To some people, I may seem weird or unfriendly. But as a shy person, it takes time for people to get to know me. Sometimes, I wish that I could make people understand how I feel. I am sure that my shyness is a barrier between new friendships and me. I may have missed many friendships because of this shyness.
I started being disrespectful to my parents and not care about my grades. It was very challenging to even have a conversation with my parents because I wouldn 't listen, or wouldn 't care about the things they had to say. My freshman year was horrible but that was nothing compared to my sophomore year. My sophomore year was even more challenging cause right from the start I started to fool around and go out right after high school as if I didn’t have any homework. Most of
Taking a counselee’s perspective, I feel being valued that he/she really listens to me by heart. The sense of significance may help in relationship building as it increases the favorable feelings towards the listener. I have encountered a teacher who several times gave me a feeling of insignificance. I felt like he was disregarding me since when I seek advice in face-to-face situations, seldom would he have eye-contacts with me and he would walk away when you were still talking. His body movements communicated that he did not attend to you maybe actually he did though, since he returned and gave me advice.
An example of interpersonal communication I remember vividly is my first oral presentation in college.I was extremely apprehensive in light of the fact that my class had 40 students and I wasn't used to that. When I got before the class I was exceptionally anxious and shaking. My colleagues did not see me standing in front since they were caught up with being problematic. The teacher was the main individual who saw I was waiting to present so she advised the class to quit talking and focus on me. That is the point at which it deteriorated due to everybody gazing at me.
When I started the face to face teaching days at Dasman, I felt quiet disappointed; I felt like I hadn’t been able to get most of the points about the topic. At the same time, I felt excited to gain new knowledge and learning experience outside of my clinical background. Also I felt that being able to affect others without they realize and seeing different facets and
I have never presented an issue which was even remotely connected to some aspect of science, so naturally, I was a bit nervous at the beginning, and I believe, anyone listening to my presentation could have told that. However, similarly to my first presentation, as I progressed forward with my topic, most of my nervousness went away, and I started to enjoy explaining ideas about the notion of consciousness to my audience. Unfortunately, due to my initial nervousness, similarly to my first presentation at class, I have left out thoughts that might have helped my audience to understand the notion of consciousness I presented, in greater depth. I hoped that the second time I would be able to stand in front of the class without any anxiety, and would be able to give a better presentation than last time. As I have mentioned, I was a bit nervous at the beginning of my presentation, and I believe that this could be the result of the fact that I have never presented scientific ideas, and I was very nervous about whether I would be able to convey Mr. Chalmers’ ideas understandably.
As a relatively new tutor with no formal training in delivery or teaching methods all of the lenses have been implemental in my development. My personal learning style is as a visual learner, I have struggled in the past with teachers who have not included visual aids in their classrooms, with this in mind I decided that my classes would have a strong emphasis on visual aids, usually pre-prepared, in addition to aural learning. This worked well in the main but one student was struggling to understand a concept that the others had grasped and she admitted that she could not understand my visual aid. I took her aside and discussed how she learned best and following this discussion I made a bespoke flipchart for her, this was a step by step
It was all really good information, but it didn't seem very organized. I ended up losing track and skipping a few of my questions. Also, it was hard to my train of thought, listen to what she was saying, remember her points, and get ready to ask my next questions all at the same time. I ended up just reading my questions off the paper. It sounded kind of stiff.
They get up at 6:30 the next morning to do it all over again. Student Park Hye-min says she would like to get more sleep but it’s her job to overcome it (Chakrabarti 1). With doing all of that, it drains emotion. Most students from ages 11 to 15 years old start to lose emotion the quickest with all the stress that’s been put on them. They start to believe that the only way to get good grades is to compete with their peers.
At the same time that I may have yelled back at the boys, I would have also felt extreme anxiety over my school work. While I excelled in school, I was having trouble focusing in my classes because my mind was constantly racing through my lists of things to do, unable to listen and engage in the present moment. As a result, I did not gain as much from my classes as I could have in retrospect if I had been present. I often did my work under a blanket of confusion, fearing that asking for help would compromise my respectability and intelligence. During this time of high stress, I began practicing yoga and meditation.