Professional development and coaching/ Đào tạo và Phát triển nhân viên: Difference between revisions

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Professional development and coaching refer to the relentless efforts to provide the employees with necessary information, skills, and understanding of the Company, works carried out within it, and the ultimate goals of the whole group.


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Professional development and coaching activities are designed to help and support the employees to continually make positive contributions to the Company. The common goal of professional development and coaching is to optimize the existing human resources and enhance the Company’s business efficiency, by helping employees fully understand their tasks and profession, perform their roles with higher consciousness and favorable attitude, and improve their on-the-job adaptability in the future.
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'''To be successful in school, students must be able to regulate their emotions, thoughts, and behaviors. This ability to self-regulate allows for more productive participation in learning activities and successful relations with peers and adults. Self-regulation skills support both academic achievement and the development of social-emotional competencies in elementary students.'''
Contents related to professional development and coaching at Vinschool:


'''The elementary CLISE program promotes the development of self-regulation skills and improved participation in learning through its focus on skills for learning. Focusing attention, listening, using self-talk, and being assertive are skills students must be able to integrate and apply in order to be successful in diverse learning environments. Since the skills for learning are foundational to social-emotional competencies necessary for having empathy, managing emotions, and solving problems, they are also woven into the program's other units.'''
#[[Đánh giá nhu cầu phát triển nhân viên/ Employees' development evaluation|Employees’ development evaluation]]
 
#[[Các phương pháp đào tạo, phát triển nhân viên/ Employee training and development methods|Employee training and development methods]]
 
#[[Quản lý dữ liệu đào tạo/ Training data management|Training data management]]
'''The goal of this unit is for students to build foundational skills necessary for successful participation in learning.''' '''To achieve this goal, students in first grade learn to:'''                                               
#[[Quy định tổ chức lớp học/ Organizing classes regulations|Rules for organizing classes]]
 
'''<u>1. Focus attention by:</u>'''
 
*'''''Concentrating and ignoring distractions'''''
 
*'''''Using eyes, ears, and brain'''''
 
'''<u>2. Listen effectively by:</u>'''
 
*'''''Focusing on the speaker and remembering what they hear'''''
 
*'''''Waiting their turn to speak'''''
*'''''Thinking of questions'''''
 
'''<u>3. Use self-talk by:</u>'''
 
*'''''Understanding that self-talk means speaking to yourself in a quiet voice or in your head'''''
 
*'''''Applying positive self-talk to help focus attention, remember directions, ignore distractions, and stay on task'''''
 
'''<u>4. Be assertive by:</u>'''
 
*'''''Using an assertive posture and tone of voice and using respectful words'''''
 
*'''''Applying Assertiveness Skills to ask for help'''''<div style="font-size: 14px;">
 
<br>
<p style="margin-left:2%; margin-right:10%; color:#9767C6; font-size: 14px "> 🔎 '''''See more:''' '''[[Unit 1 - Grade 2]]''''' </p>
 
<br>
<div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">1.  '''Being Respectful''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#9E72C8">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students think about what it means to be respectful and how being respectful helps them learn. They identify examples of respectful behavior and practice respectful responses to different scenarios.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Identify respectful behavior in themselves and others
*Determine respectful responses to scenarios
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">2. '''Focusing Attention and Listening'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> This lesson introduces students to two skills for learning: focusing attention and listening. Students learn how these skills help them be better learners and show respect.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Identify examples of focusing attention
*Identify examples of listening
*Apply focusing-attention and listening skills in the context of a game and in response to scenarios
 
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">3. '''Using Self-Talk'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn what self-talk is—talking to yourself in a quiet voice or in your head—and how using positive self-talk can help them stay focused, stay on task, and manage distractions.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Identify classroom distractions
*Demonstrate using self-talk in response to scenarios
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">4. '''Being Assertive'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn that being assertive—asking for what you want or need in a calm, firm voice—is a respectful way to get what they want or need. Students practice using assertive communication to ask for help at school.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Demonstrate assertive communication skills in response to scenarios
*Determine which adult to ask assertively for help in response to scenarios
|}</div></div>
|}</div></div>
 
<!-- TÁCH UNIT-->
 
<div class="toccolours mw-collapsible" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #A880CF ; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #A880CF ; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''UNIT 2: BULLYING PREVENTION'''</div></div><div class="mw-collapsible-content">
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| style="text-align: left; font-size:14px; background-color:#e6efff; width: 100%" |'''The social-emotional learning (SEL) skills taught in CLISE combined with the Bullying Prevention Unit core components provide a comprehensive bullying prevention program. Although SEL skills provide an important foundation, research shows that effective bullying prevention also requires developing and encouraging specific behaviors and skills and encouraging positive student norms.'''
 
 
'''The goals of the Bullying Prevention Unit are to develop students' skills for recognizing, reporting, and refusing bullying and to foster a climate of safety and respect for all.'''
 
'''To achieve this goal, students in first grade learn to:'''
 
'''<u>1. Be safe and respectful by:</u>'''
 
*'''''Understanding that following class rules helps everyone feel safe and respected'''''
 
*'''''Identifying safe and respectful actions and words that help them follow the rules'''''
 
'''<u>2. Recognize bullying by:</u>'''
 
*'''''Understanding that bullying is mean or hurtful behavior that keeps happening and the person it's happening to hasn't been able to make it stop'''''
 
*'''''Identifying bullying'''''
 
'''<u>3. Report bullying by:</u>'''
 
*'''''Identifying caring adults to talk to about bullying or mean behaviors'''''
 
*'''''Using assertiveness skills to report bullying'''''
 
'''<u>4. Refuse bullying by:</u>'''
 
*'''''Understanding that one can refuse to let bullying happen to oneself or to others'''''
 
*'''''Using assertiveness skills to refuse bullying'''''
 
'''<u>5. Be a bystander who helps stop bullying by:</u>'''
 
*'''''Using assertiveness skills to refuse bullying that happens to others'''''
 
*'''''Reporting or helping report bullying when it happens'''''
 
*'''''Supporting those being bullied by being kind and including them'''''<div style="font-size: 14px; ">
 
'''<br>'''
<p style="margin-left:2%; margin-right:10%; color:#9767C6; font-size: 14px "> 🔎 '''''See more:''' '''[[Unit 2 - Grade 2]]''''' </p>
<br>
 
<div style="font-size: 14px;">
<div style="font-size: 14px;"><div style="font-size: 14px;">
<br>
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">5. '''Recognizing Bullying'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn to recognize that bullying is when someone keeps being mean to someone else on purpose and the person being bullied hasn't been able to make it stop. They also learn that bullying is unfair and one-sided.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify bullying
*Recognize bullying in response to scenarios
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">6. '''Reporting Bullying'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn how to use assertiveness skills to report bullying. Students also identify caring adults they can report bullying to.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify caring adults to talk to about bullying or mean behaviors
*Differentiate between tattling and reporting
*Demonstrate how to report bullying
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">7. '''Refusing Bullying'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn how to use assertiveness skills to refuse bullying after they've reported the bullying to a caring adult.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Recognize bullying
*Apply assertiveness skills to refuse bullying in response to scenarios
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">8.  '''Bystander Power'''</div></div><div class="mw-collapsible-content">
{| class="wikitable"
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn that they can help stop bullying by recognizing when it happens, standing up for the person being bullied, reporting or helping report the bullying, and supporting those being bullied by being kind and including them.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Define “bystander”
*Demonstrate ways that bystanders can help stop bullying in response to scenarios
|}</div></div>
|}</div></div>
 
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<div class="toccolours mw-collapsible" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #A880CF ; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #A880CF ; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''UNIT 3: CHILDREN PROTECT'''</div></div><div class="mw-collapsible-content">
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'''The social-emotional learning (SEL) skills taught in CLISE provide an important foundation for this unit, but research shows that developing and encouraging specific behaviors and skills will reduce students' vulnerability in dangerous or abusive situations.'''
 
'''The Child Protection Unit lessons teach students to recognize unsafe situations, respond appropriately to them, and report the situations to an adult. Students will learn to apply these skills to dangerous or abusive situations. In learning to recognize unsafe situations, students are taught rules about general safety, such as not playing with guns or fire, wearing a helmet when riding on wheels, and so on.'''
 
 
'''The goal of the Child Protection Unit is to develop students' ability to recognize, report, and refuse unsafe touches and situations and sexually abusive touch. To achieve this goal, students learn to:'''
 
'''<u>1. Identify and follow rules:</u>'''
 
*'''''Never-Never Rules: Common safety rules for guns, fire, water, riding on wheels, dogs, sharp tools, traffic, and vehicles'''''
 
*'''''Always Ask First Rule: Always ask a parent or the person in charge first '''''
 
*'''''Touching Rule: A person should never touch your private body parts except to keep you healthy '''''
 
*'''''Never Keep Secrets Rule: Never keep secrets about touching'''''
 
'''<u>2. Respond to unsafe situations by using the Ways to Stay Safe:</u>'''
 
*'''''Recognize: Is it safe? What's the rule?'''''
 
*'''''Report: Use assertiveness skills to tell an adult.'''''
 
*'''''Refuse: Use assertiveness skills to say words that mean no.'''''
 
'''<u>3. Apply the Ways to Stay Safe to situations involving sexually abusive touching</u>'''
 
'''<br>'''
<p style="margin-left:2%; margin-right:10%; color:#9767C6; font-size: 14px "> 🔎 '''''See more:''' '''[[Unit 3 - Grade 2]]''''' </p>
<br> <br>
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">9. '''Ways to Stay Safe'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn that using the Ways to Stay Safe and following NeverNever Rules will help them stay safe. Students also practice using their assertiveness skills to refuse to participate in and to report unsafe situations.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify common safety rules (Never-Never Rules) for guns, fire, riding on wheels, crossing streets, riding in a car, water, sharp tools, and dogs
*Recognize safe and unsafe situations
*Demonstrate applying the Ways to Stay Safe in response to scenarios
*Apply assertiveness skills in response to scenarios where they need to refuse to break a Never-Never Rule
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">10. '''The Always Ask First Rule'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn that an important rule is to always ask a parent or the person in charge first before doing something, going somewhere, or accepting something from someone. They also practice identifying adults they can ask and asking them assertively for permission.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Demonstrate following the Always Ask First Rule in response to scenarios
*Identify the adult they should ask first in response to scenarios
*Demonstrate assertively saying who they should ask first in response to scenarios
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">11. '''Safe and Unsafe Touches''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn the difference between safe, unsafe, and unwanted touches. They also practice using assertiveness skills to refuse unsafe and unwanted touches.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify safe and unsafe touches
*Refuse unsafe touches assertively in response to scenarios
*Refuse unwanted touches assertively in response to scenarios
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8;padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">12. '''The Touching Rule'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students learn the Touching Rule—a person should never touch your private body parts except to keep you healthy—and how to assertively refuse and report when someone breaks the Touching Rule. Students also learn to pay attention to uncomfortable feelings in their bodies to help them recognize when someone else is breaking the Touching Rule, and that it, never their fault when someone breaks the Touching Rule.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify private body parts
*Identify the Touching Rule
*Apply reporting skills in response to scenarios where someone has broken the Touching Rule
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8;padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">13.  '''Practicing Staying Safey'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students practice using the Ways to Stay Safe when someone has broken the Touching Rule. They learn it's never okay to keep secrets about touching, and that it's never too late to report a broken Touching Rule. Students also learn to keep reporting a broken Touching Rule until someone helps them.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify the Touching Rule
*Identify the Never Keep Secrets Rule
*Apply the Ways to Stay Safe in response to scenarios where someone has broken the Touching Rule and the Never Keep Secrets Rule
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" "> '''14. Reviewing Safety Skills'''</div></div><div class="mw-collapsible-content">
{| class="wikitable"
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> Students watch the video David Speaks Up, which tells the story of a boy who uses the skills and concepts he learned in the Child Protection Unit to stay safe. Then students practice the skills again themselves.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify the Ways to Stay Safe, Never-Never Rules, Always Ask First Rule, Touching Rule, and Never Keep Secrets Rule
*Recognize when a person has broken the Touching Rule
*Apply the Ways to Stay Safe to scenarios
|}</div></div>
|}</div></div>
 
<!-- TÁCH UNIT-->
 
<div class="toccolours mw-collapsible" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #A880CF ; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #A880CF ; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''UNIT 4: EMPATHY'''</div></div><div class="mw-collapsible-content">
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| style="text-align: left; font-size:14px; background-color:#e6efff; width: 100%" |'''Empathy is a key ingredient in the development of prosocial behaviors and interpersonal problem-solving skills. It is necessary for social-emotional competence and contributes to academic success. Being able to identify, understand,and respond in a caring way to how someone is feeling provides the foundation for helpful and socially responsible behaviors, friendships, cooperation,coping,and conflict resolution, all of which help students succeed in school.'''<br /><div style="font-size: 14px; ">
'''The goal of this unit is to develop students' ability to have empathy and show compassion''' '''for others.'''
 
'''To achieve this goal, students in first grade learn to:'''
 
'''<u>1. Identify and understand their own and others' feelings by:</u>'''
 
*'''''Focusing their attention on physical, verbal, and situational clues'''''
 
*'''''Classifying feelings as comfortable or uncomfortable'''''
 
*'''''Understanding that feelings can change'''''
*'''''Expanding their feelings vocabulary (see Lesson Overviews for specific feelings addressed in this grade)'''''
 
'''<u>2. Take others' perspectives by:</u>'''
 
*'''''Recognizing that different people may have similar or different feelings'''''
*'''''Considering situations from different points of view'''''
 
*'''''Respecting different preferences'''''
 
*'''''Predicting others' feelings'''''
 
'''<u>3. Show compassion for others by:</u>'''
 
*''''' Understanding that compassion means showing your care and concern when you have empathy for someone'''''
 
*''''' Saying something kind or doing something helpful to show compassion 1'''''
 
<br />
<p style="margin-left:2%; margin-right:10%; color:#9767C6; font-size: 14px "> 🔎 '''''See more:''' '''[[Unit 4 - Grade 2]]''''' </p>
<br>
<br>
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">15. '''Identifying Feelings'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn to identify others' feelings using physical, verbal, and situational clues, and then to classify these feelings as comfortable or uncomfortable. The lesson addresses the feelings scared, happy, and worried.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Name a variety of feelings
*Distinguish between comfortable and uncomfortable feelings
*Use physical, verbal, and situational clues to determine what others are feeling
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">16. '''Learning More about Feelings'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn to identify similarities and differences among different people's feelings, and to recognize that feelings can change. The lesson addresses the feelings scared, happy, worried, and relieved.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Use physical, verbal, and situational clues to determine what others are feeling
*Label their own feelings as the same as or different from others’ feelings
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">17. '''Feeling Confident'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students focus on the feeling of confidence and explore how it is built with practice and effort invested over time. Students review identifying feelings using clues and understanding that feelings change. The lesson addresses the feelings sad, frustrated, embarrassed, confident, proud, and happy.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Identify physical and situational clues that indicate the feeling of confidence
*Detect when their own and others’ feelings change
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8;padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">18. '''Respecting Different Perspectives'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students extend their understanding of how people can have different feelings and learn that respecting different preferences can help them get along better with others. The lesson addresses the feelings excited, interested, bored, and disgusted.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Determine what others are feeling using physical, verbal, and situational clues
*Label their own preferences as the same as or different from others’ preferences
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8;padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">19. '''Showing Compassion'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> This lesson introduces students to the concept of compassion. Students learn that when they have empathy for others, they can show their care and concern in many ways. The lesson addresses the feelings embarrassed, sad, and upset.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Determine what others are feeling using physical, verbal, and situational clues
*Identify ways to show compassion for others in response to scenarios
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8;padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">20. '''Predicting Feelings'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students focus on accidents and practice predicting how others might feel in response to one's actions. Students learn about making neutral assumptions to help prevent misunderstandings, and about the importance of taking responsibility for one's own actions. The lesson addresses the feelings hurt, angry, and upset.
 
<div style="font-size: 14px; color:#A880CF"> '''Lesson Objectives'''</div>
*Predict others’ feelings in response to scenarios
*Offer possible reasons for others’ actions and feelings in response to scenarios
|}</div></div>
|}</div></div>
 
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<div class="toccolours mw-collapsible" overflow:auto;|">
<div style="font-weight:bold;line-height:2.0;font-size:14px; color:#FFFFFF" text-indent: 50px; padding: 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: border-radius:10px>
<div style="margin: 0; background: #A880CF; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #A880CF ; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px">'''UNIT 5:  EMOTION MANAGEMENT'''</div></div>
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'''Teaching students to recognize strong feelings and use Calming-Down Steps to stay in control are effective ways to increase coping and reduce aggression and other problem behaviors. In this unit, students are taught proactive strategies to help prevent strong feelings from turning into negative behaviors. When intense feelings are allowed to escalate, strong physiological reactions hamper students' ability to reason and to solve interpersonal and other problems without aggression. The ability to keep strong emotions from escalating and driving behavior allows students the chance to employ many of the other skills taught in the program, such as effective communication, assertiveness, negotiation and compromise, and problem solving.'''
 
'''The goal of this unit is to develop students' ability to identify and manage their own strong feelings.'''
 
'''To achieve this goal,students in first grade learn to:'''
 
'''<u>1. Recognize how strong feelings affect their brains and bodies by:</u>'''
 
*'''''Focusing attention on their bodies for clues about how they're feeling'''''
 
*'''''Understanding that when they feel strong feelings, the feeling part of the brain is taking over and making it hard to think clearly'''''
 
*'''''Recognizing that thinking about their feelings helps the thinking part of the brain start to get back in control'''''
 
*'''''Continuing to expand their feelings vocabulary (see Lesson Overviews for specific feelings addressed in this grade)'''''
 
'''<u>2. Calm down, using the Calming-Down Steps:</u>'''
 
*'''''Stop-use your signal'''''
 
*'''''Name your feeling'''''
 
*'''''Calm down:'''''
 
<dd><span style="font-size:10pt;">⚬'''''Breathe'''''
 
<dd><span style="font-size:10pt;">⚬'''''Count'''''
 
<dd><span style="font-size:10pt;">⚬'''''Use positive self-talk''''' </div>
 
'''<u>3. Manage their strong feelings by:</u>'''
 
*'''''Using positive self-talk to stay calm, focused, and motivated'''''
 
*'''''Using assertive communication to avoid escalating conflict'''''
 
<br />
 
<div style="font-size: 14px;">
 
<br>
<p style="margin-left:2%; margin-right:10%; color:#9767C6; font-size: 14px "> 🔎 '''''See more:''' '''[[Unit 5 - Grade 2]]''''' </p>
 
<br>
<div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''21. Introducing Emotion Management''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#9E72C8">'''Overview''' </div>
<div style="font-size: 14px;"> This lesson introduces students to what happens in their brains and bodies when they experience strong emotions. They learn that focusing their attention on clues in their bodies can help them recognize that they're feeling strong emotions and start to get back in control. The lesson addresses the feelings embarrassed, upset, and sad.
 
<div style="font-size: 14px; color:#9E72C8"> '''Lesson Objectives'''</div>
*Identify physical clues that can help them name their own feelings.
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''22. Managing Embarrassment''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn the first two Calming-Down Steps: Stop—use your signal, and Name your feeling.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Identify the first two Calming-Down Steps
*Demonstrate the first two Calming-Down Steps in response to scenarios
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''23. Handling Making Mistakes''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students focus on managing the strong feelings that arise when they make mistakes. Students learn and practice belly breathing for calming down. The lesson addresses the feelings frustrated and embarrassed.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Demonstrate correct belly-breathing technique
*Use belly breathing to calm down in response to scenarios
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''24. Managing Anxious Feelings'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn and practice positive self-talk to help themselves calm down when they are feeling anxious.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Generate positive self-talk they can use to calm down in response to scenarios
*Use positive self-talk to calm down in response to scenarios
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''25. Managing Anger''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn that everyone feels angry sometimes, but that hurting other people's feelings or bodies in response to angry feelings is not okay. Students practice using counting to calm down angry feelings, then being assertive to respectfully get what they want or need.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Use counting to calm down in response to scenarios
*Use assertive communication skills to get what they want or need in response to scenarios
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''26. Finishing Tasks''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students learn how to use the Calming-Down Steps to stay focused and on task at school. Students use positive self-talk to help themselves stay motivated to finish tasks. The lesson addresses the feelings annoyed and jealous.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives''''</div>
*Identify situations that require the use of the Calming-Down Steps
*Demonstrate using the Calming-Down Steps in response to scenarios
*Use positive self-talk to stay focused and on task in response to scenarios
|}</div></div>
|}</div></div>
 
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<div class="toccolours mw-collapsible" overflow:auto;|">
<div style="font-weight:bold;line-height:2.0;font-size:14px; color:#FFFFFF" text-indent: 50px; padding: 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: border-radius:10px>
<div style="margin: 0; background: #A880CF; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #A880CF ; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px">'''UNIT 6: PROBLEM SOLVING'''</div></div>
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'''Students' social problem-solving skills can be improved by direct instruction. Teaching problem-solving skills reduces impulsive behavior, improves social competence and friendships, and prevents violence. The skills taught in the CLISE program are designed to build students' ability to handle interpersonal conflicts effectively. Students capable of calming down and solving their own problems are more successful in school and in their interpersonal relationships.'''
 
'''There are two main goals for this unit. The first is to develop students' ability to solve problems in safe and respectful ways. The second is to develop students' skills for making and keeping friends.'''
 
'''To achieve these goals, students in first grade learn to:'''
 
'''<u>1. Calm down before trying to solve problems, using the Calming-Down Steps:</u>''' 
 
*'''''Stop-use your signal'''''
 
*'''''Name your feeling'''''
 
*'''''Calm down:'''''
 
<dd><span style="font-size:10pt;">⚬'''''Breathe'''''
 
<dd><span style="font-size:10pt;">⚬'''''Count'''''
 
<dd><span style="font-size:10pt;">⚬'''''Use positive self-talk''''' </div>'''<u>2. Apply perspective-taking skills to problem situations by</u>'''
*'''''Examining the social cues in a situation'''''
 
*'''''Thinking about how the other person is feeling when having problems with a peer'''''
 
'''<u>3. Apply the Problem-Solving Steps:</u>'''
 
*'''''S: Say the problem without blame. Students learn to use words to describe a problem rather than acting in mean or aggressive ways.'''''
 
*'''''T: Think of solutions. Students learn to think of multiple solutions to a problem, rather than acting on the first idea that comes to mind.'''''
 
*'''''E: Explore consequences. Students learn to think about what could happen if a certain solution is chosen.'''''
 
*'''''P: Pick the best solution. Students choose solutions that best meet prosocial goals.'''''
 
'''<u>4. Use the Problem-Solving Steps to solve typical second-grade problems, such as:</u>'''
 
*''''' Disagreements with classmates'''''
*'''''Hurt feelings'''''
 
*'''''Exclusion'''''
*'''''Playground conflicts'''''<div style="font-size: 14px;">
 
<br>
<p style="margin-left:2%; margin-right:10%; color:#9767C6; font-size: 14px "> 🔎 '''''See more:''' '''[[Unit 6 - Grade 2]]''''' </p>
 
<br>
<div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div style="font-size: 14px;"><div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''27. Solving Problems, Part 1''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#9E72C8">'''Overview''' </div>
<div style="font-size: 14px;"> This lesson introduces students to the important first step of the Problem-Solving Steps—S: Say the problem without blame. The importance of calming down first before beginning to solve problems is also emphasized.
 
<div style="font-size: 14px; color:#9E72C8"> '''Lesson Objectives'''</div>
*Recall the first Problem-Solving Step
*Identify and say a problem in response to scenarios
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''28. Solving Problems, Part 2'''</div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> This lesson continues to introduce the Problem-Solving Steps—including T: Think of solutions; E: Explore consequences; and P: Pick the best solution. The importance of thinking of safe and respectful solutions is emphasized.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Recall the first two Problem-Solving Steps
*Generate several solutions for a given problem in response to scenarios
*Determine if solutions are safe and respectful
|}</div></div>
 
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<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''29. Taking Responsibility''' </div></div><div class="mw-collapsible-content">
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<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students continue to practice the Problem-Solving Steps, applying the steps to the problem of taking responsibility when something they said or did hurt someone's feelings. Students learn that taking responsibility means admitting what they did, apologizing, and offering to make amends.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Recall the Problem-Solving Steps
*Apply the Problem-Solving Steps to scenarios about conflicts with friends
*Demonstrate accepting responsibility for their actions by admitting, apologizing, and offering to make amends in response to scenarios
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''30. Responding to Playground Exclusion'''</div></div><div class="mw-collapsible-content">
{| class="wikitable"
| style="text-align: left; font-size:14px; width: 100%" |
<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students apply the Problem-Solving Steps to the playground problem of a student being intentionally excluded from play. Students learn that the compassionate, respectful response is to invite the excluded student to join in.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Recall the Problem-Solving Steps
*Apply the Problem-Solving Steps to scenarios that involve playground problems, such as students being left out intentionally
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''31. Playing Fairly on the Playground'''</div></div><div class="mw-collapsible-content">
{| class="wikitable"
| style="text-align: left; font-size:14px; width: 100%" |
<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students apply the Problem-Solving Steps to the playground problem of negotiating fair game rules.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Recall the Problem-Solving Steps
*Apply the Problem-Solving Steps to scenarios that involve playground conflicts that arise during games
|}</div></div>
 
<!-- TÁCH -->
<div class="toccolours mw-collapsible mw-collapsed" overflow:auto;"><div style="font-weight:bold;line-height:1.6;font-size:14px; color:#FFFFFF" text-indent: 50px;><div style="margin: 0; background: #5789d8; text-align: left; font-weight: bold;  text-indent: 2%; border: 3px solid #5789d8; padding: 0px 0px 0px 0px; -moz-border-radius: 10px; -webkit-border-radius: 10px; border-radius:10px" ">'''32. Reviewing CLISE Skills'''</div></div><div class="mw-collapsible-content">
{| class="wikitable"
| style="text-align: left; font-size:14px; width: 100%" |
<div style="font-size: 14px; color:#A880CF  ">'''Overview''' </div>
<div style="font-size: 14px;"> In this lesson, students review and practice applying all CLISE skills and concepts learned this year.
 
<div style="font-size: 14px; color:#A880CF "> '''Lesson Objectives'''</div>
*Recall Second Step skills learned
*Identify Second Step skills in a story
*Relate personal examples of skill use
|}</div></div>
|}</div></div>

Latest revision as of 16:22, 28 February 2023

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Professional development and coaching refer to the relentless efforts to provide the employees with necessary information, skills, and understanding of the Company, works carried out within it, and the ultimate goals of the whole group.

Professional development and coaching activities are designed to help and support the employees to continually make positive contributions to the Company. The common goal of professional development and coaching is to optimize the existing human resources and enhance the Company’s business efficiency, by helping employees fully understand their tasks and profession, perform their roles with higher consciousness and favorable attitude, and improve their on-the-job adaptability in the future.

Contents related to professional development and coaching at Vinschool:

  1. Employees’ development evaluation
  2. Employee training and development methods
  3. Training data management
  4. Rules for organizing classes
Retrieved from "https://wiki.vinschool.edu.vn/DAOTAO-en-wiki/index.php?title=Professional_development_and_coaching/_Đào_tạo_và_Phát_triển_nhân_viên&oldid=1203"