Educator Skills

- Ability to empathize:

That is, putting yourself in the other. The ability to recognize and share the feelings (emotions, feelings) of another person. It is the ability to understand how another person thinks and feels without the need to agree with it or confused or identified with their current situation. It is a very important skill for any professional, especially in the social sphere into two parts to promote understanding and comprehension, thinking of the feelings we have at our side.

This skill has the following objectives:

- Collect the emotion of another.

- To show our interest.

- Connect with your feelings.

- Understand where it is spoken. This ability must be used to:

- Gaining the trust of the other.

- To detect emotional states.

- To reduce hostility.

- To cope with discouragement. A skill that goes a little beyond active listening is to empathize with the speaker. Show empathic to others means actively listening to how you feel trying to get in place and thus understand the reasons for them. It also means showing concern when we communicate a problem, a failure or a sign of frustration.

Empathy can serve to help the other person feel better to get a climate of mutual trust that fosters communication and problem solving.

For the other person perceives that we understand their feelings should be:

- Adopt nonverbal behaviors similar to the caller. For example, presenting an appropriate facial expression that conveys the feelings the other person (if you put a good face conveys a feeling of satisfaction, looking worried if it transmits any problems, etc.)..

- Do not downplay what the other person is feeling, that is, recognizing the importance of their feelings. For example, after we raised a serious problem is not advisable to use terms like “do not worry”, “everyone has problems” …

- Use expressions of empathy such as: “I realize your situation”, “I can understand you feel that way” … It should be clarified to show empathy for the caller does not mean agreeing with him. It’s just acknowledge that you have reason to act as they do or feel how you feel. For example, one can understand that in a situation of extreme tension, a coworker pull an object with one swipe of his table, but the fact that reaction include not mean you have our approval and therefore together with a Green Card Lottery commentary on the stating that it is understood his reaction would be expressed other than disapprove of his action.

- Active Listening: The ability to listen with understanding and care, that is, be careful what we are communicating. Active listening is to endeavor to understand, as subtly as possible, that people are expressing, and this is evident to see them. There are different ways to perform this active listening:

- Show interest.

- Clarify.

- Summarize.

- Paraphrase. Why and for what?:

- For the person who feels listened to feel accepted and comfortable.

- Because you’re giving information that you’re listening and encourages you to continue to communicate .- Because you can afford to get to the bottom of problems.

- Because if you listen is more likely to listen to you.

- Because you are less conflicts and improve the social climate.

- Because it shows a model of communication skills that will be observed and possibly imitated. When:

- When you want to show desire to communicate something.

- When we want to encourage the other person talks.

- When we want to know someone or know what the problem.

- When you tell us something they consider very important.

- When we are dealing with feelings and harsh words and we want to decrease.

- When we want to create a calm and positive relationship.

- When we are communicating or reporting something and stops or shows signs of wanting to talk. How:

1. Thinking that:

- The only thing that exists is the person you are.

- We can do better the more information we have.

2. Looking at the other person to:

- Know what you are saying.

- Know what you are feeling.

- Know when you want to just finish our role to listen.

3. Gestures and body:

- With an active stance.

- Mirandola.

- With a gesture of “attention”.

- Encouragement to speak: shaking his head, taking notes if necessary …

- Using a voice tone and volume appropriate.

4. In words:

- Stimulating, “I see,” “uh, uh”, etc..

- Using abstract terms: “If I have not misunderstood …», etc.

5. Avoid doing certain things while listening:

- Do not interrupt, do not judge, do not offer help or premature solutions.

- Do not reject what another person is feeling by saying things like “do not worry” or “calm”, do not tell “your story” while the other person needs to talk.

- No counterargument, for example, you say “I feel bad” and respond “me too”. Avoiding the ‘expert syndrome’.

- Structure: It is a skill that you can use the educator to take the driving when there is communication between the educator and the immigrant. It consists of interventions aimed at maintaining the order and direction in a conversation to achieve specific objectives depending on the time, managing the flow and intensity of communication to alleviate conflict.

- Using “I messages”: A message sent in first person by what defines the personal origin of the feelings that they feel (“I feel bad”) and the views held (“I believe that. .. ‘, or preferences, “I would like …»). Everyone has the right to express our opinions, desires and feelings respecting the other person with whom we are communicating. The messages ‘you’, on the other hand, attribute to your partner / your opinions, your feelings and your behavior changes. Why and for what?:

- Because sending “I messages”, your opinions, desires and feelings are more credible and is more likely to be taken into account.

- Because it takes a democratic attitude and respect that encourages engagement and participation.

- Because you need and you can not solve problems or with active listening or ignoring them. It should take an active role to ensure that your problems are resolved and the needs are met.

- Because the “I messages” promote or facilitate our willingness to change interlecutor not to damage the relationship .- Because you become a competent model

- Be positive and rewarding: the ability to motivate and encourage. Encouraging and positive results achieved show that people repeat behaviors that have led to that response. Why and for what?:

- You become a significant person and trustworthy.

- Influence the change of the other / a and reduces drag.

- You become a way to imitate.

- Increase your self and others.

- Because counteract the tendency to focus on negative aspects and put highlight their strengths .- Increasing motivation for change. How:

- Managing rewarding thing after there has been a desired behavior .- The economic resource is the recognition, praise honest. When:

- When we develop habits and customs.

- When we want to inform and guide our / a partner / a about the things we like about their behavior.

- When we want to generate positive emotions.

- When you want to create a favorable climate for negotiation and change.

- Say no, say “NO” can be enormously difficult. There are many and varied reasons why it is so complicated. To some people simply like to please others and think they say “NO” would be an inappropriate response. Others are afraid of the aggressive reaction to the “NO” might provoke. On the other hand, some people do not stop to think and be realistic about what they are able to meet. Whatever the reason, many people say “NO” can not.

If someone’s first reaction is to say “NO”, it is important to stop and think why you want to say “NO”. If you think is the appropriate response should be sought formula speak as directly as possible, without excuses or beating around the bush, or offer endless explanations.

The key to give a “No” assertive is to remember that it is entitled to say “NO” no sense of culpabilidad.Decir “NO” firmly and reasonably is quite acceptable for most people, and more logical that the fact of having to disappoint them later. For some people it may be helpful to stop and think about what circumstances and what kind of people find it hard to say “NO”:

. When friends ask a favor?

. When a superior commands them to jobs that are not theirs?

. When they beg? …

Say “NO” is made easier with practice and avoids many concerns and lack of self afterwards. Worth a try .- Ask questions: Used to provide us with information. Also to raise questions or invite reflection on our / a partner / a. This ability allows you to get more information or clarify points. We can distinguish two types of questions: How:

1. Open questions: We explore the person and encourage them to think about their feelings and thoughts to better clarify. Example: “How can we solve this situation?”.

2. Closed questions: These are most suitable for specific information about what the person knows or confirm some of what has been said. Example: “How much is this?”.

3. Questions involved: Start with a small comment “shock.” Example: “When people live frictions often arise. Did you come up with something in this regard? “. When:

1. We open questions when:

- We want to find out if someone needs help.

- We need to understand more about a specific behavior.

- We observe an abrupt change in the behavior of the partner / a.

- We try to activate alternative solutions to problems.

2. We closed questions when:

- We need specific information.

- We plan an upcoming appointment.

- Asked to confirm our understanding of a problem.

3. We ask questions involved when:

- Difficulties in communicating suspect information.

- We suspect that hidden information.