Thursday, December 26, 2013
Tuesday, December 17, 2013
Sunday, December 1, 2013
Sunday, September 1, 2013
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Thursday, August 22, 2013
Wednesday, August 21, 2013
ഒരുകാലത്ത് നമ്മൾ ആഘോഷിച്ച ഓണം
ഈ വർഷം വരുന്നു തയ്യാറാവുക ഓണത്തെ വരവേല്കാൻ
കൈ നിറയെ പൂ പോലത്തെ സ്നേഹവും മനം നിറയെ സമൃദ്ധിയും
ഒപ്പം ഇല്ലാത്തവരോടു സ്വല്പം കരുണയും കരുതലും വേണ്ടേ
മദ്യത്തിനും ആർഭാടഡത്തിനും പണം ചിലവാക്കുമ്പോൾ
ഓർക്കുക നമ്മുടെ പൂർവികരെ
മാവേലി കണ്ട മലനാടിനെ
സ്നേഹത്തോടെ
ഒരു മലയാളി
Monday, August 5, 2013
Steps to SUCCEED
Steps to SUCCEED
You
dream what you
imagine and you
imagine what you
want to achieve. Some dreams have changed the world.
To be
a success have
a dream and
let the dream
have you. Dream yourself
as successful, and that
alone will contribute
immeasurably to SUCCESS ! Dream what
you dare, do what
you dare to
do and be
what you dare
to be.
Monday, July 29, 2013
Competencies dealing with people
v
Establishing / fostering focus
v
Providing motivational support
v
Fostering teamwork
v
Empowering others
v
Managing change
v
Developing others
v
Managing performance
v
Attention to communication
v
Oral communication
v
Written communication
v
Persuasive communication
v
Interpersonal awareness
v
Influencing others
v
Building collaborative relationships
v
Customer orientation
Friday, July 19, 2013
Tuesday, July 2, 2013
Sunday, June 30, 2013
Friday, June 28, 2013
Thursday, May 9, 2013
Life will change. If we take positive measurable actions
Vision Perception
1. The Importance of Vision with Mission
2. Anti clock wise moment
2 Mission 1 Vision 3 Results
3. Vision + Mission = Results (Better or Worst)
2 What is Mission? 1 Why Vision? 3
Can We get the desired results?
4. Vision + Mission = Results
Mission? Vision? Results?
A great perception of future
developments A specific task or duty assigned to a person or group of people A
favorable or unfavorable concrete outcome or effect. Often used in the plural
5. Vision + Mission = Results How we perceive Vision and Core
Values ?
Vision Decorated words Core Values
Meaningless Actions
6. Vision + Mission = Results
Conclusion
Life will change. If we take
positive measurable actions
The only question is . . . will it get better or
will it get worse?
Monday, April 8, 2013
CARE: Teacher TOUCH
CARE: Teacher TOUCH: Teacher Touch Action PLAN 1. Pull, don’t push. Create an environment that raises a lot of questions from each of your students, a...
Teacher TOUCH
Teacher Touch
Action PLAN
1.
Pull, don’t push.
Create an environment that raises a lot of questions from each of your students, and help them translate that into insight and understanding. Education is too often seen as the transmission of knowledge. Real learning happens when the student feels the need to reconcile a question he or she is facing—and can’t help but seek out an answer.
Create an environment that raises a lot of questions from each of your students, and help them translate that into insight and understanding. Education is too often seen as the transmission of knowledge. Real learning happens when the student feels the need to reconcile a question he or she is facing—and can’t help but seek out an answer.
2.
Create from relevance.
Engage kids in ways that have relevance to them, and you’ll capture their attention and imagination. Allow them to experience the concepts you’re teaching firsthand, and then discuss them (or, better yet, work to address them!) instead of relying on explanation alone.
Engage kids in ways that have relevance to them, and you’ll capture their attention and imagination. Allow them to experience the concepts you’re teaching firsthand, and then discuss them (or, better yet, work to address them!) instead of relying on explanation alone.
3.
Stop calling them “soft” skills.
Talents such as creativity, collaboration, communication, empathy, and adaptability are not just nice to have; they’re the core capabilities of a 21st-century global economy facing complex challenges.
Talents such as creativity, collaboration, communication, empathy, and adaptability are not just nice to have; they’re the core capabilities of a 21st-century global economy facing complex challenges.
4.
Allow for variation.
Evolve past a one- size-fits-all mentality and permit mass customization, both in the system and the classroom. Too often, equality in education is treated as sameness. The truth is that everyone is starting from a different place and going to a different place.
Evolve past a one- size-fits-all mentality and permit mass customization, both in the system and the classroom. Too often, equality in education is treated as sameness. The truth is that everyone is starting from a different place and going to a different place.
5.
No more sage onstage.
Engaged learning can’t always happen in neat rows. People need to get their hands dirty. They need to feel, experience, and build. In this interactive environment, the role of the teacher is transformed from the expert telling people the answer to an enabler of learning. Step away from the front of the room and find a place to engage with your learners as the “guide on the side.”
Engaged learning can’t always happen in neat rows. People need to get their hands dirty. They need to feel, experience, and build. In this interactive environment, the role of the teacher is transformed from the expert telling people the answer to an enabler of learning. Step away from the front of the room and find a place to engage with your learners as the “guide on the side.”
6.
Teachers are designers.
Let them create. Build an environment where your teachers are actively engaged in learning by doing. Shift the conversation from prescriptive rules to permissive guidance. Even though the resulting environment may be more complicated to manage, the teachers will produce amazing results.
Let them create. Build an environment where your teachers are actively engaged in learning by doing. Shift the conversation from prescriptive rules to permissive guidance. Even though the resulting environment may be more complicated to manage, the teachers will produce amazing results.
7.
Build a learning community.
Learning doesn't happen in the child’s mind alone. It happens through the social interactions with other kids and teachers, parents, the community, and the world at large. It really does take a village. Schools should find new ways to engage parents and build local and national partnerships. This doesn't just benefit the child—it brings new resources and knowledge to your institution.
Learning doesn't happen in the child’s mind alone. It happens through the social interactions with other kids and teachers, parents, the community, and the world at large. It really does take a village. Schools should find new ways to engage parents and build local and national partnerships. This doesn't just benefit the child—it brings new resources and knowledge to your institution.
8.
Be an anthropologist, not an archaeologist.
An archaeologist seeks to understand the past by investigating its relics and digging for the truth of what was. An anthropologist studies people to understand their values, needs, and desires. If you want to design new solutions for the future, you have to understand what people care about and design for that. Don’t dig for the answer—connect.
An archaeologist seeks to understand the past by investigating its relics and digging for the truth of what was. An anthropologist studies people to understand their values, needs, and desires. If you want to design new solutions for the future, you have to understand what people care about and design for that. Don’t dig for the answer—connect.
9.
Incubate the future.
What if our K–12 schools took on the big challenges that we’re facing today? Allow children to see their role in creating this world by studying and creating for topics like global warming, transportation, waste management, health care, poverty, and even education. It’s not about finding the right answer. It’s about being in a place where we learn ambition, involvement, responsibility, not to mention science, math, and literature.
What if our K–12 schools took on the big challenges that we’re facing today? Allow children to see their role in creating this world by studying and creating for topics like global warming, transportation, waste management, health care, poverty, and even education. It’s not about finding the right answer. It’s about being in a place where we learn ambition, involvement, responsibility, not to mention science, math, and literature.
10.
Change the discourse.
If you want to drive new behavior, you have to measure new things. Skills such as creativity and collaboration can’t be measured on a bubble chart. We need to create new assessments that help us understand and talk about the developmental progress of 21st-century skills. This is not just about measuring outcomes, but also measuring process. We need formative assessments that are just as important as numeric ones. And here’s the trick: we can’t just have the measures. We actually have to value them
If you want to drive new behavior, you have to measure new things. Skills such as creativity and collaboration can’t be measured on a bubble chart. We need to create new assessments that help us understand and talk about the developmental progress of 21st-century skills. This is not just about measuring outcomes, but also measuring process. We need formative assessments that are just as important as numeric ones. And here’s the trick: we can’t just have the measures. We actually have to value them
Friday, March 29, 2013
Tips to Train the people
Becoming an Effective Communicator
Whether you are giving a speech, leading a workshop, or talking
one-to-one with a patient or family member, your goal is to be a clear and
effective communicator. The secret of
good communication is remembering that the audience is more important than the
topic. People want you to care about them, and most of them hunger for
honest information from someone who tells the truth in plain language.
- All communication is really one-to-one.
- Even speaking to an audience means
speaking to a collection of individuals.
- Show people you care by helping them to
see the meaning and value of the information you are sharing and how it
affects their professional lives.
The following are helpful hints
on planning, preparing, and presenting a message to a group of individuals.
Planning Your Message
|
1.
Audience
·
Who is in the audience?
·
What do they have in common? You with them?
·
What are their wants, worries, and
questions?
·
How long do you have?
·
What is your own purpose? What response do
you want from them when you finish?
|
2.
Message
·
In 25 words or less, what is the most
important thing you want the audience to remember or do as a result of your
communication?
|
3.
Visual Aids
·
Will you use visual aids?
·
What kind? (PowerPoint, flip chart,
acetates, chalk board, other)
·
Will you use props and/or printed handouts?
|
Preparing your Message
|
4.
Opening
When
beginning your presentation, plan to:
·
Greet people warmly.
·
Get the attention of your audience—state a
question or share a personal experience.
·
Preview what is coming— promise people what
they will get from listening to you or talking with you.
·
Give your name after the question or
promise (or before if that seems a better time).
·
Offer people some information about your
professional and personal qualifications.
·
Let people know if you want to hear
questions during or after your presentation. Note: It can make for a richer learning
experience if you answer questions during your lesson.
|
5.
Presentation Body
You can build your presentation
around different organizing themes such as:
·
The questions your audience is likely to
have.
·
A time structure (past, present, future).
·
A problem-solution approach (your subject
today, the problem, solution(s), benefits).
·
A decision-making approach (state an
opinion or suggestion, offer an opposite view, give evidence to support the
first opinion or suggestion, and restate it in a new way).
If you use statistics:
·
Don’t overuse them.
·
Give a source.
·
Use up-to-date information.
·
Round up or down.
·
Present numbers visually if over four
figures long.
·
Turn facts into pictures when possible.
As you speak, illustrate your
points by sharing examples.
|
6.
Conclusion
When concluding your
presentation, plan to:
·
Summarize the main points.
·
Invite or encourage people to act—to put
what they have learned into practice.
·
Suggest some next steps they can take to
learn more about their topic; ask
participants for ideas about how they can learn more.
·
Write a strong final line that alerts
people that you are finished and ends your presentation on a positive note of
hope.
·
End on time.
|
Presenting Your Message
|
7.
Delivery
Use your
plans from #4 under Preparing Your Message. In addition:
·
Speak in short phrases in terms your
audience understands.
·
Emphasize key ideas.
·
Define and translate technical terms and
statistics.
·
Use a conversational tone of voice.
·
Control the volume of your voice.
·
Involve your audience with questions,
handouts, or interactive exercises.
·
Show respect for each person during the
question-and-answer period.
·
Be courteous to hostile or difficult
individuals.
·
Repeat all questions before answering them
in a large group.
·
Transition from one main idea to another
using:
Words:
“therefore,” “according to.”
Phrases: “as I
explained earlier,” “on the one hand”
Sentences: “Let’s
look at another point of view.” “Here is another way of looking at this.”
At the end of your presentation,
use your conclusion plans from #6 under Preparing Your Message.
|
8.
Body Language
·
Stand rather than sit—if you are able—while
speaking.
·
If standing, plant your feet firmly on the
floor; stand tall.
·
Stand at ease and show a friendly face.
·
If you are sitting when you speak, lean
forward slightly, from the waist with a straight back.
·
Use your hands to communicate.
·
Look and see the audience when you speak to them.
·
Convey energy and enthusiasm for the topic.
·
Wear clothing that makes you feel
comfortable and effective and shows respect for your audience.
·
Use verbal focusing techniques such as
signposting (showing with your hands the number of points or ideas you want
to highlight) or the inserted question (“So, what does all this tell us about
adherence to treatment?”).
|
9.
Visual Aids
·
Locate and test equipment and lights in
advance.
·
Place visual aids where they can be seen
and display only when ready to discuss them.
·
Display key words rather than sentences.
·
Use lettering large enough to be seen on a
flip chart and a white board.
·
Use graphic devices for clarity (borders,
bullets, boxes).
·
Add images as well as words (put images at
top or left and text to the right).
·
Use a pointer (roll a large piece of paper,
hold with rubber bands, and color the tip).
·
Show slide for five seconds before you
speak.
·
Talk to the group, not the screen.
·
Don’t sacrifice learning through discussion
to passive learning through technology.
|
Wednesday, March 27, 2013
Why and What of Training
Why and What of Training
PRINCIPLES
Adults are greatly influenced by peer groups. So, it is all the more
important that the programme that is offered will not attract criticism and
opposition from the peer group of the trainees.
Adults have prejudices. Beware of them.
Adults by nature are conservative and cautious. However, this does
not mean that you need not be innovative. The only caution is to watch these
tendencies.
Adults learn best when actively involved in all the stages of
learning.
Learning is a continuous and life-long process.
One learns through experiencing, observing and reflecting,
theorizing and finally testing the theories whether they work or not.
A person must sense in some way that he lacks something that he
needs. Then, he should understand precisely that which will satisfy his needs.
It is not enough that he feels the need, but should really want to fulfill that
need and decide to obtain that knowledge, skill, habit or ability. Further, he
should act to see that this need is fulfilled and continue to act till he
reaches that goal.
The key points about adult learning are:
Time, relationship, user relevance, user urgency, user friendliness,
attention span, peer group, previous experience, prejudices, humour, fear of
change, pain and pleasure, incentives, loss of sense of discovery and
risks.
The key points reveal the adult learning principles you have to take
care of.
Keep participants active.
Get feedback.
Help the participants understand the meaning of the new knowledge or
a skill.
Relate training to their profession and work experiences
As a trainer, you should aim at the participants doing:
Friday, March 22, 2013
WATER it WORTH
Be Like Water
.jpg)
·
Be like water
·
No matter how old you
are, there's always something good to look forward to. - Lynn Johnston
·
There is a theme that
runs throughout the Tao Te Ching and it is to Be Like Water
·
The qualities of water
.jpg)
·
·
There are many
incredible attributes of water for helping you live a peaceful and joyous life.
·
It really doesn't
matter what happens to it.
·
Water cannot be
grasped • it cannot be held. • It cannot be hurt by the environment because it
simply shapes itself accordingly and continues on its wondrous journey.
·
Water shapes itself to
its environment, but it always gets to where it is going.
·
Water always gets to
where it is going.
.jpg)
·
Water is present in
the ocean.
·
It then gets absorbed
into the clouds as moisture.
·
The clouds then move
over the land and it rains or snows
·
The water then
eventually makes its way back to the ocean.
·
Sounds simple
·
Well, as you know,
water can take an infinite number of detours as it makes its way back to the
ocean. It can remain frozen in a glacier for eons. It can end up in a dam.
·
It can flow its way
through endless streams and tributaries. It can end up buried in the ground.
But eventually it always makes its way back to the ocean. And then it always
makes its way back to the clouds and falls down as rain.
·
Can you let yourself
be like water?
·
Instead of holding
yourself in opposition to the world, your life, and what is happening, can you
think of this metaphor of water?
·
Can you let yourself
flow with what is, knowing that you will always end up where you want to go?
·
If you are experiencing turbulent times.
·
Trust that the greater
part of you has the power to heal
·
To nourish, and to sustain you.
·
Trust that this same
part of you will keep you on track.
·
No matter how many
detours you seem to be taking.
·
The spiritual part of
ourselves is always on purpose, gently helping you become the greatness that
you are.
·
Be like water and become
attuned to the endless flow of wisdom and insight within yourself.
·
When you do, all of
life will take on a whole new meaning.
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