what is interpersonal skills

7/27/2019 What is Interpersonal Skills

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Purposes of Using Songsand Poetry in the

Malaysian Primary SchoolGroup 4(PISMP/Tesl 2/Sem 3)

Cheong Zi Hoong

Constance cheeHarzuwani binti wahab

Hong Yin Yin

Lee Li Wen

Norafidah binti jasman

LGA 3102



1. Understanding of intrapersonal andinterpersonal development

Gardner’s multiples

intelligence

Intrapersonal intelligence

Understanding oneself and having insight into

one’s own thoughts,

actions and emotions

(self-understanding)

Interpersonal

intelligence

Understanding of othersand one’s relationships

to others-social skill



Intrapersonal scales

•Self-Regard

• My Favourite Things

• Emotional Self- Awareness

• Feelings

• Assertiveness

• That’s Mine

• Independence

• Helping Around theHouse

• Self-Actualization

• How Tall are You?

Interpersonal scales

• Empathy• Musical Chairs

• Social Responsibility

• Thank You and Please

• InterpersonalRelationships

• My Hero



How songs and poetry helps students

to develop their intrapersonal and

interpersonal development?

1. By reading, singing and asking questions2. By writing and acting

3. By discussion



1. By reading, singing and asking

questions

• Reading and singing songs and poetry is a good way toengage students and start building theircommunications skills

• Allow students to sing or read aloud, allow students tolisten, allow students to react and ask questions

• After the reading session, encourage children to focuson the details of a poetry and songs . Discussion helps

children to verbally interact with each other• For example, encourage them to participate in the

process by describing their favourite parts of thepoetry and songs.



Example : Nursery rhyme/Song :

Old Macdonald had a farmOld Macdonald had a farm ee-eye, ee-eye-oh.

And on that farm he had a duck ee-eye,ee-eye-oh.

With a quack, quack here and a quack, quack there. Here a quack, there

a quack, everywhere a quack, quack.

• Each verse of the song changes the name of the animaland its respective noise.

• By asking students to describe or sing out which animaland noise they like, their responding are actuallycommunication skills which direct develop to theirinterpersonal skills.



2. By writing and acting out from the

songs and poetry

• Forming letters and words is a big step in the

development process that allows students to

explore a new learning environment and gain

a sense of achievement. (which leads to self

esteem)

• Acting allows pupils to express their feelings

which leads to understand of their inner self.

• Non-verbal exercise can increase the

awareness of how they show their feelings

through different parts of their bodies.



Example: I notice people staring at

me everywhere I go by Kathy NorrisA. You’re mad that people are staring at you.

B. You’re sad that people are staring at you.

C. You’re glad that people are staring at you.

D. You’re nervous or anxious that people are staring at you.

E. You’re embarrassed that people are staring at you.F. You’re surprised that people are staring at you.

G. You’re suspicious of people that are staring at you.

H. You’re tired of people staring at you.



3. By Discussion

Example : Poem : I AM FAST AND FUN

by Tasha (Age 9)• I am fast and fun.

I can dream, dreams that nobody has dreamt before.I would go on adventures all over the world.I want to write out my imagination.

I enjoy seeing peace.• I am fast and fun.

I want to fly and taste the air.I am not afraid to say what I want.I feel such smooth things that touch my fingers.

I find such pretty things in nature.• I am fast and fun.

I want to be a soccer star.I think hard about things.I wonder where we go when we fade.

I feel so great when I help someone.



Strategies to develop intra &

interpersonal skills through poetry

Activity : Discussion in pairs

Students level: year 3

Procedures:

1. Get the students to draw or write their dreams on a pieceof paper.

2. In pairs, allow them to ask their partner about theirpartner’s dreams.

3. Give time to discuss their dreams with partner.

4. Teacher will reengage the students with the poem (I amfast and fun) by explaining the meaning of the poem.

5. Teacher helps them realize that whatever they dream,they have the potential to achieve.

6. Teacher helps to encourage the students to be the best at

whatever they choose to do.



This activity both helps to develop the children’s

intrapersonal and interpersonal skills.

This activity allows them to do exploration of their

own experience in relation to the poem taught

By working in pairs it allows the children to

communicate with their friends. Throughcommunication, they begin to absorb better

understanding for others.

• While teacher encourages them to be the best atwhatever they choose to do, it helps to build their

self-image as well as their self-esteem.



Purposes of Using Songs and Poetry in the Malaysian

Primary School : 2.Linguistic Development.

Develop phonemic awareness

(ability to blend and segment the

sounds) in identify rhyming words

and spell words

Song and poetry

helps childrenpay attention to

the sounds &

patterns of

language

LGA 3102



Encourage students

to expand their

vocabularies Repetition of words,

phrases or line in

songs & poetry

Using rhythm to

emphasize on

specific words


Primary School : Linguistic Development.

Help students to improve their

pronunciation

Allow

students todevelop

speech

fluency

LGA 3102



Improve students’

reading skills

Using songs and poetry help

student improve their writing

abilities.


Primary School : Linguistic Development.

LGA 3102



How to use songs and poetry to improve

linguistic development of students?

Listening topoetry / song

Read aloud thepoetry follow the

rhythm several timesand have the student

recite the poem

Sing / play thesuitable song forstudents to listen and

engage students insinging

LGA 3102





Encouragephysical

response from

students

Let students to move whenteacher slowly read a poem

aloud

Asked studentsto do the action

in the song

LGA 3102



Choose a poem that is interestingand simple to memorize

Select poem that use refrain forchildren to memorize

Guide the students so that they canrecite the poem with fluency



LGA 3102





Learning to Write Poetry

Teachers often start the writingof poetry as a collaborative

effort.

The class brainstorms forideas and then composes

the poem in groups or

pairs.

Teachers can encouragechildren to model the works of

professional poets

Imitation of a wholepoem or of specific

techniques

LGA 3102



Strategies to promote language

development

• Activity: Vocabulary Development Using Song

• Objective: Improve vocabulary through lyrics.

• Students level: year 1

• Resources:

1. A song which you wish to teach them.

2. A list of your own simple definitions which are age

appropriate.



Procedure:

• Select songs which have words which you want them to learn.

• Introduce the lesson as an easy and enjoyable way to learn new words.

• Play the song for student to listen

• Let the children sing one song.

• Say one of the words which you want to teach.

– As you ask for a word's meaning, give clues.

– When you define a word, be sure they understand the words in thedefinition.

• Keep the fun flowing.

– Teach a few words at a time. Sing, teach, and sing some more.

–Ask for word meanings

• Create simple definition of each word which you want to teach.

– Define each word consistently with its usage in the song.

– When you write your definitions, use a dictionary to help you give children

a clear understanding of the way the word is used in the song.



Definition of Aesthetic

Concerned

with beautyor theappreciationof beauty.

Adjective

A set of principles

underlying thework of aparticular artistor artisticmovement.

Noun



A theory that artistic appreciationis linked to human development.



A basic human

response tolife

An awarenessand appreciationof the natural

beauty.

Being a beholder

of beauty andsavoring beautiful

things in theworld around us



Stages inAestheticDevelopment

Accountive

Constructive

ClassificationInterpretative

Re-Creation



How can teachers encourage the

aesthetic sense in children ?

1. Develop activities which promote opportunities to

freely express their attitudes, feelings, and ideas

about art.

2. Develop activities free from competition.

3. Appropriate activities that stimulate awareness and

interest.

4. Continuous exposure to new environments and

experiences.



Helps developthe whole child.

Helps childrenvalue art and art

experiences.

Helps childrenappreciate thebeauty of theworld around

them.

Fosters conceptdevelopment.



Setting Up The Environment ToEncourage Aesthetic Discussion

1. Inclusion of song and poetry books aboutartists and authors in the reading areas andin art centers.

2. Include “real” art books in the reading andquiet areas of the room.

3. Invite guest art educators into the classroom

to show the children art objects to look at,touch, and talk about.



BENEFITS OF AESTHETIC SENSITIVITY

Improving the quality of learning and encourages

the creative process.

Advancing in critical thinking.

Promoting self-learning.

Children are more tolerant.

Children are more independent.



AESTHETIC EXPERIENCES

• Aesthetic experiences for young children can

take many forms. They can involve

appreciation of :

The Beauty Of Nature

The Rhythm

Imagery Of Music Or

Poetry

The Quality Of Works Of Arts



PROMOTING AESTHETIC EXPERIENCES

• In many ways, what children look for is reflective of

their internal needs and the resources available tothem.

– Resources may be personal

Example: interpersonal problem-solving skills, senses,

cognitive and motor competencies

– Resources may be environmental

LOOKING AND SEEING



references•

http://www.answerbag.com/q_view/1982999 • http://encyclopedia2.thefreedictionary.com/Aesthetic+Edu

cation

• http://www.merriam-webster.com/dictionary/aesthetic

• http://en.wikipedia.org/wiki/Aesthetics

• http://www.ehow.com/about_6640565_meaning-aesthetic-development_.html

• http://aplaceofourown.org/question_detail.php?id=337

• http://aplaceofourown.org/question_detail.php?id=113

• http://www.abcmusicandme.com/documents/M&G_ABC_To_HeadStart_Outcomes.pdf

• http://aplaceofourown.org/print.php

http://www.answerbag.com/q_view/1982999

http://encyclopedia2.thefreedictionary.com/Aesthetic+Education


http://www.merriam-webster.com/dictionary/aesthetic

http://en.wikipedia.org/wiki/Aesthetics

http://www.ehow.com/about_6640565_meaning-aesthetic-development_.html


http://aplaceofourown.org/question_detail.php?id=337


http://www.abcmusicandme.com/documents/M&G_ABC_To_HeadStart_Outcomes.pdf


http://aplaceofourown.org/print.php

http://aplaceofourown.org/print.php










http://en.wikipedia.org/wiki/Aesthetics






http://www.answerbag.com/q_view/1982999

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