My Role Play Video The First Thing That I Took Notice Too

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

During the session a strength that was pointed out what that I was able to reflect throughout the session and this is a strength because it showed that I am being assertive and being able to reflect back to the client everything they said and also expressing the same emotion that they told me back to them to show them what they are doing and so this shows them what emotion they are putting in with their words so that they know how they are feeling about a certain topic. I think this is a strength because they are able to show that I am not only listening but also taking in the

Trainees will demonstrate their ability to individually observe another group’s role play interview and verbally identify two good

Video assignment two was still awkward to do because we always second guess if we are doing what a true therapist would, however, it felt so much easier and comfortable because we understood how to handle a lot more (especially with all the information about motivational interviewing we learned). Jessica and I both noticed that we were able to frame set much more easily- in the first assignment we spent hours figuring out a template of what we would say and actually brainstormed a frame setting script we memorized. In general, the first assignment was so overthought until we realized that you don’t have to present it in such robotic, rigid ways and translated this to video assignment two. I greatly enjoyed using motivational interviewing techniques and as I “counseled” Jessica I found myself really understanding that it is a pretty effective technique.

I also need to work on how I use instructional time and more importantly on providing transitions between activities because while teaching I usually feel that my transitions are not good enough. If I cannot transition well my students will not be able to understand how the activities build off one another.

My experience with the live demonstration left me with mixed feelings. After 10 weeks in the classroom I have gained a lot of information but most of all learnt several effective communication skills to use in different situations when interacting with people. However, sitting face to face with someone where I am playing the role of a professional counsellor; is a bit frightening. During the session I tried to pay attention to the person in front of me

The first video watched was Corporate Communication BUS 210, “Introduction to Corporate Communication” and right at the beginning I had to pause the video and make sure I had the paper structured correctly. Once the video began and the individual started speaking “The goal of this course is to teach you how to apply the concepts of effective communication in the business setting.” (Saylor Academy, n.d.) I had to watch that section repeatedly to ensure I had the information noted correctly, as the gentleman was a fast speaker. Using this method took me eight minutes to watch a two-minute video. It was the same with each video I watched. I did not feel as if the method became easier

For example, I found it difficult not using the word why to ask a question. I know that asking a why question will get you a yes or no answer which will in the end cause Amanda to become resistant, but it was still difficult. I believe I did a great job at affirming although I could have used more because Amanda is broken in this video dialogue and every time I turned a positive into a negative, gave her a compliment, or encouraged her she lit up. I am honestly confused on reflections because there are so many different types of reflections and I found it difficult to know when to use which reflection. I also felt that I reflected way too much. In my opinion, my video recording sounds like a broken record. I wonder if clients will get frustrated with their therapist continuously repeating what their saying like I felt that I was doing. I believe that

What are the two major or main elements that you need to improve on for your next lab practical? a. Describe specific examples by indicating the time on the video that it occurred and background of what happened to help support your answer. I definitely need to have more knowledge on what I am talking about. I feel like I was so nervous I forgot about what the instructions were for one of the quickness drills. In minute 11:27, when I was demonstrating the quickness drill I said the wrong word, instead of shuffle I said sprint when teaching the drill and so this caused confusion when it was my clients turn to do it.

A huge focus is of these practice interviews are to learn the skills to develop a therapeutic relationship. This is an area I feel I am not at pare with as I may tend to rush the client. I did felt I didn’t have a good pace with the client. This is a pattern I struggle with this as I also tend to do this at my volunteer counsellor position. During the interviews, I feel stress that in a short time frame I need to find a lot of information about the client and need to communicate resources and information to them. As an OT, this may happen to me as I would worry about not getting the information needed to do my research and work between this and the client’s next appointment. I think to develop a better pace, I need to balance the search

Another skill I used was the use of silence (5:43). The use of silence is beneficial because it gives the client time to process their thoughts and can allow them to take a brief break from the work they are doing (De Jong & Berg, 2013). This was definitely a calculated response when I noticed Julia needing to think. I remember actually thinking that I needed to be quiet and let her contemplate her response. It was not easy and felt a little uncomfortable to me, but Julia noticed and expressed her gratefulness for that time in her feedback to me, which tells me I employed this skill successfully. Looking back, I would not have changed this moment and, as one who likes to fill silence with words, I am proud of

Instead just showing sympathy to her because she worked a lot and could not really help her child with school, I would have made a plan with her to work together despite her busy schedule. We could have worked to together to find a way to help her child and make her realize the importance in education. I also could have paraphrased more to ensure that I was taking in the correct information. I do not think that the role play went bad, but there was definitely room for me to improve for the next role play. As I was watching the video, I notice that I maintain good eye contact most of time when Ashlyn was talking to me, but when I was speaking I would look up and down a lot, rather then just looking Ashlyn while I was speaking.

When I review the video I created with Julia, Sophie, and Sarah, I find that there were things we did not perfectly portray and things that we portrayed well. It was difficult to create certain things with our specific model choice and things that we just didn’t completely understand at the time we created our model.

In addition to this, I will be attaining feedback from my client after discussing each stage of the therapeutic process in detail to help me understand what worked well for the client and gain more insight into what I need to improve in order for my future sessions to be more successful. Before the beginning of the session, I made sure I place the chairs in an appropriate position to promote equality and decrease the power dynamic between myself and the

I will start the session by standing in a slouched position, looking at the ground and speaking to the trainees and tell them a little history of myself, I will than straighten my posture and look directly at the trainees and ask them if they can repeat any of what I said. I will then repeat the story and see if they notice the difference in the non-verbal techniques. The icebreaker will be another lesson in non-verbal body language which should give the trainees a good understanding of what the training session will be focused on. I will then show a PowerPoint presentation and lecture on what non-verbal communication is and how to look for body language cues in other people. There will be time for questions and answers at this point. There will be a 15-minute break at this point. After the break, I will ask the class to give me all the non-verbal gestures they can think of and I will write these down on the white board. We will then put them into lists of good and bad gestures. This will give the trainees a good idea of what the good non-verbal cues are and how to start focusing on them. I will present the class with sales scenarios and since we will have approximately 8 people in the class I will have each one take turns in being the real estate agent. I will record them during their role play and after lunch we will resume with the other half of trainers. At this point we will break for