PSD GROUP PROJECT

Group (2) Members :

1. Syed Abdullah Bin Shariq (10998)
2. Mubeen Muhammad Yamin (10469)
3. Muhammad Hamza Zahid (11112)

Faculty Name

Mr Ubed Amjad Shaikh.

 Table of Contents

 Motivational Skill
 How people get motivated
 Survey of motivation skill
 Result of the survey
 Summary of the survey
 Teaching Skill
 How teaching skill help teachers
 How people got attracted by teaching skills
 What teachers think about teaching skill
 Survey for teaching skill
 Result of the survey
 Summary of the survey for teaching
 Facilitation skill
 Facilitation skill in business
 Types of Facilitator
 Business Facilitator
 Educational Facilitator
 Training Facilitator
 Wraparound Facilitator
 Process of facilitation
 Benefits of facilitation
 Role of the Facilitation
 Survey of facilitation
 Summary of the survey
 Summary of the project
 LOG BOOK
 Motivation:

 Motivation is the process that initiates, guides, and maintains goal-oriented

behaviors. It is what causes you to act, whether it is getting a glass of water to
reduce thirst or reading a book to gain knowledge. Motivation involves the
biological, emotional, social, and cognitive forces that activate behavior.

We are constantly attempting to motivate ourselves both at work and at home.

The problem with the state of being motivated is that motivation is only a
temporary fix.  The traditional drivers to motivation are “away” motivation or
“towards” motivation.  When we are away motivated, we are trying to get away
from something, someone or a situation.  When we are towards motivated, we
are drawn to something we want.  We might want to be motivated to:

 Get the chores out of the way

 Meet the milestones on some bigproject

 Do a better job

 Get some weight off and be healthier

 Earn more money

Types of Motivation:

The traditional drivers of motivation are

 “Away” motivation
 “Towards” motivation
 “Away” motivation:

Marketers and politicians use “away” motivation because it gets immediate

attention when people relate to the worst scenario, and the marketers and
politicians use this as leverage and promise us they can find a way out or a
solution.  Although powerful, it is an ego-based tactic because it preys on
people’s fears and problems.  Away motivation is only a temporary fix which
will only last as long as the fear and problem remain in place.

“Towards” motivation:

Towards motivation can be powerful for people who are aware they are
experiencing what they don’t want and want to move to something they think
they want.  Once the goal has been achieved, motivation is lost.  A new goal is
usually required to reconfigure a sense of motivation. Equally towards
motivation is only a temporary fix.

A word about Maslow:

Abraham Maslow, an American psychologist did research on motivation.

According to Maslow, we are constantly being motivated by differing factors
linked to our experiences in the world.  Maslow’s hierarchy of needs is a
powerful much-used theory which maps out the stages of motivation:

1. Physiological – basic survival needs

2. Safety – Feeling secure

3. Social – The ability to experience positive relationships

4. Esteem – Thinking well of oneself and others

5. Self-Actualization – Coming into one’s own power

Maslow’s hierarchy is linked to external circumstances and, therefore,

motivation is only a temporary fix, while external influences are in place.  Some
people can climb up and down the ladder of motivation depending on what
stage their life is currently at.  So, for example, someone who has held a good
job for a number of years may be pretty much up to the scale, but when the job
goes, suddenly they are down at the bottom of the ladder battling for survival
once more.

The Problem with Motivation

Being self-motivated is based on putting the world to rights, or making the

world look like we want it to.  However, if we don’t succeed easily we often
find ourselves seeking new motivation, or more commonly finding our
motivation doesn’t last. As a result, the project doesn’t get done on time. Or we
lose the love, lose the money, or whatever other external circumstance we place
our sense of self on.

Finding motivation is often a double-edged sword.  Motivation can come and

go.  It can desert us without warning.  Here are some of the pitfalls of seeking
and using motivation.

1. Inconsistent self-worth

     When relying on being motivated, self-worth is based on external factors and

if external factors change, our sense of self-worth can change

2.  Experiencing gaps

      Gaps in motivation can make us feel disconnected and can tap into our fears,
any length of a gap can lead to more fearful ideas and thoughts

3. Encourages reactionary responses

     Away Motivation isn’t designed to help us learn something about ourselves,

it is reactionary.  By definition, it is encouraging a focus on something
unwanted.

4. Putting our ladder on the wrong wall

     Towards Motivation can often lead to us putting our ladder against the
wrong wall. How many people think they want that job, partnership, and the
situation only to find out they are in personal hell?

5. Being driven by others

    Opinions and values of others can drive motivation. This means we may be
jumping to the tune of other people’s needs not our own.

6. Experiencing a lack of motivation

     We can feel like failures if we can’t seem to find motivation instead of
accepting there is sometimes just a need to reflect.

It’s not all bad

Being motivated is a positive state.  It can get the juices flowing and will
compel you to take action.  It’s a brilliant state to be in.  Enjoy the leverage it
gives you and make the most of it.

What to do to make the motivation permanent?

Environment:

“Environment design allows you to take back control and become the
architect of your life. Be the designer of your world and not merely the
consumer of it.”

Environment is the invisible hand that shapes human behavior. Despite our

unique personalities, certain behaviors tend to arise again and again under
certain environmental conditions. In this way, the most common form of
change is not internal, but external: we are changed by the world around us.
Every habit is context dependent. A stable environment where everything has
a place and a purpose is an environment where habits can easily form. The
way to improve these qualities is not by wishing you were a more disciplined
person, but by creating a more disciplined environment.

“Optimize your environment…This is the secret to self-control.”

 I like to refer to this strategy as addition by subtraction…when we remove
the points of friction that sap our time and energy, we can achieve more with
less effort. (This is one reason can feel so good: we are simultaneously
moving forward and lightening the cognitive load our environment places on
us. The central idea is to create an environment where doing the right thing is
as easy as possible. Much of the battle of building better habits comes down
to finding ways to reduce the friction associated with our good habits and
increase the friction associated with our bad ones.

This can be difficult, for evolutionary reasons. Today, we live in what

academics call a delayed-return environment. You turn up at the office today,
but the return – a paycheck – doesn’t come until the end of the month. You go
to the gym in the morning, but you don’t lose weight overnight.

Our brains, though, evolved to cope with the immediate-return environment of

earlier humans, who weren’t thinking about long-term returns like saving for
retirement or sticking to a diet. They were focused on immediate concerns like
finding their next meal, seeking shelter and staying alert enough to escape any
nearby lions.

Immediate returns can encourage bad habits, too. Smoking may give you lung
cancer in 20 years, but, in the moment, it relieves your stress and the craving for
nicotine, which means you may ignore the long-term effects and indulge in a
cigarette.

So when you are pursuing habits with a delayed return, try to attach some
immediate gratification to them.

For example, a couple the author knows wanted to eat out less, cook more, get
healthier and save money. To do so, they opened a savings account called “Trip
to Europe,” and every time they avoided a meal out, transferred $50 to it. The
short-term satisfaction of seeing $50 land in that savings account provided the
immediate gratification they needed to keep them on track for the ultimate,
longer-term reward.  

However pleasurable and satisfying we make habits, we may still fail to

maintain them.
Survey QNA Response
Teaching and Reading Skill
Reading is a receptive language process. It is the process of recognition,
interpretation, and perception of written or printed materials. Reading
proficiency plays a great role in understanding a written statement accurately
and efficiently. Reading serves as an important tool in every field of
professional service ( Abdul Halim,2006). In English foreign language
teaching, reading is one of the most important factors in assessing a learner’s
linguistic competence. However, it is a common problem for some students
to complain about having trouble with how to read efficiently. Students
always feel confused about the main idea of the passage even if they can get
a full mark to the questions following the passage. In addition , some
teachers also find difficulties in increasing efficiency in reading classes. So,
therefore some of approches for teaching reading that teacher has to follow
them and some of reading techinques . However, due to many such reasons
the students fail to comprehend textbooks properly. This is largely reflected
in the poor performance of the 14 students both in their classes, as well as in
their everyday life. So, it is important now to point out the problems existing
in the present reading leearning and provide some proposals for how to teach
reading efficiently.

Methods of skill
Two approches of were used in this research : Quantative Method and
Qualitative . TheQualitative approche : Qualitative research seeks out the
‘why’, not the ‘how’ of its topic through the analysis of unstructured
information – things like interview transcripts and recordings, emails, notes,
feedback forms, photos and videos. I investigated Extensively many of
books , journals and webessites and I relied on the these materials for
gathering information.So, the the most parts of the research will involve
theoretical basis such as objectives of teaching reading , approaches to
teaching reading ,and some of reading techniques .and stratigies for
developing yor rading skills . The Qualitative Method (questionnaires):
Quantitative method are research techniques that are used to gather
quantitative data - information dealing with numbers and anything that is
measurable. Statistics, tables and graphs, are often used to present the results
of these methods. A five-point scale questionnaire was designed for the
purpose of the study where students were presented with stated reading
difficulties e.g. unknown words ) and asked to grade their difficulty
according to the) 14 agreement scale ( strongly agree – strongly
disagree ).The questionnaire was written in Arabic and distributed to 20
students of the same specialization ( English specialists ). Eighteen response
were collected . This questionnaire was designed to yield data that would
contribute to our understanding of the nature of the problems that students
encounter in. Reading class.
Objective of Teaching Reading
By the way of reading ,a learner can master these high-tech and cultural
knowledge concerning English -speaking countries. As reading is the only
time-saved way to absorb foreign advanced technology, by reading, we can
learn more and make cont ributions to the construction of our motherland .In
that case, reading becomes necessary and urgentbecause Reading can help
absorb all kinds of information. Reading English books, magazines etc can
improve reading ability step by step, speeding up cultivating and forming
good reading habits. So. Reading can help us develop our interest. By
reading a lot, one can advance their English background knowledge and
broaden his or her vision, inspire his thought, build the values, train the
creative performance and develop his intelligence. The psycholinguistic
view 's Goals of teaching Reading are to train students to form their
expectation for a Reading activity ,to encourage students to take risks in
guessing , in ignoring the fact that they should always be correct , and to
train students to use the minimum number of syntactic and semantic clues to
obtain the maximum amount of information .

Pedagogical approach
The pedagogical approach is organized around a reading passage
accompanied by comprehension questions .The passage is usually used as .a
vehicle to consolidate structure and vocabulary Passages which contain
syntactic structure and lexical items beyond the learners' competence are not
easy to comprehend .The procedure to follow this case is to provide a list of
the problematic words and phrases and their meanings before learners are
given the opportunity to read the passage . " .These called "primary
glossaries Alternatively , words which are assumes=d to create difficulty
through context can be glossed after the passage ,and the reader's attention is
" directed to them . (Widdowson,1978) calls them "promoting glossaries In
short , the pedagogical approach , with its emphasis on simplification of
language structures ,falls short of teaching reading as communication .
( Hasan, 1993).

Communicative Approach
The communicative approach to language teaching has given instructors a
different understanding of the role of reading in the language classroom and
the types of texts that can be used in instruction. When the goal of
instruction is communicative competence, everyday materials such as train
schedules, newspaper articles, and travel become appropriate classroom
materials, because reading them is one way communicative competence is
developed. Instruction in reading and reading practice thus become essential
parts of language teaching at every level. The communicative approach is
such an approach where comprehensible input and the task-based learning
could exist together. To achieve this suitable objective, we have to adapt the
following principles in communicative language teaching as suggested by
Nunan (1988) A. The focus of every task should be on the performing of
some operation…teaching the learner to do something in the target language.
This something is communicatively useful. B. Use of language above the
sentence level, with real language in real situations and pay attention to both
the part and the whole work in the context. C. The practice of forms should
take place within a communicative framework. D. Mistakes are not always
mistakes. Emphasis should be on fluency. F. What happens in the classroom
must involve the learners and must be judged in terms of its effects on them.

Some Reading Techniques

These are the two main skills needed in developing your effectiveness as a
reader.

Scanning;

It is a technique you often use when you search for key words or ideas. In
most cases, you know what you're looking for, so you're concentrating on
finding a particular answer. Scanning involves moving your eyes quickly
down the page seeking specific words and phrases. Scanning is also used
when you first find a resource to determine whether it will answer your
questions. Once you've scanned the document, you might go back and skim
it. When scanning, look for the author's use of organizers such as numbers,
letters, steps, or the words, first, second, or next. Look for words that are
bold faced, italics, or in a different font size, style, or color. Sometimes the
author will put key ideas in the margin.

Skimming;

It is used to quickly identify the main ideas of a text. When you read the
newspaper, you're probably not reading it word-byword, instead you're
scanning the text. Skimming is done at a speed three to four times faster
than normal reading. People often skim when they have lots of material to
read in a limited amount of time. Use skimming when you want to see if an
article may be of interest in your research. There are many strategies that can
be used when skimming. Some people read the first and last paragraphs
using headings, summarizes and other organizers as they move down the
page or screen. You might read the title, subtitles, subheading, and
illustrations. Consider reading the first sentence of each paragraph.

Who can give expert judgement on teaching skills?

Academic and teaching skills shall be assessed with the same amount of
care. This means that both assessments must be made with equal expertise. It
might be appropriate to engage a special referee for the assessment of
teaching skills, in addition to the experts engaged for the assessment of
academic skills. If so, this should be someone well acquainted with teaching
in higher education.

Teaching qualifications and teaching skills

Support for student learning can take many different forms. Some support
activities can be directly perceived by the students. Other activities are less
apparent, but still important since they help create good working conditions
for teachers and students and thereby have an influence on student learning.
Teaching (including supervision and examination), the preparation of study
guides and learning material, the development of courses and new methods,
efficient administration and good pedagogical leadership are examples of
different types of pedagogical work. Of importance is also what the teacher
has done to develop and maintain his or her pedagogical competence. The
different pedagogical activities a teacher has performed are all part of his or
her teaching qualifications. These teaching qualifications are what the
teacher presents as a basis for an assessment of teaching skills Teaching
skills ae related to the way in which the teacher has performed the activities.
The assessment of teaching skills should focus on how the teacher works,
not what the teacher has done.

Teaching skills need to be defined

Every assessment requires both general knowledge about the nature of the
phenomenon to be assessed and specific knowledge about what aspects are
important for the assessment. In this respect there is no difference between
the assessment of academic skills and teaching skills. However, the tradition
and consensus that exist in connection with judging academic skills do not
exist in relation to teaching skills. It has been suggested that teaching skills
cannot be assessed, at least not in a satisfactory way. That is of course not
true. But in order to make valid and reliable assessments the scope and
meaning of teaching skills need to be clearly formulated.

Striving for continuous improvement

Could mean that the teacher

• Directs reflection and critical examination to his or her work

• Puts course evaluations to meaningful use

• Discusses his or her teaching with others

• Develops courses and teaching

• Engages in educational development

• Takes teacher training courses

• Writes about teaching in educational journals

• Informs about teaching experiences at for example conferences.

Summary
Good teachers are also good learners. For example, they learn through their
own reading, by participating in a variety of professional development
activities, by listening to their students, by sharing ideas with their
colleagues, and by reflecting on classroom interaction and students´
achievements.

Survey Of Teaching Response

 We have got a good amount of survey from students and
many other people in total we have received 44 responses
on per question.

Facilitator:
A facilitator is a person who helps a group of people to work together better,
understand their common objectives, and plan how to achieve these objectives,
during meetings or discussions. In doing so, the facilitator remains "neutral",
meaning they do not take a particular position in the discussion.

Facilitation in business:
Facilitation in business, organizational development (OD), and in consensus
decision-making refers to the process of designing and running a successful
meeting.

Facilitation concerns itself with all the tasks needed to run a productive and
impartial meeting. Facilitation is “used in a wide range of situations and
occupations, including workplaces, leisure and health activities, organizational
planning and community development” . Facilitation serves the needs of any
group who are meeting with a common purpose, whether it be making a
decision, solving a problem, or simply exchanging ideas and information. It
does not lead the group, nor does it try to distract or to entertain. A slightly
different interpretation focuses more specifically on a group that is engaged in
experiential learning.

Types of facilitator:
Business facilitator:
Business facilitators work in business, and other formal organizations but
facilitators may also work with a variety of other groups and communities. It is
a tenet of facilitation that the facilitator will not lead the group towards the
answer that they think is best even if they possess an opinion on the facilitation
subject. The facilitator's role is to make it easier for the group to arrive at its
own answer, decision, or deliverable.
This can and does give rise to organizational conflict
between hierarchical management and theories and practice of empowerment.
Facilitators often have to navigate between the two, especially where overt
statements about empowerment are not being borne out by organizational
behaviors.[6]
Conflict resolution facilitators:
Conflict resolution facilitators are used in peace and reconciliation processes
both during and after a conflict. They support constructive and
democratic dialogue between groups with diverse and usually diametrically
opposite positions. Conflict resolution facilitators must be impartial to the
conflicting groups (or societies) and must adhere to the rules of democratic
dialogue. They may not take sides or express personal opinions. Their role is to
support groups develop shared vision for the future, learn to listen to each other,
and understand and appreciate the feelings, experiences and positions of the
opposing side.
Educational facilitators:
Educators in dialogic learning and other peer instruction approaches often serve
as facilitators. According to one common definition, an educational facilitator
has the same level of knowledge about both education and the subject matter as
a teacher, but works with the goal of having students take as much
responsibility for their own learning as possible.[7] Instructors at Shimer
College, for example, are often referred to as facilitators due to their role in
provoking learning by facilitating a conversation among students about the text
rather than instructing the students directly.[8] In language teaching, teachers
may shift to a facilitative role to increase student ownership of the learning
process.[9] Effective facilitation requires self-monitoring and careful attention
to the details of interaction as well as the content of the material.[10]
Small group facilitators
Facilitators can help participants in small and medium-sized groups to work
through a meeting agenda. The facilitator is often appointed in place of what
would once have been a chairperson's role. Along with other officers, the
facilitator is appointed at the group's annual general meeting to fill the role for
the year ahead. Groups that have adopted this model include prayer groups,
men's groups, writing groups and other community organisations.

Training facilitators:
Training facilitators are used in adult education. These facilitators are not
always subject experts, and attempt to draw on the existing knowledge of the
participant(s), and to then facilitate access to training where gaps in knowledge
are identified and agreed on. Training facilitators focus on the foundations of
adult education: establish existing knowledge, build on it and keep it relevant.
The role is different from a trainer with subject expertise. Such a person will
take a more leading role and take a group through an agenda designed to
transmit a body of knowledge or a set of skills to be acquired. (See tutelary
authority above.)
Wraparound facilitator:
Wraparound facilitators are facilitators in the social services community. The
term "wraparound" refers to the broad, holistic approach used by the facilitators,
taking into account a range of factors. They originally served disabled teens
who were transitioning into adulthood. Now they include facilitators serving
children between the ages of 0–3 years who are in need of services. Outside the
meetings, the facilitator organizes meetings, engages team members and
conducts follow through. During meetings the facilitator leads and manages the
team by keeping the participants on track and encourages a strength-based
discussion addressing the child's needs. The facilitator encourages equal
participation among team members.

Process of Facilitation:

Facilitation is a process in which a trained and experienced facilitator, who is

not himself or herself a stakeholder, plans, develops, and conducts a structured
and effective meeting that produces a clear result that is commonly understood
and supported by all participants.

Benefits of Facilitation:

There are a number of common benefits to using facilitation skills in group

settings:

 Group members are often more motivated to support the decisions made
because of their investment in the process.
 The best efforts of groups usually produce better results than individual
efforts.
 Increased participation within the group increases productivity.
 It is possible for managers and leaders to draw more on their staffs as
resources, which contributes to overall organizational success.
 Everyone involved has a chance to contribute and feels they are an
integral part of the team.
 People realize and respect that responsibility for implementing decisions
lies with everyone.
 Innovation and problem-solving skills are built.
 People are encouraged to think and act for the overall benefit of the
group.
 Higher-quality decisions normally result.
 A forum for constructively resolving conflicts and clarifying
misunderstandings is created.
 Negative attitudes, low morale, low involvement, and withholding of
information are less likely because everyone is involved in a joint
process.

Role of the Facilitator:

It is the facilitator’s role to help the group design its meetings in a way that is
consistent with the core values of facilitation. One of the key ways a facilitator
does this is by helping groups establish ground rules for an effective process.[6]
Ground rules are the rules of conduct or behavioural guidelines that members of
the group agree on before proceeding with their meeting.[7] They are based on
an assumption of equality and fairness. The idea is that no individual is
permitted to dominate a discussion or hold special privilege.

There are generally three kinds of ground rules. The first kind defines the
behavior of participants; for example, “individuals will treat each other with
respect.” The second kind applies to procedures to be used by the group, such as
“all decisions will be made by consensus.” The last kind of ground rule may
also define the boundaries of discussions on certain issues, for example,
“discussion today will focus solely on the issue of water usage, and will not go
into a discussion of mineral rights.”

Key Facilitation Skills and Methods

Facilitators must have a variety of skills and techniques to be effective. Strong

verbal and analytical skills are essential. Facilitators must know what questions
to ask, when to ask them, and how questions should be structured to get good
answers without defensiveness. Facilitators must know how to probe for more
information when the initial answers are not sufficient. They must also know
how to rephrase or “reframe” statements to enhance understanding, and to
highlight areas of agreement and disagreement as they develop. Other skills
include redirecting questions and comments, giving positive reinforcement,
encouraging contrasting views, including quieter members of the group, and
dealing with domineering or hostile participants. Nonverbal techniques include
things such as eye contact, attentiveness, facial expressions, body language,
enthusiasm, and maintaining a positive outlook. A facilitator must also develop
the ability to read and analyze group dynamics on the spot in order to guide the
group in a productive way.

There are also various recording techniques facilitators may employ, such as the
use of large newsprint notepads. Taking notes everyone can see during meetings
helps establish a common framework of understanding among the group and
prevents people from repeating points. In addition to basic note taking,
facilitators use a variety of other visual methods that help generate, organize,
and evaluate data and ideas. Again, the main idea behind visual tools is that they
allow material to be displayed so all members of a group can see and work with
the same information at the same time. This leads to greater efficiency and
productivity for the group and leaves less space for misunderstandings and
conflicting recollections of what was discussed.

Why is Facilitation Important?

Facilitation is important because meetings of large groups of people can be very

hard to organize as well as to control when they are in progress. First of all, a
facilitator can help members of a group get to know each other and learn to
cooperate. Having a skilled facilitator run or lead a meeting should also help
focus the energy and thoughts of the various members on the task at hand.
Ideally, the group facilitator is someone who is not interested in the outcome of
the meeting (decision-making). Therefore he or she can fully concentrate on
how members of the group are working together and help the group work
toward their goals, without bias. As a result, facilitation can be extremely useful
in helping groups develop consensus on issues.

Facilitation has become a more and more important communication skill in

recent times. Many businesses and organizations have restructured, giving more
power to a wider range of employees. Companies and organizations are relying
more heavily on the input of individual employees in a broad variety of
decisions. In addition, professionals in many areas are also increasingly being
asked to work as members of groups. Facilitation is therefore becoming a
critical skill for coordinating the ideas and contributions of diverse sets of
people within organizations. In today’s organizations, facilitators play an
essential role in discussions, meetings, teamwork, and overall organizational
effectiveness.

Survey Response on Facilitation

 LOG BOOK
We have visited many websites and watched many videos for the project here
are the links we have watched videos and visited websites.

https://youtu.be/wnHW6o8WMas

Today we have started watching videos on different points.

https://youtu.be/DqATsmb69wQ

Today we are going to visit different website.

https://youtu.be/K4TfMeUxmK4

Today on 22/09/2020 we have conducted a meeting and discussed about the

project.

https://youtu.be/0cwtNOq_k4w

Today we have visit website called COURSE HERO and got some information
from there

https://youtu.be/iyBGzzjyUDU
Today on 23/09/2020 we have discussed about the motivational skill and
searched on google the basically motivation is.

TED VIDEO https://youtu.be/UCFg9bcW7Bk

https://youtu.be/sfBuami_3nc

https://youtu.be/57RN949oS4A

Today 24/09/2020 we have discussed about teaching and facilitating skill about
start working on the project.

TED VIDEO https://youtu.be/_jdTtnWMLVM

https://youtu.be/1gayNXIcIg8

Today 26/09/2020 we have start working on PPT and Report

https://youtu.be/CbKB-yzDSOA

Today we have watched some videos and completed our 70 % project.

https://youtu.be/jDH-kmu6U0A

Today 29/09/2020 we have completed your project but we are still watching the
videos on YOUTUBE.

https://youtu.be/boqEcYd_LtQ

Today 01/10/2020 we have finalized our REPORT and PPT and we are ready
to submit to our Respected Sir.

https://youtu.be/S-y2fkRs12s

Today 23/10/2020 We are going to submit our REPORT and PPT To our Sir
MR UBED AMJAD SHAIKH.

HOPE YOU LIKED IT...

THANK YOU...

THE END...