After taking the “Skills Survey” at the end of Chapter 5, I was surprised to find several strengths and limitations I was unaware of in my listening skills, as well as some abilities I was unsure of. I found that I had eight specific strengths throughout the assessment. These included, being a good listener, feeling comfortable speaking and giving eye contact, asking the speaker to repeat their feelings for personal clarity, empathy, asking questions to gather information, using reflection techniques, using basic interviewing skills, and facilitating conversation to move toward a goal.
All of these skills are clearly brought out in my experience volunteering at Orchard Hill Elementary. I know when I am working with a student who is significantly …show more content…
However, I do not view any of the six listed as whole downfalls. The results I received told me that I disagree that I can’t understand how people get into difficult situations, I don’t feel comfortable asking people questions, I speak too fast or slow, and my volume is too loud and soft. I view most of these attributes as surface techniques that depend on the personality of the listener and their tailored response to the speaker at hand. I believe that I work hard to have high empathy for others and incorporate my communication skills at a rate best pertained to the speaker. Despite my opinion, I will continue to be conscious of my skills identified as …show more content…
This often occurs when I am leading classroom discussions. I believe I ask a lot of questions to get students thinking, however, I notice that I may not ask the class to elaborate further. Instead, I may ask if my thoughts about their viewpoint are correct. I believe I would be able to find the outcome I’m looking for if I just paused and soaked in the information given. In addition, I recognize several moments when children talk to Mr. Berns about their goals. On multiple occasions, students express the interest in accomplishing new feats, yet continue to carry out opposing actions. According to Kinsella’s text, this would be an example where the use of confrontation may be helpful. Confrontation is defined as “identifying a discrepancy between what clients say they want to accomplish and their actions” (2015, p. 103). I feel hesitant to intervene due to my lack of credentials. My supervisor has never hindered my interactions with students, but I want to respect his position of authority. However, I could still incorporate moments that may involve confrontation to shed light on the discrepancies students hold to reaching their aspirations in a subtle way to avoid disrupting this internal
All of these skills are clearly brought out in my experience volunteering at Orchard Hill Elementary. I know when I am working with a student who is significantly …show more content…
However, I do not view any of the six listed as whole downfalls. The results I received told me that I disagree that I can’t understand how people get into difficult situations, I don’t feel comfortable asking people questions, I speak too fast or slow, and my volume is too loud and soft. I view most of these attributes as surface techniques that depend on the personality of the listener and their tailored response to the speaker at hand. I believe that I work hard to have high empathy for others and incorporate my communication skills at a rate best pertained to the speaker. Despite my opinion, I will continue to be conscious of my skills identified as …show more content…
This often occurs when I am leading classroom discussions. I believe I ask a lot of questions to get students thinking, however, I notice that I may not ask the class to elaborate further. Instead, I may ask if my thoughts about their viewpoint are correct. I believe I would be able to find the outcome I’m looking for if I just paused and soaked in the information given. In addition, I recognize several moments when children talk to Mr. Berns about their goals. On multiple occasions, students express the interest in accomplishing new feats, yet continue to carry out opposing actions. According to Kinsella’s text, this would be an example where the use of confrontation may be helpful. Confrontation is defined as “identifying a discrepancy between what clients say they want to accomplish and their actions” (2015, p. 103). I feel hesitant to intervene due to my lack of credentials. My supervisor has never hindered my interactions with students, but I want to respect his position of authority. However, I could still incorporate moments that may involve confrontation to shed light on the discrepancies students hold to reaching their aspirations in a subtle way to avoid disrupting this internal