Aural/Auditory Learners: Spoken/Heard instructions facilitate learning for his type of individual. Lecture sessions, discussion groups, emails and recordings are devices that helps people with this learning preference to explore and discuss concepts with others and understand what works best for them in learning environments. Read/Write Learners: Learners who choose this preference learn best when they receive and return information as words. Communication may be penned or typed. The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses.
As a professional we have to pay very close attention to what the client is trying to say with verbal and non-verbal communication. A lot of times the worker has a lot going on and doesn’t give undivided attention to the client; which leads to miscommunication and not being able to focus on the clients problems. A great way to practice and maintain great listening skills is to have good eye contact with one another, one person talks while the other listens, and to have good body
I enjoy that I was able to learn how to comprehend the words that I was brought upon and use them to my advantage.As I got better understanding English I seem to be amired by books that keep me amazed by the knowledge that I learn from what I have read. I remember when I was in Elementary school going to the Library and sitting in the look book pit reading one of my favorate childhood author Judy B. Blume.Reading is just one of my hobbies, however in my spare time I write songs and sing them to have a piece of relax. Writing sokngs became a habit that I started when I be unease; However I still be amazed how reading keeps me learning
BALANCED LITERACY PAPER A balanced literacy program includes aspects of literature-based instruction as well as phonics. Linda Chen and Eugenia Mora-Flores (2006) say that this approach “recognizes the complexities of the act of learning to read and the need to utilize multiple approaches because children learn differently.” There is no one-size-fit all strategy to teach children how to read and write, instead we need to find out the individual needs of each student and give them several strategies to work with. It is our job as educators to provide our children with meaningful opportunities for reading and writing. Before laying out an instruction outline, we need to define our goal. Every year teachers need to
Including a basket of items, which engage the five senses, can be handled and are catalyst for discussion might be considered. Providing large font posters of common expressions and quotes, which are familiar to students, could be helpful. Symbols, metaphors and similes in literature, would be good for small group discussion could be circulated. In small groups, students can write together sentences using similes and metaphors for each sentence, which the teacher offers topics. Allowing students to work in groups with magnetic words that are good words for similes and metaphors that students can choose from to help them in sentence assembly and improvement could be fun and educational.
A person’s ability to participate in the culture of the past has relied heavily on his or her ability to read or write. A poorly constructed tweet imitates a poorly created thought. In most jobs, the ability to write has and remains an important skill. It separates the worker from the boss who can leave instructions and count on those things being done. He basically is saying that an employee who can write accurately is more valuable and promotable than one whose unclear text is likely to create a misunderstanding, problem, and
Be able to meet the communication and language needs, wishes and preferences of individuals. 2.1-It is always good to find out individual’s communication as everyone is different in home language, beliefs and cultural variations. Also is the person deaf, do they sign, have they hardship talking ie had stroke. 2.3 Show how and when to seek advice about communication preferred language. - It is very difficult if you are working
I have nothing hindering my capacity to learn; I just haven't had anyone to really explain the information to me. I really appreciate your extra interest in my success in your class which is why I have been focusing so hard on the assignments you've given me and really tried to go beyond the basic requirements. It would be of great benefit for me if we could start at the very basics and build upon that.” (Personal communication, September 27,
Human service professionals can aid in the process of helping the client, but it is ultimately up to the client to decide if they want to help themselves. In helping a client it is always good to listen as the client will tell you what they, are seeking and they will pass along clues that can be used to help the m return to self- help. Many times clients are not comfortable when they bring needs to the human service workers so at that time it is necessary in the helping process to break the ice and make them feel comfortable. Once that happens then the process can begin. Asking correct questions is also part of the helping process, never insinuate or ask questions that may put a client on the defense as this may lead to
There are a few goals that I hope to achieve before leaving Manchester. The first one is to know more about my content, mainly the vocabulary and speaking skills. The vocabulary review games were as much as a review for the students as they were for me. Grant it, they were learning objects in the classroom, such as a pencil sharpener and a computer screen, which aren’t stressed too much in speaking. If I want to teach a topic, I should try to learn as much as I can about it and never stop learning Spanish, this is also one of my goals.