How to Conquer Your Public Speaking Nerves - Introvert Whisperer

Introvert Whisperer / How to Conquer Your Public Speaking Nerves - Introvert Whisperer How to Conquer Your Public Speaking Nerves Whether youre a first-year student or a seasoned professional with years of work experience, public speaking is a common fear that can affect anyone. Even politicians and celebrities suffer from stage fright, so the good news is that it doesn’t have to stop you from having a successful career. Whilst it could take time and practice to conquer your nerves, once you’ve got to grips with the basics, your new found confidence will definitely come in handy when it comes to going to job interviews and giving presentations. The Science Bit Glossophobia is the fancy name for a phobia of speaking in public, and whilst your fear might not be a full-blown phobia, identifying why you’re feeling nervous is the first step in your battle to becoming a more confident public speaker. There are all sorts of reasons that anxiety can set in before speaking in public. When we feel were in a threatening situation, our body goes into fight or flight mode which triggers feelings of panic. And whilst delivering a presentation to a room full of people might not be life-threatening, it can still be pretty overwhelming. Humans are sensitive souls and when all eyes are on you its perfectly normal to feel concerned about stumbling over your words or dropping your notes. Face Your Fears There’s a whole wealth of research out there suggesting that the best way to get over your fears is to face them head-on. In his TED Talk entrepreneur and best selling author Tim Ferriss says “fear is an indicator. Sometimes it shows you what you shouldn’t do. More often than not it shows you exactly what you should do”. Susan Jeffer’s best-selling book ‘Feel the Fear and Do it Anyway’ advocates a similar concept and gives practical advice for turning negative thoughts and feelings into ones of power and positivity. Practice Makes Perfect The old adage ‘practice makes perfect’ definitely rings true for public speaking. If you feel more prepared and confident then youre less likely to feel panicky on the day. Practice in front of the mirror, your family, your cat. Whatever makes you feel most comfortable. Getting some honest feedback may help too (your cat might not be able to help you with that one though). Your nerves may not disappear overnight but research shows that by exposing ourselves to fear, the less intimidating it becomes over time. You never know, you might even end up enjoying it! Organise Your Way to Confidence Feeling calm and in control can do big things for overcoming your public speaking anxieties. If youre going for a job interview then really familiarise yourself with the job role and the company’s background, products and culture. Worrying about tough interview questions might be making you nervous, so look at the job spec and personal requirements and try to anticipate the sorts of things that they might ask you. If youre making a presentation then check through your any digital slides you’ve prepared and print out a few emergency notes in case of technical issues. The name of the game is that it’s always better to be over prepared than under prepared!     And… Relax The night before your public speaking gig, try and get lots of sleep and do whatever helps you relax. Everybody is different when it comes to relaxation techniques but try to find something that works for you whether that’s going for a brisk walk, reading a book or having a long hot soak in the bath. Author Bio Emily Valentine writes for Inspiring Interns, which specialises in sourcing candidates for  internships and graduate jobs. Go to top Personal Branding starts with how well you speak about YOU.  I want to help you accelerate your career by connecting you with your Free Instant Access to my eBook â€" The Definitive Guide to Creating and Using an Elevator Speech.  In this guide, I give you simple to follow instructions for creating a “wardrobe” of ways to talk about you â€" to leave a lasting impression. Get your copy now! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

Why Advanced Degrees Are Becoming More Popular

Why Advanced Degrees Are Becoming More Popular Employers have raised their standards to the point where many now require a masters degree instead of a bachelors degree, according to an article in the New York Times. Employers can be very selective in whom they hire as the unemployment rate rises. Combine that with the fact that a higher percentage of people now have bachelors degrees than they did 10 years ago, and careers are just looking bleak for recent college graduates. The masters is now the fastest growing degree, as 657,000 were awarded in 2009, twice as many since the 1980s. The rate has skyrocketed in the past few years as many with bachelor degrees could not find jobs. About 2 out of every 25 people (aged 25 or older) now have masters degree, which is about the same ratio that had bachelors degrees or higher in the 1960s. Some education experts attribute the rise to more specific degrees. Typically, a bachelors degree is a very general degree in business or marketing. However, masters degrees are becoming much more specific than they used to be. Students can earn masters degrees in supply chain management and in managing mission-driven organizations, which prove to be very useful because employers know they do not have to take a business major or a marketing major and mold him/her into a supply chain manager. Specific masters degrees can help employers select more qualified employees and cut down on training time. This type of job-specific education has helped create a new degree, the professional science masters or P.S.M. Only a handful of schools offered this degree a few years ago; however, 239 programs now offer it, making the P.S.M. the fastest growing degree in America. Many of the P.S.M. degrees are in the STEM areas (science, technology, engineering and math) because these fields have grown to be very specific and complex. College administrators figured that their students need to get jobs once they graduate. So, they are now adjusting their degrees to make their students more qualified to enter the labor force, rather than giving them a broad education. Some economists believe that the college degree is devaluing. They argue that colleges have become too lenient in admissions and are simply turning out more graduates than the economy can handle. Therefore, students need masters degrees to stand out. Some employers admit that people dont need masters degrees to be successful in their fields. Some even say that bachelors degrees are not even necessary. But, when all three candidates are available at about the same price why wouldnt they hire the most educated ones?

Solving Challenging Behavior Problems with the Collaborative and Proactive Solutions Model

Solving Challenging Behavior Problems with the Collaborative and Proactive Solutions Model The Collaborative and Proactive Solutions (CPS) model (described in a previous post)is a treatment approach that views challenging behaviors as a symptom of a gap between a childs skills and an adults expectations. The CPS model doesnt target challenging behaviors directly by emphasizing rewards and punishments. Instead, it focuses on identifying problem areas and the skills that a child needs to develop and/or the expectations that adults need to adjust. Once the problem areas are identified, the CPS approach outlines three ways parents and teachers can choose to respond. Plan A represents a common response to challenging behaviors. When a child doesnt do what they have been asked, parents and teachers simply announce their solution to the problem without engaging the child. Teachers may announce that classwork must be done before the child can have free play. Parents may announce that the child has 20 minutes to get ready in the morning, and if they are late getting out the door, they will lose their tablet for the rest of the day. These announcements are often made in the heat of the moment, in a raised tone of voice, and with more than a little frustration. While parent- or teacher-driven solutions are often necessary for children with ADHD, they need to be planned out in advance and implemented calmly and consistently. Plan C focuses on the adults expectations and actually emphasizes dropping an expectation temporarily if it consistently leads to problem behavior. While this may seem counterintuitive, dropping an expectation can be helpful when its done within the context of a larger plan. Kids with ADHD have many skill-expectation gap areas and it is simply not possible to address all of these areas at once. Dropping lower-priority expectations in the short term will help you make progress on high-priority expectations more quickly. Plan B is comprised of three basic steps that form the core of the CPS approach: Step 1: Practice empathy. The adult is focused on hearing the childs perspective on the problem. In this step, the adults only job is to hear what the child has to say, ask clarifying questions if needed, and empathize with the child. Step 2: Define adult concerns. In this step, the adult expresses their point of view and concerns about the problem. They do this without blaming the child but may highlight ways in which the situation is negatively affecting the child, the adult, or others. Step 3: Invite the child to discuss solutions. Here, the child is invited to participate in a brainstorming session with the adult to identify possible solutions. In most situations, the brainstorming sessions will result in at least one identified skill that the child can develop. Other strategies will include things like simplifying routines, getting things done the night before school so mornings arent so hectic, keeping an extra set of school books at home if the child repeatedly forgets materials needed to complete homework assignments, and so on. This step, when done well, ultimately results in a clear, actionable plan that the child and the adult can easily follow through on. As part of this step, the child and adult agree to engage in a follow-up brainstorming session if their strategies and solutions dont go according to plan. The CPS model is a flexible approach that can be applied to a wide range of challenging behaviors associated with ADHD. It also teaches problem-solving skills that, if practiced repeatedly, become a tool that your child can eventually use on their own. These skills will be especially valuable as your child gains independence while navigating the challenges that come with middle school, high school, and beyond. If you would like to learn more about how to use the CPS model with your child, check out the Lives In the Balance website, maintained by a non-profit organization founded by Dr. Green, the developer of the CPS approach. ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

The Final Phonecall

The Final Phonecall Most of the best tutors I know make time to call a student after they have finished working together. I’ve done this consistently for the last decade and have found it not only good for business but… …hugely fulfilling on a personal level. Every student is different, however there are a number of things that most of these calls have in common. I usually thank them for working hard, ‘for making my job easier by putting in the effort’, and give them credit for how far they’ve come. If I’ve done my job well, there will have been changes in their studies. Even if this isn’t reflected in huge grade increases, it will be evident in their attitude to school and work in general. Most of my students start off hating Maths and/or Science, so this can be something else to mention: ‘I want to acknowledge you for putting the work in even though it’s a subject you hate so much!’ I will then ask them if there’s anything they want to ask or say to me. Usually there isn’t much to be said, but it does allow them to get anything that’s been worrying them off their chests. Things like, ‘I don’t know if I worked hard enough.’ Your job at this point is mostly to listen to them and understand why they may feel this way. Maybe they could have worked harder, but sometimes part of your job is to encourage them to ease up a little. Don’t invalidate their feelings by saying something like, ‘You’re wrong’. If you do disagree with them, instead say something along the lines of: ‘I understand why you might feel that way. Actually I think you could not have worked any harder.’ Very often I find myself saying how much I’ve enjoyed working with them. I try to give specific examples of what I’ve learnt from them, too. It’s rare that I meet a student who I don’t learn something from (even if it’s about Pokemon cards). Finally, I will end the call by thanking them for trusting in me and wishing them good luck in the future. There are three reasons why these phone calls can be a good idea: 1. Positive reinforcement for the student. One of the greatest lessons a person can learn in life is that working hard is far more important than grades. Grades should be a reward of working hard, but not the only focus of a student. By acknowledging how hard they’ve worked and how far they’ve come, you’re helping them to see that in the future (especially when they’re struggling with something) they can overcome it with perseverance. This is particularly effective if you can remind them of a specific topic or exam question they couldn’t do in the beginning and now can.  2. It provides both of you with closure on your time together. When any relationship comes to an end, including the working relationship between tutor and student closure can be important for both of you. There are a number of papers and articles (most available online) that discuss this topic in great detail. You might find it useful to look at papers that specifically deal with the  need for cognitive closure in education. 3. Positive memories. Very often the student’s last memory of you is in the context of a stressed and hurried final lesson just before an exam. By making this phone call you can leave the student (and their family) with a positive memory of you. This is also comes in handy when they recommend you to friends or if younger siblings eventually need a tutor. It can take time to get used to making this kind of call, but it’s often during these conversations that I’m reminded of why I love tutoring so much.

Decomposing Is Better Than Recycling

Decomposing Is Better Than Recycling Recycling is a zeitgeist of our days. In recycling we make more efficient use of our limited natural resources. But in recycling is only useful if the materials are actually re-used. Perhaps even better than recycling is the use of materials that are naturally decomposable. Exactly that is the core idea of Leefgedanken a company founded by the German entrepreneur and scientist Claudio Vietta. Vietta uses large leafs that have fallen from trees in India. These dropped leaves are not only plentiful and inexpensive, they are also natural. After the collection, Vietta washes the leaves and shapes them by means of a steam press. The result are beautiful, clean and natural plates of various sizes. Viettas plates can simply be thrown away. Within months they naturally rot and become nutrients to the soil. Such plates environmental footprint is essentially zero. Quite literally, Viette borrows these leaves from the nature. The nature appreciates this fact. And so can BBQers who enjoy eating from these beautiful and natural plates.  Decomposing is better than recycling. Viettas created his decomposable plates by borrowing concepts from Industrial Engineering and Environmental Engineering. Should these topics interest you, tutoring help for these subjects can be found on TutorZ. If you want to speak to Claudio Vietta in German, we offer help through our German tutors.

Shanghai Expo and May Holidays

Shanghai Expo and May Holidays The World Expo is about to start in Shanghai, and we are excited to be here. Shanghai has been under construction for years in preparation for this event, and now the world will be able to see the results of that work. This years Expo theme is Urban Development, and there will be numerous pavilions dedicated to how we can improve the way we live. We think this theme is very timely, given the level of urbanization in China, and the problems it faces in terms of sustainable economic growth. Events like the Expo present a great opportunity for people to exchange ideas about these increasingly universal issues. italki is also trying to facilitate the exchange of ideas, virtually through the internet. Even though technology has driven the costs of communications to almost zero, language still represents a significant barrier in communication. Its hard to imagine how people can work well together to tackle global issues if they cannot communicate well with each other. If you are coming to the Expo (or are just curious), try posting it on your blackboard or in your notebook. Many italki users are interested in meeting in person, and there are lots of members in Shanghai (where we are based)! If you also happen to be in town (for the Expo or otherwise), please come and stop by we like using Skype, but wed love to meet you in person! The italki Team Shanghai Expo and May Holidays The World Expo is about to start in Shanghai, and we are excited to be here. Shanghai has been under construction for years in preparation for this event, and now the world will be able to see the results of that work. This years Expo theme is Urban Development, and there will be numerous pavilions dedicated to how we can improve the way we live. We think this theme is very timely, given the level of urbanization in China, and the problems it faces in terms of sustainable economic growth. Events like the Expo present a great opportunity for people to exchange ideas about these increasingly universal issues. italki is also trying to facilitate the exchange of ideas, virtually through the internet. Even though technology has driven the costs of communications to almost zero, language still represents a significant barrier in communication. Its hard to imagine how people can work well together to tackle global issues if they cannot communicate well with each other. If you are coming to the Expo (or are just curious), try posting it on your blackboard or in your notebook. Many italki users are interested in meeting in person, and there are lots of members in Shanghai (where we are based)! If you also happen to be in town (for the Expo or otherwise), please come and stop by we like using Skype, but wed love to meet you in person! The italki Team

Primary school pupils taught t`ai chi to combat exam stress - Tutor Hunt Blog

Primary school pupils taught t`ai chi to combat exam stress Primary school pupils taught t`ai chi to combat exam stress Primary school pupils taught t`ai chi to combat exam stressPrimary schoolsMy doctor recently recommended I join a gym, but when I visited my local health club all the activities looked a little too strenuous for my delicate constitution. I couldn`t imagine myself lifting weights, and all that running on treadmills looked like a lot of energy spent getting you nowhere. I was about to leave the building, already composing in my mind some excuse to tell the doctor, when I happened to pass a large, glass walled room. Seated on the floor of this room were a number of people, each of whom seemed to be performing some kind of breathing exercise. They all had their eyes closed, and appeared to be in a state of perfect tranquility. An instructor requested that they stand, and each of them began copying his movements, making gentle flowing motions with their arms, complimenting these actions by tracing their legs in small arcs. This looked like something I could get along with I thought. Asking a receptionist what the class was, I was informed it was T`ai Chi. Originally developed as a martial art back in the 13th century in China, it is now primarily employed as a health promoting exercise, and practiced around the world. Because of its graceful movements, and slow practiced routines, T`ai Chi puts minimal stress on the joints of the body. Because of this many people favour it over sports such as tennis or football, or activities like running, which can have gradual deleterious effect on the cartilage of the bones. The practice of tai chi is praised for improving circulation, while increasing muscle strength. It is hugely popular amongst all age groups, but especially in those aged over 65. If practiced properly it can improve general mobility, balance and posture, and there is even evidence that it can attenuate the symptoms of arthritis. Another benefit of T`ai Chi is reducing levels of stress. Many studies have shown that if undertaken regularly, the practice can reduce nervous tension and even lower blood pressure. Recently some schools have begun incorporating T`ai Chi classes into their weekly schedule, in order to reduce levels of stress amongst its pupils. The Chinese martial art is apparently in greatest demand during the run up to exams. The Snap Dragon T`ai Chi club has worked with `hundreds of schools and thousands of children throughout Derbyshire, Nottinghamshire South Yorkshire during the past 15 years,` according to its website. `Children are under pressure from parents, they pile stuff on them. But if they are anxious, they have no way to cope - nobody teaches you how to mitigate the stress and get rid of it all,` its owner Paul White has said. When I first heard about T`ai Chi being used to reduce levels of stress amongst pupils, I assumed this concerned sixth formers, or pupils preparing for their GCSE`s. Not so - apparently the majority of `in school` T`ai Chi lessons are for primary school children. Mr White teaches T`ai Chi mainly to school children aged between four to eleven, along with running a specialised course for Sats preparation. We have never put school children under so much exam pressure as we do today. I don`t believe I took a single serious exam before I went to secondary school, but now pupils have to face daunting tests from KS1 (starting at age 5) onwards. Amanda Spielman, the head of Ofsted, last month stated that schoolteachers are heightening exam stresses among their pupils, and `manufacturing anxiety.` She went on to say that teachers are `encouraging children to feel anxious,` and that exams are only a source of stress when `people make it so.`` In China, the country that introduced the world to T`ai Chi, it is a common event for pupils to practice the art form before lessons. But it is not used specifically as a way to treat anxiety - it`s not employed in a medicinal manner, to calm down stressed pupils. Instead of being introduced after a problem develops, it`s used as a preventative, with pupils performing the breathing exercises and movements before class begins, as a way of keeping them relaxed all day. 7 months ago0Add a Comment