Conclusion Language acquisition with phonemic awareness correlates to learning to read, plus it is an accurate predictor of reading success. Through phonological and phonemic awareness activities, involving direct instruction, incidental occasions, and literature-based activities, a balanced literacy to phonics instruction can be achieved (Bowman & Treiman, 2004)
Moreover, literacy skill development in early childhood provides the foundation for children's long-term academic success. Over the past two decades, researchers have identified key emergent literacy skills that develop progressively in children during their preschool years and are highly predictive of later success in learning to read (Elish-Piper, 2011)
Preconference In collaboration with another colleague, much emphasis was placed on the importance of a direct correlation between phonological awareness and phonemic awareness. Phonological awareness refers to all sound features in spoken language, including the ability to separate spoken sentences into individual words and to separate spoken words into syllables (Savage, 2007)
Deficits in early reading skills at the beginning of kindergarten tend to remain, or even increase, through elementary school, creating a continuously widening gap between children who have good literacy skills and those who do. Unfortunately, children who enter kindergarten with limited literacy and language skills rarely catch up and are at high risk of being referred for special education services (Stover, 2011)
Not each year will bring forth the 'press and run' kind of players since this will require fast players in football, but with a couple slower players, there will be need for flexibility on the coach and change his philosophy for that year to half-court defense in order to come up with an equally strong team. The coach designs his philosophy in a flexible manner such that it works to their advantage each year or each passing seasons and indeed may also vary with the strengths and weaknesses of the opposing team (Gels J., 2014)
Strong coaching programs contribute to organizational cultures that are agile in responding to changing employee needs yet stable enough to provide ongoing support to program participants (Wilson, 2011). Powerful questioning leads to greater disclosure between group members driving up trust and collaboration in the process (Cockerham, 2011)
In short, powerful questioning will reaffirm their value and infuse them with a stronger sense of self-worth and value while making their new careers less daunting. Over time powerful questioning leads to greater self-disclosure and shared goals that further galvanize a group together (Lloyd, 2005)
Using the techniques of powerful questioning the coaching activities center on getting each member of the group to explain their journey to become an engineer, which reinforces their core strengths and helps them see values in themselves. Strong coaching programs contribute to organizational cultures that are agile in responding to changing employee needs yet stable enough to provide ongoing support to program participants (Wilson, 2011)
Since personal information will be treated as being confidential, the coach will make sure the individuals or group members know about vocational approaches by using personal life examples. Individuals or groups being coached will understand better about vocational choices when personal examples are used (Van Iddekinge & Campbell, 2011, p
It is important to how confidentiality will be handled before starting the coaching session. The coach will be free to use any information in the coaching session since both parties guarantee confidentiality (Cotter & Fouad 2011, p
In relation to speaking, Flaherty (2010) is of the opinion that engaging the client by word of mouth is one of the primary acts of any executive coach in his or her engagement with the client. In the author's own words, "speaking means to point out to your client new distinctions that will allow him to make new observations" (Flaherty 2010, p
The more formal observation in class could make the student teacher nervous, resulting in more awkward teaching. The program's effectiveness could be augmented with the incorporation of peer-conducted observations and feedback as well (Henry & Weber 2010)
Systemic Psychodynamic Coaching in Workplace Practice: Systemic Psychodynamic coaching is one of the psychodynamic coaching approaches that have informed the practice of coaching in the workplace. One of the major influences of this model on the practice of coaching in the workplace is that it has contributed to increased focus on making unconscious processes conscious as an original strategy for creating awareness (Azmatullah, 2013, p
Psychodynamic Coaching in the Workplace: Psychodynamic coaching is one of the approaches used in workplace coaching to enhance individual and organizational performance. Actually, psychodynamic coaching is considered as an offer to organizational leaders and employees who are in difficulties (Beck, 2011)
Systemic Psychodynamic Coaching in the Workplace: Workplace coaching is a term that refers to the process of equipping people in the working environment with necessary tools, opportunities, and knowledge for total development in order to enhance their effectiveness from an individual, organizational, and work perspective. Workplace coaching has emerged as a major concept in modern organizations since leaders, researchers, and organizations have identified it as a crucial competency in leadership and management (Cacioppe, n
An example of a scenario is the workplace that could benefit from the use of this coaching model is a situation where coworkers demeans or downgrade the capabilities of another employee. As one of the most common abrasive behaviors in the workplace, this situation involves the use of insults, abusive language, and criticism (Crawshaw, 2005)
object relations theory and conflict theory. As the basic foundation for classical psychoanalytic theory, conflict theory is based on the fact that people have a series of unconscious feelings and possess complex internal psychological structures (Kilburg, 2004, p
The other way with which Systemic Psychodynamic coaching model influence coaching in the workplace is by providing the basis for examining the interplay between conscious and unconscious mental procedures. This implies that coaching in the workplace based on this model revolves around understanding the connectedness and relationship of everything, especially the mental processes in a person's mind (Motsoaledi, 2009, p
The use of Systemic Psychodynamic coaching model in workplace coaching provides an understanding of organizational psychodynamics. In this case, the coaching process involves helping clients in evaluating the dynamic procedures of identifying, making, and assuming organizational roles (Passmore, Peterson & Freire, 2012, p
The outer world in this case basically refers to other people, the society, and organizations. The theory posits that all human beings have a dynamic inner world characterized with ongoing interactions between the conscious and unconscious mind (Sandler, 2011, p