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Plastic surgery 2 seminar

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Plastic surgery 2 seminar

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  2. 2. “Why am I such a strong advocate of PCM for educators, youth who are perceived as troubled or troubling, or, for that matter, any person who is on a journey to psychological well being?It is because I have seen it work wonders in diverse arenas.... I am a much better teacher... as a consequence of PCM.I no longer judge students as wrong or contrary for the way in which they express their distress and the way they experience and react to the world when they “go to their personal basements.”
  3. 3. Process Communication Model Matching Instruction to Personality Types
  4. 4. Background of PCM Developed by Taibi Kahler, PhD Used by psychiatrists/psychologists Used by NASA Adapted by Joseph and Judith Pauley to advocate for daughter with special needs
  5. 5. Intro 6 different personality types 6 different ways people communicate 6 different ways people are motivated 6 different ways people exhibit distress
  6. 6. The Six Personality Types Reactors Workaholics Persisters Dreamers Rebels Promoters
  7. 7. Type Character strengths PerceptionReactor Compassionate, sensitive, warm EmotionsWorkaholic Responsible, logical, organized ThoughtsPersister Conscientious, dedicated, observant OpinionsDreamer Reflective, imaginative, calm InactionRebel Creative, spontaneous, playful ReactionsPromoter Resourceful, adaptable, charming Actions
  8. 8. All of us have developed all 6 personalities E.g., Adult with:  Base = Persister  Well developed Workaholic  Fairly well developed Reactor  Not well developed Promoter  Not well developed Dreamer  Poorly developed Rebel
  9. 9. All of us have developed all 6 personalities E.g., Adult with:  Base = Persister  Well developed Workaholic  Fairly well developed Reactor  Not well developed Promoter  Not well developed Dreamer  Poorly developed Rebelmeets REBEL Student!!!!
  10. 10. Preferred Channels of Communication Directive Requestive Nurturative Emotive
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  12. 12. Internal Reactor Workaholic One-to-One, or alone Groups Auditory Visual Withdrawn PersisterInvolved 2+ “buddies” Promoter Alone Kinesthetic Tactile Rebel Dreamer External
  13. 13. What can you do? Listen and accept Tailor instruction time to individual personality Advocate Teach students to recognize distress and express needs
  14. 14. Your Turn If available, choose one personality type. Read “A Student’s Story”  Which qualities do you strongly identify with? Clash with?  Does the story remind you of any student(s) you have taught in the past? Read “A Teacher’s Story”  What were the personalities involved?  What cause the student distress?  How did the teacher respond initially?  How did the teacher resolve the miscommunication?

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