HUM-102 First Year Experience

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HUM-102FIRST YEAR EXPERIENCE

Section 05Day 14


Agenda• OnCourse Journal Part 4 Graded

– Still waiting for two students

• OnCourse Journal Part 5 posted– Due Oct 24 @ 3:30 PM

• Passport Journals– Grades updated yesterday (3 new post since then)– 3 Students have yet to post– Only 2 students are more than 50% complete

• Midterm grades posted• How to select and register for courses for spring semester

• Finish Discussion on Employing Interdependence

Strategies for Creating Success in College and in Life

On Course

Chapter 5EMPLOYING INTERDEPENDENCE


College Catalogue review

• Gen Ed requirements page 87• Degrees

– Nursing page 95– University Studies page 124– Majors and Minors page 159

• Education page 182• English 203

• Course Descriptions page 252


Maine Street

• Login– Student Self-Service/student center– Click on enroll (left menu)

• My class schedule tab– Search for classes– Record CRN for classes you’d like to take– Pay attention to time/prerequisites

• Wish List Tab– Enter CRN’s you selected

• Schedule appointment with advisor


STRENGTHENING RELATIONSHIPS WITH ACTIVE LISTENING

FOCUS QUESTIONS

Do you know how to strengthen a relationship with active listening?

What are the essential skills of being a good listener?


Source: http://p21chong.wordpress.com/tag/attention/


ACTIVE LISTENING

STEP 1 Listen to understandSTEP 2 Clear your mind and remain silentSTEP 3 Ask the person to expand or clarifySTEP 4 Reflect the other person's thoughts

and feelings

Which of the following listening skills do you think will be the most challenging for you?


PRACTICING ACTIVE LISTENING

1. Form a trio. Decide who will be A, B and C. 2. Person A, tell Person B about the most useful or

interesting thing you have learned so far in this class; Person B, use Active Listening skills. (3 minutes)

3. Person C, give Person B feedback about which Active Listening skill s/he did well. Provide examples.

4. Rotate and repeat Steps 2 & 3. Person B talks to Person C; Person A provides feedback to Person C.

5. Rotate and repeat Steps 2 & 3. Person C talks to Person A; Person B provides feedback to Person A.


INTERDEPENDENCE AT WORK

What incident have you witnessed (or can imagine happening) in which independence in the workplace interfered with achieving desired outcomes and experiences?


BELIEVING IN YOURSELF: BE ASSERTIVE

FOCUS QUESTION

How can you communicate in a style that strengthens relationships, creates better results, and builds strong self-esteem?


INEFFECTIVE COMMUNICATION

Placating– Its okay if you don’t help with our

project in sociology. I’ll just do the work myself.

– Please don’t be upset with me. I'll drive your friends to the airport and study for my math test later.

– I'm sorry. I should have cleaned up the mess from our party last night. I’ll do it right now.


INEFFECTIVE COMMUNICATION

Blaming– You never do anything to help

our study team. You’re just lazy!– This room is a mess! When do

you plan to start doing your share of work around here?

– My sociology instructor gives unfair tests! He thinks he can ask questions about anything that we were supposed to read for homework.


EFFECTIVE COMMUNICATION

Leveling– I know you've got a lot of work

to do tonight. Could we spend just ten minutes cleaning up this mess together?

– Before I can help you with your paper, I need to finish studying for a test. How about if you help me review tonight and I'll work with you on your paper tomorrow afternoon?


THREE STRATEGIES THAT PROMOTE LEVELING

Communicate purposefullyHave a clear goal for your communication.

Communicate honestlyExpress unpopular thoughts and upsets.

Communicate ResponsiblyBe accountable by using “I Messages.”


APPLYING THE CONCEPT

After reading each statement below, identify whether it is placating, blaming or leveling.

I was really upset when you and your friends came in at three o’clock last night, laughing and yelling. I have to leave for work at 6 a.m. and I need my sleep. Would you agree to never do that again?

Leveling

PlacatingDon’t worry about waking me up last night. I know you enjoy partying with your friends. I’ll just go to work sleepy. If I get fired, I can probably find another job.


APPLYING THE CONCEPT

Blaming

Professor Hartley, I had a couple of questions about my failing grade on the test, and I'd like to make an appointment to discuss those with you. Would tomorrow morning during your office hours be a good time? Say 9:30?

Leveling

You are such a jerk! You never show respect for anyone. Why in the world would you be yelling and slamming stuff around at three o'clock in the morning?! Man, you make me sick!


JOURNAL ENTRY 19: WARM-UP

On a clean piece of paper, create two columns. Title one column “Assertive” and title the other column “Unassertive.” In each column, list 10 or more words that you associate with the key word.

Write for three minutes about the key differences between being Assertive and being Unassertive. Be prepared to share your writing.

On another piece of paper, create a sketch that illustrates the essence of the two concepts: Assertive and Unassertive. Be prepared to explain your drawing.


EMBRACING CHANGE: DO ONE THING DIFFERENT THIS WEEK

Look at the list of 10 beliefs and behaviors regarding interdependence. (Page 203)

Which is the one you are least inclined to do?

Dive deep and explore why. See if you can learn something important about how you view interdependence.


BECOMING AN ACTIVE LEARNER: TRANSLATION

One effective method of memorization is "translating." First, translate verbal information (ideas expressed in words) into visual information (ideas expressed in pictures). Second, translate the information back into words by explaining the picture to someone else.


EXAMPLE OF TRANSLATION

Here’s a visual way to remember the three qualities of leveling:

A porpoise (purposeful) is swimming to Abraham Lincoln (honest)because it’s responsible for returning his wallet


BECOMING AN ACTIVE LEARNER: TRANSLATING

One of the key reasons that some cognitive psychologists believe the translation strategy works because of "dual encoding.”

That means the brain stores information in both visual and verbal form.


BECOMING AN ACTIVE LEARNER: PRACTICE TRANSLATING

Translate one of the following into a picture and be prepared to explain your drawing. Feel free to use the On Course text for the information.

• 5 suggestions for writing a meaningful journal (page 5)

• 5 things you Collect when reading (page 57)• 4 ways to refute irrational beliefs (page 52)• 4 self-management tools (page 136-149)• 3 ways to empower your affirmation (page 102)• 3 principles of deep and lasting learning (page

14-15)


Developing MutuallySupportive

Relationships

UsingActive

ListeningCreating a

Support Network

KEY CHOICES FOR EMPLOYING INTERDEPENDENCE


For next Week

• Finish OnCourse Journal Part 5• Read OnCourse Chapter 6• Read Omnivore's Dilemma 226-276 (End of

Chapter 2)• Post at least one more journal entry in Passport

– If you didn’t do 1 this week do 2 next week

• New Schedule– Oct 24 & 27 Chap 6 Gaining Self Awareness– Oct 31 Discussion of Chapter 2 of OD– Nov 3 ?– Nov 7 Exam #2 OC Chap 4-6, OD Chap 2


TICKET OUT

What example did your parents (or other important adult in your life) set for you in regard to employing interdependence?


End

Chapter

Five

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HUM-102 First Year Experience