Embedded Files
Use storytelling techniques: share experiences (including tutor’s own) of when things go wrong in the workplace.
Use storytelling techniques: share experiences (including tutor’s own) of when things go wrong in the workplace.
Provide a non-bullying and safe environment for learners where a “can do attitude” can be developed and where mistakes are part of the learning process. Deal with the need to tell someone in charge when the responsibility is actually their own.
Provide a non-bullying and safe environment for learners where a “can do attitude” can be developed and where mistakes are part of the learning process. Deal with the need to tell someone in charge when the responsibility is actually their own.
Develop a whanau group support process to review assessments and construct individual action plans for learning and assessment success. Adopt a “warm-demanding” philosophy which helps build trust and resilience in learners, and model “looking for solutions”, listening and offering suggestions as appropriate.
Develop a whanau group support process to review assessments and construct individual action plans for learning and assessment success. Adopt a “warm-demanding” philosophy which helps build trust and resilience in learners, and model “looking for solutions”, listening and offering suggestions as appropriate.
Teach skills for managing conflict by in-depth exploration of causes and approaches to resolution.
Teach skills for managing conflict by in-depth exploration of causes and approaches to resolution.
Plan in-class exercises where learners create a plan for acquiring a job in industry.
Plan in-class exercises where learners create a plan for acquiring a job in industry.
Use cumulative skills and topics (and also refer back to preparation for session and work already covered). Encourage learners to work to their strengths and identify where they might need support and resources and work out where to source these.
Use cumulative skills and topics (and also refer back to preparation for session and work already covered). Encourage learners to work to their strengths and identify where they might need support and resources and work out where to source these.
Encourage learners having technology difficulties with software to keep working at it.
Encourage learners having technology difficulties with software to keep working at it.
Continue to encourage a learner several times and by using different words to keep trying to resolve the problem. Do not “fix the problem” for the learner and instead use the technique: what do you think? Use a problem-solving approach and get learners to think about what the answer could be and also, “Why is that the answer?” Get them to think of alternatives.
Continue to encourage a learner several times and by using different words to keep trying to resolve the problem. Do not “fix the problem” for the learner and instead use the technique: what do you think? Use a problem-solving approach and get learners to think about what the answer could be and also, “Why is that the answer?” Get them to think of alternatives.
Encourage learners to use their own life experiences during the lesson and acknowledge when a ‘good’ question is asked.
Encourage learners to use their own life experiences during the lesson and acknowledge when a ‘good’ question is asked.
Encourage the learners to 'have a go' often throughout the session. Reinforce it’s okay to make mistakes - learn from mistake - move on. Learners check own work and rectify own mistakes. Don’t give up but back-track and find a workable solution. Highlight the importance of understanding why something doesn’t work, as well as why something does work. Use consistent messages and approaches, are honest with learners, use keywords like “effective” or “effectiveness” in terms of their work.
Encourage the learners to 'have a go' often throughout the session. Reinforce it’s okay to make mistakes - learn from mistake - move on. Learners check own work and rectify own mistakes. Don’t give up but back-track and find a workable solution. Highlight the importance of understanding why something doesn’t work, as well as why something does work. Use consistent messages and approaches, are honest with learners, use keywords like “effective” or “effectiveness” in terms of their work.
Model resilience: take responsibility for own mistakes with humour and suggest learners use an alternative resource to access correct information. Seek assistance and persist with troubleshooting the online activity.
Model resilience: take responsibility for own mistakes with humour and suggest learners use an alternative resource to access correct information. Seek assistance and persist with troubleshooting the online activity.
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