1. Dyssemia Workshop
Welcome

2. WHAT IS DYSSEMIA
Dyssemia is a difficulty with receptive and/or expressive nonverbal communication. The term was coined by psychologists Marshall Duke and Stephen Nowicki 
They wanted to decipher the hidden dimensions of social rejection. These difficulties go beyond problems with body language and motor skills.
Dyssemic persons exhibit difficulties with the acquisition and use of nonverbal cues in interpersonal relationships.
55 percent of the emotional meaning of a message is expressed through facial, postural, and gestural means, and 38 percent of the emotional meaning is transmitted through the tone of voice.
Only seven percent of the emotional meaning is actually expressed with words."[] Dyssemia represents the social dysfunction aspect of nonverbal learning disorder.

3. DO YOU RECOGNISE they stand too close and touch us in annoying ways;
they laugh too loud or at the wrong times;
they make stupid or embarrassing remarks;
they don’t seem to get the message when given a broad hint or even told outright to behave differently;
they mistake friendly actions for hostile ones, or vice versa;
they move too slowly, or too fast, for everyone else;
their facial expressions don’t jibe with what they or others are saying, or
their appearance is seriously out of step with current fashions, they don't dress well for the occasion, etc.
they are known to stare at people, stalk people, or do something that annoys other people or make them feel uncomfortable
they have problem dating and interacting with the opposite sex in a romantic way. Over shy."

4. ACTIVITY Dyssemia exercise – Rating scale
Ask to say worst learner behaviour is and assess on rating scale

5. Development of Management Strategies
There is not an “off-the-shelf” management guide for any learner. However, to create a management programme there are key guidelines to follow regarding behaviour.
Question: How do you negotiate with a hostile, out of control adolescent?
Answer: YOU DON’T. Separate issues into two categories
i) Non-negotiable issues – bottom line rules for living in a civilised society
ii) Negotiable rules – everything else!

6. Strategies for Teaching and Learning The Subject Lecturer
Support the teaching of abstract concepts with the support of visual clues e.g. pictures, diagrams, written words
Make instructions specific and concrete. Make sure the student understands what has to be done
Use very precise language
If using essay-type question, make sure the student can answer:
What am I expected to do?
How much am I expected to do?
How will I know when I am finished?
What do I do next?

7. Strategies for Teaching and Learning and assessment
Keep reminding the student what is currently the focus of attention
Try to lessen the effects of external stimuli
Do not use sarcasm, jokes, facial expressions or body language as forms of communication
Use written schedules wherever possible
If possible, use the student’s interest area to access the curriculum
Internal exams may need to be redrafted

8. Simple Objectives
To learn how to control my temper/manage my behaviour
To identify what job I would like to do at the end of the course
To improve my literacy level from entry level 2 to 3
To learn how to use appropriate language in a range of different situations/ talk to people without swearing
To develop my decision making skills/To learn how to make decisions
To develop my self-motivation
To improve my self-esteem/ how I feel about myself
To improve my presentation skills/To develop a positive image
To find somewhere suitable to live
To develop a range of vocational skills in childcare/hairdressing/construction etc

9. Writing targets activity
Draft targets which you will use as stepping stones to two of these key objectives to include dealing with Dyssemia.
To improve motivation
To improve interpersonal skills
To develop a positive image
To develop a positive attitude
To use appropriate language in a range of situations

10. Motivation Acting for pleasure - no goal Behaviour orientated
Intrinsic
Acting for pleasure
- no goal
Extrinsic
Behaviour orientated
towards goal
Internal External
self motivated
clearly defined goal
flow of effort towards the goal
able to delay gratification
low tolerance for interruption
compliant
goal defined by other
managed by rewards and punishment
cannot wait for reward
lapses into inactivity if not pushed
Hard to manage
Easy to manage
G. Lombard

11. Motivational Triggers Intrinsic Motivation
CHOICE
CHALLENGE
CURIOSITY
COMPETENCY
INFORMATION CONTEXT
FANTASY – I want to be a pilot!
PROMOTE EMPOWERMENT
WHERE IS IT LEADING TO
(PROVIDE NEW CHALLENGES)

12. Planning Creative learning
You need to plan ahead
Have you done this session before, what went well, what didn’t
Decide what the resources are? Do you have a variety, Power point, items brought in, IT, DVD or games?
Do you know your learners? What problems have they given you in the past?
Knowing your learners will contribute to a successful session if you are prepared for any disruption
Is your session something, you would enjoy, or would you be bored or was it

13. F U N

14. Differentiation and Evaluation
Include in lesson plan what you will do with difficult learners
What ( if any ) special resources
How will you try to avoid disruption with some learners
Has this session worked well before if not, what will you change
Have you included any strategies to motivate learners who lose interest
Do you have the skills to change pace of lesson if needs be
How confident are you in classroom management, have you planned to tackle challenging behaviour
What are potential barriers!!!

15. Group Task
Lesson plans – revised and amended

16. LESSON PLAN TITLE OF SESSION LINKED TO - ? RESOURCES ACTIVITY
DIFFERENTIATION

17. ARE WE THERE YET

18. Re-cap and close