1 My communication skills are molded more to verbal

1.) My communication skills are molded more to verbal and nonverbal situations rather than the printed word. My writing skills are honed to collegiate adequacy, but it really takes me a while to write in subjects that do not hold a particular level of interest. When I was a child, I had the misfortune to have a stutter that discouraged me from talking due to physical difficulty. Due to that silence, my parents didn’t notice that I also had a hearing problem that needed ear tubes to correct my hearing problem.

Because this was not noticed until I was in second grade, I didn’t learn phonics, so I have always had a hard time spelling. Fortunately, through years of speech therapy, I have mostly lost my speech impediment. It comes and goes during stressful ovations like presenting to a group of peers or seniors. I have worked as a substitute teacher for about 6 weeks. During this time I used relevant skills that helped me to communicate with the pupils successfully.

However, at times there were many skills that were inappropriate to use or were not relevant to use at that specific time. Some of these effective communication skills include verbal communication as well as non-verbal communication such as eye-contact. The most important communication skills that are needed in a working environment are verbal and non-verbal communication. Verbal communication comes in the form of language, however, language can not only be oral (i. e. spoken), but visual (i. e. written or printed) or gestural.

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I have used this type of communication skill whilst explaining to the students the small task that needed to complete during the lesson. For example, I wrote on the whiteboard all the instructions of the task that need to be completed in bullet points so that they can follow it easily. My handwriting was also big so that all the students could see it properly. Not only that but once I wrote the instructions down, I explained to them using oral communication what I wrote on the board. Most of the students understood the task including what I wrote on the board as well as what I had said. However, some of the students were still quite confused as to what I was saying.

Therefore they needed more clarification. This may be for a number of reasons including the sentence length and complexity. For instance, when I was speaking to the students I was using long sentences which some of them did not seem to understand. The ability to understand a sentence depends partly on the capacity and duration of the working memory; the working memory can typically hold information for anything between 5 and 30 seconds. Most of the students were around 8-9 years of age so I should have spoken in smaller sentences so that they could understand and take everything in full. Another important type of communication skill is non-verbal communication. This type of communication can be used in various ways. For example, I used eye contact during most of the lesson that I helped the students in. This showed that I wanted their attention because I wanted them to listen to what I was saying and was also giving attention to them. However, at times I did not make eye contact with the students as I was trying to explain what I was saying and this made the communication more difficult. Another factor of non-verbal communication is facial expressions. They are very effective in communicating emotions. For example, one of the students was being very naughty during one of the lessons by trying to talk with another student. The student did this on many occasions and was trying to make me angry. However, at times I kept a calm expression on my face even though I felt angry, whereas at other times my facial expression actually showed how I was feeling. In addition, when I was angry with the student that kept on annoying me I did actually speak to him when the lesson ended. When I did speak to the student I was calm and explained why I was angry with him. There are many other communication skills that I could have used such as body language. For instance, there were some students that were feeling upset and felt like they needed a hug to let them know that everything was going to be fine so I could have been there to help them feel more positive about themselves.

2.) I don’t think that I will have any major emotional challenges during my first teaching experience. When I substitute the biggest challenge, I have come accost was not getting a second-grade class to behave. The class’s regular teacher stepped in for the school principal that day and she rules her classroom with an iron fist. When the children smell fresh blood in the classroom the completely lost their minds and the entire day was a circus. I felt like I was herding cats. I the class there was five, seven-year-olds with attention deficits, and one girl with high functioning autism. These six kids keep me busy all day and the other kids got lost in the choice of the day. The teacher had set up a reward system for the class to behave, that did not work at all. The teacher drew a snowman on the board and every time the class behaved, I was supposed to reward them by drawing a button on the snowman. All day the snowman stayed bare, until the last fifteen minutes of class. I was reading the students a story about a hamster and all of the children were quiet and lessening to the story. When the girl with autism realized how quiet the room was, she discreetly handed me a marker to draw a button on the snowman. I thought the gesture was funny, so I took the marker and rewarded the class. They were super excited that they had earned a button for the snowman they were eager to earn more. That’s when the end of day announcements came. Two girls keep laughing through the announcements and the rest of the class began to yell at them. Then the girls yelled back and the entire room was lost again. At that point, I took away half of their earned button in hopes to quiet the class. That backfired and all they did was scream more at each other. Then I erased the entire button and all of the kids lost all self-control. The laughing girls started to fight with some of the boys, four kids were crying in a group in the corner, and rest were screaming. At this point in time, I had to get all the kids in their coats and out the door in two minutes. Luckily, their normal teacher came in yelled at them and regained order and sent them on their way. My during the day I was mostly terrified that the class was a poor representation of my ability to maintain order in a classroom. The experience reaffirms my desire not to teach elementary.

3.) My organizational and time-management skills are very simple. To be organized in the scholastic sense everything needs to be accessible to internet downloads to save into my catacombs of saved class documents and folders. At the beginning of every semester, I set up a new folder on my computer with the semester and year (ex. Fall 2018). Then add the individual course titles with accessible folders of their own. From there I set up that file with flies for note, assignments, handouts, readings, and so on. When the class is not accessible in this way, I get am completely in disarray with loose papers that always get lost, torn, or stained. For me, it is a complete medical if I can hang on to a loose piece of paper longer than a month. I have not had to deal with papers like that since middle school.

As for my time-management skills, I am a simple guy. The more I like the subject matter or the project assigned the faster it gets done. The less I like the subject the further it gets pushed back. For example, my “mathematical statistics” class always got pushed back till the day the assignment was due. I would find every and an excuse not to work on it including but not limited to, going to the gym, working, going to the bar with a friend, and reading a book for another class. I usually get the work done on time.

4.) Effective teaching requires a great deal of planning and organization. It is important for me to have each lesson planned out before entering the classroom so that the students are able to get the most out of the lesson and the predetermined goals for the lesson are achieved. Planning is probably the most essential characteristic of effective teaching when planning each lesson, the following areas need to be addressed, content, objective, resources, timing and teaching strategies I will try to get the students motivated and excited for the lesson. I should investigate new areas of learning and get the students active in their personal learning. I can explain what is to be learned and elaborate so that the students can make connections to previous learning and show the relevance of the current learning. From there I need to determine which students understood the lesson.

It is hard for me to grasp how to evaluate my teaching methods against the level of students that learned from the teaching and evaluate the suitability of the content. I also struggle to create lesson plans. I know what I want to teach but the physical writing of a lesson plan is hard for me. I know that a new lesson needs a clear objective. The objective is the focus point of the lesson plan and is determined by what content is being taught. As an effective teacher I also understand that for a lesson to relate to a class, you need to consider that for different levels of ability different objectives should be written.

5.) The mental implications of stress are just as serious as the physical; stress can develop psychological problems including anxiety depression heightened anger and frustration.

the automatic response of most individuals is to stress out over overstimulating situations like finals. The first coping strategy I would use would be optimism, keeping firm belief that everyone goes through finals an I have gotten through much worse, I would consider this as a time of reflection and possible positive way to get a better course grade. I would reach out for social support, in my family and friends, I would ensure I kept my body well fueled and ensure I use relaxation skills to keep calm cool and collected. I would work hard to build my psychological hardiness and commit to doing well and control my ability to not fall apart.

6.) My biggest fear about teaching is my physical appearance. My dream job is teaching advanced art classes at a high school. The fear that I have with this is that I physically look like I could still be in high school. I am fearful that the students will treat me more like a peer rather than an authority figure.

Also, I want the teachers to respect me as well. I know that everyone had a starting point and even the most experienced teacher at my future school had to start somewhere, but I look younger than some of the high school kids. What if some of the faculty accidentally think I am a student in front of students. My credibility could be at risk and I could lose all control over my students. Then my teaching evaluations would be terrible, and I would lose my job and have to work retail until I look my age.

7.) Babies and children develop at different rates, also consideration needs to take into account any special needs or health problems of individuals any environmental issues such as housing a child living on the top of a high raised lift served block of flats is not going to get the same amount of physical exercise as a child who has a huge back garden, Having said this Parenting is a huge factor, a parent could encourage daily fresh air and exercise. Poor parenting could also affect a Childs development, for example, if a child is not spoken to their speech cannot be developed, If a child is not given the right foods and vitamins there physical development could be affected in growth and physical development. Children learn through play and children of all ages need to Play and socialize to learn, grow and develop onto there next stage areas of learning, Each area of learning is connected with holistic development so a child is seen as a whole and is acquiring new Life skills and development. Children usually develop in the same sequel but will develop at different rates, but a typical child could develop at the following rates. At birth. Newborn babies are born already using their 5 senses but as they grow and learn these senses will grow stronger, they enjoy looking at faces and can focus up to 3 feet away. They are born with many reflexes such as swallowing, suckling, rooting, grasp reflex, startle, walking and standing. Children enjoy showing what they can do, Love to hop, skip and jump, they are starting to gain there own interests such as football, dance and will favor doing these things. Children are learning self-control, and have a great understanding of there world. There are able to take turns and are learning patients, they are completely independent in self-care. Gross motor skills. Children of this age group have increased agility, show good balancing skills, and will learn to ride a bike without stabilizers , They have good coordination skills, being able to bend at waist to touch toes without bending knees., Have increased and growing stamina , which enables children to swim , skate and try all area’s of sport and fitness. Fine motor skills. This age group child is able to do more precise work such as threading needles and sewing stitches, holding tools correctly and written work gets smaller and neater over time. They can follow picture instructions to create buildings, cars etc out of small Lego bricks. Children can draw shapes and pictures with greater ease. Intellectual and sensory development. Children are now drawing more lifelike pictures, adding details. Begin to notice and add color correctly in their pictures, like a blue sky, green grass etc. After puberty young adult experience a shift in thinking and think more like adults, think about possibilities, starting planning ahead for there future’s, thinking through hypotheses, solving problems in a systematic manner. Have fast, neat handwriting, most will be preparing for exams, colleges, and their future. Emotional, social and Behavioural. Adolescence is a very emotional and confusing time for teenagers.They want to be liked and excepted by there peers, they show an interest in fashions and music and like being with the in-crowd. Peer pressure kicks in. They are increasing there independence and depend on friends rather than parents for emotional support. Some may alternate from child behavior to adult behavior; they are aware of there changing bodies and may be anxious about this and become self-conscious. They often felt misunderstood as they will not share the same views as parents, they may want to test the boundaries against there parents and authorities.

8.) There are times when people or groups of people may label people from a certain nationality, religion, or ethnicity. While this may often be harmless, it is a careless move to be avoided. Stereotyping, even without the intention to discriminate, will likewise result in negative consequences. Stereotyping also creates a network of stereotypes—a person will share his labels on others to his or her group; this groups of persons share these stereotyping with other groups—and so on. Misunderstanding and Miscommunication Sometimes, efforts to manage diversity may also result in misunderstanding and communication. Paradoxically, when teachers overdo managing diversity, students who feel that they are the minority will feel all the more discriminated. (Common barriers to diversity, 2000) All the special attention and the extra comfort is given to those who are members of the minority can be perceived as discrimination instead of help. When this happens, it becomes harder to convince the minority to cooperate because they know that diversity makes them all the more isolated. To avoid that isolation, the people which diversity aims to help will decline to help the initiatives. For my own diverse background, I had a black father and I have a white mother. My skin tone is not very dark but it is brown. My facial features make me more racially ambiguous, and that gives me a window to for people with different backgrounds to a porch me in different ways than they would with other teachers. As multicultural I like to think that I am very accepting and respectful of other cultures. I do not have any problem working with children who may come from different backgrounds then I do.

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