Hi there Bloggers, Once agin we are sharing something important. Here are a few entires from the internet on Autogenic Training for your pursual. iI will surely recommend that you try a few of the techniques and I hope you find one that will work for you. there are tremendous benefits to be derived from these techniques.
Help make your life stress-free!!!!!
Autogenic trainingFrom Wikipedia, the free encyclopedia
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Autogenic training is a relaxation technique developed by the German psychiatrist Johannes Schultz and first published in 1932. The technique involves the daily practice of sessions that last around 15 minutes, usually in the morning, at lunch time, and in the evening. During each session, the practitioner will repeat a set of visualisations that induce a state of relaxation. Each session can be practiced in a position chosen amongst a set of recommended postures (e.g. lying down, sitting meditation, sitting like a rag doll, etc.). The technique can be used to alleviate many stress-induced psychosomatic disorders.
Schultz emphasized parallels to techniques in yoga and meditation. It is a method for influencing one's autonomic nervous system. Abbe Faria and Emile Coue are the forerunners of Schultz. There are many parallels to progressive relaxation.
Example of an autogenic training session
sit in the meditative posture and scan the body
"my left arm is heavy and warm" (repeat 3 times)
"my arms and legs are heavy and warm" (repeat 3 times)
"my heartbeat is calm and regular" (repeat 3 times)
"my solar plexus is warm" (repeat 3 times)
finish part one by cancelling
start part two by repeating from steps 2 to cancelling
part three repeat steps 2 to cancelling
Quite often, one will ease themselves into the "trance" by counting to ten, and exit by counting backwards from ten. This is another practice taken from progressive relaxation.
Effects of autogenic training
Autogenic Training restores the balance between the activity of the sympathetic (flight or fight) and the parasympathetic (rest and digest) branches of the autonomic nervous system[citation needed]. This has important health benefits, as the parasympathetic activity promotes digestion and bowel movements, lowers the blood pressure, slows the heart rate, and promotes the functions of the immune system.
Counter-indications
Autogenic Training is counter-indicated, or needs to be adapted, for a series of conditions including: heart problems such as myocardial infarction, diabetes, psychotic conditions such as schizophrenia, glaucoma, alcohol or drug abuse, epilepsy[citation needed].
Clinical Evidence
Autogenic training has been subject to clinical evaluation from its early days in Germany, and from the early 1980s worldwide. In 2002, a meta-analysis of 60 studies was published in Applied Psychophysiology and Biofeedback (Stetter & Kupper 2002), finding significant positive effects of treatment when compared to normalsover a number of diagnoses; finding these effects to be similar to best recommended rival therapies; and finding positive additional effects by patients, such as their perceived quality of life.In Japan, four researchers from the Tokyo Psychology and Counseling Service Center have formulated a measure for reporting clinincal effectiveness of autogenic training (IMYK 2002).
Autogenic Training
Autogenic, which means "self-regulation or -generation," refers to the way in which your mind can influence your body to balance the self-regulative systems that control circulation, breathing, heart rate, and so on. Autogenic training allows you to control stress by training your autonomic nervous system to become relaxed.
It is suggested that you learn progressive relaxation first. Autogenic training will then teach you to respond, in a passive manner, to verbal and visual cues that reduce tension. By focusing on relaxing phrases and images, the training conditions positive, relaxing responses, such as rhythmic breathing and heart rate and a warm, relaxed, heavy feeling throughout the body.
Autogenic training is based on the notion of passive concentration: that is, you try to achieve your goal of relaxation by not working actively to do so (as in progressive relaxation).
Practice autogenic training twice each day in order to maximize the benefits. Choose times and places that are feasible for an uninterrupted session. Wear comfortable clothes. Sit or be in a position that allows total support for your entire body. When you begin autogenic training, first work on reducing your heart rate and calming your breathing; then you can move on to trying to evoke warm, heavy, relaxed sensations in your limbs and body.
As you practice, try to combine phrases with images in order to keep your mind occupied. If thoughts do intrude into your session, just observe them and let them go. A Sample Session
Following is an example of a session using phrases and images. You can run through this mentally as you practice, or you can make a tape recording to guide you through the session.
Sit comfortably and gently roll your head in a half circle in front of you. Roll from side to side a few times then bring your head up to face forward. Take a deep breath in, drawing the air deep into your stomach. Slowly release the breath.
Concentrate on your breathing, which is smooth and rhythmic. Imagine that your breaths are like waves lapping at the shore. Keep this image in your mind as you repeat to yourself, "My breathing is rhythmic and smooth . . . my breathing is rhythmic and smooth."
With each breath, feel relaxation wash over you like the waves. The waves wash over your feet and legs, your stomach and chest. Feel them cover your arms, your neck, your head. Your arms and legs feet warm and heavy. Feel the waves of relaxation sweep over you. Feel your limbs growing heavier, warmer. Your breathing is calm, rhythmic, and smooth.
Now move your focus to your heart. Imagine the waves of relaxation washing over you, calming your breathing and your heart. Say to yourself, "My heart- beat is gentle and even . . . my heartbeat is gentle and even." "I feel quiet, calm, relaxed . . . my heart- beat is gentle and even."
Your body feels peaceful and tranquil, you are relaxed. Concentrate now on your right arm and hand. Say to yourself, "My right arm and hand feel warm and heavy . . . my right arm and hand feel warm and heavy." Imagine the sun shining on your arm and hand. Feel the warmth spread through your arm and hand as they grow heavier and heavier. Say to yourself, "My right arm and hand feel warm and heavy . . ."
Now focus on your left arm and hand. Say to yourself, "My left arm and hand feel warm and heavy . . . my left arm and hand feel warm and heavy." Again imagine the sun shining on your arm and hand, or that they are soaking in a hot tub. Feel the warmth spread through your arm and hand, and feel them grow heavier. Say to yourself, "My left arm and hand feel warm and heavy . . ." *Concentrate now on both of your arms and hands. They both feel warm and heavy. Say to yourself, "Both of my arms and hands are warm and heavy . . . my right arm and left arm are warm and heavy . . ." Feel the warmth flow through your arms and hands, down into your fingers to the tips. You feel relaxed all over as your arms and hands get warmer and heavier. While your arms are warm and heavy, scan your body from head to toe to find any muscle tension in other parts of your body. Make sure your shoulders are dropped and relaxed, your jaw is not clenched, your legs are relaxed. You should feel relaxed all over, your mind free from thought. *Now turn your concentration to your legs. Feel the warmth and heaviness from your arms flow down into your legs. Say to yourself, "My legs and feet are warm and heavy . . . my legs and feet are warm and heavy." Imagine bathing in the sun and feel the warmth spread over your body, radiating through your arms and hands, down through your legs and feet. Say to yourself, "My feet and hands are warm and heavy . . . my arms and legs are warm and heavy." All of your limbs now feel warm and heavy. Your body is relaxed and calm, your breathing is deep and rhythmic, your heart is beating gently and evenly. *To complete the autogenic exercise, take a deep breath and exhale. Picture yourself now in the room where you began the session. You are calm and relaxed, and you will become more relaxed each time you do this exercise. Take a few more deep breaths, open your eyes, and you will feel relaxed yet alert and refreshed.After The SessionIf you are going to resume physical activity, you can follow your autogenic exercises with stretching to stimulate your muscles. If you find yourself yawning, don't assume that you are now tired. Take this as a sign that the exercise has worked-that you are relaxed and free from tension.Contra-indications/WarningsWhile autogenic training is effective in reducing stress, tension, and anxiety, it is not recommended for people with severe mental disorders. You should have a complete physical examination before beginning to practice autogenic training, and people with diabetes, hypoglycemia, heart conditions, and high or low blood pressure should practice only under the supervision of their physician. If you feel any adverse side effects, discontinue your practice and consult with an experienced autogenic training instructor.
What is autogenic training?
Around 1900 Vogt developed autohypnosis. It was noticed that patients reported less tension. Somewhat later, around 1932, a German, named Johannes Schultz, developed a training which he called autogenic or (self-regulation).
The benefits are similar to other meditative and relaxation techniques. Heart and respiratory rate decreases, along with muscle tension. Blood begins to flow more easily to the peripheral area of the extremities.
Raynaud's disease sufferers have often alleviated much of their deficient blood supply to the extremities. Migraine headaches and insomniacs have also benefited from autogenic training.[1]
The Six Initial States of Autogenic States are as follows:
1. Focus on sensations of heaviness throughout the arms and legs.
2. Focus on sensations of warmth throughout the arms and legs.
3. Focus on sensations of warmth and heaviness in the area of the heart.
4. Focus on breathing.
5. Focus on sensations of warmth in the abdomen.
6. Focus on sensations of coolness in the forehead.
The Practice
Autogenic training is often best learned with the assistance of a teacher, however, tapes can be purchased which will also be beneficial. You may practice in a chair or lie in the supine position. Tapes can be purchased from GRCC bookstore or from an online bookstore[2] ,[3]
If you wish you may make your tape or recite the following dialogue silently. Autogenic seems to work best when each state is practiced in a sequence.
Stage 1 Heaviness
Repeat the following phrases silently 3 times
My right arm is heavy. ( repeat 3 times)
My left arm is heavy. (repeat 3 times)
Both of my arms are heavy. (repeat 3 times)
Repeat above phrases 3 times in sequence with right leg, left leg, and then with both legs, as you did with the arms.
Stage 2 Warmth
My right arm is warm. ( repeat 3 times)
My left arm warm. ( repeat 3 times)
Both of my arms are warn. ( repeat 3 tunes)
Repeat above phrases as in heaviness substituting legs doing the same as you did with the Stage 1 Heaviness.
Stage 3 Heart
My heartbeat is regular and calm. (Repeat 5 times slowly)
Stage 4 Respiration
My breathing is calm and relaxed. ( Repeat 5 times)
Stage 5 Solar Plexus
My solar plexus is warm. ( Repeat 5 times )
State 6 Forehead
My forehead is cool. ( Repeat 5 times )
Repeat sequence for twenty minutes. With practice this should prove quite beneficial. Now give it a try!
Keep a daily log as indicated below and send the results to your instructor according to the due date.
Relaxation Journal
Date______Time of Day________Biodot color at:Beginning of Session______End of Session______
Comments
Autogenic Training
A series of mental exercises designed to relax the body. more »
Bioenergetics
A body-oriented form of psychotherapy that releases stress. more »
Meditation
A mental exercise intended to enhance spiritual awakening.
Autogenic Training
AutogenicsTraining
Page Contents: Introduction / The Breathing Warm-up / Phase 1: Heaviness / Phase 2: Warmth / Phase 3: A Calm Heart / Phase 4: Breathing / Phase 5: Stomach / Phase 6: Cool Forehead / Completion / Summary / Changing Unwanted Behavior
Autogenics Training
Although one of the most simple and easily learned techniques for relaxation is Progressive Muscle Relaxation (PMR), autogenics, while requiring considerable time and discipline to learn, has more far-reaching benefits than simple muscle relaxation. Composed of auto- (from the Greek autos, self) and -genous (a suffix meaning produced by, and reflecting the word genesis, creation), the word was chosen by Johannes Schultz,[1,2] a German doctor, to describe his original discovery first published in 1932. Today, autogenics training [3] teaches you to create a feeling of warmth and heaviness throughout your body, thereby experiencing a profound state of physical relaxation, bodily health, and mental peace.
And, once you become proficient at it, you can use autogenics to overcome addictions (such as smoking or gambling), change unwanted behaviors (such as nail biting), and resolve anxieties (such as fear of flying). In fact, you can use autogenics to help overcome just about any psychological or physiological problem; the results will vary (a) according to the severity of the problem and (b) according to your own discipline and confidence.
Be advised, however, that there is nothing “mystical” about this training. It’s pure physiology. But it can be a first step to real spiritual healing.
This training sequence takes aboutThree Months.
If you decide to pursue it, it will probably be one of the most important investments of time you will ever make.
The training presented here does not take much actual time each day; it is based on discipline over time. You can find dozens of other websites on the Internet that make autogenics—and healing itself—seem simple and easy, so, as I say throughout this website, take your choice: the right way, or the easy way. Remember: the only escape from darkness is to seek the light.
Some people ask about audio tapes for this training. But tapes only miss the point. The purpose of this training is to learn how to communicate with your body so as to take personal responsibility for your life. Passively listening to someone else tell you what to do on a tape is just a way to avoid the responsibility of taking action yourself.
Here are some suggestions for practice:
•
Practice in a quiet place, alone. Unlike PMR, however, it can be of help, if you prefer, to use soft “environmental sounds” or ethereal “New Age” background music. Avoid all other music because your physiological responses will be unconsciously influenced by the melody and rhythm of the music.
•
Remove your shoes and wear loose clothing.
•
Again, unlike PMR, it can help the initial training to lie flat on your back on a hard, carpeted floor. This will enhance your ability to feel the heaviness of your arms and legs. After you have mastered the complete training sequence, it’s preferable to practice at least one session of your daily condensed Autogenics Formula (see below) while sitting (or reclining, with your feet up) in a comfortable chair; other than that, you can use your autogenic routine under any other circumstances you like, whether sitting, standing, walking, or lying down.
•
Avoid eating, smoking, or drinking before practice. It’s best to practice before meals rather than after, because the digestive processes interferes with the relaxation process. Never practice after using any intoxicants.
•
If you fall asleep during a session, repeat that routine in your next session.
•
If you practice in bed at night, plan on falling asleep before you complete your cycle. Therefore, consider a practice session at night, in bed, to be in addition to your basic practice.
•
When you finish a session, relax with your eyes closed for a few seconds, and then get up slowly. (Orthostatic hypotension—a sudden drop in blood pressure due to standing up quickly—can cause you to faint.) Some people like to count backwards from 5 to 1, timed to slow, deep breathing, and then say, “Eyes open. Supremely calm. Fully alert.”
•
During the training, you will be focusing intently on your inner experiences, to the exclusion of external events. Therefore, it is possible that you might encounter some kinds of hypnagogic (i.e., dream-like) dissociative experiences in which bodily perceptions seem distorted. In general, just ignore these things and they will pass. If you find them at all troubling, then you might want to consult with a psychologist to try to understand the particular meaning of these symptoms for you.
Above all, keep in mind that this is not a training that can be rushed. So, please remember that even if you “complete” any phase (or part of a phase) according to the specified repetitions, if you don’t actually feel the results of what you are saying, take the time to repeat the phase (or the item of the phase). Maybe it will take you four months instead of three. So what? The idea is not to “finish” the training but to learn the material. If you compare the initial “extra” work to the ultimate benefits over a lifetime, the burden will seem light indeed.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
The Breathing Warm-up
The Breathing Warm-up
Use this Warm-up before every autogenics practice session, even after you have become proficient at the more advanced exercises.
Begin a process of deep breathing, exhaling to a mental count that is twice as long as you inhale. With each breath cycle, increase the duration. For instance, inhale counting, “One,” exhale counting, “One, Two.” Inhale counting, “One, Two;” exhale counting, “One, Two, Three, Four.” Go up the scale to six counts in, twelve counts out. Then reverse: six counts in, twelve counts out; five counts in, ten counts out; and so on, down to one count in, two counts out.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Phase 1:
Heaviness
Phase 1: Heaviness
After the Breathing Warm-up, begin this Phase 1 practice with your right arm. (But if you are left-handed, begin, in this as in all other exercises, on your left side.) Breathe deeply, one count in, one count out, and silently repeat the following formula—the first half of each phrase (the part before the “/”) as you inhale, the second half (the part after the “/”) as you exhale:
My right arm is getting / limp and heavy
6–8 times
My right arm is getting / heavier and heavier
6–8 times
My right arm / is completely heavy
6–8 times
I feel / supremely calm
1 time
Practice this routine two or three times a day, for three days. After that, continue with the same basic routine structure but with the following substitutions:
• My left arm is getting / limp and heavy, etc. — 3 days
• Both my arms are getting / limp and heavy, etc. — 3 days
• My right leg is getting / limp and heavy, etc. — 3 days
• My left leg is getting / limp and heavy, etc. — 3 days
• Both my legs are getting / limp and heavy, etc. — 3 days
• My arms and legs are getting / limp and heavy, etc. — 3 days
The Phase 1 routine takes 21 days of practice.
At the end of the 21 days, your last cycle of this routine will from now on be known as your final Heaviness Formula:
My arms and legs are getting / limp and heavy
6–8 times
My arms and legs are getting / heavier and heavier
6–8 times
My arms and legs are / completely heavy
6–8 times
I feel / supremely calm
1 time
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Phase 2: Warmth
Phase 2: Warmth
Begin with the Warm-up breathing exercise. Do the final Heaviness Formula with all the repetitions. (Heaviness—and the muscular relaxation it represents—is critical to the rest of the training. So you need to master it well right from the start.) At the end of the Heaviness Formula add this exercise for warmth:
My right arm is getting / limp and warm
6–8 times
My right arm is getting / warmer and warmer
6–8 times
My right arm / is completely warm
6–8 times
I feel / supremely calm
1 time
Practice this routine (the Heaviness Formula combined with the warmth exercises) two or three times a day, for three days. After that, continue with the same routine structure but with the following substitutions (remembering to do the Warm-up breathing exercise and the Heaviness Formula at the beginning of each practice session):
• My left arm is getting / limp and warm, etc. — 3 days
• Both my arms are getting / limp and warm, etc. — 3 days
• My right leg is getting / limp and warm, etc. — 3 days
• My left leg is getting / limp and warm, etc. — 3 days
• Both my legs are getting / limp and warm, etc. — 3 days
• My arms and legs are getting / limp and warm, etc. — 3 days
The Phase 2 routine takes 21 days of practice.
At the end of the 21 days, you may use a final Heavy/Warm Formula to sum up the first two exercises:
My arms and legs are getting / limp and heavy and warm
6–8 times
My arms and legs are getting / heavier and warmer
6–8 times
My arms and legs are / completely heavy and warm
6–8 times
I feel / supremely calm
1 time
Practice this Heavy/Warm Formula (beginning with the Warm-up breathing exercise) two or three times a day for one week.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Phase 3:
A Calm Heart
Phase 3: A Calm Heart
Do the Warm-up. Then begin the following routine which incorporates your previous work (the Heavy/Warm Formula) and adds the calm heart exercise:
My arms and legs are getting / limp and heavy and warm
1–2 times
My arms and legs are getting / heavier and warmer
1–2 times
My arms and legs are / completely heavy and warm
1–2 times
I feel / supremely calm
1–2 times
My chest feels / warm and pleasant *
6–8 times
My heartbeat is / calm and steady
6–8 times
I feel / supremely calm
6–8 times
* This phrase helps to achieve a calm heart response, but it will be dropped after this exercise.
Practice this routine two or three times a day for two weeks.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Phase 4: Breathing
Phase 4: Breathing
Do the Warm-up. Then begin the following routine which incorporates all your previous work and adds command of your breathing as well:
My arms and legs are getting / limp and heavy and warm
1–2 times
My arms and legs are getting / heavier and warmer
1–2 times
My arms and legs are / completely heavy and warm
1–2 times
My heartbeat is / calm and steady
1–2 times
I feel / supremely calm
1–2 times
My breathing is / supremely calm
6–8 times
I feel / supremely calm
1 time
Practice this routine two or three times a day for two weeks.
By this time you will probably have begun to notice some pleasant and surprising effects from your practice. But continue on to further refine your sense of bodily command.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Phase 5: Stomach
Phase 5: Stomach
Do the Warm-up. Then begin the following routine which helps you add a radiant feeling of central warmth and peace to your body:
My arms and legs are getting / limp and heavy and warm
1–2 times
My arms and legs are getting / heavier and warmer
1–2 times
My arms and legs are / completely heavy and warm
1–2 times
My heartbeat is / calm and steady
1–2 times
I feel / supremely calm
1–2 times
My breathing is / supremely calm
1–2 times
I feel / supremely calm
1–2 times
My stomach is getting / soft and warm
6–8 times
I feel / supremely calm
1 time
Practice this routine two or three times a day for two weeks.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Phase 6: Cool Forehead
Phase 6: Cool Forehead
Do the Warm-up. Then begin the following routine which helps you add a calm, stabilizing sensation of coolness to your forehead:
My arms and legs are getting / limp and heavy and warm
1–2 times
My arms and legs are getting / heavier and warmer
1–2 times
My arms and legs are / completely heavy and warm
1–2 times
My heartbeat is / calm and steady
1–2 times
I feel / supremely calm
1–2 times
My breathing is / supremely calm
1–2 times
I feel / supremely calm
1–2 times
My stomach is getting / soft and warm
1–2 times
I feel / supremely calm
1–2 times
My forehead is / cool
6–8 times
I feel / supremely calm
1 time
Practice this routine two or three times a day for two weeks.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Completion
Completion
By this time you should have mastered all the six phases of the basic training. Your final condensed Autogenics Formula will now be as follows:
Warm-up
My arms and legs are / heavy and warm
1–2 times
My heartbeat and breathing are / calm and steady
1–2 times
My stomach is / soft and warm
1–2 times
My forehead is / cool
1–2 times
I feel / supremely calm
1–2 times
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Summary
To maintain your proficiency, practice at least once a day. Some persons prefer going to sleep this way. If you maintain your practice faithfully, you will find that by using only one or two cycles of the final routine you can achieve a pleasant and calm autogenic state under almost any circumstances.
But make no mistake: It takes long, hard practice to master the exercises, and they take you only as far as your own intelligence and desire will allow.
May you go far.
w w w . G u i d e T o P s y c h o l o g y . c o m / a u t o g e n . h t m
Changing Unwanted Behavior
In general, changing unwanted behavior involves three basic steps:
1.
You must know how ugly the behavior is and how much damage it causes to yourself and to others.
2.
You must regret the damage caused by the behavior.
3.
You must know the benefits of new and different behavior.
It isn’t sufficient, however, that you “know” these things intellectually; you must know them by feeling them in the depths of your heart.
Autogenics can be helpful in changing unwanted behavior because you can use your autogenics skills to work through each of the three basic steps of change by actually feeling the elements of each step with the help of autogenic visualization and suggestion.
Of course, some long-standing personality problems have roots deep in unconscious conflicts, so you may need professional psychotherapy rather than autogenics. Still, even in these cases, the autogenics approach can be worth a try.
So here’s how to do it.
First, enter a state of relaxation by practicing your condensed autogenics formula. This is important because the next two steps (if done properly) will arouse considerable anxiety, and you need to be able to reduce that anxiety again with your autogenics skills.
Second, create a negative mood state in which you visualize the harmful and disgusting effects of the unwanted behavior. For example, if you bite your fingernails, see the ugly, raw nails; notice how uncomfortable and embarrassed you feel; see your fingers getting scarred and deformed. If you smoke cigarettes, smell the stench of the smoke on your clothes and body; see the stains on your fingers and teeth; notice your shortness of breath and coughing; visualize the poisons coating your lungs and other internal organs.
Third, contemplate how miserable and wretched your life will be if you do not change your behavior. For example, if you bite your fingernails, see yourself socially inhibited, fearful, and lonely, hiding your hands from view everywhere you go. If you smoke cigarettes, see yourself wheezing for breath and dying of cancer. Imagine your children suffering from their own addictions because of your negative influence.
Fourth, create a positive mood state in which you visualize the beneficial effects of new, healthy behavior, all the while your anxiety from the previous step begins to dissolve. For example, if you bite your fingernails, see yourself with beautiful nails, moving your hands gracefully and without embarrassment. If you smoke cigarettes, see yourself as calm and confident, relaxed and able to concentrate, free of frustration and tension, a positive influence on others.
Fifth, reinforce your positive mood with positive statements of validation. Repeat them several times. Create your own, or select from the following examples.
Be careful, though, not to tell yourself lies. If you try to claim that you have the most brilliant mind imaginable, that you will trample all competition underfoot, or that you will become the greatest such-and-such the world has ever seen, then such narcissism will lead you right into self-destruction and everlasting loneliness. But if you successfully complete the autogenics training, all the statements below are honest and humble reflections of the discipline, patience, and respect for your body that the training requires.
•
My confidence is strong and steady. I can deal with everything as it happens. I have no need for [cigarettes, coffee, alcohol, drugs, etc]. Substances no longer control me. I have no need for them.
•
My [fingernails, hair, thumb] are[/is] an important part of my body, so I will care for them[/it] with kindness. I have no need to harm them[/it] or [bite, twist, pull, suck, etc.] them[/it].
•
I have no need to rush or be concerned about my speech. I can talk slowly and clearly. Just as I can take one calm breath after another, I can speak calmly, one articulate syllable at a time. I have no need to stutter.
•
I can work calmly and confidently. My mind will not wander. My self-confidence will not be bothered by small mistakes. I can meet all obstacles with confidence.
•
I approach all tasks with a calm focus on the matter at hand. I do not lose my concentration by distractions. I act with discipline and resolve.
•
I listen to and respect my own body. I can present myself to others with respect and dignity. I will listen to and respect others.
•
I can remain calm, relaxed, and composed in any situation.
•
I can dissolve tension and anxiety before it builds.
•
All cravings will pass within 10 minutes. I have the patience to remain calm and wait.
•
My calmness and patience can result in compassion and understanding. I can get along well with anyone. I will return kindness to any insult.
•
My experience of peace and calm is not threatened by anything outside myself. I have no need for rivals or jealousy. I wish good to all persons.
•
There are no “good” days or “bad” days. I can do what needs to be done at all times. I uphold my promises and value my word. In my relaxation, an unlimited source of ideas is available to help me.
Sixth, conclude with a simple closure to the relaxation session. Take a few deep breaths and affirm that “I feel / supremely calm.”
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Additional Resources References: 1. Schultz, J. H., & Luthe, W. (1959). Autogenic training: A psychophysiologic approach in psychotherapy. New York: Grune and Stratton. 2. Schultz, J. H., & Luthe, W. (1969). Autogenic therapy: Vol. 1. Autogenic methods. New York: Grune and Stratton. 3. The autogenics exercises presented here have been adapted from: Ostrander, S., & Schroeder, L. (1979). Superlearning. New York: Dell Publishing Co. Music: Dovesong International —About Positive Music (and negative music). Related pages within A Guide to Psychology and its Practice:Progressive Muscle RelaxationSelf-administered Systematic DesensitizationStressTrauma CONTACT ME INDEX of all subjects on this website SEARCH this website
A Guide to Psychology and its Practicewww.GuideToPsychology.com Copyright © 1997-2008 Raymond Lloyd Richmond, Ph.D. All rights reserved.San Francisco, California USA
Tuesday, May 6, 2008
'Present and Future' Hands
Hi there Bloggers,
Once again we are taking the opportunity to share information. This time you visited my space to gleamed a better understanding of my drawings of my 'present and future' hands to represent my present and future state in the Diploma in Education programme. Here is my explanation:
THE LEFT HAND: PRESENT STATE
The texture used was one that gave the impression of something being rough, because at that time I felt that the programme was really rough! I used the colours black and blue to depict how hard I found the programme to be at that time; and the colour yellow was used inbetween the black and blue to depict the strands of hope or sunshine I am anticipating coming out of the programme. The red stars on my finger tips represented how my heart was pulsating because my hand was black and blue (you know you are able to feel your pulse in your finger tips).
THE RIGHT HAND: FUTURE STATE
The texture used was one that gave the impression of something smooth. I honestly felt that once I have successfully completed the programme (in the future) things will run smoothly. I used the colour yellow to depict the bits of hope and sunshine I felt in the past will truly become a reality and my life, with my Diploma, will be full of sunshine. The green arrows depicted my positive growth (green to represent fullness of life) which will be felt in my finger tips and so indicate that my heart will not be pulsaring anyone but will be feed a constant flow of positive feelings (nutrition for the soul). Hence, I see the experiences in the Diploma programme as vital knowledge, skills, values and attitudes any prospective Head of Department/Vice-Principal/Principal ought to acquire.
Once again we are taking the opportunity to share information. This time you visited my space to gleamed a better understanding of my drawings of my 'present and future' hands to represent my present and future state in the Diploma in Education programme. Here is my explanation:
THE LEFT HAND: PRESENT STATE
The texture used was one that gave the impression of something being rough, because at that time I felt that the programme was really rough! I used the colours black and blue to depict how hard I found the programme to be at that time; and the colour yellow was used inbetween the black and blue to depict the strands of hope or sunshine I am anticipating coming out of the programme. The red stars on my finger tips represented how my heart was pulsating because my hand was black and blue (you know you are able to feel your pulse in your finger tips).
THE RIGHT HAND: FUTURE STATE
The texture used was one that gave the impression of something smooth. I honestly felt that once I have successfully completed the programme (in the future) things will run smoothly. I used the colour yellow to depict the bits of hope and sunshine I felt in the past will truly become a reality and my life, with my Diploma, will be full of sunshine. The green arrows depicted my positive growth (green to represent fullness of life) which will be felt in my finger tips and so indicate that my heart will not be pulsaring anyone but will be feed a constant flow of positive feelings (nutrition for the soul). Hence, I see the experiences in the Diploma programme as vital knowledge, skills, values and attitudes any prospective Head of Department/Vice-Principal/Principal ought to acquire.
Monday, May 5, 2008
Public Speaking
Hi there Bloggers,
I am quite aware that a lot of people possess a fear for speaking in public but as a teacher, I am also quite aware that effective public speaking competencies are critical to your success as a teacher, and are useful in your social life outside the school setting. The following internet information on "Public Speaking" were posted to help anyone overcome this fear.
INTERNET INFORMATION #1
Face your fear: Admit that you have a problem, seek to understand it, and have faith that you will eventually conquer it. As I said, you’re not only far from alone, but you’re in very good company. Isolation is a big part of this fear. Talk about it with friends and family. Get it out. Then be brave and determined. You can conquer this and you will.
Know your material cold: When you do get an opportunity to present, it’s important to put your best foot forward. You need to know your material backwards and forwards. Be clear on the key points you want to get across and be prepared to converse intelligently on the subject. What we call “thinking on your feet” is really about confidence, knowledge, and preparation, not about any particular skill-set.
Take the pressure off yourself: Most people spend the vast majority of their waking cycles thinking about themselves. Most of the time, they’re not even paying attention to what’s going on around them. You think the whole world can see how nervous you are, but the truth is that nobody will notice a thing. Even if they did, if you consider that half your audience has the same fear you have, they’re likely to be empathetic.
Interact with the audience: This takes us back to isolation, the feeling that you’re standing up there all alone; all eyes are on you; all the pressure is on you. Interact with your audience. Draw them into your presentation by asking leading questions and encouraging interaction. You’ll instantly feel more comfortable, and so will your audience. A great side benefit is it will make you a far more dynamic and engaging speaker.
Ask what’s the worst that can happen? That simple question can diffuse so many life problems it isn’t funny, and it certainly applies here. What if your hands shake? What if you screw up? What if you’re so nervous you pass out? Or your pitch is so bad that you don’t get the funding for your project? First of all, none of that is going to happen; it almost never does. It’s all in your head. *The point is you’re not going to die or lose your loved ones. You’ll always have another chance; there will always be other opportunities to shine. Don’t think of your speech or presentation as an event; think of it as part of the process of life. Fear is part of it. Have courage and faith, you’ll get through it. The absolutely worst thing you can do is ignore your fear and shy away from speaking publicly. Reducing your fear and anxiety is all about reducing your isolation and boosting your confidence. The only way to do that is to understand it, work at it, and get out there and speak.
The Proof is in The Speaking: Some time back I ran one of my exciting sessions for two senior management staff at one of Melbourne’s leading golf clubs. My brief was to give them the confidence and know-how to effectively MC a very important function at which many notable people would be in attendance. Their concerns were very real for this had to work and there was no room for failure. Yet by the end of this life-changing experience they were both able to proclaim that the situation no longer frightened them and they were actually looking forward to this glittering occasion. Before I walked away they shared something very interesting with me. I learnt that after enquiring about my services, they had made further enquiries with other extended public speaking courses. “Boy did they tear shreds off you!” one of these ladies confided in me. She told me that one guy told her: “It simply can’t be done in one session… You need a longer course in which to practise”. He went on to say that he’d been in the business for 20 years and it would be an absolute waste of time and money to even consider it. But your sheer conviction and passion swayed us to believe you could deliver what you promise in one session and that’s just what you’ve done.It goes without saying the evening was an outstanding success and both of these people have since gone on from there. This choice is also yours.
Know the audience.
Know your material.
Relax.
Visualize yourself giving your speech.
Realize that people want you to succeed.
Don't apologize.
Concentrate on the message -- not the medium.
Turn nervousness into positive energy.
Gain experience.
2. Speak with conviction as if you really believe in what you are saying. Persuade your audience effectively. Do not read from notes for any extended length of time although it is quite acceptable to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not mumble. If you made an error, correct it, and continue. No need to make excuses or apologize profusely.
3. Maintain sincere eye contact with your audience.
4. Pause.
6. When using audio-visual aids to enhance your presentation, be sure all necessary equipment is set up and in good working order prior to the presentation. If possible, have an emergency backup system readily available. Check out the location ahead of time to ensure seating arrangements for audience, whiteboard, blackboard, lighting, location of projection screen, sound system, etc. are suitable for your presentation.
7. Have handouts ready and give them out at the appropriate time.
8. Know when to STOP talking.
I am quite aware that a lot of people possess a fear for speaking in public but as a teacher, I am also quite aware that effective public speaking competencies are critical to your success as a teacher, and are useful in your social life outside the school setting. The following internet information on "Public Speaking" were posted to help anyone overcome this fear.
INTERNET INFORMATION #1
How do you conquer it?
Well, there really is no wholesale cure, so to speak. But in a way, that’s good news. As big and bad as this fear is, it really only takes a small amount of time, understanding and practice to conquer it. *You see, fear is a natural response to a wide variety of stimuli. As I said before, it’s an ancient survival mechanism. It’s how you interpret it, however, that counts. Courage is recognizing your fear and doing the right thing anyway. You have to face your fear, and that’s where the answer begins.
Well, there really is no wholesale cure, so to speak. But in a way, that’s good news. As big and bad as this fear is, it really only takes a small amount of time, understanding and practice to conquer it. *You see, fear is a natural response to a wide variety of stimuli. As I said before, it’s an ancient survival mechanism. It’s how you interpret it, however, that counts. Courage is recognizing your fear and doing the right thing anyway. You have to face your fear, and that’s where the answer begins.
Face your fear: Admit that you have a problem, seek to understand it, and have faith that you will eventually conquer it. As I said, you’re not only far from alone, but you’re in very good company. Isolation is a big part of this fear. Talk about it with friends and family. Get it out. Then be brave and determined. You can conquer this and you will.
Know your material cold: When you do get an opportunity to present, it’s important to put your best foot forward. You need to know your material backwards and forwards. Be clear on the key points you want to get across and be prepared to converse intelligently on the subject. What we call “thinking on your feet” is really about confidence, knowledge, and preparation, not about any particular skill-set.
Take the pressure off yourself: Most people spend the vast majority of their waking cycles thinking about themselves. Most of the time, they’re not even paying attention to what’s going on around them. You think the whole world can see how nervous you are, but the truth is that nobody will notice a thing. Even if they did, if you consider that half your audience has the same fear you have, they’re likely to be empathetic.
Interact with the audience: This takes us back to isolation, the feeling that you’re standing up there all alone; all eyes are on you; all the pressure is on you. Interact with your audience. Draw them into your presentation by asking leading questions and encouraging interaction. You’ll instantly feel more comfortable, and so will your audience. A great side benefit is it will make you a far more dynamic and engaging speaker.
Ask what’s the worst that can happen? That simple question can diffuse so many life problems it isn’t funny, and it certainly applies here. What if your hands shake? What if you screw up? What if you’re so nervous you pass out? Or your pitch is so bad that you don’t get the funding for your project? First of all, none of that is going to happen; it almost never does. It’s all in your head. *The point is you’re not going to die or lose your loved ones. You’ll always have another chance; there will always be other opportunities to shine. Don’t think of your speech or presentation as an event; think of it as part of the process of life. Fear is part of it. Have courage and faith, you’ll get through it. The absolutely worst thing you can do is ignore your fear and shy away from speaking publicly. Reducing your fear and anxiety is all about reducing your isolation and boosting your confidence. The only way to do that is to understand it, work at it, and get out there and speak.
The Proof is in The Speaking: Some time back I ran one of my exciting sessions for two senior management staff at one of Melbourne’s leading golf clubs. My brief was to give them the confidence and know-how to effectively MC a very important function at which many notable people would be in attendance. Their concerns were very real for this had to work and there was no room for failure. Yet by the end of this life-changing experience they were both able to proclaim that the situation no longer frightened them and they were actually looking forward to this glittering occasion. Before I walked away they shared something very interesting with me. I learnt that after enquiring about my services, they had made further enquiries with other extended public speaking courses. “Boy did they tear shreds off you!” one of these ladies confided in me. She told me that one guy told her: “It simply can’t be done in one session… You need a longer course in which to practise”. He went on to say that he’d been in the business for 20 years and it would be an absolute waste of time and money to even consider it. But your sheer conviction and passion swayed us to believe you could deliver what you promise in one session and that’s just what you’ve done.It goes without saying the evening was an outstanding success and both of these people have since gone on from there. This choice is also yours.
INTERNET INFORMATION #2
Public speaking
"Make sure you have finished speaking before your audience has finished listening".
Know the room.
"Make sure you have finished speaking before your audience has finished listening".
Know the room.
Be familiar with the place in which you will speak. Arrive early, walk around the speaking area and practice using the microphone and any visual aids.
Know the audience.
Greet some of the audience as they arrive. It's easier to speak to a group of friends than to a group of strangers.
Know your material.
Practice your speech and revise it if necessary. If you're not familiar with your material or are uncomfortable with it, your nervousness will increase.
Relax.
Ease tension by doing exercises.
Visualize yourself giving your speech.
Imagine yourself speaking, your voice loud, clear, and assured. When you visualize yourself as successful, you will be successful.
Realize that people want you to succeed.
They don't want you to fail. Audiences want you to be interesting, stimulating, informative, and entertaining.
Don't apologize.
If you mention your nervousness or apologize for any problems you think you have with your speech, you may be calling the audience's attention to something they hadn't noticed. Keep silent.
Concentrate on the message -- not the medium.
Focus your attention away from your own anxieties, and outwardly toward your message and your audience.Your nervousness will dissipate.
Turn nervousness into positive energy.
Harness your nervous energy and transform it into vitality and enthusiasm.
Gain experience.
Experience builds confidence, which is the key to effective speaking. A Toastmasters club can provide the experience you need.
INTERNET INFORMATION #3
Presentation Tips for Public Speaking
1. Body language is important.
Standing, walking or moving about with appropriate hand gesture or facial expression is preferred to sitting down or standing still with head down and reading from a prepared speech. Use audio-visual aids or props for enhancement if appropriate and necessary. Master the use of presentation software such as PowerPoint well before your presentation. Do not over-dazzle your audience with excessive use of animation, sound clips, or gaudy colors which are inappropriate for your topic. Do not torture your audience by putting a lengthy document in tiny print on an overhead and reading it out to them.
2. Speak with conviction as if you really believe in what you are saying. Persuade your audience effectively. Do not read from notes for any extended length of time although it is quite acceptable to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not mumble. If you made an error, correct it, and continue. No need to make excuses or apologize profusely.
3. Maintain sincere eye contact with your audience.
Use the 3-second method, e.g. look straight into the eyes of a person in the audience for 3 seconds at a time. Have direct eye contact with a number of people in the audience, and every now and then glance at the whole audience while speaking. Use your eye contact to make everyone in your audience feel involved.
Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. If you are short of time, know what can be safely left out. If you have extra time, know what could be effectively added. Always be prepared for the unexpected.
Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. If you are short of time, know what can be safely left out. If you have extra time, know what could be effectively added. Always be prepared for the unexpected.
4. Pause.
Allow yourself and your audience a little time to reflect and think. Don't race through your presentation and leave your audience, as well as yourself, feeling out of breath.
5. Add humor whenever appropriate and possible.
Keep audience interested throughout your entire presentation. Remember that an interesting speech makes time fly, but a boring speech is always too long to endure even if the presentation time is the same.
6. When using audio-visual aids to enhance your presentation, be sure all necessary equipment is set up and in good working order prior to the presentation. If possible, have an emergency backup system readily available. Check out the location ahead of time to ensure seating arrangements for audience, whiteboard, blackboard, lighting, location of projection screen, sound system, etc. are suitable for your presentation.
7. Have handouts ready and give them out at the appropriate time.
Tell audience ahead of time that you will be giving out an outline of your presentation so that they will not waste time taking unnecessary notes during your presentation.
8. Know when to STOP talking.
Use a timer to time your presentation when preparing it at home. Just as you don't use unnecessary words in your written paper, you don't bore your audience with repetitious or unnecessary words in your oral presentation. To end your presentation, summarize your main points in the same way as you normally do in the CONCLUSION of a written paper. Remember, however, that there is a difference between spoken words appropriate for the ear and formally written words intended for reading.
9. Terminate your presentation with an interesting remark or an appropriate punch line.
Leave your listeners with a positive impression and a sense of completion. Do not belabor your closing remarks.
10. Thank your audience and sit down.
Sunday, May 4, 2008
Reflections
Hi there Bloggers,
I am creating my Portfolio for submission and I realize that there are lots of information I will like to share with you all, but I do not have all the space needed to do so in my Portfolio. Therefore, I decided to post this blog with more information on "Reflection", taken from the internet, for your information. Hope you find them useful and informative and do drop a line or two to express the same. Please feel free to visit my website from time to time to get information and/or photos, and to share any useful information.
The following are information on "Reflection", which is the theme of the Postgraduate Diploma in Education programme. Happy reading!
The role of reflection and articulated goals as a foundation for professional development and for
2. Teaching as Reflection-in-Action
The concept of teaching as reflection-in-action refers to the preceptor's thinking about the teaching/ learning process or problem-solving teaching/learning situations while directly engaged in teaching. You demonstrate effective reflection-in-action when you change your teaching approach after recognizing that your approach is not working. That sounds pretty obvious, and yet many teachers and preceptors keep plugging away with the same approaches even though they are not satisfied with the results--an echo of that popular saying, "If you continue to do what you have always done, you will continue to get the same results you have always obtained."
While you are explaining a case to the student, you see the student's eyes glaze over and you readily see that the student is no longer actively engaged. But it is not always so obvious when an approach is not working. Even when the student is exhibiting my-eyes-glaze-over (humorously called MEGO), a preceptor might fail to notice and continue to drone on.
Seek feedback from the student frequently. Not by asking questions which can be answered "Yes" or "No," such as, "Did you get that?" or "Do you understand?" or "Do you see the relationship between … and …" Instead, ask the student to tell you what he or she got out of an explanation or ask, "What did you think was most important in what I just told you?" or "If you had to summarize this case in 60 seconds, what would you say?"
Validate your perception that your present approach is (or is not) working. Validate often so that you do not waste valuable time pursuing an ineffective approach. Validate the effectiveness of your teaching approaches with students just as you validate the effectiveness of treatment plans with patients. Remember the learning vector concept and its implication that students benefit differentially from teaching approaches depending upon their level of development. At a given time, a student may learn best from a collegial approach in some aspects but at the same time need a very directive, didactic approach in aspects that are entirely new.
By taking a holistic approach, Advanced Practice Nurses offer patients a unique approach to primary care. The student needs to practice comprehensive patient care, but at times in the learning process, the student may benefit from repetitive practice of a narrow aspect of care in order to master a skill. For example, if you assess a weakness in the student's skill in history taking, you might assign the student to taking and documenting histories for that day.
Keep your flexible stance, practice the techniques included in this section, and seek feedback from the student to validate the effectiveness of your approaches.
I am creating my Portfolio for submission and I realize that there are lots of information I will like to share with you all, but I do not have all the space needed to do so in my Portfolio. Therefore, I decided to post this blog with more information on "Reflection", taken from the internet, for your information. Hope you find them useful and informative and do drop a line or two to express the same. Please feel free to visit my website from time to time to get information and/or photos, and to share any useful information.
The following are information on "Reflection", which is the theme of the Postgraduate Diploma in Education programme. Happy reading!
1. Professional Reflection on Teaching
The role of reflection and articulated goals as a foundation for professional development and for
evaluating teaching through a portfolio.
What are the ends of teaching? How does one's views on this shape one's teaching activities (broadly construed) and the methods or approaches that one uses in a classroom? Ulitmately, how can one know good teaching without knowing its intended purpose? Since teaching is a scholarly, professional activity, its backbone is thorough reflection on ends and means. Teaching, therefore, will be shaped by how an individual characterizes these three basic elements that govern practice:
personal values and the goals of education (Teaching Philosophy);
the scope of one's activities (Roles & Responsibilities Adopted); and
the approaches that one adopts or develops towards those desired ends (Methods & Teaching Strategies).
Each of these elements is elaborated more fully elsewhere (links above). Here, one might pause to consider how they work together as elements of professional reflection. (In many discussions of teaching portfolios, these elements are combined under the single heading "Teaching Philosophy"; we prefer, by contrast, to highlight the differences between the whys, whats and hows.)
The foundation for any planning or assessment of teaching begins with a clear reflection on and a public statement of teaching philosophy. This does not define some theory of learning, but expresses the individual's personal values in a professional context. What is the goal of teaching? This is an important expression of academic freedom in teaching, tempered by discussion within the academic community, both at one's home institution and beyond. In a sense, all other aspects of teaching--and of the teaching portfolio--revolve around this hub. In particular, all evaluations must refer back to this form of personal reflection as a benchmark and implicit self-defined standard.
Having defined one's values and goals in teaching, one can then articulate the appropriate scope or type of one's teaching activities. How does one decide what courses to teach, how to balance classroom duties with mentoring or advising outside the classroom, or how much time to invest in other activities that support student learning, perhaps indirectly, such as garnering funding or developing instructional resources? What roles and responsibilities does one adopt? All these decisions are further expressions of professional choice (and academic freedom), though obviously made in a context of others in the same department and institution. This is an important perspective to contrast with many non-professional contexts, where a person's roles and responsibilities are dictated externally by the institution or employer.
Finally, the goals and the scope of one's activities frame a context for developing the means to fulfill them. In particular, what methodologies and teaching strategies does one learn, adopt and develop? Examples here may be collaborative learning, writing in class, carefully planned lectures punctuated by video clips, simulations, project assignments, computer tutorials, student debates, regular problem sets, guided rehearsals or studio work, etc. Many views of teaching equate these techniques or skills with the quality of teaching itself. But one must remember that they are skills or techniques only--tools for reaching some other, valued end. Indeed, they may very well be used expertly and effectively. And a person with a larger repertoire of skills may have more possibilities open to them. Still, sheer mastery does not ensure (in this case) that students learn, for example. Here, pedagogical knowledge and background on theories of learning or cognitive development can be further helpful tools. Ultimately, each teacher will find certain forms of teaching more suitable to his or her own goals, interactions with students, and personal dispositions. What may emerge from continued growth in this area, then, is a distincitve teaching style. That style will undoubtedly complement the instructor's specific teaching philosophy (as described above).
A teacher's methods and teaching strategies form a toolbox, of sorts. As an ensemble, they form a reservoir, a resource for productive teaching. Collectively, they are a form of capital (using the economic analogy). Hence, one may well refer to teaching capital. It is important to articulate this concept because one's repertoire of skills--one's teaching capital--will likely grow through the stages of one's career, and this may likely shape expectations in the context of an evaluation. Indeed, one might also expect the professional to continue accumulating teaching capital throughout one's life--another element that may shape evaluations.
The three elements of professional reflection, discussed above, are the foundation for the practice of teaching itself. First, they are the benchmark for evaluating the effectiveness of one's teaching, in the broadest terms, and guide the reflective practitioner in collecting evidence (or getting feedback).
Second, in more subtle and indirect ways, teaching philosophy and other elements of reflection also guide an individual's professional development. For example, considerable professional develoment will likely be devoted to increasing teaching capital in the context of one's specific teaching goals. These two dimensions of teaching thus form the other major sections in a teaching portfolio.
What are the ends of teaching? How does one's views on this shape one's teaching activities (broadly construed) and the methods or approaches that one uses in a classroom? Ulitmately, how can one know good teaching without knowing its intended purpose? Since teaching is a scholarly, professional activity, its backbone is thorough reflection on ends and means. Teaching, therefore, will be shaped by how an individual characterizes these three basic elements that govern practice:
personal values and the goals of education (Teaching Philosophy);
the scope of one's activities (Roles & Responsibilities Adopted); and
the approaches that one adopts or develops towards those desired ends (Methods & Teaching Strategies).
Each of these elements is elaborated more fully elsewhere (links above). Here, one might pause to consider how they work together as elements of professional reflection. (In many discussions of teaching portfolios, these elements are combined under the single heading "Teaching Philosophy"; we prefer, by contrast, to highlight the differences between the whys, whats and hows.)
The foundation for any planning or assessment of teaching begins with a clear reflection on and a public statement of teaching philosophy. This does not define some theory of learning, but expresses the individual's personal values in a professional context. What is the goal of teaching? This is an important expression of academic freedom in teaching, tempered by discussion within the academic community, both at one's home institution and beyond. In a sense, all other aspects of teaching--and of the teaching portfolio--revolve around this hub. In particular, all evaluations must refer back to this form of personal reflection as a benchmark and implicit self-defined standard.
Having defined one's values and goals in teaching, one can then articulate the appropriate scope or type of one's teaching activities. How does one decide what courses to teach, how to balance classroom duties with mentoring or advising outside the classroom, or how much time to invest in other activities that support student learning, perhaps indirectly, such as garnering funding or developing instructional resources? What roles and responsibilities does one adopt? All these decisions are further expressions of professional choice (and academic freedom), though obviously made in a context of others in the same department and institution. This is an important perspective to contrast with many non-professional contexts, where a person's roles and responsibilities are dictated externally by the institution or employer.
Finally, the goals and the scope of one's activities frame a context for developing the means to fulfill them. In particular, what methodologies and teaching strategies does one learn, adopt and develop? Examples here may be collaborative learning, writing in class, carefully planned lectures punctuated by video clips, simulations, project assignments, computer tutorials, student debates, regular problem sets, guided rehearsals or studio work, etc. Many views of teaching equate these techniques or skills with the quality of teaching itself. But one must remember that they are skills or techniques only--tools for reaching some other, valued end. Indeed, they may very well be used expertly and effectively. And a person with a larger repertoire of skills may have more possibilities open to them. Still, sheer mastery does not ensure (in this case) that students learn, for example. Here, pedagogical knowledge and background on theories of learning or cognitive development can be further helpful tools. Ultimately, each teacher will find certain forms of teaching more suitable to his or her own goals, interactions with students, and personal dispositions. What may emerge from continued growth in this area, then, is a distincitve teaching style. That style will undoubtedly complement the instructor's specific teaching philosophy (as described above).
A teacher's methods and teaching strategies form a toolbox, of sorts. As an ensemble, they form a reservoir, a resource for productive teaching. Collectively, they are a form of capital (using the economic analogy). Hence, one may well refer to teaching capital. It is important to articulate this concept because one's repertoire of skills--one's teaching capital--will likely grow through the stages of one's career, and this may likely shape expectations in the context of an evaluation. Indeed, one might also expect the professional to continue accumulating teaching capital throughout one's life--another element that may shape evaluations.
The three elements of professional reflection, discussed above, are the foundation for the practice of teaching itself. First, they are the benchmark for evaluating the effectiveness of one's teaching, in the broadest terms, and guide the reflective practitioner in collecting evidence (or getting feedback).
Second, in more subtle and indirect ways, teaching philosophy and other elements of reflection also guide an individual's professional development. For example, considerable professional develoment will likely be devoted to increasing teaching capital in the context of one's specific teaching goals. These two dimensions of teaching thus form the other major sections in a teaching portfolio.
2. Teaching as Reflection-in-Action
The concept of teaching as reflection-in-action refers to the preceptor's thinking about the teaching/ learning process or problem-solving teaching/learning situations while directly engaged in teaching. You demonstrate effective reflection-in-action when you change your teaching approach after recognizing that your approach is not working. That sounds pretty obvious, and yet many teachers and preceptors keep plugging away with the same approaches even though they are not satisfied with the results--an echo of that popular saying, "If you continue to do what you have always done, you will continue to get the same results you have always obtained."
While you are explaining a case to the student, you see the student's eyes glaze over and you readily see that the student is no longer actively engaged. But it is not always so obvious when an approach is not working. Even when the student is exhibiting my-eyes-glaze-over (humorously called MEGO), a preceptor might fail to notice and continue to drone on.
Seek feedback from the student frequently. Not by asking questions which can be answered "Yes" or "No," such as, "Did you get that?" or "Do you understand?" or "Do you see the relationship between … and …" Instead, ask the student to tell you what he or she got out of an explanation or ask, "What did you think was most important in what I just told you?" or "If you had to summarize this case in 60 seconds, what would you say?"
Validate your perception that your present approach is (or is not) working. Validate often so that you do not waste valuable time pursuing an ineffective approach. Validate the effectiveness of your teaching approaches with students just as you validate the effectiveness of treatment plans with patients. Remember the learning vector concept and its implication that students benefit differentially from teaching approaches depending upon their level of development. At a given time, a student may learn best from a collegial approach in some aspects but at the same time need a very directive, didactic approach in aspects that are entirely new.
By taking a holistic approach, Advanced Practice Nurses offer patients a unique approach to primary care. The student needs to practice comprehensive patient care, but at times in the learning process, the student may benefit from repetitive practice of a narrow aspect of care in order to master a skill. For example, if you assess a weakness in the student's skill in history taking, you might assign the student to taking and documenting histories for that day.
Keep your flexible stance, practice the techniques included in this section, and seek feedback from the student to validate the effectiveness of your approaches.
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