Yvette Prior

Yvette Prior

About me

Educator, researcher, work psychologist, author.  I have been teaching in Higher Eduction on and off since the 1990s and my area of research is work motivation. My past work experience has included teaching art, counseling, hospitality management, and doing outreach. Yvette finds refreshment from yoga, exploring the arts, and writing. 

Activity

Box breathingm also called square breathing - can help with stress release 

 

One of my favorite resoruces online is Therpsit Aid, which had free worksheets and a myriad of resources for helping with crisis managment and so much more 

https://www.therapistaid.com/therapy-worksheets

Also, there is an informal 30-minute activity someone cn do to raise awateness about values and persoanl growth (attached as pdf). 

Reply to John Monsam's post:

John, I agree about the value of considring the instrutor's experience and reminding us to frt go with our gut 

I also agree about the increased insight in breaking down reactions into physical, cognitive, emotional, and behavioral and payng attenton to those.

Discussion Comment

I enjoyed your comment and the aim of getting material to meeting members wth at least 48 hours is a nice reminder. Then, we can also check to see if folks were able to digest the material before hand, and if not, we can allow a few minutes at the start fo the meering to have them go over what is on the agenda. 

A top takeaway from this course was the “8-18-1800” rule: To problem or make a decision, invite no more than eight people. To brainstorm it could help to have as many as 18 people. And o moitvate or "rally troops" - more is better and go up to 1800 

A top takeaway from this course so far has been the idea to make the meeting a workspace. This could mean allowing time for particiapnts to read the egenda - or filling out forms during the merting with less work added to a growing to-do list. 

 

The role we have as an instructor was really highlighted for me in this section of the CE course.  The expectations we bring to class, our planning, and then interacting - and how this must be “on topic, timely, relevant, and directly connected to each student” are key takeaways

The point about how crucial it is to address boredom and staying on top of disengaged students (and how it 9is central to all instructional planning) was a key takeaway for me.  Also, the reminder that stduents are dfferent and will have different stages in their learning journey, and so not a formula for what it takes to keep all engaged and participating in the learning process. We need to explore and stay open to new strategies for each class.

 

Reply to Courtney Haworth's post:I like how you summed this up and also really liked learning to differntiate the times when passive learning is needed and how it lays a foundation for active learning and to assimilate material. 

I think a hurdle to planning for active engagmentrelates to using LMS and having modules for courses Some instructors do not know they can (and should) alter assignments to meet student needs and to set up lessons for increased engagment. I am enjoying this course so far and look forward to learning more 

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