Student Management Skills-Effective Student Management

www.theskillpedia.com

Ram N Sangwan www.rnsangwan.com

Student Management

Skills

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

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

Understanding Faculty

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

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 ?

Five Roles of a faculty Establish Rapport / Relationship

Monitor the individual’s progress

Diagnose the student’s difficulties

Counsel

Assess

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

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

Role #2 : Monitor Individual Progress

Why ? Look For ?

Lengthy hesitations Improper use of course materials Not learning from mistakes unsafe actions Lack of application

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

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

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

Role #4 :Counsellor Why ? How ?

On performance Creating Action plan(if required) Support good things

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

Role #5 : Assessment Why ? How ?

Against objectives of the course ‘No Surprise’ rule

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

UnderstandingStudent

Behavior

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

Behaviors of

Effective Communicator

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

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

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

Understanding Student Behavior

Transaction Analysis (TA)

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

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

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

T R A N S A C T I O N

Stimulus + Response

EGO States Parent

Evaluative Behavior Value laden

– TAUGHT Adult

Reasonable Logical / Rational Unemotional Evaluated reaction

– THOUGHT Child

Emotional Spontaneous

– FEELINGS

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

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

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

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.

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)

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!

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?

Communication Skills

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

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 : _________________________

Elements of communication

The Sender The Message The Medium The Receiver

Process of Communication

To Whom ? Through which Medium ? With what Effect ? Who ? Says What ?

Process of Communication

SENDER RECEIVER

Encode

Select medium

Receive

Decode

Interpret

Action

Types of Communication Oral v/s Written

Formal v/s Informal

Body Language

Words & Delivery• Choice of words used

• Delivery

* Speed, pitch, volume* Pauses* Interjections* Tone* Being Personal

• Content

• Ensure Understanding

Barriers to Communication Judging

Criticism Name - calling Diagnosing Praising evaluatively

Sending Solutions Ordering Threatening Moralizing Excessive / Inappropriate Questioning Advising

Barriers to Communication Avoiding the Others Concerns

Diverting Logical Argument Re-assuring

Telling the other person that he is sending a roadblock

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

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

Other Crucial factors

Motivate the other person to listen Evaluate with an open mind Respond to ideas and feelings Be encouraging Empathize

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 !

Listening Skills

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

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

What is Listening ? Taking in information and intent Remaining non-judgmental and

empathic Acknowledging Providing input Re-stating Asking for clarifications

What prevents effective listening

Prejudice against the speaker External Distractions Thinking Speed Premature evaluation Rejection without evidence Attempting to extract only facts

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

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

QuestioningSkills

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

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

5 types of questions Factual recall Comparison Opinion Case Problem Rhetorical

Four Techniques for asking questions

Direct (Ask -> Pause - > Call - > Listen Emphasize )

Overhead

Reverse

Types of Questions to Avoid Catch Irrelevant Leading Pumping (reverse question gone wild) Ambiguous

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

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

Steps to begin Analysis Establish Rapport Seek Information / State symptoms

Be Tactful Give trainee first chance

Seek Contract Identify Special Problems

Specific problems Trainee may face

Resources Self Organization Attitude / Motivation Understanding Skill Knowledge

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

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

Attitude / Motivation

Not a skill Deficiency Cannot be solved by Coaching

Understanding

Cannot relate concepts Does not understand basic operations Does not understand terminology Cannot follow task sequence

Knowledge

Student has forgotten facts necessary for performance

Leaving out a procedural step Checking the Wrong figures Leaving out word or number

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

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

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

JOHARI Window

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.

J0HARI WindowUnknown to

SelfKnown to

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

• 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

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

Effective feedback - Characteristics

Trust Helpful Immediate Specific Suggestive

Self Disclosure* Revealing oneself

Feelings Emotions Facts Knowledge

* Act of showing respect* Requires Trust* It has its risks

Taking interpersonal risks Take Initiative in self disclosure

Accept self disclosure

Reciprocate

Self fulfilling prophecy

Making Effective Disclosures

• Incorporate disclosure in Behavior, not in speech alone• The disclosure has to be relevant (as per environment)

Significant ConclusionsHigh correlation between the size of the Public area and a person’s Effectiveness

Different settings have different Johari window. Friend - parent

Main skills for Interpersonal effectiveness

Listening

Empathy

Diagnostic Ability

Experiential Learning

THE END

LEARNING WILL HAPPEN

ONLY WHEN YOU PRACTICE

WHAT YOU HAVE LEARN’T

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