Fear, desire to rush or panic are some of moods that all opponents we experience when we are exposing a matter before a court. Many are the hours invested in preparing this test so that in a few minutes we it play everything to a single letter. A rule of thumb when you touch us to read the issue before the tribunal is not say that we are nervous, many tend to apologize sorry for, but I’m a little nervous in a way that all the Court even those who had not given much of our nerves be fixed more on our State of mind. Take the bull by the horns forget other people and read our theme in a relaxed way as when we are at home rehearsing to do so is advisable in these cases. It may seem like a cliche, but it can get.
We must talk slowly and quietly, by modulating our voice since this will also help us to relax and give the feeling that we are sure of ourselves in the Court. We will use a simple language, with short sentences following a script, so avoid any point or important topic stays in the dark. We will be concise and will not go to detail aspects that may not be of interest. Remember that we have time to expose and we distribute it in the best possible way. If we can keep the attention of the Court it will be a key point in our favor and will help us know that everything is going well. Successfully overcome an oral test before the Court of your opposition is not difficult if you follow these small guidelines that you have offered. Practice at home, the timing and try to be as relaxed as possible. Mind that the tribunal does not bite!
A scientific revolution corresponds, to the abandonment of a paradigm and the adoption of another new one, by the consensus of the scientific community in its Kuhn totality (op. cit,). In the Theories of learning, these revolutions would be given by the Conductista Theory, the Cognitive Theory and the Constructivist Theory. Against this background, Schunk (1991) mentioned by Ertmer and Newby in 1993, raises that the fundamental difference between the theories of conductista, cognitivista and constructivist learning, rests more in the interpretation than in the definition. These differences are pronounced around aspects keys that they flow from each theoretical perspective.
In this Schunk sense (op. cit.), enumerates five definitive questions that allow to distinguish a learning theory, of the other: How it happens the learning? , Which factors influence in the learning? , Which is the paper of the memory? , How it happens the transference? , Which types of learning are explained better with this theory? From these questions, the mentioned author, adds two questions more: From where the knowledge comes? and how people arrive that is to say? Also, east author raises that has existed two epistemological positions opposed, on the origin of the knowledge: the empirismo and the rationalism; these, are still present in diverse degrees in the present theories of the learning. Therefore, the description of these epistemological positions, serves as beginning for the comparison of the raised theories of learning from the approaches: conductista, constructivist cognitivista and. Next, a picture appears summarize of the aspects differentials of these three Theories of Learning: Picture 3 Aspects differentials of the Theories of Learning CRITERIA LEARNING THEORIES Conductista Constructivist Cognitivista Roots Philosophical-Epistemological Empirismo, Positivista Rationalism objetivismo Rationalism Constructivism. Form in which the learning happens the learning obtains when an appropriate answer is exhibited after presenting/displaying a specific environmental stimulus.
In spite of constituting this point an area difficult to recognize, generally we must mention that the high level of confidence originates future a favorable climate so that freely and in order to correct action, admit the committed errors, especially with sights of sincerar activities and admitting the necessity to change to obtain a better labor climate. – To learn of the Errors. The culture to recognize the errors, gives the possibility of removing the greater learning us from the same and of establishing a deep analysis of our mistakes; in order to share what we learned of them, applying the positive and eliminating the negative part for future activities. – To assume majors responsibilities. This generation of confidence makes us feel us safe to go every day being obtained new commitments in the performance of our activities.
It is important to mention that this confidence eliminates barriers in our action and lets us grow professionally. Finally it considrese what it bequeaths to us to revista.consumer is that it is impossible to think that the others trust us if we ourself we do not do it, because the confidence never comes given from outside. If there is no internal balance we will think that the support, the applause or the admiration offer us to animate to us, to keep the forms or, in the majority of the occasions, because they really do not know us and they remain in the image that we are projecting to them, that is to say, we think that we are deceiving to them. This happens because we make the tasks with the view put in the others, waiting for its approval and approval, without an inner conviction. When lacking a personal guide who us east in the attainment of our goal or the project of our life, the effort that we must realise is much greater, and far from to harness our abilities, it debilitates and it destroys the confidence in we ourself, and in this way the self-esteem. Why? In order to count on a good self-esteem we must be convinced that we are apt for the life that we have chosen to take. Who does not enjoy confidence in itself, delays the decisions, gives long the pending subjects, is leaving things without doing by the way and maintains a paralysis attitude. Yet this, is not able but to certify that certainly she is a person whom cannot be trusted.
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