By Judith Johnstone
This paintings is geared toward these either out and in of employment, these being affected by incapacity, attempting to stability domestic duties with paintings, or puzzling over what to do with the following forty years. Its functional process goals to spice up self assurance to stand those expanding demanding situations.
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Extra resources for Building Your Life Skills: Who Are You, Where Are You, and Where Do You Want to Go: A Personal Action Plan (How to Books (Midpoint))
Example text
Use the advice given on page 23 before you start to put you in the right frame of mind. And remember if you have any later thoughts on the topics covered, make sure you note these down. As before, complete the Memory Jogger for each separate secondary school, further education or sixth form college you attended. < previous page page_25 next page > < previous page page_26 next page > Page 26 Memory Jogger 2 1 Go through processes 1 and 2 set out in Memory Jogger 1 on page 24. Pay particular attention to the task of listing all the organised school clubs, societies, team activities you took part in, not forgetting the choir or orchestra.
The obvious team at school or college is the sports team where the position you hold in the field or on the court tells you what your role should be defence or attack. But there are other teams within the school/college context at a formal and informal level which should not be forgotten and where roles are defined in a different way. For example, the orchestra, the choir, drama group, jazz group, rock band and so on. In these cases, the skills to play an instrument, act or sing are very different, but the skills needed to make the group effective remain the same.
These are the sort of skills you would need as a teacher, lawyer, politician or philosopher. At a much more mundane level, however, speaking and listening are part of the fabric of our everyday lives. Conversation and the interchange of ideas and information are taking place all the time when we meet someone, go shopping in the high street or make a telephone call. How would you rate your verbal communications skills? Self-Assessment Questionnaire 3: Speaking and listening skills 1 What occasions did you have at school/college to develop your verbal communication skills?