STORY TELLING

1. Challenge: Storytelling is a good idea to impress and attract the required persons into your

project. I am working as faculty in engineering college and I want to attract the students  towards my lecture. The students are of different kinds like matured, naughty, calm going  students, etc. Initially I should attract them towards my subject by creating interest in to that  subject by saying live or practical uses of that subject in the form of a story. Storytelling is a  great tool that I use all the time. Many of these students are in need of job opportunities.  They need to be empowered and inspiration is a path to empowerment. I spend a lot of time  “opening people up” and finding ways to inspire them to improve their circumstances.  When I teach average students, I share stories of different average students who got jobs.  They find meaning in sharing these experiences as a form of teaching and/or legacy, in a  sense. I use their feedback against the context of my story to ascertain their goals, and  sometimes we use stories to better understand their interests and thought processes. I use  this information to develop different strategies to try and find a way that works for them to  gain more independence in the areas they find lacking in their lives.

2. Selection: Teaching is the tool I selected to improve the student’s carrier. Using teaching

we can impress, attract, motivate and grab the student’s attention. This will help each and  every faculty to motivate the students to attain their interested job, internship and  entrepreneur. Teaching is the process of attending to people’s needs, experiences and  feelings, and intervening so that they learn particular things, and go beyond the given.  Interventions commonly take the form of questioning, listening, giving information,  explaining some phenomenon, demonstrating a skill or process, testing understanding and  capacity, and facilitating learning activities.

This is the best way of creating relationships and environments for learning and catching  teaching moments. It is just that these skills need to be employed by someone who can be  respected, is experienced as real and is wise.

3. Application:  I have a story about using storytelling. In discussing policy changes with

teaching, I was trying to explain to them the benefits of taking a more client focused  approach, among other things, and in particular, of recognizing each person as a unique  being, and addressing their individual needs first and foremost. I was also explaining how  sometimes addressing the needs of one individual can impact everyone for the better, even if  it seems extreme or out of the ordinary.

4. Insight & Approach: One way is forming connections between students. Students are often

energetic at suggesting connections, most of which are minimally relevant. Rather than  discouraging these flights of fancy, teachers might see them as valuable tendencies of  engaged learners and discuss how to tell which connections are more fruitful than others.

Second way involves contradictions. Some students are on the lookout for inconsistencies,  especially inconsistencies on the part of the teacher. Such behavior can be annoying but the  tendency itself is also a sign of an engaged learner. One study found that the best students  were alert to anomalies and were stimulated by them, in contrast to unsuccessful students  who sought to avoid the conflicting evidence as requiring too much of a cognitive burden.  Some teachers will present an erroneous idea and challenge students to shoot it down. Or else  teachers can use a student’s erroneous idea.    Teachers may be able to boost insights by encouraging students to adopt a stance or mindset  that is driven by curiosity rather than a fear of getting a wrong answer. Teachers can help  students notice the insights they have, and encourage more of them. Teachers can suggest  that students pick up on connections, and on contradictions, and when students get stuck the  teacher can help them to re-examine the assumptions they are making.


STORY TELLING 1 . Challenge : Storytelling is a good idea to impress and attract the required persons into your project . I am working as faculty in engineering college and I want to attract the students towards my lecture . The students are of different kinds like matured , naughty , calm going students , etc . Initially I should attract them towards my subject by creating interest in to that subject by saying live or practical uses of that subject in the form of a story . Storytelling is a great tool that I use all the time . Many of these students are in need of job opportunities . They need to be empowered and inspiration is a path to empowerment . I spend a lot of time “ opening people up ” and finding ways to inspire them to improve their circumstances . When I teach average students , I share stories of different average students who got jobs . They find meaning in sharing these experiences as a form of teaching and/or legacy , in a sense . I use their feedback against the context of my story to ascertain their goals , and sometimes we use stories to better understand their interests and thought processes . I use this information to develop different strategies to try and find a way that works for them to gain more independence in the areas they find lacking in their lives . 2 . Selection : Teaching is the tool I selected to improve the student ’s carrier . Using teaching we can impress , attract , motivate and grab the student ’s attention . This will help each and every faculty to motivate the students to attain their interested job , internship and entrepreneur . Teaching is the process of attending to people ’s needs , experiences and feelings , and intervening so that they learn particular things , and go beyond the given . Interventions commonly take the form of questioning , listening , giving information , explaining some phenomenon , demonstrating a skill or process , testing understanding and capacity , and facilitating learning activities . This is the best way of creating relationships and environments for learning and catching teaching moments . It is just that these skills need to be employed by someone who can be respected , is experienced as real and is wise . 3 . Application : I have a story about using storytelling . In discussing policy changes with teaching , I was trying to explain to them the benefits of taking a more client focused approach , among other things , and in particular , of recognizing each person as a unique being , and addressing their individual needs first and foremost . I was also explaining how sometimes addressing the needs of one individual can impact everyone for the better , even if it seems extreme or out of the ordinary . 4 . Insight & Approach : One way is forming connections between students . Students are often energetic at suggesting connections , most of which are minimally relevant . Rather than discouraging these flights of fancy , teachers might see them as valuable tendencies of engaged learners and discuss how to tell which connections are more fruitful than others . Second way involves contradictions . Some students are on the lookout for inconsistencies , especially inconsistencies on the part of the teacher . Such behavior can be annoying but the tendency itself is also a sign of an engaged learner . One study found that the best students were alert to anomalies and were stimulated by them , in contrast to unsuccessful students who sought to avoid the conflicting evidence as requiring too much of a cognitive burden . Some teachers will present an erroneous idea and challenge students to shoot it down . Or else teachers can use a student ’s erroneous idea . Teachers may be able to boost insights by encouraging students to adopt a stance or mindset that is driven by curiosity rather than a fear of getting a wrong answer . Teachers can help students notice the insights they have , and encourage more of them . Teachers can suggest that students pick up on connections , and on contradictions , and when students get stuck the teacher can help them to re - examine the assumptions they are making .