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I recently conducted a workshop for international school teacher who examines the skills that are essential for effective learning. An area that we explored were the critical, in order to create the environment and relationships that support learning verbal communication skills. We have identified the skills of Reyraming and Paraphrasing and practiced. These communication skills are just as important for school leaders and coaches, as they are in class teachers.to enable
Allows a person to see a situation from a different perspective, and can be very helpful in learning, problem solving and decision making. In a blog with title, basic Refrachation guidelines - to see things differently , Carter McNamara describes how the range can help someone to admonish constructive and in a situation where Stick or feel confused.
If your teenager late comes with the car home, a set of negative thoughts running through our minds. If you can hold and take into account other possible reasons for the delay, repair them.
In the workshop began with the search for positive phrases ... .. a Focused to tell the students what we want, what we want to do rather than what we do not want. "Do not run" will "please go." "Do not forget to sign your permission slip" will, "is mom or dad sign your note as soon as possible and replace with your books."
Umrrrrrrrrrrrrrrrtoursionen when students create statements that relate to restrict yourself or a fixed mindset have, and the teacher touches the idea of ??a meisterhaftere mindset.
Student: This test was easy. Teacher: You acknowledge that the work you have done throughout the device has taken the test easily.
Student: I can not do that. Teacher: not yet. You see that it requires some practice.
teacher: My students can not pay attention long enough in order to complete this. Trainer: So you want to increase your ability to focus longer.
on the site skills you need, you need , they describe the paraphrasing as reflective:
reflection is the process of Para Phrasens and the restoration of the feelings and the words of the speaker. The purposes of thinking are:
To the speaker to hear their own thoughts and listen to what they say and feel.
To see the speaker you try to perceive the world as they see it, and that you do your best to understand their messages.
to encourage them to talk further.
Student: I could not help to be too late. Teacher: To be late, was not her control.
Parents: My son constantly complains about their class tasks. Teacher: You want to know that the work I assign is targeted and meaningful.
Teacher: Many of my students can not read our text for the course. Coach: You do not see how you can succeed to meet the price goals.
Note that paraphrasing is no problem solving. Your answer is not a solution. They check their understanding and continuing the conversation.
The capabilities you need has a list of paraphrasing guidelines. Here is that I am stress:
"If you are the resting, you are looking for non-verbal as well as verbal notes that confirm or reject the accuracy of your paraphrasing. (note that some speakers do so as if they were done right because they have done themselves unable to assert themselves and do not agree with them.) "
Here is a role-playing game that I did with an apprenticeship, who dealt with a difficult situation. Note the use of paraphrased and reframing.
The headmaster asked the coach to work with a teacher who had received four "improving the needs". Evaluation comments. Observations showed class management problems and lack of student obligation. The students have not made homework and many failure.The teacher has 30 years of experience and promotion. The coach is in your 7th year in lessons.
The coach played the teacher and took a coaching role:
Coach: Before we start, tell me how to work with us.
Teacher: I wonder how with all my experience and hard work gives everything you can do to make things differently. I do not think you understand it.
coach: You want to be sure I understand. Tell me things you want me to know.
Teacher: Here are some very demanding students. They do not work and fail the tests. I work very hard and did everything I can think of. I have big relationships with children. The headmaster believes that I am too friendly, but I do not agree.
coach: They work very hard and want their students to be successful.
Teacher: Yes, I'm doing.
Coach: They believe that the relationships they have with the students support them as a learner.
Coach: They work hard and the students fail, so they have to do something else.
Teacher: I'm not sure.
Trainer: So you have not decided whether you should do further what you should do what you do harder and do more or anything else.
Teacher: Yes, I'm thinking.
coach: I wonder if I can help you with this decision. I would be glad to look at the work of your students, and then watch them in the classroom and discuss what I see.
Interesting that, as we said the role-playing game with the entire group that played the teacher, the person who played the teacher, said they "changed their attitude" because I said, "She was a good teacher "
Note, I never said that.
I believe that the paraphrasing and react ring led to the teacher felt, "heard and respected". The outrush caused the teacher to accept a goal for exploring. Now a coach can work with a goal that the teacher has agreed.
Take some time to be aware of your paraphrasing and in the coming conferences.