Student Management Skills-Effective Student Management
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Transcript of Student Management Skills-Effective Student Management
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Student Management
Skills
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Objectives By the end of this program you will be able
to : List the five roles of a faculty Understand different Behaviors of students List and demonstrate the Behaviors of an
effective communicator Understand the various EGO states of the
students List the barriers of communications Use appropriate body language during
presentations
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Objectives By the end of this program you will be able
to : Demonstrate listening skills Learn to make an effective presentation Understand the implication of asking questions Learn the various techniques for asking
questions Learn Coaching skills Conduct a self-analysis inventory Demonstrate the above skills in a mock Demonstrate the above skills in a mock
presentationpresentation
4
Understanding Faculty
Roles
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Role of a Faculty By the end of this session, you will be able
to : List the 5 roles of the faculty Identify the skills required to support these
values Learn the implication of not living up to the role
of a faculty
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Role of a Faculty
List the qualities of a good teacher (go back to your school/college) ?
Do you remember any of your teachers ? How come you remember only few ? What difference did they make ?
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Five Roles of a faculty Establish Rapport / Relationship
Monitor the individual’s progress
Diagnose the student’s difficulties
Counsel
Assess
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Role #1 : Establish Rapport / Relationship
Why ? How ?
Your Role in the course How the course will help the student What the student can expect during the
course How you would handle the queries from
the student What you expect from the student
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Why Role #1 ? Students may not know or may overlook the
problems they might face during the course Students would like to learn from someone
that they can identify with Student may not like surprises or
unexpected behavior from faculty or how they are treated
Student would like themselves to be treated as adults
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Role #2 : Monitor Individual Progress
Why ? Look For ?
Lengthy hesitations Improper use of course materials Not learning from mistakes unsafe actions Lack of application
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Why Role #2 To ensure all the students are progressive
towards the objectives To ensure that later on a laggard does not
create problems by slowing down the class To reduce the student’s dropping out of the
course To reduce the absenteeism in the class
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Role #3 : Diagnose Student difficulties
Why ? How ?
Explain the error (if necessary) Give information Probe and test student understanding Be available / approachable Involve students more
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Why Role #3 Students are often too shy and may not
ask/clarify doubts, so we must help them. An error/problem situation should be
transformed into a learning opportunity To improve the confidence level of the
students
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Role #4 :Counsellor Why ? How ?
On performance Creating Action plan(if required) Support good things
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Why Role #4 ? Through Counselling, the faculty can:
To help the students to explore and identify their performance strengths and weakness on their own
Define suitable solutions to overcome their weakness
Help them to leverage on their strengths Help them to take decisions on their own
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Role #5 : Assessment Why ? How ?
Against objectives of the course ‘No Surprise’ rule
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Role #5 : Why ? To determine if students are making
progress in the course To give ourselves feedback on how we are
doing as instructors To make adjustments in course design if
required
18
UnderstandingStudent
Behavior
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Understand Student Behavior By the end of this session you will be able
to : Understand typical student behaviors Identify the behaviors one likes / dislikes in a
student Prepare on inventory of good and bad qualities
of a student
20
Behaviors of
Effective Communicator
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Behaviors of an effective communicator
By the end of this session, you will be able to : Identify the good and bad behaviors displayed
by your instructors in the past Identify the 13 behaviors of an effective
communicator
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Behaviors of an effective communicator
I felt talked to - not down. The coordinator listened and cared I received praise when due The coordinator was competent The coordinator made me look at myself The coordinator stretched me I know where I stood
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Behaviors of an effective communicator
The coordinator was warm The coordinator was content The coordinator had a sense of humour The coordinator was consistent. She/he had
no favorites The coordinator gave me help where needed The coordinator was approachable
24
Understanding Student Behavior
Transaction Analysis (TA)
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Understanding Behavior - TA By the end of this session, you will be able
to : Identify the EGO states and the characteristics
of each state Understand how these ego states contribute to
a healthy personality Use TA concepts to analyze transactions
between people
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Effective Human Skills Major Ingredients
Understanding Past behavior Why do they do, what they do ?
Predicting future behavior How will they respond next time, tomorrow,
next month ? Directing, changing, controlling behavior
Influencing behavior
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Benefits of using TA To better predict the kinds of responses we
may evoke from people
To analyze and understand behavior
TA concepts are in a language which we can understand, without being trained psychiatrists
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T R A N S A C T I O N
Stimulus + Response
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EGO States Parent
Evaluative Behavior Value laden
– TAUGHT Adult
Reasonable Logical / Rational Unemotional Evaluated reaction
– THOUGHT Child
Emotional Spontaneous
– FEELINGS
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Parent : Typical Behaviors Verbal
DO Don’t Ought To Never TST-TSK There - There OK! That’s enough
Non-verbal Foot-tapping Finger pointing Folded arms Eyebrow arching Expression of
disapproval / approval
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Adult : Typical Behaviors Verbal
I think ... I believe ... It appears ... Based on my
experience …
Non-verbal Being calm, collected,
self-controlled, lack of emotional compulsive behavior
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Child : Typical Behaviors Verbal
WOW Terrific Cool Neat Yes! Yes!
Non-verbal Sitting on the edge of
the desk All forms of playing Swinging legs Foot tapping
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Various Parent states Nurturing Parent
Understanding and caring , set limits on and provides direction for behavior, does not put people down.
Critical Parent Attacks personalities and behavior, very
evaluative and judgmental.
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Various Child States Happy Child :
Doing things because’ they want to, but behavior not disruptive to others / environment
Destructive Child Doing things because’ they feel like it, but behavior is destructive to
self / environment Rebellious Child
Rebel openly by being very negative, or rebel subtly by forgetting, being confused or putting off something that one wants them to do
Complaint Child Do what others want
Willingness Unwillingly(Happy Child) (Destructive Child)
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Types of Transactions Blocked
Response is inappropriate or unexpected as well as out of context with what the sender had originally intended
Open EGO state addressed is the one to respond, and
response is expected or predictable.e.g... HC-HC, NP-HC,A-A, NP-NPCP to RC ?CP to CC ?
Ulterior One appears to be sending one kind of message,
but is secretly sending another!
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LIFE Positions I am OK, you’re OK ! I am OK, You’re not OK ! I am not OK, You’re OK ! I am not OK, You’re not OK !
How do these influence Student Behavior?
37
Communication Skills
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Communication At the end of this session, you will be able
to: Describe the process of communication List the elements and components of
communication Understand the types of communication Identify the barriers of communication identify how to improve communication
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Communication“The Man on the Photo”
A man stands with a photo in his hand. Another man is passing by and asks him :
“Who is the man on the Photo” ?
He Answers :
“I have neither brothers nor sisters and the man’s father is my father's son“
“Who is the man on the Photo“ ?
Answer : _________________________
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Elements of communication
The Sender The Message The Medium The Receiver
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Process of Communication
To Whom ? Through which Medium ? With what Effect ? Who ? Says What ?
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Process of Communication
SENDER RECEIVER
Idea
Encode
Select medium
Send
Receive
Decode
Interpret
Action
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Types of Communication Oral v/s Written
Formal v/s Informal
Body Language
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Words & Delivery• Choice of words used
• Delivery
* Speed, pitch, volume* Pauses* Interjections* Tone* Being Personal
• Content
• Ensure Understanding
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Barriers to Communication Judging
Criticism Name - calling Diagnosing Praising evaluatively
Sending Solutions Ordering Threatening Moralizing Excessive / Inappropriate Questioning Advising
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Barriers to Communication Avoiding the Others Concerns
Diverting Logical Argument Re-assuring
Telling the other person that he is sending a roadblock
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How to over come Barriers* Adjust to the world of receiver* Use feedback* Use reinforcement* Direct, simple Language* Face to Face* LOGIC in communication* Different channels / media* Appropriate time, place and environment
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Suggestions to Improve Communication
Present one idea at a time Explain, illustrate or demonstrate invite questions Sum up, Assess Get Action Make it brief Get acceptance of one idea before moving
on to next
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Other Crucial factors
Motivate the other person to listen Evaluate with an open mind Respond to ideas and feelings Be encouraging Empathize
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How to Improve Communication Effectiveness
Make sure what you say
Is heard by the Listener Is Understood Holds his/her interest Gets him/her involved Leads to action !
51
Listening Skills
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Listening Skills At the end of this session, you will be able
to : Define Listening Identify what prevents effective listening Understand the levels of listening How to improve listening effectiveness
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Listening is more than Merely Hearing
Hearing The physiological sensory process by which
auditory sensations are received by the ears and transmitted to the brain.
Listening A more complex psychological procedure
involving interpreting and understanding the significance of the sensory experience
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What is Listening ? Taking in information and intent Remaining non-judgmental and
empathic Acknowledging Providing input Re-stating Asking for clarifications
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What prevents effective listening
Prejudice against the speaker External Distractions Thinking Speed Premature evaluation Rejection without evidence Attempting to extract only facts
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Levels of Listening Level 1
Level 2
Level 3
Not judging Minimum distractions Acknowledging (verbal / non-verbal)
Hearing the words Emotionally detached No response
Day dreaming Forming rebuttals
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How to improve listening effectiveness
Be prepared to listen Open mind Understand not refute Focus your attention Get the main idea Take notes Avoid interrupting Summarize and evaluate
58
QuestioningSkills
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Questioning techniques objectives
By the end of this session, the participants will be able to : List the purpose of questions List the characteristics of questions List the types of questions List the techniques for asking questions List the types of questions to avoid
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Purpose of Questions To get and maintain interest To keep interest in a discussion To stimulate and guide student thinking To evaluate and summarize To distribute discussion To determine student attitude To develop the subject
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5 types of questions Factual recall Comparison Opinion Case Problem Rhetorical
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Four Techniques for asking questions
Direct (Ask -> Pause - > Call - > Listen Emphasize )
Overhead
Reverse
Relay
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Types of Questions to Avoid Catch Irrelevant Leading Pumping (reverse question gone wild) Ambiguous
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Coaching Skills Objectives At the end of this session, you will be able
to: Analyse Student Performance Problems List the reasons for students not using a
resource and take corrective action Understand specific problems that the student
may face and proactively handle them
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Elements of Coaching
With respect to performance there can be 3 situations :There is a deviation hence correction is requiredThere is a need to maintain performanceThere is a need to improve performance
What would be your first step in this Situation ? ANALYZE PERFORMANCE DEVIATION
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Steps to begin Analysis Establish Rapport Seek Information / State symptoms
Be Tactful Give trainee first chance
Seek Contract Identify Special Problems
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Specific problems Trainee may face
Resources Self Organization Attitude / Motivation Understanding Skill Knowledge
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Resources
Not available - not being used What are some reasons why a student
does not use a resource ? Not available or did not know of existence Never learned how to use it Forgot to use it Feels the resources is unreliable Perceives no “Pay Off” for using the resource Feels performance is good enough without
using the resource
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Symptoms of lack of self organization ?
Not doing the total job leaving out steps Disorganized in approach as a whole. Not following recommended procedure Using inappropriate short cuts Careless or too careful Not using correct aids tools to save time Or time wasted on being too exact
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Attitude / Motivation
Not a skill Deficiency Cannot be solved by Coaching
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Understanding
Cannot relate concepts Does not understand basic operations Does not understand terminology Cannot follow task sequence
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Knowledge
Student has forgotten facts necessary for performance
Leaving out a procedural step Checking the Wrong figures Leaving out word or number
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Skill & Why Skills Exists ?
Has Necessary theoretical knowledge but cannot apply it.
Cannot operate a piece of equipment Cannot use a particular verbal skill Cannot do simple calculations Cannot manipulate particular type of tool
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Skill & Why Skills Exists ?
Why Skill Deficiency exists Never learned the skill Does not use the skill often Environment has changed Never had feedback about Quality of work
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Methods of Analysis available
Categorized into four types Data
Excessive performance times Performance less than standards Specific tasks not attempted Inappropriate tasks being performed
Observation Counseling Testing / Questioning
76
JOHARI Window
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Improving interpersonal skills (Johari Window)
Objectives :
By the end of this session, you will be able to :
* Understand the difference between self perception and other’s - perception and the relation with personality
* Understand the importance of feedback and disclosure
* Identify the application of JOHARI Window concepts to your role.
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J0HARI WindowUnknown to
SelfKnown to
self
Knownto
Others
Unknownto
Others
Shared and mutually held public info, feelings,
motives, etc..
Unsuspected info, feelings & reactions etc .. Known only to
otherHidden info, motives &
feelings known only to self
Undiscovered potentials &
creative reservoir known neither to self nor others
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• Public - Area known to self and also known to others in any specified setting
• Blind - Areas Unknown to self but known to Others. Feedback is given or unwilling to see.
• Private - Area Known to self but unknown to others. Unwilling to share/disclose or others may not be receiving data.
• Unknown - Area unknown to self, Unknown to others.
JOHARI Window
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Processes that affect the shape of the Johari Window
==> Feedback & Disclosure
How can we improve / increase the feedback from others ?
* Accept that people can have any feelings, only behavior is to be limited.
* Treat Others with Respect (I’m OK, You ‘re OK)
* Improve Listening Skills
JOHARI Window
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Effective feedback - Characteristics
Trust Helpful Immediate Specific Suggestive
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Self Disclosure* Revealing oneself
Feelings Emotions Facts Knowledge
* Act of showing respect* Requires Trust* It has its risks
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Taking interpersonal risks Take Initiative in self disclosure
Accept self disclosure
Reciprocate
Self fulfilling prophecy
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Making Effective Disclosures
• Incorporate disclosure in Behavior, not in speech alone• The disclosure has to be relevant (as per environment)
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Significant ConclusionsHigh correlation between the size of the Public area and a person’s Effectiveness
Different settings have different Johari window. Friend - parent
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Main skills for Interpersonal effectiveness
Listening
Empathy
Diagnostic Ability
Experiential Learning
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THE END
LEARNING WILL HAPPEN
ONLY WHEN YOU PRACTICE
WHAT YOU HAVE LEARN’T