BODY LANGUAGE TO BE AVOIDED AT JOB INTERVIEW

Job interviews are useful not only for assessing your skills, but also behavior. Many things must be prepared so that the decisive moment is running smoothly. One of them, knowing body language should be avoided.
Professor Mehrabian, a psychologist from the University of UCLA, American, body language is crucial judgment against you rather than the spoken word. According to his research, gestures and facial expressions has the effect of 55 percent while the words spoken by only 7 percent.
The opportunity to create a good first impression did not take long. According to the study, 30 seconds to four minutes is the critical time is crucial. Well, that was one step at a job interview, avoid some gestures that could invite a negative interpretation on yourself.

Fake smiles

Go into the interview room with confidence and a sincere smile. Smiles were forced to be very noticeable and makes you look like a guy who likes to pretend. Sincere smile you impress people who are confident, open, and comfortable with the surroundings. But also avoid the constant smile that could give the wrong signal to the prospective boss.

Movements and hand positions

Hand movement plays an important role in expressing your body language. Folded his arms across his chest is the body language that must be avoided. Folded his arms across his chest impress you keep your distance, be closed, or even seem bored with this conversation. Perhaps these suggestions have often heard, but indeed it is still a lot of people are nervous to do it.
Clap her hands continued to move their arms or indicate you are very nervous. This movement can also indirectly makes the person interviewing you become uncomfortable and disturbed.
Also avoid knock-knock hands on the table as the interview process. Doing so indirectly you send a signal that you are bored or feel out of the interviewer.
We recommend that you put your hand in a relaxed and open in the best position to make you relaxed. Avoid too much use of the hand or finger movements to avoid the wrong impression.

Handshake

When starting and ending the interview do not forget to shake hands and thank the interviewer. Shake hands firmly but reasonable. Do not let the hand grip is too weak or too hard. If your palms sweat, wipe the sweat from your hands first before going into the interview room.

Touching the face

Touching the face should be avoided as a job interview. This movement could imply you are nervous or not true to your statement.

The position of the foot

Sit with both feet touching the floor that describes you comfortable and confident. When nervous or anxious you are not making gestures unconsciously. One of the most common are moved his foot movement without stopping. This foot movement indicates that you are very uncomfortable and even eager to get out of the room.

Eye contact and posture

Eye contact with the interviewer is good. But constantly staring at the interviewer's relentless can also make him uncomfortable. Expert Janine Driver gestures say, 60 percent eye contact is enough to make you look enthusiastic. In addition to the eye, gaze focused on the upper face of the triangular area around the eyebrows right-left and mid nose.
Do not be too often looked at the bottom of the face, especially the mouth and forehead that could make the interviewer uncomfortable. If your interviewer is more than one, face to them in turn. Avoid blank stare that makes the other person uncomfortable.
Sit in a comfortable position, not too tall and not too lean. Lean a little (just a little) to the interviewer to indicate your focus and enthusiasm.

Reading the Mind of Others In Everyday Life

Many thought that reading minds is the work of a psychologist, psychic or healer. However, believe it or not, in everyday life, you all are a mind reader. Because, without the ability to know the thoughts and feelings of others, all of us will not be able to cope with social situations as easy as anything. By reading minds, we can make estimates about the person's behavior and enables us to determine the next decision.If we do this with a bad reading, the impact can be serious: the conflict could have occurred due to misunderstanding. Examples of real trouble recognizing the thoughts and feelings of others-mindblindness, can be seen in people with autism, which is the inability to be a disturbing condition.The ability to read minds, which is by William Ickes-professor of psychology at the University of Texas, referred to as empathic accuracy.Where did it come from?Ability (limited) to read our minds according to professor Ross Buck-Communication Sciences at the University of Connecticut, has a very long history. He said that, through millions of years of evolution, humans evolved communication systems become more complicated when life was also becoming more complex. Reading the mind then becomes a tool for creating and maintaining social order and as a help to know when to agree to a commitment with a partner or arbitrate disputes with neighbors.This capability alone appeared since humans are born. Newborns prefer to face someone other than the stimulus, and a few weeks old baby has been able to imitate facial expressions. In 2 months, babies are able to understand and respond to the emotional state of the caregiver. Nancy Eisenberg, professor of psychology at Arizona State University and an expert in emotional development, said that the baby is 1 year old adults were able to observe the expression and use it to determine the next behavior. He continued, infants aged 2 years were able to infer other people's desires from his eyes, and at the age of 3 years, the baby can recognize facial expressions of happy, sad or angry. At the age of 5 years, the baby already has the basic ability to read other people's minds, they already have a "theory of mind." Babies are able to understand that other people have thoughts, feelings and beliefs different from their own.The children had developed the ability to read minds by observing adult conversation, where they differentiate the complexity of rules and social interaction. In addition, play activities with peers can also train children to read the mind of other children. However, not all children can develop this ability. Children who experience neglect and abuse tend to have problems in developing the ability to read thoughts. For example, children who grew up in a family filled with violence, it may be much more sensitive to expressions of anger, although they did not appear angry emotions.Furthermore, the ability to read minds more advanced usually appears in late adolescence. This happens because of the ability to keep the perspective of several people at the same time-and then integrate it with our knowledge and the person concerned is-often require much brainpower been developed.BagaimanaMembacaPikiran?Reading body language is a core component of reading minds. Through body language, you can know a person's basic emotions. Researchers found that when people observe the gestures of others, they can recognize the emotions of sadness, anger, joy, fear, etc., even when the observation is only done with minimal lighting.Facial expressions are also a marker for us to be able to know what other people think. But unfortunately, many of us were not able to detect these expressions. One rich source of this marker is a person's eyes; muscles around the eyes. One's eyes are the richest source marker than other parts in the face. For example, when the sad eyes down, open wide when scared, it looks out of focus when being delusional, staring jealousy, or looking around when impatient.We can know the mind of another of the components in the conversation-the words, gestures, and tone of voice. But among the three, Ickes found that the contents of the conversation to be the most important component of a well read minds.Become a Mind Reader Ulung So, how can we be a better mind reader? Teams of Psychology Today has formulated some things that can help us to read minds.Get to know other people. "The ability to read minds would rise, the more we know the other person," said William Ickes. When we interact with someone for a little over a month, we will be easier to recognize what he was thinking and feeling. This can happen because: we are able to interpret the words and actions of others with more precise, after watching him in a variety of situations, and second, we know what is going on in their lives, and be able to use that knowledge to understand them in the context of the broader .Ask for feedback. Research shows that we can improve reading skills by asking the truth of our guesses. For example, "I have heard, it seems like you're angry. Is not that true? "Note the upper part of the face. False emotion, usually expressed at the bottom of a person's face. Meanwhile, according to Calin Prodan-professor of neurology at the University of Oklahoma Health Sciences Center, primary emotions can be seen from most of the top of the face, usually around the eyes.More expressive. Emotional expressivity likely reciprocal. Ross Buck, "the more we are expressive, the more we will receive information about the emotional state of others around us."Relaxed. By Lavinia Plonka, author of Walking Your Talk, a person tends to "make yourself" with his interlocutors through posture and breathing patterns. If you feel tense, you could have someone to talk to, unconsciously, being too tense and inhibited, and eventually it becomes difficult to read. Take a deep breath, smile, and try to show openness and acceptance to anyone with you.Critical Review. We need to remember, that expression of emotion can differ across cultures. Sad expression in one culture, may be interpreted as another emotion in another culture. So if you want to read someone, we need to also consider the cultural elements that prevail in the residence of the person, do not guess wrong, or even trigger a misunderstanding.We also can not rule out this mind-reading phenomenon as a normal phenomenon diasosisasikan with supernatural abilities, because contrary to belief, there are people who have the ability to read thoughts that are difficult to explain science. At least the author has found some people with the ability to read minds, which is even able to see the future and all sorts of things defies reason.

9 Principles of Adult Education

"Education" has a lot of sense, but it is generally accepted as a change in behavior. Writing is not intended to analyze existing theories behind Adult Education, but to understand the principles of Adult Education (or commonly abbreviated as POD) is acceptable. The principles presented here are essentially the same as that developed in some training using instructional methods, but the one thing that distinguishes the POD principles more widely known.These principles are related to the training (training) and education, and is usually applied to the formal classroom situation or to an on the job training (internship). Each form of training should include as much as possible the nine principles below. So it is easy to remember (9 principles), it is usually digunakn system mnemonics mnemonic or foreign terms, namely RAMP 2 FAME.
R = RecencyA = appropriatenessM = MotivationP = Primacy2 = 2 - Way CommunicationF = FeedbackA = Active LearningM = Multi - Sense LearningE = Excercise
These principles are in many ways very important, because it allows you (the coach) to set up a session in a timely and adequate, presenting sessions effectively and efficiently, it also allows you to evaluate for these sessions. Let's look at the ideas behind the term RAMP 2 FAME. It is important to note that these principles are not presented in a single sequence. Same position in the relation between relations.
R - Recency
Law of Recency show us that something is learned or received at the last moment is most remembered by attendees / participants. It shows two separate pengetian in education. First, with regard to the content (materials) at the end of the session and the second relates to something "fresh" in the minds of the participants. In the first application, it is important for coaches to make a summary (summary) as often as possible and be sure that key messages / core always emphasized again at the end of the session. In the second application, indicated to the coach to make a review of the plan (review) per section in each presentation.
Factors for consideration of recency

    * Try to keep each session, given the relatively short term, no more than 20 minutes (if that's possible).
    * If the session more than 20 minutes, must often be summarized (recapitulated). More panjangsebaiknya session divided into sessions-sessions are shorter with some pauses so you can create a summary.
    * The end of each session is an important. Make a summary / recap of the whole session and put the emphasis on the messages or key points.
Strive for attendees / participants remain "aware" of where the direction and progress of their learning
A: APPROPRIATENES (Conformity)
Law of appropriatenes or suitability tells us that on the whole, be it training, information, tools used aids, case studies case studies, and other materials must be tailored to the needs of participants / participants. Participants will be easy to lose motivation if the coach fails to strive for material relevant to their needs. In addition, coaches must continually provide opportunities for participants to find out how the relationship between new information with prior knowledge already obtained the participants, so that we can eliminate concerns about something that is vague or unknown.
Factors to consider regarding appropriatness:

    * Coaches should clearly identify the need for participants to take part in the training. To the needs identified, the coach must make sure that sehala something related to sessions in accordance with those requirements.
    * Use the description, examples or illustrations that are familiar (familiar) with the participants.
M: MOTIVATION (motivation)
The law of motivation tells us that pastisipan / participants must have a desire to learn, he should be ready to learn, and must have a reason to learn. Coach found that if participants have a strong motivation to learn or sense of desire to succeed, he will be better than others in the study. First of all because the motivation to create the environment (atmosphere) learning to be fun. If we fail to use the law of suitability (appropriateness) and neglecting to make relevant material, we'll be sure to miss the motivation of participants.
Factors to consider regarding motivation:

    * Materials should be meaningful and valuable to the participants, not only for coaches
    * That should be motivated not only the participants but also the coach itself. For if the coach is not motivated, training may be of no interest and did not even reach the desired goal.
    * As mentioned in the law of conformity (appropriateness), a trainer when necessary to identify the needs of the participants why it comes to training. Coaches usually can create motivation by saying that this session can meet the needs of participants.
    * Move from side to know to not know. Start the session with things or points that are familiar or unfamiliar to the participants. Slowly up and connect the points together so that each know where they are in the process of training.
P: Primacy (Interesting note at the beginning of session)
Law of Primacy tells us that the first things that the participants are usually studied, as well as a first impression or a series of information obtained from the coach really very important. For this reason, there is a good practice is to include all the key points at the beginning of the session. During the session running, developing key points and other information related. It is included in the Primacy of law is the fact that when participants were shown how to do something, they must be shown the correct way in the beginning. The reason for this is that it is sometimes very difficult to "teach" the participants at the time they make a mistake at the beginning of the exercise.
Factors to consider regarding Primacy:

    * Once again, try sessions-sessions administered in a relatively short period of time. Preferably about 20 minutes as suggested in the law recency.
    * The beginning of your session will be crucial. As you know that some many participants will listen, and therefore make it interesting and give loads of information important to them.
    * Try to keep participants always "aware" of the direction and progress of the study.
    * Assure participants will get things right the first time when you ask them to do something
2: 2 - WAY COMMUNICATION (Communication 2-way)
Law of 2-way-communication or 2-way communication clearly emphasized that the training includes communication with participants, not at them. Various forms of presentation should use the principle of 2-way communication or feedback. This does not have to mean that the entire session must be a discussion, but which allows the interaction between the trainer / facilitator and participant / participants.
Factors for consideration of two-way communication:

    * Your body language is also associated with 2-way communication: you must be sure that it does not conflict with what you say.
    * Plan your sessions should have interaction with whom it was designed, that is none other than the participants.
F: FEEDBACK (Feedback)
Law of feedback or feedback shows us, both facilitators and participants need information from each other. Facilitators need to know that the participants follow and keep paying attention to what was said, and instead participants also need feedback in accordance with the appearance / performance.
Reinforcement also need feedback. If we appreciate the participants (positive reinforcement) to do things right, we have a much greater chance for them to change their behavior as we want. Also wary that too much negative reinforcement will probably keep us obtain the response we expect.
Factors for consideration of the feedback:

    * Participants must be tested (tested) on a regular basis for feedback to the facilitator
    * At the time participants were tested, they should obtain feedback on their performance as soon as possible.
    * The test may also include questions that are given regular facilitator of the group conditions
    * All feedback is not necessarily positive, as many people believe. Positive feedback is only half of it and almost useless in the absence of negative feedback
    * At the time of the participants did or said is true (eg, answering questions), call or announce it (in front of the group / other participant if that is possible).
    * Prepare your presentation so that there is a positive reinforcement that is built up in the early session.
    * Please note that participants really give positive feedback (done right) as well as to those who gave negative feedback (make a mistake).
A: ACTIVE LEARNING (Active Learning)
Laws of active learning shows us that the participants studied harder when they are actively involved in the training process. Remember the adage that says "Learning While Working"? This is important in training adults. If you want to instruct the participants to write a report, do not just tell them how it should be made but provide an opportunity for them to do so. Another advantage of this is that adults are generally not used to sitting in a classroom all day, therefore the principle of active learning will help them to not saturate.
Factors for consideration of active learning:

    * Use the exercises or practice for providing instruction
    * Use a lot of questions for providing instruction
    * A quick quiz can be used so that participants remain active
    * If possible, let the participants do what is in the instructions
If the participant is allowed to sit for long periods without participating or given to these questions, chances are they will be sleepy / lose attention.
M: MULTIPLE-SENSE LEARNING
Law of multi-sense learning to say that learning to be much more effective if participants use more than one of the five senses. If you tell trainees about a new type of sandwich they'll probably remember it. If you let them touch, smell and feel fine, there's no way for them to forget it.Factors for consideration of multiple-sense learning:

    * If you memberitah / say something to the participants, try to show a good
    * Use as many senses of the participants if it is necessary as a means of learning them, but do not forget the target to be achieved
    * When using a multiple-sense learning, you have to be sure that it is not difficult for the group to mendengarnyaa, see and touch whatever you want.
I hear and I forgetI see and I rememberI do and I understand(Confucius, 450 BC)
E. EXERCISE (Exercise)
Law of the exercise indicate that something is repeated the most memorable. By making participants do exercises or repeating the information provided, we can increase their chances of getting able to recall information that has been provided. It is best if the coach practices or repeat the lesson by repeating information in different ways. Maybe the coach can talk about a new process, then shows a diagram / overhead, showing the finished product and finally asked the participants to complete a given task. Exercise is also related to the intensity. The law also refers to the practice of meaningful repetition or learning again.
Factors for consideration in the exercise:

    * The more often trainee to repeat something, the more they remember the information provided
    * By providing repetitive questions we improve training
    * Participants must repeat the exercise itself, but the record does not include
    * Summarize often as possible because it is another form of exercise. Make a summary of the current always concluding session
    * Create a regular participant always remember what you have so far in the presentation sidajikan
    * It is often said that without some form of exercise, the participants will forget 1/4 of what they learn in 6 hours, 1/3 in 24 hours, and about 9% in 6 weeks.
Conclusion
The principles of learning related to training and education. These principles are used in all sectors / areas, either in a classroom or apprenticeship system. These principles can be used to children and adolescents as well as to adults. Effective instruction should use as many of these principles, if not the whole of her. When you plan a session, see the entire draft to ensure that these principles have been used, and if not, it may need a revision (improvement).

The Definition of One Way Link Building

One way link building tips are essential if you want get both traffic and higher page ranks of your site of blog. But it is going to be some wasted efforts if you don't understand how this works and how it will help to boost your entire online presence.
What is Link Building?
This is a simple process where some sites process click-in links that leads to other sites or blogs. It can be mutual, that is when this link is exchanges or simply one buy blog links. The one way link building is when a blog or site owner tries to get links back to his or her blog/site without reciprocating. This is very important if one wants to start having many visitors to his or her site or blog. It works best if the site that is pointing to your site or blog is a quite popular or at least one that has some relatively high number of visitors that have confidence in it. You should start building links to your site or blog now and make sure that you don't derail in the process because it is not just going to be attracting more traffic to your site or blog but will also boost the search engine result page ranking of your site or blog.
Can You Buy Bulk One Way Links?
There are many one way link building strategies and it doesn't matter how you get the links to point to your site as long as they are legitimate and in high numbers, you will be rewarded with higher search engines result pages rankings. One of the easiest ways of getting one way links to your blogs or websites if by buying links in volumes but you are advised to buy in wholesale so that you would be able to get the best deal. This is one sure way of getting the needed one way link that will help to boost your site Google ranking. One thing you should focus on is to build links from the sites that have the same or related subject matter as yours.
Are There Some Unique Benefits Of One Way Link Building?
One of the major benefits of purchasing or engaging in one way link building is that you wouldn't need to worry about linking back to the sites or blogs that are pointing to yours.
Other advantages of having one way links to your site includes the fact that such site owners that link back to you may have developed some high level of trust in your site and might possibly leave the link for a very long period of time. This will be helping your search engine result page ranking as well as directing traffic from such sites to your site or blog.

Andragogy; Adult Education

In a chance conversation with an older, we often encounter the phrase, "Halah, I was already old, it does not understand when told to learn". Thus, many thought that the adults have no more potential for learning, but the reality is not so. Adults have the potential, depending on the methods used in studying and teaching the adults are.
On another occasion, we may have also come across the phrase, "Halah, you are still young, you know what? I'd understand ". Adults generally have had the concept of maturity and experience (including the experience of doing it wrong). Psychologically, have a tendency to want to be seen, appreciated and treated as a person who has been able to implement the concept of independent it. Adults feel have had the identity and had become "himself". Therefore, it would be difficult for us to break down the concept that has been ingrained for years, if not accompanied by evidence and a way of giving a proper understanding of that concept.
The two paragraphs above is an example, as the basis for the emergence of the concept of educating adults known to Andragogy, which is a process to involve adult learners in the structure of the learning experience. Originally a way to educate adults confused with how to educate the kids on the bench of formal education (pedagogy). However, there are important differences between adults and children, so andragodi separated into its own science. Andragogy The term was originally used by Alexander Kapp, an educator from Germany, in 1833, and later developed into a theory of adult education by U.S. educator, Malcolm Knowles
In Andragogy, educating not mean to patronize, not to fill them with knowledge but as a form of cooperation enhance mutual knowledge, and putting adults as subjects and not objects. Andragogy study the physical, psychic and adult characters.
Philosophically, Confucius suggests three important aspects of human physical and psychological, among other things: "I hear and I forget, I see and I remember, I do and I understand". That is, mejadikan adults directly involved physically and emotionally will facilitate tersampaikannya message we mean.
Although varied, and how to express their emotions differently, weakness adults are easily offended. It is important to make an adult no offense to avoid degrading behavior, disappointing and embarrassing. Adults would likely love to be motivated and made happy. This respect, it would facilitate the entry of the message.
Adults do not like things tend to like something theoretical and practical appropriate social role (work, responsibilities, requirements). Andragogy is usually used by professionals in direct contact with the public such as counselor, facilitator, motivator, politicians and other professionals.
Perhaps we've failed personally affect adults or the more mature of our age, that person is willing to do something. Possible answer is we do not yet understand the physical, psychological and adult characters. After understanding the adult, it is important for us to learn to interact according raised by James Borg in his book quotes Book Smart Understanding Body Language, that "is not about what you say but how to say it".

Ways to Make Money Online: Get Paid to Reviews Products

paid reviews sites are a great way to make money online. You can make a living writing reviews for virtually any product available on the market. When it comes to buying a product or service, reviews play a key role for many consumers. You can get paid to review websites, electronics, home appliances, cell phones, businesses, books and millions of other products.
One of the easiest ways to supplement your income is to set up a website or blog, choose a niche, and then review products related to your niche. Product reviews can be stand-alone or comparative. The goal of most people when they write a review is to share their opinion with the world about a specific product. A review that is written by someone who has tested the product will attract more attention than one written by someone who is not familiar with that product.
You can take a photo of the product yourself, use a picture of you using it, or use an image from the merchant's website. If you post reviews on your site or blog, make sure you include an image and/or video of the product that you are writing about. You may also collect information about different products from your family and friends. The structure of a review is simple, containing an introduction, overview, and summary.
Statistics show that over 70 percent of customers search for product reviews before they buy. More than 83 percent of them say that product reviews influence their purchasing decisions. Whether you decide post reviews on your website or write for other sites, you can earn money for sharing your opinion. The best part is that you can write in your own tone and style. Make sure your article is your personal opinion, not just a product description.
Some review websites will give you money, while others will offer you with bonus points, Amazon vouchers, free samples, and incentives. As a review writer, you must present both the positive and negative aspects of a product or service. If you have used the goods that you are writing about, show off your knowledge.
If you post reviews on your website, include relevant keywords to attract search engine traffic. Customers are looking for unbiased opinions from knowledgeable experts in that field. Include your personal thoughts and experience. The point of your review is to make that the right people buy the right product.

principles of adult education

"Education" has a lot of sense, but it is generally accepted as a change in behavior. Writing is not intended to analyze existing theories behind Adult Education, but to understand the principles of Adult Education (or commonly abbreviated as POD) is acceptable. The principles presented here are essentially the same as that developed in some training using instructional methods, but the one thing that distinguishes the POD principles more widely known.
These principles are related to the training (training) and education, and is usually applied to the formal classroom situation or to an on the job training (internship). Each form of training should include as much as possible the nine principles below. So it is easy to remember (9 principles), the commonly used system mnemonics mnemonic or foreign terms, the RAMP 2 FAME.

R = Recency
A = Appropriateness
M = Motivation
P = Primacy
2 = 2 – Way Communication
F = Feedback
A = Active Learning
M = Multi – Sense Learning
E = Excercise

These principles are in many ways very important, because it allows you (the coach) to set up a session in a timely and adequate, presenting sessions effectively and efficiently, it also allows you to evaluate for these sessions. Let's look at the ideas behind the term RAMP 2 FAME. It is important to note that these principles are not presented in a single sequence. Same position in the relation between relations.

R : Recency.

Law of Recency show us that something is learned or received at the last moment is most remembered by attendees / participants. It shows two separate pengetian in education. First, with regard to the content (materials) at the end of the session and the second relates to something "fresh" in the minds of the participants. In the first application, it is important for coaches to make a summary (summary) as often as possible and be sure that key messages / core always emphasized again at the end of the session. In the second application, indicated to the coach to make a review of the plan (review) per section in each presentation.

Factors for consideration of recency

     * Try to keep each session, given the relatively short term, no more than 20 minutes (if that's possible).
     * If the session more than 20 minutes, must often be summarized (recapitulated). More panjangsebaiknya session divided into sessions-sessions are shorter with some pauses so you can create a summary.
     * The end of each session is an important. Make a summary / recap of the whole session and put the emphasis on the messages or key points.

Strive for attendees / participants remain "aware" of where the direction and progress of their learning

A: APPROPRIATENES (Conformity)

Law of appropriatenes or suitability tells us that on the whole, be it training, information, tools used aids, case studies case studies, and other materials must be tailored to the needs of participants / participants. Participants will be easy to lose motivation if the coach fails to strive for material relevant to their needs. In addition, coaches must continually provide opportunities for participants to find out how the relationship between new information with prior knowledge already obtained the participants, so that we can eliminate concerns about something that is vague or unknown.

Factors to consider regarding appropriatness:

     * Coaches should clearly identify the need for participants to take part in the training. To the needs identified, the coach must make sure that sehala something related to sessions in accordance with those requirements.
     * Use the description, examples or illustrations that are familiar (familiar) with the participants.

M: MOTIVATION.

The law of motivation tells us that pastisipan / participants must have a desire to learn, he should be ready to learn, and must have a reason to learn. Coach found that if participants have a strong motivation to learn or sense of desire to succeed, he will be better than others in the study. First of all because the motivation to create the environment (atmosphere) learning to be fun. If we fail to use the law of suitability (appropriateness) and neglecting to make relevant material, we'll be sure to miss the motivation of participants.

Factors to consider regarding motivation:

     * Materials should be meaningful and valuable to the participants, not only for coaches
     * That should be motivated not only the participants but also the coach itself. For if the coach is not motivated, training may be of no interest and did not even reach the desired goal.
     * As mentioned in the law of conformity (appropriateness), a trainer when necessary to identify the needs of the participants why it comes to training. Coaches usually can create motivation by saying that this session can meet the needs of participants.
     * Move from side to know to not know. Start the session with things or points that are familiar or unfamiliar to the participants. Slowly up and connect the points together so that each know where they are in the process of training.

 

P: Primacy (Interesting note at the beginning of session)

Law of Primacy tells us that the first things that the participants are usually studied, as well as a first impression or a series of information obtained from the coach really very important. For this reason, there is a good practice is to include all the key points at the beginning of the session. During the session running, developing key points and other information related. It is included in the Primacy of law is the fact that when participants were shown how to do something, they must be shown the correct way in the beginning. The reason for this is that it is sometimes very difficult to "teach" the participants at the time they make a mistake at the beginning of the exercise.

Factors to consider regarding Primacy:

     * Once again, try sessions-sessions administered in a relatively short period of time. Preferably about 20 minutes as suggested in the law recency.
     * The beginning of your session will be crucial. As you know that some many participants will listen, and therefore make it interesting and give loads of information important to them.
     * Try to keep participants always "aware" of the direction and progress of the study.
     * Assure participants will get things right the first time when you ask them to do something.

2: 2 - WAY COMMUNICATION.

Law of 2-way-communication or 2-way communication clearly emphasized that the training includes communication with participants, not at them. Various forms of presentation should use the principle of 2-way communication or feedback. This does not have to mean that the entire session must be a discussion, but which allows the interaction between the trainer / facilitator and participant / participants.
Factors for consideration of two-way communication:

    * Your body language is also associated with 2-way communication: you must be sure that it does not conflict with what you say.
    * Plan your sessions should have interaction with whom it was designed, that is none other than the participants.

F: FEEDBACK.

Law of feedback or feedback shows us, both facilitators and participants need information from each other. Facilitators need to know that the participants follow and keep paying attention to what was said, and instead participants also need feedback in accordance with the appearance / performance.
Reinforcement also need feedback. If we appreciate the participants (positive reinforcement) to do things right, we have a much greater chance for them to change their behavior as we want. Also wary that too much negative reinforcement will probably keep us obtain the response we expect.
Factors for consideration of the feedback:
    * Participants must be tested (tested) on a regular basis for feedback to the facilitator
    * At the time participants were tested, they should obtain feedback on their performance as soon as possible.
    * The test may also include questions that are given regular facilitator of the group conditions
    * All feedback is not necessarily positive, as many people believe. Positive feedback is only half of it and almost useless in the absence of negative feedback
    * At the time of the participants did or said is true (eg, answering questions), call or announce it (in front of the group / other participant if that is possible).
    * Prepare your presentation so that there is a positive reinforcement that is built up in the early session.
    * Please note that participants really give positive feedback (done right) as well as to those who gave negative feedback (make a mistake).

A: ACTIVE LEARNING

Laws of active learning shows us that the participants studied harder when they are actively involved in the training process. Remember the adage that says "Learning While Working"? This is important in training adults. If you want to instruct the participants to write a report, do not just tell them how it should be made but provide an opportunity for them to do so. Another advantage of this is that adults are generally not used to sitting in a classroom all day, therefore the principle of active learning will help them to not saturate.
Factors for consideration of active learning:
    * Use the exercises or practice for providing instruction
    * Use a lot of questions for providing instruction
    * A quick quiz can be used so that participants remain active
    * If possible, let the participants do what is in the instructions
If the participant is allowed to sit for long periods without participating or given to these questions, chances are they will be sleepy / lose attention.

M: MULTIPLE-

Law of multi-sense learning to say that learning to be much more effective if participants use more than one of the five senses. If you tell trainees about a new type of sandwich they'll probably remember it. If you let them touch, smell and feel fine, there's no way for them to forget it.Factors for consideration of multiple-sense learning:
    * If you memberitah / say something to the participants, try to show a good
    * Use as many senses of the participants if it is necessary as a means of learning them, but do not forget the target to be achieved
    * When using a multiple-sense learning, you have to be sure that it is not difficult for the group to mendengarnyaa, see and touch whatever you want.

 e.exercise.

Law of the exercise indicate that something is repeated the most memorable. By making participants do exercises or repeating the information provided, we can increase their chances of getting able to recall information that has been provided. It is best if the coach practices or repeat the lesson by repeating information in different ways. Maybe the coach can talk about a new process, then shows a diagram / overhead, showing the finished product and finally asked the participants to complete a given task. Exercise is also related to the intensity. The law also refers to the practice of meaningful repetition or learning again.
Factors for consideration in the exercise:

    * The more often trainee to repeat something, the more they remember the information provided
    * By providing repetitive questions we improve training
    * Participants must repeat the exercise itself, but the record does not include
    * Summarize often as possible because it is another form of exercise. Make a summary of the current always concluding session
    * Create a regular participant always remember what you have so far in the presentation sidajikan
    * It is often said that without some form of exercise, the participants will forget 1/4 of what they learn in 6 hours, 1/3 in 24 hours, and about 9% in 6 weeks.

Conclusion.

The principles of learning related to training and education. These principles are used in all sectors / areas, either in a classroom or apprenticeship system. These principles can be used to children and adolescents as well as to adults. Effective instruction should use as many of these principles, if not the whole of her. When you plan a session, see the entire draft to ensure that these principles have been used, and if not, it may need a revision (improvement).