Ways to ask what s up

    • [PDF File]Five principles for effective questioning

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      2. Ask questions in ways that include everyone It is very important that everyone is included in thinking about the questions asked. Here are three ways that teachers have tried to achieve this: Use a ‘no hands up’ rule. After a few hands have gone up some students stop thinking because they know that the teacher will not ask them.

    • [PDF File]Preparing for Supervision - Understanding What's Expected ...

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      Preparing for Supervision: Understanding What’s Expected and Why Why is Supervision Important in Social Work? Being active in supervision contributes to professional growth, and to the development of self-awareness. Supervision is an opportunity for students to clarify expectations. Social Work is stressful & difficult.

    • [PDF File]Creative Interventions for Online Therapy with Children ...

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      Ask exploratory questions about the ... Some children might have difficulty coming up with questions to ask the therapist. As such, prior to the session, it is recommended to cut out the questions, place them in a bag, and the child ... What’s one of your favorite flavors of ice cream?

    • [PDF File]Tip Sheet: Ask Questions During a Read Aloud

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      The types of questions you can ask during a read aloud can be described in different ways. One way is whether they are open or closed. Closed questions have a limited number of possible answers and are usually answered with one word or a simple phrase. For example: Teacher: “What is the character doing now?” Child: “Eating watermelon.”

    • [PDF File]How to Write a Standard Operating Procedure (SOP)

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      your first draft of instructions, ask other workers or someone who is not familiar with the task to review your SOP. Your SOP should be clear enough that any person could pick up the instructions and complete the task without assistance. For example, if there was a family emergency and the farm must be taken care

    • What’s up with Nick? Lesson

      What’s up with Nick? is a fold out book about a class that has a new boy named Nick. Nick has autism. The book will teach us what autism is all about. If you already know someone with autism, or someone with autism comes to our class this year you will know what it is and how to be a better friend to them. Cover Hold up the cover to the class.

    • [PDF File]Community Development Methods and Strategy

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      when the people ask the worker to help them resolve their problems and meet their needs. By helping people to express themselves they can better focus feelings and thereby define more precisely the cause of their discontent. The degree of help required, and the time needed to move toward remedial action, depends on the social

    • [PDF File]Observing and assessing children’s learning and development

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      of ways, for example, a child who insists putting things in boxes, covering things up with scarves and hiding in dens. All of these may be an enclosure schema. Or, a child who enjoys playing with things that go round and round – wheels, cars and cogs, and whose paintings have a circular energy to them. This may be a child with a rotation schema.

    • [PDF File]Ten Tips for Talking to Your Child About Their Autism ...

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      Ask them what they know. Ask children what they have already learned about autism. Clear up any misconceptions supportively. Let them know that they may know more than you do about certain experiences. Let them know that learning about their particular experience of autism is an ongoing journey that you can navigate together.

    • [PDF File]Designing Your Life

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      has to go both ways. Where is the love flowing in your life, from you and from others? Make a list, and then fill in your gauge. Love Bill’s example: Love: Love shows up in a lot of places in my life. I love my wife, my children, my parents, my brothers, and my sister, and I receive love back from all of them in their own ways. I love great

    • [PDF File]Guidance for Performing Failure Mode and Effects Analysis ...

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      Ask your employees what activities or processes have not yetprovided the desired result . They may tell you there is a safety concern related to monitoring cognitively impaired individuals who like to wander. You can do FMEA on your process for regularly assessing these residents and protecting those found to be vulnerable for injury or elopement.

    • [PDF File]Welcome to w r r+ Real English Phrases!

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      s r Ways to Ask How Someone Is 1. How are you? 2. How’s it going? 3. How ya doin’? 4. How are things? 5. How’s life? 6. How have you been? 7. How’s your family? 8. What’s up? 9. What’s new? 10. What have you been up to lately? s r Ways to Say How You Are 1. I’m fine, thanks. How about you? 2. Pretty good. 3. Not bad. 4. Great! 5 ...

    • [PDF File]10 Strategies for Overcoming Language Barriers

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      have to invest additional time in clearing up the confusion. 2. Ask for clarification. If you are not 100% sure you’ve understood what others say, politely ask for clarification. Avoid as-suming you’ve understood what’s been said. 3. Frequently check for understanding. Check both that you’ve understood what’s been

    • [PDF File]Routes of Medication Administration

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      Ask the individual to exhale deeply just before placing the device into the mouth. Place the inhaler in the individual’s mouth and ask the individual to breath in slowly and deeply as you push down on the top of the inhaler canister to deliver a "puff" of medication. Ask the individual to hold the medication in for 5-10 seconds with each puff.

    • [PDF File]Word Choice Reference for Describing Performance

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      to work with others in new ways, deteriorating relationships with various contacts, overreacts to real ... work piles up, makes commitments and does not meet them, unavailable for extra work, rigid, cannot increase ... ask questions when needed. Decisiveness. Unwillingness to make decisions, asks too many ...

    • [PDF File]Follow-up Email – Write a follow-up email.

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      Of course, the first option does not use “follow up”: just ask the question or request the information. Ask a direct question. Ask for the information. Or start by stating that you’re following up. 1. I’m following up 2. I’m just following up 3. I just want to follow up 4. I want to follow up 5. I wanted to follow up 6. I just wanted ...

    • [PDF File]Interview as a Method for Qualitative Research

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      ask follow up questions. Interviews are generally easier for respondent, especially if what is sought is opinions or impressions. Interviews are time consuming and they are resource intensive. The interviewer is considered a part of the measurement instrument and interviewer has to well trained in how to respond to any contingency.

    • [PDF File]Asking for and Using Pronouns - Bryn Mawr College

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      appreciate you standing up for them. You can ask if the person would want you to correct others. One way to ask might be – “I heard our professor use the wrong ... For example, ze may be formatted in a variety of ways, such as ze/zir, ze/zyr, or ze/hir. Ze has alternative spellings such as zie or zhe.

    • [PDF File]EFFECTIVE QUESTIONING TECHNIQUES

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      other side of the classroom, direct questions can help you in many ways. Direct questions promote learning by getting a quiet student involved in the discussion, by seeking an opinion or by drawing support from a student. For example, if a student in your class has expertise in the area under discussion, you might ask, "Mr. Johnson,

    • [PDF File]Respectful Disability Language: Here’s What’s Up!

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      Respectful Disability Language: Here’s What’s Up! ... Ask the people you are with ... Here are some ways that people with disabilities are described. This list includes “out-dated language” – terms and phrases that should not be used. This list also includes

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