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Johari window model - helpful for personal awareness and group relationships

Johari window model - helpful for personal awareness and group relationships
free johari window model diagram (pdf - landscape) free johari window model diagram (pdf - portrait) (The Johari Window diagram is also available in MSWord format from the free resources section.) Luft and Ingham called their Johari Window model 'Johari' after combining their first names, Joe and Harry. In early publications the word appears as 'JoHari'. The Johari Window soon became a widely used model for understanding and training self-awareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and inter-group relationships. The Johari Window model is also referred to as a 'disclosure/feedback model of self awareness', and by some people an 'information processing tool'. N.B. The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. The Johari Window's four regions, (areas, quadrants, or perspectives) are as follows, showing the quadrant numbers and commonly used names: johari window four regions

Personality Test - Keirsey Temperament Website You Must Lead Yourself Before You Lead Your Company If you don’t know where you’re going, how will you know when you’ve arrived? If you want to be a great entrepreneur, you must pursue your passions. Doing so creates the virtuous circle of passions leading to success leading to passions leading to success. You must also ensure that your passions are controlled and you’re clear about your own personal ethics, because too much passion can lead to dysfunctional behaviors. This type of introspection is a core part of writing your own personal leadership philosophy. As I look at leadership across four aspects: leading yourself, leading the thinking, leading your people, and leading a balanced life, the first of those sets the stage to build all the others. Why do you get out of bed every day? You must know what the source of your passion is and remember to gravitate toward work that enables you to pursue that passion daily. How will you shape your future? This is about defining your personal “end state”. What guidelines do you live by?

Who Does What in a Collaborative Meeting: Defining Meeting Roles When you hold a collaborative meeting, one key to getting results is deciding on who does what. If you define the meeting roles of the people invited, everyone knows what to expect. If you don't define those roles, someone's time is being wasted. Okay, so how do you do this? The leader has these responsibilities: Set the goal. The leader has a big job, but is supported by.... The facilitator exists to make things easy. Creates the agenda with the meeting leader. For more on what meeting facilitation is all about, check out this article from Mind Tools and pay particular attention to the "toolbox" at the bottom. In most collaborative meetings, everyone is empowered to take notes, record action items, or otherwise help keep a record of what happened. Take pertinent meeting notes. Important note: the note-taker is not responsible for making people perform their action items -- that's up to the leader. Most meetings have participants beyond the roles listed above. Speak up.

Learnng Styles take your test click here to take your learning styles test Information about learning styles and Multiple Intelligence (MI) is helpful for everyone especially for people with learning disabilities and Attention Deficit Disorder. Knowing your learning style will help you develop coping strategies to compensate for your weaknesses and capitalize on your strengths. This page provides an explanation of what learning styles and multiple intelligence are all about, an interactive assessment of your learning style/MI, and practical tips to make your learning style work for you. For ease of use, the page has been divided into six categories: Learning Styles Explained Please Pick a topic: What are learning Styles? What are the types of learning styles? Visual Learners Auditory Learners Kinesthetic Learners What are learning styles? Learning styles are simply different approaches or ways of learning. What are the types of learning styles? Visual Learners: learn through seeing... . Auditory Learners: Their Skills include:

John Maxwell on How to Lead Yourself During a Q&A session at a conference, someone asked, “What has been your greatest challenge as a leader?” “Leading me!” I answered. “That has always been my greatest challenge as a leader.” Some in the audience were surprised by my response. The more experienced leaders were not. Look in the Mirror Learning to lead yourself well is one of the most important things you’ll ever do as a leader. Most people use two totally different sets of criteria for judging themselves and judging others. Take Action How clearly do you see yourself? Keys to Leading Yourself Why is leading yourself well so important? Bishop Fulton J. In contrast, leaders who have never followed well or submitted to authority tend to be prideful, unrealistic, rigid and autocratic. Develop Self-Discipline It’s said that one day, Frederick the Great of Prussia was walking on the outskirts of Berlin when he encountered a very old man walking ramrod-straight in the opposite direction. Each of us is “monarch” over our own lives.

How to Teach in an Age of Distraction (CHE) | Sunoikisis At MIT, I teach a seminar on science, technology, and memoir. Enrollment is capped at 20 students. The atmosphere is intimate. 16 Personality Factors The Sixteen Personality Factor Questionnaire (or 16PF),[1] is a multiple-choice personality questionnaire which was developed over several decades of research by Raymond B. Cattell, Maurice Tatsuoka and Herbert Eber. Beginning in the 1940s, Cattell used the new techniques of factor analysis (based on the correlation coefficient) in an attempt to try to discover and measure the source traits of human personality (Cattell, 1946)(Nevid, 2009).[2][3] The questionnaire measures the 16 primary traits, and the Big Five secondary traits,[4][5] which have become popularized by other authors in recent years. From early in his research, Cattell found that the structure of personality was multi-level and hierarchical, with a structure of interdependent primary and secondary level traits (Cattell, 1946, 1957).[2][6] The sixteen primary factors were a result of factor-analyzing hundreds of measures of everyday behaviors to find the fundamental traits behind them. Outline of Test[edit]

Cooperative Learning: 7 Free PDF Assessment Instruments Introduction Evaluating cooperative learning activities may seem like a Herculean task. But, actually it's not. Like any other assessment, you must determine in advance what you would like to assess and to what degree. Do you want to evaluate individual success, group success or perhaps, cooperative skills? Actually, I think you may find that it's useful to evaluate all three. I'm relatively sure what you may be thinking here. We teachers already have full plates--with all of the paperwork, lesson planning, endless paper grading, and the myriad of other things that are demanded of us, we just don't need something else to do. However, as you know from your own experiences, kids EXPECT to be evaluated. Pity the poor teacher who would respond to that question with, "No, but this will make great practice." The kids, of course, would immediately shut down. What follows on this page is a small collection of assessment tools that can be used for cooperative learning. Quick Links for THIS Page

Table of similar systems of comparison of temperaments Beginnings[edit] The Roman physician Galen mapped the four temperaments (sanguine, phlegmatic, choleric and melancholic) to a matrix of hot/cold and dry/wet, taken from the four classical elements.[1] Two of these temperaments, sanguine and choleric, shared a common trait: quickness of response (corresponding to "heat"), while the melancholic and phlegmatic shared the opposite, a longer response (coldness). The melancholic and choleric, however, shared a sustained response (dryness), and the sanguine and phlegmatic shared a short-lived response (wetness). This meant that the choleric and melancholic both would tend to hang on to emotions like anger, and thus appear more serious and critical than the fun-loving sanguine, and the peaceful phlegmatic. These are the basis of the two factors that would define temperament in the modern theory. Development[edit] This theory would also be extended to humans. These he compared to the choleric, phlegmatic, melancholic and sanguine respectively.[4]

Appendix 3: Sample rubrics for assessment (a) Rubric for participation and group work. It is also suitable for self-assessment and peer feedback. Adapted and used with permission from Karen Franker. For original click here. (b) Rubric for graphic organizer. Used with permission from Teach-nology. (c) Rubric for oral presentation. (d) Rubric for research reports. (e) Rubric for posters. Used with permission Anthony Salcedo. (f) Rubric for concept maps. Adapted and used with permission from Joyce Tugel. Personality type This article is about the generic aspects of type theory. For the book by Jung, see Psychological Types. Clinically effective personality typologies[edit] Effective personality typologies reveal and increase knowledge and understanding of individuals, as opposed to diminishing knowledge and understanding as occurs in the case of stereotyping. Types vs. traits[edit] The term type has not been used consistently in psychology and has become the source of some confusion. Type theories[edit] An early form of personality type theory was the Four Temperaments system of Galen, based on the four humours model of Hippocrates; an extended Five Temperaments system based on the classical theory was published in 1958.One example of personality types is Type A and Type B personality theory. Carl Jung[edit] One of the more influential ideas originated in the theoretical work of Carl Jung as published in the book Psychological Types. Four functions of consciousness[edit] Dominant function[edit] See also[edit]

Resources for The Wilson Reading - PAML Literacy This area provides access to a variety of resources to support your Wilson Reading System® instruction and professional growth. In this section you’ll find… Basic WRS skills such as sound tapping and marking-up proceduresPrintable Materials-Teacher and student materials including lesson plan guidance, notebook examples, word cards, and moreText Passages-Enriched and non-controlled text passages to incorporate into Part 10 of the WRS Lesson Planand more... Differentiated Text Instruction This resource enables you to incorporate enriched and non-controlled passages in Part 10 of the WRS Lesson Plan. First, read the enriched text to the students while at the same time structuring their comprehension. Enriched Text When reading enriched text to students, do not have them follow along while you read. Non-Controlled Decodable Text Students require substantial practice applying their developing skills with non-controlled, decodable text.

Myers-Briggs Type Indicator Model of personality types A chart with descriptions of each Myers–Briggs personality type and the four dichotomies central to the theory The Myers–Briggs Type Indicator (MBTI) is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions.[1][2][3] The original versions of the MBTI were constructed by two Americans, Katharine Cook Briggs and her daughter Isabel Briggs Myers.[4] The MBTI is based on the conceptual theory proposed by Swiss psychiatrist Carl Jung,[5] who had speculated that people experience the world using four principal psychological functions – sensation, intuition, feeling, and thinking – and that one of these four functions is dominant for a person most of the time.[6] The four categories are Introversion/Extraversion, Sensing/Intuition, Thinking/Feeling, Judging/Perception. History[edit] Katharine Cook Briggs began her research into personality in 1917. Differences from Jung[edit]

prompts, lessons, and resources for writing classrooms

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