the door can indicate a desire to leave.
• Glancing at a person can indicate a desire to talk with them. It can also indicate a concern for that person's feeling when something is said that might upset them.
Website: http://changingminds.org/techniques/body/parts_body_language/eyes_body_language.htm
3. Facial expression
• Yawning – sleepy, bored
• Pursing lips – to hold back emotion
• Tearing up and crying – Emotion
• Sweating – feeling uneasy
• Blushing – embarrassed, ill at ease
• Raising eyebrows – surprised, shocked
Website: http://www.nosweatpublicspeaking.com/non-verbal-communication-element-2facial-expressions/
Other sources:
http://www.mindtools.com/pages/article/Body_Language.htm
http://www.speechmastery.com/public-speaking-gestures.html
http://changingminds.org/techniques/body/body_language.htm
and other ones that were listed in previous blog.
Tuesday, November 16, 2010
notes 2 body laguage or very little interaction
Observation 2
Background: student writing an observation an interaction of a four year old that he/she observed in a preschool environment.
The coach and the student seemed to be comfortable with each other and they have worked together before. The setting was in the front room and not at a table. The coach asked the student to read her observation out loud and had to several time ask the student to speak up. The student wrote her observation on his/her laptop. The student had to try and balance the laptop on the arm rest of the chair while the coach was leaning over to see the screen. The coach was sitting with her elbow on the are rest and her chin in her palm, with her fingers curled to her face. The student started to ask if the coach was tiered but the coach replied no. The student continues to read what laptop was on his/her while the coach tried to listen. I saw the coach be distracted by the phone ringing and people walking by the window. When the student picked up on a problem with her observation the coach helped his/her make the correction (grammar). Then the student started to read and the coaches’ eyes closed. The student looked up and said are you sure you’re not tiered and the coach replied no again just listening to you read. The student continued and there was a flow problem with the next paragraph that neither the coach nor the student picked up on. I wanted to say something but couldn’t. The next few line the coach did pick up on another mistake and asked the student to read it again. The student did and still did not pick up on the problem. The coach said come on you know this and told the student to give it one more try. The student did but still did not see the problem. The coach asked me if I could tell where the problem was , but I also did not pick it up, since I could not see the laptop from where I was sitting. The coach then said see how you are pausing when you read the sentence between this word and that what does that tell you> the student thought about it for a few seconds and said I don’t know. The coach then tapped the student on the shoulder and said you need a comma there. The two laughed and the student said see that’s why I come here. The student move around in his/her sits and started to read again. The coach tried to see what was on the laptop but couldn’t because the student moved and the glare from the lights where effecting the coaches vision. The coach didn’t ask the student to move back so they could see instead the coach just closed their eyes again. I was wondering how the coach was going to pick up another comma or spelling mistake if they couldn’t see. The phone rings again for the fourth time and the coach perks up and moves the laptop so she could see. I know that they are friendly but the coach might have asked instead of just grabbing it. Then a few more errors were picked up and the observation was complete. The student then tells the coach a story about why he/she always wants to work with this coach. They talk about the coaches’ name and how if the student would have had a child their child would have this coach’s name. Then they talk about how they both lost their mothers to diabetes and how they need to work together to get healthy. Once the proof read was over the two became very chatty and animated, it did not seem like the same two people 20 min. before.
Background: student writing an observation an interaction of a four year old that he/she observed in a preschool environment.
The coach and the student seemed to be comfortable with each other and they have worked together before. The setting was in the front room and not at a table. The coach asked the student to read her observation out loud and had to several time ask the student to speak up. The student wrote her observation on his/her laptop. The student had to try and balance the laptop on the arm rest of the chair while the coach was leaning over to see the screen. The coach was sitting with her elbow on the are rest and her chin in her palm, with her fingers curled to her face. The student started to ask if the coach was tiered but the coach replied no. The student continues to read what laptop was on his/her while the coach tried to listen. I saw the coach be distracted by the phone ringing and people walking by the window. When the student picked up on a problem with her observation the coach helped his/her make the correction (grammar). Then the student started to read and the coaches’ eyes closed. The student looked up and said are you sure you’re not tiered and the coach replied no again just listening to you read. The student continued and there was a flow problem with the next paragraph that neither the coach nor the student picked up on. I wanted to say something but couldn’t. The next few line the coach did pick up on another mistake and asked the student to read it again. The student did and still did not pick up on the problem. The coach said come on you know this and told the student to give it one more try. The student did but still did not see the problem. The coach asked me if I could tell where the problem was , but I also did not pick it up, since I could not see the laptop from where I was sitting. The coach then said see how you are pausing when you read the sentence between this word and that what does that tell you> the student thought about it for a few seconds and said I don’t know. The coach then tapped the student on the shoulder and said you need a comma there. The two laughed and the student said see that’s why I come here. The student move around in his/her sits and started to read again. The coach tried to see what was on the laptop but couldn’t because the student moved and the glare from the lights where effecting the coaches vision. The coach didn’t ask the student to move back so they could see instead the coach just closed their eyes again. I was wondering how the coach was going to pick up another comma or spelling mistake if they couldn’t see. The phone rings again for the fourth time and the coach perks up and moves the laptop so she could see. I know that they are friendly but the coach might have asked instead of just grabbing it. Then a few more errors were picked up and the observation was complete. The student then tells the coach a story about why he/she always wants to work with this coach. They talk about the coaches’ name and how if the student would have had a child their child would have this coach’s name. Then they talk about how they both lost their mothers to diabetes and how they need to work together to get healthy. Once the proof read was over the two became very chatty and animated, it did not seem like the same two people 20 min. before.
notes on observation 1
Notes on tutoring observation
11-2-10
(s) is the student and (c) is the coach
Background:
(s) was a walk-in that had to prepare a lesson plan on day of the dead. The student was taking a Spanish teaching class. The (s) was prepared with the assignment, however unsure how to proceed.
© asked for an explanation on the task ahead of them. The (s) was unclear themselves. The (s) started to rub their hand and twist their pen between their fingers. The (s) then became uncomfortable and moved back and forth in their chair. Picking up on these clues the ( c ) said this is what my understanding of the assignment is, and tried to break down the task at hand. The (s) nodded, and said ok and wrote something on their paper. It was evident to me as the observer that the (s) still did not understand. The (c ) moved on in hopes that maybe if they dove into the assignment maybe it would become more clear for the student. This move was great, (I myself would have thought of a different way to explain it and it might have taken the whole hour to do it…I have the hand holder approach). The (s) was very nervier and kept swallowing and nodding, while looking down at her sleeves, hoping the ( c ) would just give her the next answer. The ( c) gives the (s) the first answer, but brings it back on the (s) for the next question the ( c) asked the (S) what does procedure mean to you. The ( C) pushes for an answer , but no answer came, just the squeak of the chair. The student folded her arms in close to her body, leaned on the table with her elbows and placed her chin in her hands. The (s) couldn’t say anything. They wouldn’t admit that they didn’t know, but with their body language you could just tell. The ( c) moves on after giving her definition of procedure. The ( c) tried and tried to engage the (s) but nothing, the (s) seemed to be a “Deer in headlights”. The ( c) asked the student to read some of the assignment out loud but the student was unwilling. There was silence In the room for about a minute and the ( c), with great poise move on to the next question, as the student leaned back in the chair and started twirling again, waiting for the next answer. As the observer I could tell the (c ) had many tools to draw in the (s ) but the student wasn’t there for help only wanted his/her homework to be completed. The wonderful (c ) continues to push for some sign of effort on the students part other than moving, nodding , and twirling (great for my paper though). The Day of the Dead lesson plan was complete however, now the ( c) was told that the class had to teach this lesson in class, and each teacher only was given 20 minutes to complete the entire lesson. So being the nice person the ( c ) worked on breaking down times for each project the student would be teaching. The ( c) provided great ideas on how to make the lesson work as the (s ) twirled and stared into space.
The (c ) finally had enough and told the (s) very nicely that they might want to go on the computer and do some research on the computer. Though body language the ( s) became very defensive to this suggestion. The (s) pushed back their chair and folded their arms across their chest and finally spoke after 20 min. (other than the words yeah, and ok). The (s) shut down and didn.t feel that they had to do their own work …why because the (s) was at the writing center and giving up their time to be there. In the (s) mind the (c) was there to help and the help the (s) wanted was for the ( c ) to do the work. The ( c ) picked up on this and told the (s ) to to talk to their professor to make sure the (s) was pointed in the right direction. At this point the (s) looked as if they were going to cry and said…my professor will not help me anymore. (That didn’t surprise me because I felt as if the student was looking to be carried and didn’t want to put forth his/her own effort). The (c ) told the student that he/she should make an outline and a time sheet and plug in what the student felt was important. The ( c ) said we will have to move on to the next assignment that the student needed help with or they were going to run out of time.
The next assignment was for a different class and the student again had the topic for this class but was even more clueless on this assignment. The assignment was to pick a religion and culture and talk about what they have learned about the similarities and different between the two. The (c) explained to the student that they should break down the assignment and figure out the first part before moving on to the second. The (s) was more focused on the (c ) ‘s religion and hand how it played out in the coaches life. The student leaned in and took great notes on what the ( c) was saying about themselves, The poor coach was doing the assignment without realizing what she was doing. The student was very manipulative. Once the coach realized they were being manipulated they stopped. When the © stopped talking again the fidgeting and twirling started again. Now what was really interesting, the fidgeting was not only done by the student but also the coach, see Dr. Chandler walked into the room and sat down near the interaction between the © and the (s). Now it seemed to be two students talking and not a (c ) and student. The (c ) lost their confidence level and maybe their feeling of hierarchy. changed. The coaching changed and their seemed to be an older sister giving advice to a younger sister without mommy hearing. Once Dr. Chandler left the area roles went back to (c) and (s).
11-2-10
(s) is the student and (c) is the coach
Background:
(s) was a walk-in that had to prepare a lesson plan on day of the dead. The student was taking a Spanish teaching class. The (s) was prepared with the assignment, however unsure how to proceed.
© asked for an explanation on the task ahead of them. The (s) was unclear themselves. The (s) started to rub their hand and twist their pen between their fingers. The (s) then became uncomfortable and moved back and forth in their chair. Picking up on these clues the ( c ) said this is what my understanding of the assignment is, and tried to break down the task at hand. The (s) nodded, and said ok and wrote something on their paper. It was evident to me as the observer that the (s) still did not understand. The (c ) moved on in hopes that maybe if they dove into the assignment maybe it would become more clear for the student. This move was great, (I myself would have thought of a different way to explain it and it might have taken the whole hour to do it…I have the hand holder approach). The (s) was very nervier and kept swallowing and nodding, while looking down at her sleeves, hoping the ( c ) would just give her the next answer. The ( c) gives the (s) the first answer, but brings it back on the (s) for the next question the ( c) asked the (S) what does procedure mean to you. The ( C) pushes for an answer , but no answer came, just the squeak of the chair. The student folded her arms in close to her body, leaned on the table with her elbows and placed her chin in her hands. The (s) couldn’t say anything. They wouldn’t admit that they didn’t know, but with their body language you could just tell. The ( c) moves on after giving her definition of procedure. The ( c) tried and tried to engage the (s) but nothing, the (s) seemed to be a “Deer in headlights”. The ( c) asked the student to read some of the assignment out loud but the student was unwilling. There was silence In the room for about a minute and the ( c), with great poise move on to the next question, as the student leaned back in the chair and started twirling again, waiting for the next answer. As the observer I could tell the (c ) had many tools to draw in the (s ) but the student wasn’t there for help only wanted his/her homework to be completed. The wonderful (c ) continues to push for some sign of effort on the students part other than moving, nodding , and twirling (great for my paper though). The Day of the Dead lesson plan was complete however, now the ( c) was told that the class had to teach this lesson in class, and each teacher only was given 20 minutes to complete the entire lesson. So being the nice person the ( c ) worked on breaking down times for each project the student would be teaching. The ( c) provided great ideas on how to make the lesson work as the (s ) twirled and stared into space.
The (c ) finally had enough and told the (s) very nicely that they might want to go on the computer and do some research on the computer. Though body language the ( s) became very defensive to this suggestion. The (s) pushed back their chair and folded their arms across their chest and finally spoke after 20 min. (other than the words yeah, and ok). The (s) shut down and didn.t feel that they had to do their own work …why because the (s) was at the writing center and giving up their time to be there. In the (s) mind the (c) was there to help and the help the (s) wanted was for the ( c ) to do the work. The ( c ) picked up on this and told the (s ) to to talk to their professor to make sure the (s) was pointed in the right direction. At this point the (s) looked as if they were going to cry and said…my professor will not help me anymore. (That didn’t surprise me because I felt as if the student was looking to be carried and didn’t want to put forth his/her own effort). The (c ) told the student that he/she should make an outline and a time sheet and plug in what the student felt was important. The ( c ) said we will have to move on to the next assignment that the student needed help with or they were going to run out of time.
The next assignment was for a different class and the student again had the topic for this class but was even more clueless on this assignment. The assignment was to pick a religion and culture and talk about what they have learned about the similarities and different between the two. The (c) explained to the student that they should break down the assignment and figure out the first part before moving on to the second. The (s) was more focused on the (c ) ‘s religion and hand how it played out in the coaches life. The student leaned in and took great notes on what the ( c) was saying about themselves, The poor coach was doing the assignment without realizing what she was doing. The student was very manipulative. Once the coach realized they were being manipulated they stopped. When the © stopped talking again the fidgeting and twirling started again. Now what was really interesting, the fidgeting was not only done by the student but also the coach, see Dr. Chandler walked into the room and sat down near the interaction between the © and the (s). Now it seemed to be two students talking and not a (c ) and student. The (c ) lost their confidence level and maybe their feeling of hierarchy. changed. The coaching changed and their seemed to be an older sister giving advice to a younger sister without mommy hearing. Once Dr. Chandler left the area roles went back to (c) and (s).
Tuesday, November 9, 2010
Question and Bib.
My topic is on body language and how it relates to coaching.
resources:
*Body language: (Improve your body language, improve your confidence!): http://www.lifecoachingstudio.com/pcb2.htm
*Interpersonal Distances from Various Categories of Interaction:
http://www.cba.uni.edu/buscomm/nonverbal/Body%20Language.htm
*Interpreting Gestures:
http://montgomeryschoolsmd.org/departments/studentaffairs/pdf/sa/resources/communications/bodylang.pdf
*Hansen, J. Teaching Without Talking. Phi Delta Kappan v. 92 no. 1 (September 2010) p. 35-40 (Wilson Web)
*Students' Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
Anthony J. Onwuegbuzie, Ann E. Witcher, Kathleen M. T. Collins, Janet D. Filer, Cheryl D. Wiedmaier, Chris W. Moore
American Educational Research Journal, Vol. 44, No. 1 (Mar., 2007), pp. 113-160
* 50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges
Breaux, Annette; Whitaker, Todd
Eye on Education; 141pp. Dec 2010.
... Discover the Beams of Their Dreams; (45) Work that Body Language!; (46) No Rest for the Weary; (47) A Little Guilt Trip Goes a Long Way; (48) Teach Them to Cope or They'll Create a Way!; (49) Listen, Listen, Listen!; and (50) Only a Fool ...
Accession Number: ED509817
* Augmentative & Alternative Communication
Murphy, Patti
Exceptional Parent; v37 n8 p48-51 Aug 2007
... feelings when getting a message across through speech or body language is not an option. Variations of such ingredients are working well for two Florida families in unique places on their communication journeys. Their stories are presented.
Accession Number: EJ771953
* Teen Success! Ideas to Move Your Mind. (2nd Edition)
Elye, Beatrice J.
Great Potential Press, Inc.; 240pp. 2007.
... Listening and Speaking; (12) Communication Beyond Words: Body Language and Appearance; (13) Organizing Meetings: Like Herding Cats; (14) Public Speaking: Doh! Do I Have To?; (15) Determination and Persistence: Overcoming Obstacles and Difficulties; ...
Accession Number: ED510193
resources:
*Body language: (Improve your body language, improve your confidence!): http://www.lifecoachingstudio.com/pcb2.htm
*Interpersonal Distances from Various Categories of Interaction:
http://www.cba.uni.edu/buscomm/nonverbal/Body%20Language.htm
*Interpreting Gestures:
http://montgomeryschoolsmd.org/departments/studentaffairs/pdf/sa/resources/communications/bodylang.pdf
*Hansen, J. Teaching Without Talking. Phi Delta Kappan v. 92 no. 1 (September 2010) p. 35-40 (Wilson Web)
*Students' Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
Anthony J. Onwuegbuzie, Ann E. Witcher, Kathleen M. T. Collins, Janet D. Filer, Cheryl D. Wiedmaier, Chris W. Moore
American Educational Research Journal, Vol. 44, No. 1 (Mar., 2007), pp. 113-160
* 50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges
Breaux, Annette; Whitaker, Todd
Eye on Education; 141pp. Dec 2010.
... Discover the Beams of Their Dreams; (45) Work that Body Language!; (46) No Rest for the Weary; (47) A Little Guilt Trip Goes a Long Way; (48) Teach Them to Cope or They'll Create a Way!; (49) Listen, Listen, Listen!; and (50) Only a Fool ...
Accession Number: ED509817
* Augmentative & Alternative Communication
Murphy, Patti
Exceptional Parent; v37 n8 p48-51 Aug 2007
... feelings when getting a message across through speech or body language is not an option. Variations of such ingredients are working well for two Florida families in unique places on their communication journeys. Their stories are presented.
Accession Number: EJ771953
* Teen Success! Ideas to Move Your Mind. (2nd Edition)
Elye, Beatrice J.
Great Potential Press, Inc.; 240pp. 2007.
... Listening and Speaking; (12) Communication Beyond Words: Body Language and Appearance; (13) Organizing Meetings: Like Herding Cats; (14) Public Speaking: Doh! Do I Have To?; (15) Determination and Persistence: Overcoming Obstacles and Difficulties; ...
Accession Number: ED510193
Blog 9..Ideas about My Writing Center
* Why a writing center: The writing center was developed to give students the chance to feel comfortable recieving help. The writing center uses students who come from different backrounds and learning experainces. The center is ran by English department faculty, with guidance from other subjects(Education department, Second Lanuage department, etc).
* Qualifations for coaches: The coaches have to be second year or higher students that hold a GPA of a 3.0 in English. Coaches must complete a training program and have a back-round check. We also have e-mail addresses for each coach, so If a question comes up you can contact your coach. These e-mail are screened by our faculty to insure the safty of our coaches. I coaches provide a breif desripotion of themselves so students can have a better chance of relationg to the coach. Hours are posted and in some cases our coaches may be able to attend class with student to provide extra support.
* Who talks....coaches or the student? This will vary but most of the time the student shall do most of the talking. our coaches are in place for guidance and support and not to dominate the session.
* Higher up staff?
The program is ran by the coaches first with support and guidance from English faculty.
* How did this writing ceter come about?
The writing center was developed on many years of research. We do not follow one set style. we understand that every student is diffrent and they each have their own way of learning so, we provide support the same way, "indeviualized".
* Qualifations for coaches: The coaches have to be second year or higher students that hold a GPA of a 3.0 in English. Coaches must complete a training program and have a back-round check. We also have e-mail addresses for each coach, so If a question comes up you can contact your coach. These e-mail are screened by our faculty to insure the safty of our coaches. I coaches provide a breif desripotion of themselves so students can have a better chance of relationg to the coach. Hours are posted and in some cases our coaches may be able to attend class with student to provide extra support.
* Who talks....coaches or the student? This will vary but most of the time the student shall do most of the talking. our coaches are in place for guidance and support and not to dominate the session.
* Higher up staff?
The program is ran by the coaches first with support and guidance from English faculty.
* How did this writing ceter come about?
The writing center was developed on many years of research. We do not follow one set style. we understand that every student is diffrent and they each have their own way of learning so, we provide support the same way, "indeviualized".
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