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This is a 100 level compulsory course that requires students to focus on developing and extending inter and intra personal skills to enable them to establish and maintain effective professional relationships. The course models experiential learning theory in its delivery and in developing these skills.
LEARNING OUTCOMESBy the end of this course successful students will be able to:1 identify and reflect critically on personal verbal and non-verbal communication that can support or impede communication in the learning environment.2 reflect critically on own listening and demonstrate the skill of active listening.3 demonstrate they can use a given format to confront unacceptable behaviour.4 identify strategies for dealing with conflict5 identify strengths and weaknesses in their own learning styles within professional contexts6 adopt cultural sensitivity in the application of interpersonal skills
Jill Moseley
Alison Ayrton and Susanna Wilson
1. ACTIVE LISTENING: Task/Process: (1) Observation of model (2) Self-select goals from criteria on rubric (3) Practice with peer feedback, self reflect and reset goals (4) In threes record and transcribe listening responses from tape recording. The observer will document the non-verbal data and a final self-reflection by the listener on the level they have attained on the rubric. Lecturer will provide feedback. Key elements from the active listening rubric are the development of the following skills: being able to hold silence (be present), show empathy, demonstrate rapport, use open questions and leave advice until requested.CONFRONTING UNACCEPTABLE BEHAVIOUR: Process: (1) Observation and direct teaching of three and four part "1" message, (2) Working individually and collaboratively using the model, self correcting so LEARNING is evident. (3) Use active listening to handle possible resistance.2. INSIGHT TASK: A rubric is provided for this task. This is a collaborative task completed in class following research overnight on three occassions. (1) Students individually select an aspect from the day's learning to research, document their extended understanding and share in a group of three. The group will provide feedback against the rubric. The feedback will affirm, inform and provide next step for consideration.
READING AND RESOURCES1 Required ReadingCourse book of readings.2 Recommended ReadingsBolton, R. (1986). People Skills. Australia: Simon & Schuster.Buzan, T. (1988). Make the Most of Your Mind. London: Pan.Coles, R. (1997). The Moral Intelligence of Children. London: Bloomsbury Publishing.Cornelius, H., & Faire, S. (1989). Everyone Can Win: How to Resolve Conflict.Australia: Simon & Schuster.Crum, T.F. (1987). The Magic of Conflict. New York: Avon.Csikszentmihalyi, M., & I. (1990). Flow: The Psychology of Optimum, Experience. New York: Harper and Row.Csikszentmihalyi, M. (1993). The Evolving Self: A psychology for the third millennium. New York: Harper Collins.Englander-Golden, P., & Satir, V. (1990). Say it straight. Palo Alto, California, USA: Science and Behaviour Books.Feuerstein, R. (1980). Instrumental Enrichment. Baltimore: University Press.Gardner,H. (1991). The Unschooled Mind. USA: Basic Books.Gardner,H. (1993). Multiple Intelligences. Theory in practice.USA: Basic Books.Gardner,H. (1989). To Open Minds. USA: Basic Books.Gardner,H. (1993). Creating Minds. USA: Basic Books.Ginott, H.G. (1972). Teacher and Child. New York: Avon.Glasser,W. (1986). Control Theory in the Classroom. New York: Harper & Row.Goleman, D. (1995). Emotional Intelligence. New York: Bantam Library.Gordon, T. (1974). T.E.T. Teacher Effectiveness Training. New York: Peter H. Wyden.Gross, R. (1991). Peak Learning. Los Angeles, CA: Jeremy P Tarcher.Harrison, J. (1993). Understanding children – towards responsive relationships. Victoria, Australia: ACER.Healy, J. (1987). Your Child’s Growing Mind. New York: Double Bay.Healy, J. (1990). Endangered Minds. New York: Simon Schuster.Hunter, D., Bailey, A., & Taylor, B. (1992). The Zen of Groups. Auckland NZ: Tandem.Jensen, E. (1988). Superteaching. USA: Turning Point.Kohn, A. (1993). Punished by Rewards. New York: Houghton Mifflin Company.Kolb, D. (1984). Experiential Education. New Jersey: Prentice & Hall.McCarthy, B. (1983). 4 Mat in Action. USA: Excel Inc.Manthei, M. (1981). Positively Me. Auckland, NZ: Methuen.Manthei, M. (1990). Decisively Me. Auckland, NZ: Heinemann Reed.Metge, J. & Kinloch, P. (1984). Talking Past Each Other. Wellington, NZ: Victoria University Press.Perkins, D. (1995). Outsmarting IQ: the emerging science of learnable intelligence. New York: Simon & Schuster Inc.Perkins, D. (1992). Smart Schools: Better thinking and learning for every child. New York: Simon & Schuster Inc.Pike,G., & Selby, D. (1988). Global Teacher, Global Learner.London: Hodder and Stoughton.Satir,V. (1976). Making Contact. California, USA: Celestial Arts.Seligman, M.E.P. (1995). The Optimistic Child. Australia, NSW: Random House.Smith, A.B., Inder, P.M., & Ratcliff,B. (1995). The Nature and Context of Children’s Conflicts. New Zealand Journal of Educational Studies. Vol.30,2 pp103-117.Smith, A.B., Barraclough, S., & Sutcliffe, R. (1996) Young children’s conflicts and teachers perspective’s on them. Dunedin, NZ: Children’s Issues Centre Manawa Rangahau Tamariki.Sternberg, R. (1996). Successful Intelligence. New York: Simon & Schuster.Weeks, D. (1992, 1994). The Eight Steps to Conflict Resolution. New York: Putman.
Domestic fee $152.00
International fee $643.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .