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Dyssemia Workshop Welcome.

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Presentation on theme: "Dyssemia Workshop Welcome."— Presentation transcript:

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


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