Chapter 6 Listening MULTIPLE CHOICE

Size: px
Start display at page:

Download "Chapter 6 Listening MULTIPLE CHOICE"

Transcription

1 Chapter 6 Listening MULTIPLE CHOICE 1. focus on the feelings their conversational partners may have about what they are saying. a. Time-oriented listeners b. Action-oriented listeners c. Content-oriented listeners d. People-oriented listeners 2. The first stage of active listening is a. interpreting b. understanding c. attending d. evaluating 3. Which of these statements about listening apprehension is not true? a. It may increase when we are worried about misinterpreting a message. b. It is only a factor when we re meeting someone new for the first time. c. It is the anxiety we feel about listening. d. All of these are true. 4. The understanding stage of the listening process involves what? a. Physically getting ready to listen. b. Remembering information c. Analyzing facts d. Asking questions 5. To improve listening performance in conversation and in group communication a. you should completely make the shift from speaker to listener b. you should rehearse what you want to say as the other person speaks c. you should concentrate by looking at the other person s chin d. stop listening if what a person says violates your values 6. Understanding Charlene's feeling of mortification at her forgetting the name of a person she has known for years is an example of a. empathy b. sympathy c. supportiveness d. reflecting feelings 7. When one person experiences an emotional response parallel to another person's, we call this a. empathic responsiveness b. perspective taking c. mirroring d. sympathy 8. When Josh told Amy about what was going on at work and she responded by saying, "Oh, I'm really sorry. That's awful. You poor thing," Amy was demonstrating a. empathic responsiveness b. paraphrasing c. perspective taking d. sympathetic responsiveness

2 9. Jalesa is helping her daughter learn the colors of the rainbow for her quiz at school. To help her remember the colors and order, she tells her daughter to remember Roy G. Biv. When her daughter says, "But who's Roy G. Biv?" Jalesa explains that it stands for Red, Orange, Yellow, Green, Blue, Indigo, and Violet. Jalesa is teaching her daughter a. a mnemonic device b. a paraphrase c. an empathic response d. a sympathetic responsiveness 10. If in response to the statement "She's a very fast typist," you replied, "How many words a minute can she type?" you would be a. paraphrasing b. questioning to get details c. perception checking d. questioning to clarify feelings 11. Nikki comes to class early, sits in her preferred chair, and arranges her notebook and pens. She looks up at her teacher and waits for the lesson to begin. Nikki is a. Avoiding distractions b. Getting physically ready to listen c. Observing nonverbal cues d. Resisting interrupting 12. A paraphrase is: a. a repetition of what a person said b. a guess of what you think a person wants you to say c. your interpretation of what a person meant d. your effort to find out the reasons behind what someone is saying 13. A content paraphrase focuses on: a. the denotative meaning of what a person says b. how the person feels about what he says c. whether the person is right or wrong d. how the person sounds when he speaks 14. To paraphrase effectively, you should: a. focus on as many details as possible b. interrupt the speaker to make sure you understand the message correctly c. create a message that will be pleasing to the speaker d. notice the images and feelings you experience from the message 15. The five steps of the listening process, in order, are a. (1) attending, (2) understanding, (3) remembering, (4) evaluating, (5) responding b. (1) remembering, (2) attending, (3) understanding, (4) evaluating, (5) responding c. (1) hearing, (2) understanding, (3) remembering, (4) judging, (5) responding d. (1) hearing, (2) understanding, (3) judging, (4) remembering, (5) respoinding 16. The simplest way of moving information from short-term to long-term memory is to: a. take notes b. create a mnemonic c. repeat it d. ask a question about it

3 17.Mnemonic devices are a. skills used to develop supporting material for a message b. acts of inference c. techniques used to aid the memory d. vocabulary-building techniques 18. During the evaluation stage of listening you a. ask questions b. take notes c. engage in empathy d. separate fact from inference 19. Note-taking is most effective in which of the following contexts? a. Deciding what kind of bread to buy at the supermarket b. Absorbing information from a lecture c. Understanding the procedure for getting on a bus d. Meeting new people at a conference 20. Useful notes will usually: a. be very long b. have no more than three to five main points c. have a brief outline d. have lots of details 21. When you are listening to your boss explain an important new procedure for processing data, your best listening aid is likely to be a. arranging the first letters of selected state capitals to spell a word b. writing down what appear to be the key ideas of a person's message c. memorizing directions d. taking notes in outline form 22. is the process of critically analyzing what you hear to determine how truthful, authentic, or believable you judge the message to be. a. Remembering b. Evaluating c. Responding d. Empathizing 23. Critical listeners will be able to: a. exhibit optimal hearing acuity b. distinguish factual statements from inferences c. put off judgments on the truth of messages d. agree with ideas or plans that violate their own values 24. You notice that the "For Sale" sign on a neighbor's house is missing. You say, "The Jacksons' house must have been sold." This is an example of a. verifying a perception b. engaging in projection c. drawing an inference d. recognizing a fact 25. Chris calls Kelly and says, "Kelly, I'm so sorry. I'm running five minutes late to pick you up for our ballet class." Which of the following is a fact about this situation? a. Chris and Kelly will be late to ballet. b. Chris is late to pick up Kelly. c. These women are friends who are taking a ballet class together.

4 d. All of these are facts 26. The statement "Before 1850, several political parties existed" is a. a statement of fact b. a generalization c. an inference d. an opinion 27. During the remembering state of listening you a. separate fact from inference b. repeat information c. ask questions d. observe nonverbal cues 28. Which of these is an accurate paraphrase of this company policy: "Returns will only be accepted within 60 days of purchase with a receipt. After 60 days, no returns or exchanges will be made"? a. "You can return things within 60 days." b. "No returns will be made without a receipt." c. "You can return things to this store." d. "If you want to return something, you must do so within two months and you must have your receipt." 29. A supportive response a. should encourage the other person to talk about a distressing situation b. indicates that you think the person is right c. is not appropriate after a show of negative feelings d. includes a statement that describes your feelings 30. If in response to Gary s statement "I hope I get the job it really means a lot to me," you reply, "I hope you do too you've shown a great interest in that type of work," your response would be a. paraphrasing b. interpreting c. supportive d. describing behavior 31. Julie tells Deanna that she's really upset because she may fail her math class. To understand how Julie must feel, Deanna recalls when she was doing poorly in her Spanish class and how bad she felt. Deanna is engaging in a. sympathetic responsiveness b. perspective taking c. empathic responsiveness d. using a mnemonic 32. Feedback cues include all of the following except a. nodding b. checking your cellphone c. frowning d. saying huh? 33. In response to Alicia s statement "I brought all the boxes up to the second floor, and he tells me I didn't do what I was supposed to that really irks me," which of the following best holds the characteristics of an effective supportive response? a. "Were you supposed to bring them to the basement instead?" b. "Maybe he didn't yell at you. Maybe he just has a loud voice." c. "He's a real jerk, isn't he?" d. "Yeah, I can understand why you'd be upset."

5 34. In response to Traci s statement "If my mom keeps dropping me off late for work, I'm afraid they are going to fire me," which of the following would hold the characteristics of an effective supportive response? a. "Are you going to say something to her about it?" b. "Well, your mom has been going through a tough time lately." c. "Stop worrying. Your boss isn't going to fire you." d. "If I were you, I'd start getting a ride from your brother Larry instead." 35. Which of the following techniques is not likely to help you improve your attending skills a. getting physically ready to listen b. providing feedback cues c. observing nonverbal cues d. resisting mental distractions 36. If you want to offer emotional support to your friend, which of the following does your book recommend that you do? a. Use supportive responses that encourage the other person to talk about the distressing situation b. Try to make it sound like you are not giving advice. c. Give a detailed account of a time you experienced something similar. d. Emphasize that you are an impartial observer. 37. Your friend says to you, "I failed two of my classes this semester," as she shows you her report card. Which of the following statements is a fact? a. Your friend is upset about her grades. b. Your friend failed two classes. c. Your friend did not try very hard this semester. d. Your friend is not very smart. TRUE/FALSE 1. Attending is the process of receiving, constructing meaning from, and responding to spoken or nonverbal messages. 2. Resisting mental distractions is one of the steps to receive messages accurately. 3. Making the shift fully from speaker to listener is especially important when engaged in a heated conversation. 4. The process of determining the truthfulness, authenticity, or believability of the information provided is called evaluating. 5. Your response can be both judgmental and supportive at the same time.

Kelly: Okay, so we're presenting on preventing test anxiety today. I'm Kelly.

Kelly: Okay, so we're presenting on preventing test anxiety today. I'm Kelly. Kelly: Okay, so we're presenting on preventing test anxiety today. I'm Kelly. Kristy: I'm Kristy. Kelly: And, what we're going to do is separate it into two topics, really. First, it's study habits; if

More information

Listening skills audit

Listening skills audit Listening skills audit There are 30 statements to consider. Decide how much you agree or disagree with each statement, and circle the appropriate number. Once you re finished, count up your score and see

More information

Effective Communication in the Workplace. How well do you communicate????

Effective Communication in the Workplace. How well do you communicate???? Effective Communication in the Workplace How well do you communicate???? Objectives Identify three types of communication Examine barriers to effective communication Discuss three dimensions to any communication

More information

Difficult Tutoring Situations

Difficult Tutoring Situations Difficult Tutoring Situations At some time or other, all tutors will find themselves faced with difficult situations in a tutoring session. The following information will provide you with some common categories

More information

Handouts for teachers

Handouts for teachers ASKING QUESTIONS THAT ENCOURAGE INQUIRY- BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers Contents 1. Thinking about why we ask questions... 1

More information

Module 9. Building Communication Skills

Module 9. Building Communication Skills Module 9 Building Communication Skills Essential Ideas to Convey To apply a facilitative approach to supervision, supervisors have to approach the people they manage in a different way, by using certain

More information

Social Skills Lesson Plan Megan Weber X56. Weber 1

Social Skills Lesson Plan Megan Weber X56. Weber 1 Social Skills Lesson Plan Megan Weber X56 Weber 1 Weber 2 Social Skills Lesson Plan **This will be a two day lesson. 1. Group or Individual This plan is designed for a 5th grade self-contained classroom

More information

Active Listening. Learning Objectives. By the end of this module, the learner will have

Active Listening. Learning Objectives. By the end of this module, the learner will have 1 Active Listening Learning Objectives By the end of this module, the learner will have An understanding of what is meant by active listening Gained insight into your natural listening strengths and areas

More information

Lesson 2: How to Give Compliments to Tutees

Lesson 2: How to Give Compliments to Tutees Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L2-1 Lesson 2: How to Give Compliments to Tutees Introduction When correctly used, compliments

More information

Today, we re going to talk about conflict resolution. As you know, conflict is a normal part of life. Whether it s at work, at home, with friends or

Today, we re going to talk about conflict resolution. As you know, conflict is a normal part of life. Whether it s at work, at home, with friends or Today, we re going to talk about conflict resolution. As you know, conflict is a normal part of life. Whether it s at work, at home, with friends or neighbors, disagreements between people happen. When

More information

Making Your Best Right Decisions

Making Your Best Right Decisions Making Your Best Right Decisions Making Decisions By Dr. Margaret Paul Do you ever have trouble making decisions? Do you get stuck behind your fear and anxiety? Does the fear of failure and of making a

More information

Assertive Communication

Assertive Communication Learning Package Seven Assertive Communication Image from - http://vtiperformance.com/communicationtraining/assertivecommunicator.html Created: October 2011 CRANAplus 1 This Learning Package ties together

More information

The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults

The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults S. Joseph Levine, Ph.D. Michigan State University levine@msu.edu One of a series of workshop handouts made

More information

Winning At Math Paul Nolting Ph.D. Chapter 3

Winning At Math Paul Nolting Ph.D. Chapter 3 Winning At Math Paul Nolting Ph.D Chapter 3 Definition Of Math Anxiety Mathophobia and mathemaphobia are both extreme emotional and/ or physical reaction for low confidence and high anxiety. Math anxiety

More information

Revision Techniques and Tips

Revision Techniques and Tips Revision Techniques and Tips Effective Learning Your ability to learn can be affected by many factors. Fill in the spaces with what helps you learn. Work is planned carefully Learning is easier You are

More information

Effective Listening Skills

Effective Listening Skills Effective Listening Skills Overview: This class will teach awareness and knowledge of good listening skills Key Goal: To listen to people and show respect to the speaker. List the benefits of good listening

More information

What is your personal learning style? How to Study in Five Steps.

What is your personal learning style? How to Study in Five Steps. What is your personal learning style? The first secret to making learning easier and faster is understanding your personal learning style. The second secret is to know the most efficient learning style

More information

Second Step Program. Scope and Sequence: Early Learning. Objectives Children Will Be Able To UNIT 1: SKILLS FOR LEARNING UNIT 2: EMPATHY

Second Step Program. Scope and Sequence: Early Learning. Objectives Children Will Be Able To UNIT 1: SKILLS FOR LEARNING UNIT 2: EMPATHY Scope and Sequence: Early Learning WEEK 1 Welcoming Weekly Concepts UNIT 1: SKILLS FOR LEARNING There are many ways to welcome someone new to class. Welcoming someone is a way to show you care. Welcoming

More information

Reading and Taking Notes on Scholarly Journal Articles

Reading and Taking Notes on Scholarly Journal Articles Reading and Taking Notes on Scholarly Journal Articles Set aside enough time in your schedule to read material thoroughly and repeatedly, until you understand what the author is studying, arguing, or discussing.

More information

Together We Can Make a Difference: An Exam Guide for Parents and Students

Together We Can Make a Difference: An Exam Guide for Parents and Students HAMILTON-WENTWORTH CATHOLIC DISTRICT SCHOOL BOARD ST. MARY CATHOLIC SECONDARY SCHOOL Together We Can Make a Difference: An Exam Guide for Parents and Students STUDENT PARENT TEACHER STUDENT: completes

More information

5) Principle of Empathic Communication

5) Principle of Empathic Communication 5) Principle of Empathic Communication V z á j e m n á z á v i s l o s t N e z á v i s l o s t Z á v i s l o s t is one of the most important factors of human relationships. It teaches us how to first

More information

20 MEMORY TECHNIQUES

20 MEMORY TECHNIQUES IMPROVE YOUR MEMORY Studying has two parts: learning and remembering. Learning is pinpointing the facts and ideas and understanding them; remembering is putting them into long-term storage in your head.

More information

Supplemental Activity

Supplemental Activity Materials: Test-Taking Skills Assessment on page 80 in this workbook (page 19 in the student workbook) Test-Taking Tips on page 81 in this workbook (page 20 in the student workbook) Tactics for Studying

More information

What's Your Learning Style?

What's Your Learning Style? What's Your Learning Style? Learning Objectives for this Activity: To define learning styles To explain the differences between auditory, visual and kinesthetic learners To identify your learning style

More information

MIT Sloan Communication Program Teaching Note by JoAnne Yates, Sloan Distinguished Professor of Management

MIT Sloan Communication Program Teaching Note by JoAnne Yates, Sloan Distinguished Professor of Management MIT Sloan Communication Program Teaching Note by JoAnne Yates, Sloan Distinguished Professor of Management Active Listening and Reflective Responses One of the basic building blocks of communication--and

More information

Activity 1 Listening for Differences in Communication Strategies

Activity 1 Listening for Differences in Communication Strategies Activity 1 Listening for Differences in Communication Strategies Assign your students to listen to a lecture in one of their other classes. Ask them to analyze the lecture in light of the following questions:

More information

Assertive Communication

Assertive Communication Using assertive communication is an important part of recovery from drugs and alcohol. Being assertive can help you express your opinions and feelings, make requests of others and respond to requests of

More information

SAFE ENVIRONMENT LESSON PLAN

SAFE ENVIRONMENT LESSON PLAN SAFE ENVIRONMENT LESSON PLAN Grade: Third Grade All portions of this lesson plan can be completed in one session. OBJECTIVES The Third Grade student will 1. Describe situations that make them feel uncomfortable.

More information

Presented by NCTC s Counseling and Testing Office

Presented by NCTC s Counseling and Testing Office Learning Styles & Study Strategies Presented by NCTC s Counseling and Testing Office What s Going Right, and Wrong? What do you feel like you are doing well? How did you develop these strengths and good

More information

BBC Learning English Talk about English Business Language To Go Part 1 - Interviews

BBC Learning English Talk about English Business Language To Go Part 1 - Interviews BBC Learning English Business Language To Go Part 1 - Interviews This programme was first broadcast in 2001. This is not a word for word transcript of the programme This series is all about chunks of language

More information

BBC LEARNING ENGLISH 6 Minute English Brain training

BBC LEARNING ENGLISH 6 Minute English Brain training BBC LEARNING ENGLISH 6 Minute English Brain training NB: This is not a word-for-word transcript Hello and welcome to 6 Minute English. I'm Watashi-wa Ni-ru. What did you say? Watashi-wa Ni-ru. 'I'm.' It's

More information

TIMBERVIEW HIGH PRESENTS: CRAFTING CORNELL NOTES FOCUSED NOTE-TAKING THE CORNELL WAY

TIMBERVIEW HIGH PRESENTS: CRAFTING CORNELL NOTES FOCUSED NOTE-TAKING THE CORNELL WAY TIMBERVIEW HIGH PRESENTS: CRAFTING CORNELL NOTES FOCUSED NOTE-TAKING THE CORNELL WAY OUR GOAL OUR GOAL IS TO CREATE A COLLEGE- GOING CULTURE AND PREPARE EVERY STUDENT TO COMPLETE COLLEGE AND ENTER INTO

More information

Difficult Conversations: How to Discuss What Matters Most

Difficult Conversations: How to Discuss What Matters Most Difficult Conversations: How to Discuss What Matters Most A High-Level Summary of the Book by Stone, Patton and Heen Office of Human Resources The Ohio State University 1590 N. High St. Suite 300 Columbus,

More information

PE TIP SHEET NO. 11: Tips for Effective Public Speaking

PE TIP SHEET NO. 11: Tips for Effective Public Speaking Last month s Tip Sheet No. 10 provided information on forming and utilizing a speakers bureau. Now somebody s got to get out there and deliver an insightful, stimulating and captivating speech. Yikes --

More information

Building Healthy Relationships:

Building Healthy Relationships: Building Healthy Relationships: Learning to Listen Alberta Education Health & Life Skills Program of Studies Outcomes 7Grade The student will R - 7.5 Examine the characteristics of healthy relationships,

More information

Strategies for Developing Listening Skills

Strategies for Developing Listening Skills Strategies for Developing Listening Skills Dr. Neena Sharma Asst. Professor of English (AS & H) Raj Kumar Goel Institute of Technology Ghaziabad (UP), India Email - neena15sharma@gmail.com dr_neenasharma@rediffmail.com

More information

Classroom Culture Plan Name of Teacher: Date: / /

Classroom Culture Plan Name of Teacher: Date: / / room Culture Plan Name of Teacher: Date: / / Routine / Expectation Entering the Starting the Day: How will students enter the class at the very start of the day?,, Grade What does it look like? Why do

More information

Communication Skills for Effective Laboratory Management RT Erasmus Stellenbosch University and NHLS

Communication Skills for Effective Laboratory Management RT Erasmus Stellenbosch University and NHLS Communication Skills for Effective Laboratory Management RT Erasmus Stellenbosch University and NHLS Outline Learning Objectives Introduction Awareness of Your Personal Style Skillful Listening Expressing

More information

Patient counseling is a broad term which describes the process through which health care professionals attempt to increase patient knowledge of

Patient counseling is a broad term which describes the process through which health care professionals attempt to increase patient knowledge of Patient counseling is a broad term which describes the process through which health care professionals attempt to increase patient knowledge of health care issues. Patient counseling may be verbal or written

More information

1. Demonstrate an understanding of conflict resolution strategies.

1. Demonstrate an understanding of conflict resolution strategies. Lesson Plan # 5 Global Title: Conflict Resolution Objectives: In this lesson, the participants will: 1. Demonstrate an understanding of conflict resolution strategies. 2. Practice assertive communication.

More information

BmLE LESSON # 22 1. was able to tell us the meaning of our dreams, and the dreams came true!

BmLE LESSON # 22 1. was able to tell us the meaning of our dreams, and the dreams came true! BmLE LESSON 1. Genesis 40 Do you have many cows near your home? Do you sometimes go for a drive and see cows in a field? Do you know what cows eat? They eat grass and grain like wheat and barley. One day

More information

Chapter 3 True-False Questions

Chapter 3 True-False Questions Chapter 3 True-False Questions 1. T F Hearing and listening are essentially the same. 2. T F People need effective listening skills in almost all occupations. 3. T F Research indicates that even when we

More information

7.1. Physiological Barrier Poor Listening Skills Information Overload Inattention Emotions

7.1. Physiological Barrier Poor Listening Skills Information Overload Inattention Emotions 7. BARRIERS OF COMMUNICATION Communication plays a major role in developing a relationship. It can also affect the relationship among family members or management in any institute. More specifically, communication

More information

Math: Study Skills, Note Taking Skills, And Test Taking Strategies

Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math Study Skill Active Study vs. Passive Study Be actively involved in managing the learning process, the mathematics and your study

More information

Lesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1

Lesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1 PWRITE: POW + TREE: LESSON # 1 Part 1 Purpose: Develop Background Knowledge, Discuss It Objectives: Introduction to POW, writing to persuade, and TREE; identification of TREE parts in essay example Materials:

More information

CLASSROOM ENGLISH PHRASES

CLASSROOM ENGLISH PHRASES 1. Good morning CLASSROOM ENGLISH PHRASES 2. How are you? Good morning, everybody. Good afternoon, everybody. Hello, everyone. Hello there, James. 3. Introductions My name is Mr/Mrs/Ms Kim. I'm your new

More information

A Guide to Preparing Management Committee Minutes

A Guide to Preparing Management Committee Minutes Neighbourhood Houses Tasmania Inc A Guide to Preparing Management Committee Minutes Why make a record of Management Committee meetings? There are important reasons to record what has been discussed and

More information

Lesson Plan Guide 1. STUDENTPATHS connecting students to their future GOALS: OBJECTIVES: ASCA STANDARDS ADDRESSED: COMMON CORE STANDARDS ADDRESSED:

Lesson Plan Guide 1. STUDENTPATHS connecting students to their future GOALS: OBJECTIVES: ASCA STANDARDS ADDRESSED: COMMON CORE STANDARDS ADDRESSED: STUDENTPATHS connecting students to their future TITLE: Communications Basics, Nonverbal RELEVANT H.S. SUBJECT AREAS: Advisory, Life Skills, Language Arts GRADE LEVELS: 7-12 SP TAB/CONTENT AREA: Personal/Building

More information

Preparing for an ORAL PRESENTATION Advice for students

Preparing for an ORAL PRESENTATION Advice for students Preparing for an ORAL PRESENTATION Advice for students 1. How to prepare a presentation 2. What makes a good talk? / What makes a bad talk? 3. Managing your nerves 4. Dealing with question time 5. Other

More information

Table of Contents. Activity #1: Listening Inventory. I. Introduction II. Effective Communication

Table of Contents. Activity #1: Listening Inventory. I. Introduction II. Effective Communication Table of Contents I. Introduction II. Effective Communication Activity #1: Listening Inventory III. Active Listening Skills IV. Examples of Effective Communication V. What Defines a Respectful Relationship?

More information

WEB FORM E HELPING SKILLS SYSTEM

WEB FORM E HELPING SKILLS SYSTEM WEB FORM E HELPING SKILLS SYSTEM Introduction: The Helping Skills System (HSS) includes verbal helping skills, which refer to what helpers say during sessions to help clients. One (and only one) skill

More information

MEMORY. -Tyron Edwards 11/30/15

MEMORY. -Tyron Edwards 11/30/15 MEMORY The secret of a good memory is attention, and attention to a subject depends upon our interest in it. We rarely forget that which has made a deep impression on our minds. -Tyron Edwards 11/30/15

More information

TWO REASONS STUDENTS LEAVE THE TEST ROOM EARLY

TWO REASONS STUDENTS LEAVE THE TEST ROOM EARLY THE FIVE CAUSES OF TEST ANXIETY: Test anxiety is a learned behavior. The association of grades and personal worth causes test anxiety. Test anxiety can come from a feeling of a lack of control. Test anxiety

More information

EXAM PREPARATION & MEMORY

EXAM PREPARATION & MEMORY Learning Centre EXAM PREPARATION & MEMORY There is no quick and easy way to succeed on exams. You have to work steadily throughout the term and have to study hard prior to a test. Unfortunately, many students

More information

Mindset Activities for the Secondary Classroom

Mindset Activities for the Secondary Classroom Mindset Activities for the Secondary Classroom Nov. 4 - ISACS Laura Crowley John Burroughs School (St. Louis, MO) email: lcrowley@jburroughs.org Agenda Introduction. -My details -How I discovered Mindsets

More information

I. Review Your Study Behaviors and Habits

I. Review Your Study Behaviors and Habits Lee I. McCann Distinguished Professor of Psychology University of Wisconsin Oshkosh *Study Tips I. Review Your Study Behaviors and Habits Have you ever taken an exam, felt like you knew the material, and

More information

CWS Anxiety Workshop. Anxiety & Relationships. 1. Boundaries and Assertiveness

CWS Anxiety Workshop. Anxiety & Relationships. 1. Boundaries and Assertiveness CWS Anxiety Workshop Anxiety & Relationships Relationships and interactions with other people are often a major cause of anxiety or a major factor that maintains anxiety. There are some important things

More information

Orientation to Quality Customer Service

Orientation to Quality Customer Service Orientation to Quality Customer Service This orientation contains crucial information for all new student employees at DePaul University. The orientation is designed to acquaint you with the everyday practices

More information

Taking Notes in Class THINK

Taking Notes in Class THINK Taking Notes in Class I. Page Setup: Cornell System Date Topic Leave blank 2 Notes 2-3 lines leave blank II. Background Information. A. Today we will be discussing an organized way of study that starts

More information

Problem-Solving Discourse

Problem-Solving Discourse Problem-Solving Discourse 1 Problem-Solving Discourse Assisting Angry Youth to Become Better Problem-Solvers Adapted from: Meichenbaum, D. (2001). Treatment of Individuals with Anger Control Problems and

More information

Social Skills for Kids with ADD (ADHD)

Social Skills for Kids with ADD (ADHD) Social Skills for Kids with ADD (ADHD) "Nobody wants to play with me." "I never get invited to birthday parties." "The kids were teasing me today at school." "I don't fit in." Sound familiar? We've all

More information

Chapter 14: Noun Clauses

Chapter 14: Noun Clauses Chapter 14: Noun Clauses TRUE/FALSE The two sentences have the same meaning. Mark T or F. 1. I wonder if she's going to give us another chance. Whether or not she's going to give us another chance isn't

More information

Tutoring Tips: Step-by-Step

Tutoring Tips: Step-by-Step Tutoring is a great way for adults to help children learn. Tutoring offers an opportunity for one-on-one interaction, focused support for children's problem areas and a welcome break from typical classroom

More information

Lesson Plan for Note Taking

Lesson Plan for Note Taking Lesson Plan for Note Taking Goals: To prepare students to take pertinent notes form lecture, books and activities. Expose students to different styles of note-taking. Give students an opportunity to practice

More information

Cornell Note Taking System (For Lecture or Reading)

Cornell Note Taking System (For Lecture or Reading) Cornell Note Taking System (For Lecture or Reading) Taking good notes is one of several keys to academic success. There are several reasons why developing an effective technique of note taking is important.

More information

CHIPPEWA STUDY SKILLS. Helpful Hints for Test and. Exam Preparation. Brought to you by Chippewa Resource and Student Success

CHIPPEWA STUDY SKILLS. Helpful Hints for Test and. Exam Preparation. Brought to you by Chippewa Resource and Student Success CHIPPEWA STUDY SKILLS Helpful Hints for Test and Exam Preparation Brought to you by Chippewa Resource and Student Success The Raider 5 Step Study Method & Other Tidbits Step 1: Organize Your Notebook Your

More information

Conditional Sentences: Additional Exercises 1 (Answers)

Conditional Sentences: Additional Exercises 1 (Answers) Universidad de Los Andes Facultad de Humanidades y Educación Escuela de Idiomas Modernos Conditional Sentences: Additional Exercises 1 (Answers) I. Choose the correct completion. 1. If I could speak Spanish,

More information

RESOURCES.RESULTS.RELIEF. How to Address Excessive Reassurance Seeking

RESOURCES.RESULTS.RELIEF. How to Address Excessive Reassurance Seeking RESOURCES.RESULTS.RELIEF. How to Address Excessive Reassurance Seeking Children and teens look to their parents for information about the world. It is normal and helpful for parents to provide children

More information

Characteristics of Auditory Learners:

Characteristics of Auditory Learners: Characteristics of Auditory Learners: Characteristics of Learning Styles They talk about what to do, about the pros and cons of a situation. They indicate emotion through the tone, pitch, and volume of

More information

ENGLISH CONVERSATION FOR YOUR LIFE NARONGRITH MINGJAREON, PORNTIP WIRIYAPOTIKARN

ENGLISH CONVERSATION FOR YOUR LIFE NARONGRITH MINGJAREON, PORNTIP WIRIYAPOTIKARN ENGLISH CONVERSATION FOR YOUR LIFE BY NARONGRITH MINGJAREON, PORNTIP WIRIYAPOTIKARN 1 SAMPLE WAYS TO INTRODUCE YOURSELF Introducing yourself to Stanley can be tricky because what you say depends entirely

More information

Helping English Language Learners Make Sense of Math Word Problems

Helping English Language Learners Make Sense of Math Word Problems Helping English Language Learners Make Sense of Math Word Problems A Lesson with Second Graders Rusty Bresser, Kathy Melanese, and Christine Sphar Featured in Math Solutions Online Newsletter, Fall 2008,

More information

Communication and Problem Solving

Communication and Problem Solving INSTRUCTOR S GUIDE Communication and Problem Solving First Edition, 2006 California Childcare Health Program Administered by the University of California, San Francisco School of Nursing, Department of

More information

Meeting People and Meeting People Again

Meeting People and Meeting People Again Meeting People and Meeting People Again Stand up and go around roleplaying meeting people in the room, imagining it is the first time you have met (even you have had previous contact by email etc.) Do

More information

Love and Approval Addiction

Love and Approval Addiction Love and Approval Addiction Do You Need Others' Approval? By Dr. Margaret Paul Are you often anxious about how you perform and how you look? Are your good feelings dependent upon how others feel about

More information

Sample Process Recording - First Year MSW Student

Sample Process Recording - First Year MSW Student Sample Process Recording - First Year MSW Student Agency: Surgical Floor, City Hospital Client System: Harold Harper, age 68, retired widower Date: November 18, 20xx Presenting Issues: Cardiologist observed

More information

STEP 5: Giving Feedback

STEP 5: Giving Feedback STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and

More information

The Everyday Science of Your Brain

The Everyday Science of Your Brain 1 6-8 Lesson Plan The Everyday Science of Your Brain Lesson Overview: In this lesson, students will learn which parts of their brain help them learn and remember. They will learn the science behind short-

More information

TRIGGERS: SKILLS FOR ANGER MANAGEMENT

TRIGGERS: SKILLS FOR ANGER MANAGEMENT 2006 TRIGGERS: SKILLS FOR ANGER MANAGEMENT OUTCOMES As a result of this lesson, students will be able to: Describe the words, actions, or body language that trigger anger in themselves and others. Compare

More information

TAKING NOTES. II. Instructors usually give clues to what is important to take down:

TAKING NOTES. II. Instructors usually give clues to what is important to take down: TAKING NOTES I. There are many reasons for taking lecture notes. A. Making yourself take notes forces you to listen carefully and test your understanding of the material. B. When you are reviewing, notes

More information

Preventing bullying: a guide for teaching assistants. SEN and disability: developing effective anti-bullying practice

Preventing bullying: a guide for teaching assistants. SEN and disability: developing effective anti-bullying practice Preventing bullying: a guide for teaching assistants SEN and disability: developing effective anti-bullying practice Preventing bullying: a guide for teaching assistants 2 Introduction This guide is based

More information

Workplace Communication Skills DVD Instructor s Guide

Workplace Communication Skills DVD Instructor s Guide Overview Workplace Communication Skills DVD Instructor s Guide By JIST PUBLISHING Employers consistently rank communication skills as the most desirable quality in new hires. In a world driven by information

More information

SESSION 13 (2 days) Cornell Note Taking Study Techniques

SESSION 13 (2 days) Cornell Note Taking Study Techniques SESSION 13 (2 days) Cornell Note Taking Study Techniques What Do I Wish to Accomplish in this Session? Teach Cornell Note Taking skill Share study strategies to help students be more effective when doing

More information

RESPECT 4 U. Unit B. Assertiveness and Communication

RESPECT 4 U. Unit B. Assertiveness and Communication Unit Purpose: The lessons in this unit emphasise the importance of communication and critically analyse different approaches to communication. This analysis will include a focus on verbal and non-verbal

More information

Verbal Communication II

Verbal Communication II Verbal Communication II Course Health Science Unit II Communication Essential Question How does the communication process affect health care delivery? TEKS 130.204 (c) 2A, 2B, 3B, 3C Prior Student Learning

More information

Lesson Share TEACHER S NOTES. Socializing by Gary Jones. Procedure

Lesson Share TEACHER S NOTES. Socializing by Gary Jones. Procedure Lesson Share TEACHER S NOTES Socializing by Gary Jones Age: Level: Time: Aim: Adults Upper intermediate 90 mins To practise making small talk; to learn lexis for active listening Key skills: Speaking Materials:

More information

Public Speaking Outline Session 2. Intros and warm-up: On The Spot Presentation Introductions

Public Speaking Outline Session 2. Intros and warm-up: On The Spot Presentation Introductions 1 Public Speaking Outline Session 2 Session 2: Anxiety, gestures, body language Intros and warm-up: On The Spot Presentation Introductions Check-in and follow-up from last session 30:00 Topic: Anxiety

More information

Effective Counseling Skills

Effective Counseling Skills Effective Counseling Skills All rights reserved. Daniel Keeran, MSW College of Mental Health Counseling www.collegemhc.com Daniel Keeran, MSW, has been a professional counselor and therapist for over 30

More information

HEALTHY COMMUNICATION SKILLS

HEALTHY COMMUNICATION SKILLS HEALTHY COMMUNICATION SKILLS A Step-by-Step Guide For Educators Excerpted From Curricula Developed By The Centers for Disease Control and Prevention (CDC) PURPOSE OF SESSION 1. Increase awareness about

More information

MINUTE TAKING. All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use

MINUTE TAKING. All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use MINUTE TAKING All material copyright of Lindsay Wright This pack is for sample purposes only, and not for re-use 1 Minute Taking Sample Programme OBJECTIVES As a result of the programme participants should

More information

A Taxonomy of Reflection

A Taxonomy of Reflection A Taxonomy of Reflection 1. A Taxonomy of Lower to Higher Order Reflection Assume an individual has just completed a task. What types of questions might they use to reflect on the experience? How might

More information

Lesson Overview Title Lilly s Purple Plastic Purse by Kevin Henkes. Focus of Lesson Reading comprehension, vocabulary development

Lesson Overview Title Lilly s Purple Plastic Purse by Kevin Henkes. Focus of Lesson Reading comprehension, vocabulary development Lesson Overview Title Lilly s Purple Plastic Purse by Kevin Henkes Focus of Lesson Reading comprehension, vocabulary development Objectives The learner will answer open-ended questions about the story

More information

MODULE 3.2 COMMUNICATING WITH PARENTS

MODULE 3.2 COMMUNICATING WITH PARENTS MODULE 3.2 COMMUNICATING WITH PARENTS Table of contents Objectives Outcomes Key messages Positive relationships and effective communication Communicating with parents Appreciating parent and staff vulnerabilities

More information

Urban Design Architect

Urban Design Architect Career Service Authority Urban Design Architect Page 1 of 5 GENERAL STATEMENT OF CLASS DUTIES Performs standard level professional architectural work by applying the knowledge of land use, transportation,

More information

SAMPLE TEST INFORMATION -- English Language Test (ELT) General Information There are three parts to the ELT: Listening, Reading, and Writing.

SAMPLE TEST INFORMATION -- English Language Test (ELT) General Information There are three parts to the ELT: Listening, Reading, and Writing. SAMPLE TEST INFORMATION -- English Language Test (ELT) General Information There are three parts to the ELT: Listening, Reading, and Writing. The Listening Comprehension Test The listening comprehension

More information

How to teach listening 2012

How to teach listening 2012 How to teach listening skills "Great speakers are not born, they re trained." - Dale Carnegie (1921) Intended Learning Outcomes (ILOs) To enhance deeper understanding of the process of listening as a communicative

More information

Effective Study Skills. Dr. Bob Kizlik. How to Study and Make the Most of Your Time

Effective Study Skills. Dr. Bob Kizlik. How to Study and Make the Most of Your Time Effective Study Skills Dr. Bob Kizlik How to Study and Make the Most of Your Time There is little doubt that no two people study the same way, and it is a near certainty that what works for one person

More information

Boost Your Mind Power Week by Week Bill Lucas

Boost Your Mind Power Week by Week Bill Lucas The Big Idea Boost Your Mind Power Week by Week Bill Lucas The human mind is so complex that it was believed to be like empty vessels waiting to be filled with facts and figures. But with the advent of

More information

Don't worry about whether you're right or wrong his response will guide you. That's how the connection begins.

Don't worry about whether you're right or wrong his response will guide you. That's how the connection begins. Quiz: Talking and Active Listening With Your Teen Active listening can clue you in to what's really bugging him. The next time your teen flies off the handle, try using "active listening" to get past the

More information

Classroom Behavior Management Plan

Classroom Behavior Management Plan Haffner 1 Classroom Behavior Management Plan Daniel Haffner November 20, 2009 EDUC 348 Haffner 2 Philosophy of Classroom Management Classroom management is a course taught at every teacher college across

More information

Are You Prepared For Tricky Behavioral Interview Questions Like These??... (See the Answers below)

Are You Prepared For Tricky Behavioral Interview Questions Like These??... (See the Answers below) 1 Are You Prepared For Tricky Behavioral Interview Questions Like These??... (See the Answers below) Why did you leave your last job? Have you ever been fired or forced to resign? Why have you had so many

More information