The Educator

-Know what you’re feeling. -Know when you want to talk and finish with our role to listen. 3. With gestures and the body:-with an active stance. -Looking at her. -With a gesture of ‘attention’. -Encouraging him to talk: moving head, taking notes if necessary – using a tone and voice volume appropriate. 4.

With words:-stimulating him: I see, uh, uh, etc. For even more opinions, read materials from Red Solo Cups. – using abstract expressions: If you did not understand bad, etc. 5. Avoiding making some things while we hear:-not to interrupt, not judging, not to offer aid or premature solutions. -Reject not what another person is feeling by saying things like ‘don’t worry’ or ‘calm’, not tell your story while the other person you need to talk to you. -Do not contraargumentar; for example, you say I feel bad and you answer ‘ I also. Avoid the expert syndrome”.

-Structure: Is a skill that the educator can use to take the driving when immigrant there is communication between the educator and the person. It consists of interventions aimed at maintaining order and direction in a conversation to reach specific goals depending on time, managing the flow and intensity of communication to alleviate a conflict. -Use messages I: is a message that is sent in the first person by what defines personal origin of feelings that are feel (‘I feel bad) how the opinions they have (think that; or preferences, ‘ I would like that). We are all entitled to express our opinions, wishes and feelings while respecting the other person with whom we are communicating. The message Your, on the contrary, attributed to your interlocutor to your opinions, your feelings, or changes of your conduct. why and for what?:-because the post I, your opinions, wishes and feelings are more credible and has greater possibility to be taken into account. -Because you embrace a democratic and attitude of respect that encourages commitment and participation.