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Compare and contrast counseling and evaluation. Describe several unique types of questioning that could be used to solicit student responses.    MMM̙y___PPT10Y+D=' = @B +"h [ g _ pG (  5   S @H0e0e?Title 6"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!adrs/shapexml.xmlUn6}/ Zd}BEb$m#0"/$֚"Yr|Xf9s梛F7V2O}J,TYmJlfXdɄ<'nj&:;tbf?)%l2 sPͶ \:a?5t!k6.S:SAM'뜢?*C~Ii3{HA`"q' (CxLh8'|޸-%Rcɱ2ͯ\ܰDUAh? 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Good communication ability is an aspect of professionalism.<R , < R,<   MMM̙80___PPT10.$5"O [   4 (  4 4  xV*I0e0e?Rectangle 2"ÞPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!y4drs/shapexml.xmlTQo8 ~?סKek; (=-'^d'i_%7p8l""%?⠜oʔj6_/LEgts 6~erB7|S-SںTuNyejh2UwkRpX;T]O'RjwJdJLhpLglC6=P%bڍ !u>U(A֜UC ZIrt2>]Mf7|ۣXW8yqC_`0\E'G(ӓCr/jf)2x5-Ź f N,t/mQX+ٕǿuE ;Tt7 DgAAD[%PKnˆ>"И "-XĪR#ˀ=somM -<3qY {SFFxp|W ĝ/2yܩ?k/{9(<`D@E6́&rϯimZIL*s%tXhHǵϤAHaYGIr<0@W~#3[Gn^ԟQ`u}ZGk{hȜvMśJ c(۹k =GlwՓ(t6Te5Z+Ek:)xrĜ :fݶ8>_as]M%0y~Ё)FsEo o HRB|*O >' {<VNK[ PK!]drs/downrev.xmlDN0DHk jS*nUAph.ܖxG`4Z8j4ȇY SlTk j,D ;gI‘flAC 6d(AgZ0u=7S W n:>lmzӓz_ =6^po۲|EE( q;| $t* PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!y4)drs/shapexml.xmlPK-!]drs/downrev.xmlPK   dWhy This Module is Important   s 4  x@S*I0e0e?Rectangle 3   aMany problems within the classroom will be caused by, or contain an element of, miscommunication.b bb   MMM̙80___PPT10.$5"[ 8(  80 8  x0Q*I0e0e?Rectangle 2   dCommunication in the Classroom   O 8  xPU*I0e0e?Rectangle 3   'The instructor should create a positive environment for communication. We communicate with people when the subject is both positive and negative, during brainstorming and problem solving. Praise in public and punish in private. Catch people doing things right, and praise them for good behavior.* D D(   MMM̙80___PPT10.*b":[ <z(  < <  x0\*I0e0e?Rectangle 2   NFeedback       <  xZ*I0e0e?Rectangle 3   TProvide feedback as immediately as possible after the action. Provide feedback about both positive and negative behaviors and performance. Try to begin with positive statements, cover the negative information (via constructive criticism) and then end on a positive note.    MMM̙80___PPT10.* 8"F[ @(  @) @  xS*I0e0e?Rectangle 2   ]Employ Active Listening    @  x\*I0e0e?Rectangle 3   Q Listen to what another is saying Listening is a difficult skill to develop, especially when you are engaged in the conversation and are thinking of a response. Paraphrase and repeat back what was said to verify your own understanding of the message that you received.       MMM̙80___PPT10.* S"[ D(  DC D  x@^*I0e0e?Rectangle 2   w/Check for Understanding in the Message You Send0 0(0  s D  x_*I0e0e?Rectangle 3   aAsk the receiver to rephrase what you said. Provide more information as needed for clarification.b bb   MMM̙80___PPT10.*`{"[  H(  H( H  xQ*I0e0e?Rectangle 2   \Use Open Body Language    H  xR*I0e0e?Rectangle 3   Hands and arms relaxed. Comfortable personal space. Give your full attention to speaker. Neutral or positive facial expression.    MMM̙80___PPT10.*`a1"4g 0Lx(  L@ L  x0D0e0e?Rectangle 2  t.Questioning Techniques to Use in the Classroom/ //   MMM̙80___PPT10.*-[ @Pm(  P( P  xx?I0e0e?Rectangle 2   \The  Pause       P  xp{?I0e0e?Rectangle 3   9Ask a question and then wait several seconds for a reply. Used to add emphasis, allow time to process information, or to formulate a response. Helpful when students are not focused on you as they will notice the silence and redirect attention.    MMM̙80___PPT10.*"T[ PT(  T( T  xr?I0e0e?Rectangle 2   \The  Pause      , T  xs?I0e0e?Rectangle 3   `Allow students an equal amount of time to think (think time) before you begin to answer the question or ask another student to answer. Studies have shown that instructors will allow longer think times for students they believe can actually answer the question.* ~ ~   MMM̙80___PPT10.*"[ `X(  X. X  x q?I0e0e?Rectangle 2   bCalling on Students in Class   d X  x |?I0e0e?Rectangle 3   RChecks an individual s level of recall or understanding. Do not always call on the first one with a response. Do not let the fastest replying student dominate the class.    MMM̙80___PPT10.* /"[ ump\U(  \. \  xu?I0e0e?Rectangle 2   bCalling on Students in Class    \  x0s?I0e0e?Rectangle 3   Do not single out an individual student Go around the room in a pattern. Use a prop to pass around with each answer. Work alphabetically through your roster. Draw names or numbers from a hat.*(  (   MMM̙80___PPT10.* /"N[ `(  `. `  xt?I0e0e?Rectangle 2   bCalling on Students in Class     `  x@u?I0e0e?Rectangle 3   TWatch the students to determine how comfortable they are with this technique as this may intimidate shy students. If you establish up front when they can expect to be called upon by using one of the techniques listed above they may be less anxious.*r  r   MMM̙80___PPT10.* /"[ d(  d( d  x|?I0e0e?Rectangle 2   \Questioning Techniques   q d  xv?I0e0e?Rectangle 3   Open ended questions. Invites dialogue and discussion. May be used to evaluate critical thinking. Move students into small groups for an initial discussion then ask them to report consensus points to entire group. Make sure you circulate around the room and ensure students stay on task.T L t J LtJ    MMM̙80___PPT10.* /"[ C;h#(  h( h  x}?I0e0e?Rectangle 2   \Questioning Techniques    h  xo?I0e0e?Rectangle 3   Facilitation and coaching: This can be accomplished through individual or small group work. This is a very intensive method of evaluating students.* y y   MMM̙80___PPT10.* /"[ wolW(  l% l  xPw?I0e0e?Rectangle 2   YCounseling Students    l  xpp?I0e0e?Rectangle 3   &Involve appropriate members of the education team while also assuring confidentiality for the student. Medical director. Your supervisor or employer. Your mentor or an experienced instructor. The student s supervisor or employer.*g  g   MMM̙80___PPT10.* /"0[ pp(  p% p  xx?I0e0e?Rectangle 2   YCounseling Students     p  xq?I0e0e?Rectangle 3   ?Begin with a friendly greeting. State the facts of the behavior or performance issue, as they are known to you. Allow the student an opportunity explain the situation from their perspective, what he or she was thinking, and reasons for their action.    MMM̙80___PPT10.* /" [ iatI(  t% t  xz?I0e0e?Rectangle 2   YCounseling Students    t  xz?I0e0e?Rectangle 3   Confirm they understand the problem, check that you have all the facts, ask for clarification if needed. State and explain rules, regulations, laws, and standards which govern the behavior and any consequences.    MMM̙80___PPT10.* /"*[ xj(  x% x  x`y?I0e0e?Rectangle 2   YCounseling Students    x  x]*I0e0e?Rectangle 3   9Work together to create a plan of action or intervention. May result in a learning or behavior contract. Review what has been covered, discussed and decided. Close with a positive and supportive message.<: / c :/c   MMM̙80___PPT10.* /"[ #|(  |- |  x4I0e0e?Rectangle 2   aDocument Session in Writing    |  xp4I0e0e?Rectangle 3   Provide copies to the student and all appropriate stakeholders. Inform the student of the individuals who received this information.    MMM̙80___PPT10.* /"[ ~v^(  -   x04I0e0e?Rectangle 2   aDocument Session in Writing      x4I0e0e?Rectangle 3   %Put a copy of the document in the appropriate student or course files per your organization mandates. Always document, even if you consider it a minor infraction, so you have these documents as support if problem continues.    MMM̙80___PPT10.* /"[ $(  F   x4I0e0e?Rectangle 2   z2Use Professional Ethics in Academic Communication3 3(3  ~   x4I0e0e?Rectangle 3   lAlways be honest. Protect confidentiality. Address people directly. Treat people how you want to be treated.m mm   MMM̙80___PPT10.* /" [ H @ ( (     x4I0e0e?Rectangle 2"ÙPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!.drs/shapexml.xmlTQo6 ~ u%%shtAږ_dɓ4GMs}8vypHɏxjqP7dX eJ[5f/LEgůts ?2 Fܩ)[m]Kێ:2z4?Zj\*sȻc|8hLήf1"FbblC5#T7cp9ƆAZW:gv*Ǩ`k}-۠jۉܡ$9fr:A''!0yㆷ=}㝭74/,+ {Pˠt CTW(R[L.А)qk&H2@G|iێ]ɮM|x0QѰ%ڇ<<? /Zr6MT|Io"V_̝Gxkkm *t`F ^L0,\A'5_dON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!ȶ/drs/shapexml.xmlTQo6 ~ u%9  amˉ/Ir즹> .)"o[-ʇƚL^~KLil3!H[2[7N ؄.F7BS-O)[m}KߎWAHZ=ף#r,Mr*y7D[D>Pʖ0TC3Zao\"8H;NQRoeTU/&j%1l:̮7+my`cpW)=wG? ]NzLfş[sڥ 2%nd_Q\ܕ8ON1>|GN%:Bd`} (H,?zKjɯR6I@SI$KXU~"gche>[[RPAc3B`3ebjg!r]Fq Ԙy^}n ֢[jtL]zIyI.~4}<" ڦߚTtIe.s=M >ˤAJ^aY'I@W~#3GWn^I`uCZ'k hݓ? V7&(yM*O({Lb|E;*~h~M'prӏ 1N-N)۴Ow]neu\ '*EWS L~i]E  eHDž'5 @_0imJ-PK! ]drs/downrev.xmlDN0DHu+A. B*⡂ʂ`w&I,G3:\e=8+a6VN5{"Z$H֫ӓ%f 5K2c2C`l)+C_ 4vt*OsAN^b۷l2w"돫E=+ 1];l{ߨC$/! &ݤ |PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!ȶ/)drs/shapexml.xmlPK-! ]drs/downrev.xmlPK   `Bibliographic References   %   xЯ4I0e0e?Rectangle 3   YStritter, F. & Flair, M. (1980). Effective Clinical Teaching. Bethesda: US Department of Health, Education and Welfare. Weider-Hatfield. (1981). A unit in conflict management skills. Communication Education, 30, 265-273.J !<=    MMM̙80___PPT10.*q" g Y Q @9 (  E    x04I0e0e?Rectangle 5"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!!ldrs/shapexml.xmlUMo"94ua(0J0M{m7yew)ʮW>v;J*%L-g etw5 5s^zz=i0[5V:pT IƽZT/>n%){:-r`h:L72l{e$de'1C´">|,W[kK)rG@ `_qk&TM^צ+i·p: = Ax}TwcY܉) 8Absv ɓg $% h@aBؚ?=LS"U~s.} moo | G6Z^kt[/ :ës9cGQ~MFKcߝ~0q ڢn/xm_]MۥB=(MDPJ:ݾN!iXCS"Cc@`4g(GQW m5@ݕ: > #58"%f]L jO\[TCFhkҘ밶s&6HOeԅ!4MrUȿ–(tҭ1E]J )>(̰ʻdz480ؚŰʰ!/Ƿɲ԰.泾ُͱ0HHܨ?V$!#m8f5f'$ڸ< ;R0RbgWЩL`9*hSs)cݒ8=9f,&>C#u3m'Y - -RUn6P}wJ]_ sܙrӏWGq.0& {\PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!!l)drs/shapexml.xmlPK-!Xdrs/downrev.xmlPK `    i QUESTIONS ?  6      A??MC900048774[1]Picture 6MC900048774[1]  MMM̙80___PPT10.p{ [   P (  !   x4I0e0e?Rectangle 2   UReview Question       x4I0e0e?Rectangle 3"ÁPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!o6drs/shapexml.xmlXn6w x;vIEb 0 (4SFR{RK{W$ϿtaS)֕F']33zOOgל9/t.2[?#W30k7^x_z=nal%<@V:8RAWR1DYZe39gZT8QfPc$བ22 h25ʵNn l<фi1ty4]M +5/mh P 5MM0dfxjpsEb8`0o9#_D{\XRً+9Skss>">˫{I1&FAj=gq9~uFdKm|ff^Z:O^= `t Q.18G!O%4rz NPkx Α ?QD)rx G)ޮF GAC MY'<-\2ւr^.Ң8q[;ki3QO@ԫV=M_6!"i[C,D è9jVT;-}Vՠ۴J+x-"栛2V Y#ߓcb3ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!r drs/shapexml.xmlWn6;Y;ȋ@°cAI"UrPߣOoHV=S pș7?}׊u 0L$-g ]eLA:iw5 M7奬`q6 +^xN[ߙC$!APK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!r )drs/shapexml.xmlPK-!Uv*drs/downrev.xmlPK0   4. Model body language that is recognized as open, interested, and positive. 5. Value the need for honesty in academic communications., M:   MMM̙80___PPT10.hb"J [   p (  )   x4I0e0e?Rectangle 2   ]Review Question Answers   !    xp4I0e0e?Rectangle 3"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!5 drs/shapexml.xmlUn6;Y;ae%QjTIʱB}>Y!eE z(:3oF6:Iֻ}zęBB-~^]p-v6b2qy%>VjJcݤIC̦ӏFԚ/aJvcʿ6|N/7לiNIv'=2* x6Na3b| W`.S {ks%ELg5&ڊS 3S89&|>~^z q;h.Ă, 1?(TƾplsvJ^稺fƎ%XfeTȌ9&sɕ4k9):t&lˈdQ0ACz}t52OkMAPD&GYb8(l"K{6 \/ͺ,yLR K_"YX"}C`gjzM }^=VЀN"3zamNK/rbJlQEON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!p/Ajdrs/shapexml.xmlX]n6~/;|-v{Qg%іjTIq;G'oHY}hhE-2fywRFalUY$TBbEqqً]W[E`VvR,wz6E] 6%wU2 A @,Q~37QA~8YxD 5VRDP&Mf:]FW DJh`95isŭ19< z^ٝ jVU &:{a0djxv<5|v[r;p\ I/Q.,ɵyeѳZs#X$V0|8Dԝ G&twT]N*Ԙ9aTw3R"$[*c#7UDC0{9'u.7i½ %8|/)Av^B2}v\PiEX>dڄ3ugKܭgIT MVW'< lSm8OO@xCq'Ǵ(Ζ2KwL f7 &A\j($q#՗ϒ(0ȲJ[,G¥=/ 0 c@ǡj԰1xRO_~}T|^.RR1I/ݬ;\Ǣ$D޿) ')0Ah- agI0B*HQx?)$'hc["/ VEF_LCкTbMĢk'"ϞDg0iL. P`01"'Q;5fC+ۗL5 RؗA'W~(ՙt!m6R{|n"'85-85-Դ.iZ|gE G; ͚u d{-= 74qOj>GנvssWP`poO_]v% H}w:- t!=9?vdahPK!R*drs/downrev.xmlDAO1F&fLI늂+ %1܆[ݶ⯷ɛ/oLǎvVH#[;m#aS-oBDs$)b~y1\-XƆ% 9JhcsCݒ0r= WOIn: jZ饥< ;mV<.P}R^_ O" dvUkZߏ'oתKH7qPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!p/Aj)drs/shapexml.xmlPK-!R*drs/downrev.xmlPK   *2. Open ended questions; Small groups to report consensus points to entire group; Facilitate and coach 3. An open body language will promote better understanding of material. Hands and arms relaxed; Comfortable personal space; Give full attention to speaker; Neutral or positive facial expression.B { gH{+   MMM̙80___PPT10.hb" [ d \ D (  )   x@4I0e0e?Rectangle 2   ]Review Question Answers       xP4I0e0e?Rectangle 3";5PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!ȫ9:drs/shapexml.xmlWn6;Y;Iȋ@°cAI"UrоGߐ{ X7?>6Һ_&ܲԊJ3.2&'0ƲKR½3-½ƴ'ժ7Ͼ>)IUq3*K?ճE2+%uQ׮Ҵ;ψ'-3n5-箼=dS2B簚pY\N=(hnIbiO6P[Ѥhdl # dD9*!18G#O-,WHrZ(a>{ V4Y!O"K_>H1vP^J&% ;6T6QV^N<-\s6֧' ۄkLNZ#mҰl--ܠScv6izEHJ?$7,~~h%)m+bGgTUWrq!iRrLbZ/mZ,S]ޠP\HT^Ϝ]erI`;cۙ %uhZJq"2rw]wY$b' f@oTx;aFXb.8ss*`!EB4TmVL]Vo>nP}wR^_ O NWVEa ~J\{3PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!ȫ9:)drs/shapexml.xmlPK-!}$drs/downrev.xmlPK*   n4. Student will be able to show Open Body Language and Closed Body Language. 5. 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