General Skills Mohmmad T.

Obeidat Module 6

Module 6 – Speaking and Listening

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• Effective communication is heavily dependent on effective listening, something many

of us may not be fully proficient at.
• An additional purpose of effective listening is to convey interest and respect for the
other person. This is crucial if we are to have any ability to help solve problems and
satisfy the other person's needs and goals as well as our own.
• Giving constructive feedback depends on a wide range of skills including listening
skills.
‫ ﻛﻣﺎن ﺳﺑب ﻟﻼﺳﺗﻣﺎع ھو اﻧك ﺗﺗﻧﺎﻗش اﻻھﺗﻣﺎﻣﺎت‬.‫ اﺷﻲ ﻣش ﻛﻠﻧﺎ ﺟﯾدﯾن ﻓﯾﮫ‬,‫اﻟﺗواﺻل اﻟﻔﻌﺎل ﺑﻌﺗﻣد ﺑﺷﻛل رﺋﯾﺳﻲ ﻋﻠﻰ اﻻﺳﺗﻣﺎع‬-
‫ ھﻼﺷﻲ ﻛﺛﯾر ﺿروري ﻟو ﺑدﻧﺎ ﻧﺣل ﻣﺷﺎﻛل وﻧرﺿﻲ اﺣﺗﯾﺎﺟﺎت اﻟﺷﺧص اﻵﺧر وﻧﺣﻘﻖ أھداﻓﮫ‬...‫واﻻﺣﺗرام ﻣﻊ اﻟﺷﺧص اﻵﺧر‬
‫ اﻋطﺎء اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ اﻟﺑﻧﺎﺋﺔ ﺑﻌﺗﻣد ﻋﻠﻰ اﻟﻌدد ﻣن اﻟﻣﮭﺎرات ﻣﺛل اﻹﺳﺗﻣﺎع‬.‫واھداﻓﻧﺎ‬

• Effective listening is a specific skill that can be consciously developed and practiced in
various situations, whether a meeting, supervision session, telephone conversation
or chance meeting in the corridor.
‫ اﻻﺳﺗﻣﺎع اﻟﻔﻌﺎل ھﻲ ﻣﮭﺎرة ﻣﻣﻛن اﻧﮭﺎ ﺗطور ﺑﺷﻛل واﻋﻲ وﺑﺗﻘدر ﺗدرب ﻋﻠﯾﮭﺎ ﺑﺎﻟﻌدﯾد ﻣن اﻟﻣواﻗف ﻣﺛل اﻻﺟﺗﻣﺎﻋﺎت او ﺟﻠﺳﺔ ﻣﻊ‬-
. ‫اﻟﻣﺳؤول ﻋﻧّك او ﻣﻛﺎﻟﻣﺔ ﺗﻠﻔون او ﻟو ﺷﻔت ﺷﺧص ﻣﺎ ﺑﺎﻟﻣﻣر ﻣﺛﻼ‬

• Listening is not simply a matter of hearing. Listening is an active psychological rather

than passive process, which enables us to attach meaning to all the information we
receive. It requires concentration and effort.
...‫ اﻻﺳﺗﻣﺎع ھﻲ ﻋﻣﻠﯾﺔ ﻓﺳﯾوﻟوﺟﯾﺔ ﺑﺗﺳﺎﻋدﻧﺎ اﻧﮭ ﻧرﺑط اﻟﻣﻌﺎﻧﻲ ﺑﺎﻟﻣﻌﻠوﻣﺎت اﻟﻲ اﺳﺗﻘﺑﻠﻧﺎھﺎ‬...‫ اﻻﺳﺗﻣﺎع ھو ﻣش ﺑس اﻧك ﺗﺳﻣﻊ‬-
. ‫ﺑﺗﺳﺗﻠزم ﺗرﻛﯾز وﺟﮭد‬

• As we listen to others we interpret and evaluate the meaning from the verbal and
non-verbal information that we receive.
• We also plan and rehearse our response in preparing to execute it. While the
processes of evaluation, planning and rehearsal occur subconsciously, they can
nevertheless interfere with effective listening.
‫ ﺑﻧﺧطط وﺑﻧﺗدرب ﻋﻠﻰ رد‬...‫ ﻟﻣﺎ ﻧﺳﺗﻣﻊ ﻟﻠﻧﺎس اﻻﺧرﯾن اﺣﻧﺎ ﺑﻧﻔﮭم وﺑﻧﻘدر اﻟﻣﻌﺎﻧﻲ ﻣن اﻟﻣﻌﻠوﻣﺎت اﻟﺷﻔوﯾﺔ واﻟﻼﺷﻔوﯾﺔ اﻟﻲ اﺳﺗﻘﺑﻠﻧﺎھﺎ‬-
‫ ﺑرﺿو ﺑﺄﺛرو ﻋﻠﻰ ﻋﻣﻠﯾﺔ اﻻﺳﺗﻣﺎع‬,‫ ﺻﺣﯾﺢ اﻧﮫ ﻋﻣﻠﯾﺎت اﻟﺗﻘدﯾر واﻟﺗﺧطﯾط واﻟﺗدرﯾب ﺑﺗﺣﺻل ﺑﺷﻛل ﺑﺎطﻧﻲ ﺑدون ﻣﺎ ﻧﺣس ﻓﯾﮭﺎ‬...‫وﺑﻧّﻔذه‬

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• It can be important to maintain awareness of this to ensure that the processes that
mediate between listening and speaking do not actually interfere with the listening
process itself. Listening Skills Developing effective listening skills involves two specific
steps (Hartley & Brackman, 2002). These are:
‫ اﺷﻲ ﻛﺛﯾر ﻣﮭم اﻧك ﺗﺿﻠك واﻋﻲ ﺑﮭﻺﺷﻲ ﻋﺷﺎن ﺗﺗﺄﻛد ﻣن اﻧﮭ اﻟﻌﻣﻠﯾﺎت اﻟﻲ ﺑﺗرﺑط ﺑﯾن اﻻﺳﺗﻣﺎع واﻟﺣدﯾث ﻣﺎ ﯾﺄﺛرو ﻋﻠﻰ ﻋﻣﻠﯾﺔ اﻻﺳﺗﻣﺎع‬-
:‫ ﺗطوﯾر ﻣﮭﺎرات اﻻﺳﺗﻣﺎع ﺑﺳﺗﻠزم ﺧطوﺗﯾن رﺋﯾﺳﺗﯾن‬...‫ﻧﻔﺳﮭﺎ‬

1. To develop the ability to recognize and deal with barriers that prevents you
listening with full attention
‫ ﺗطوﯾر اﻟﻘدرة ﻋﻠﻰ اﻟﺗﻌرف واﻟﺗﻌﺎﻣل ﻣﻊ اﻟﻌواﺋﻖ اﻟﻲ ﺑﺗﻣﻧﻌك ﻣن اﻟﺗواﺻل ﺑﺎھﺗﻣﺎم ﺗﺎم‬-

2. To develop and use behaviors which help you to listen. Such behaviors can also
serve to let the other person know that you are giving them your full attention.
.‫ﻣﺛل ھﺎي اﻻﺳﺎﻟﯾب ﺑﺗﺧﻠﻲ اﻟﻲ ﺑﺣﻛﻲ ﯾﺣس اﻧك ﻣﮭﺗم ﺑﺣﻛﯾﮫ‬...‫ ﺗطوﯾر واﺳﺗﺧدام اﻻﺳﺎﻟﯾب اﻟﻲ ﺑﺗﻣﻛﻧك ﻣن اﻻﺳﺗﻣﺎع‬-

• Barriers to Listening: ‫اﻻﺳﺗﻣﺎع ﻋواﺋﻖ‬

1. Forming a judgment or evaluation before we understand what is being said, or
‘jumping to conclusions’. ‫ﺗﻛوﯾن ﻗرار ﻗﺑل ﻣﺎ ﺗﻔﮭم‬
2. Hearing what we want to hear. ‫ﺗﺳﻣﻊ اﻟﻲ ﺑدك ﺗﺳﻣﻌﮫ‬
3. Tuning out a point of view that differs from our own. ‫ﺗطﻧش أي اﺷﻲ ﻏﯾر رأﯾك‬
4. Formulating and rehearsing our response. ‫ﺗدرب ﺷو رح ﺗرد‬
5. Being inattentive - thinking about something else entirely. ‫ﻣﺎ ﺗرﻛز‬
6. Having a closed mind- you do not want to hear what the person has to say.
‫ ﯾﻛون ﻣﺧك ﻣﺳﻛر وﺑدﻛﯾش ﺗﺳﻣﻊ ﺷو ﺑﻧﺣﻛﻰ‬-
7. Feeling anxious or self-conscious. ‫ﺗﻛون ﻣﺗوﺗر‬
8. Judging the person, either positively or negatively. ‫ﺗﺣﻛم ﻋﻠﻰ اﻟﺷﺧص اﻟﻲ ﻗداﻣك‬
9. Subjective biases based on ignorance or prejudice. ‫ﺗﻛون ﻣوﺿوﻋﻲ وﻣﻧﺣﺎز‬
10.Cultural issues, e.g. listening to the differences in pronunciation of a different
accent, rather than the content of the message. ‫اﻧك ﺗﺗرك ﻛﻠﺷﻲ وﺗرﻛز ﻋﻠﻰ اﻟﻠﻔظ‬
11.Excessive and incessant talking or interrupting. ‫ﺗظﻠك ﺗﻘﺎطﻊ وﺗﺣﻛﻲ ﺣﻛﻲ ﻣﻠﮭوش داﻋﻲ‬

• Listening Behaviours
 So what are the keys to effective listening? Careful analysis of skills that are
used by people who are recognized as ‘good listeners’, show that they use a
variety of techniques (Hartley & Bruckman, 2002). Some active listening skills
are given as follows:
‫ھﻲ‬, ‫ ﻣﺎ ھﻲ اﻻﻣور اﻻﺳﺎﺳﯾﺔ ﺑﺎﻻﺳﺗﻣﺎع؟ اﻟدراﺳﺎت ﻟﻠﻧﺎس اﻟﻲ ﯾﻌﺗﺑروا ﻣﺳﺗﻣﻌﯾن ﺟﯾدﯾن اﺛﺑﺗت اﻧﮭ ﻓﻲ اﻟﻛﺛﯾر ﻣن اﻟطرق‬-
:‫ﺑﻌض ﻣﮭﺎرات اﻻﺳﺗﻣﺎع‬

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- Active Listening Skills

• Stop talking- listen openly to the other person. ‫ﺑﺳك ﺗﺳوﻟف ﯾﺎ رﺟل ﻋﺎد‬

• Remove distractions. ‫ﺗﻠﺗﮭﯾش‬

• Be receptive to the other person. Demonstrate that you are prepared to listen and
accept what they are saying (without automatically agreeing with it). Non-verbal cues can
be particularly important here, e.g. maintaining an open posture,
appropriate/comfortable eye-contact, leaning slightly forward. These are sometimes
known as attending skills. ‫اﺳﺗﻘﺑل اﻟزﻟﻣﺔ اﻟﻲ ﻗداﻣك ﺷو ﺑﺳوﻟف ﻗﺎﻋد‬

• Delay evaluation of what you have heard until you fully understand it. ‫ﻣﺎ ﺗﺣﻛم‬

• Try not to be defensive. Try to relax as any tensioner impatience is likely to transmit via
non-verbal leakage. ‫ﻣﺎ ﺗﮭﺎﺟم وروﻗﻠﻲ ﺣﺎﻟك ﺷوي ﯾﺎ ﻗﻠﺑﻲ‬

• Maintain attention. Respond through your own facial expressions or body gestures such
as a nod or a smile without interrupting the other person’s flow. This indicates that you
are listening interested and seeking to understand what they are saying and feeling
(again, using attending skills). Be patient. ‫ﺧﻠﯾك ﻣرﻛز اﻟزﻟﻣﺔ اﻟﻲ ﻗداﻣك ﺷو ﺑﺳوﻟف ﻗﺎﻋد‬

Much of the meaning we derive from communication, comes from non-verbal cues.
While we tend to focus on what we say, it is the non-verbal communication that proves
to be significant in conveying our message and forming judgements about others.
Often a person says one thing but communicates something totally different through
vocal intonation and body language.
These mixed signals can force the receiver to choose between the verbal and non-
verbal parts of the message. Most often, the receiver chooses the non-verbal aspects
(Stiff et al, 1990) .
‫ ﺑس اﻟﺗواﺻل اﻟﻼﺷﻔوي‬,‫ﺻﺣﯾﺢ ﺑﻧرﻛز ﻋﻠﻰ ﺷو ﺑﻧﺣﻛﻲ‬...‫ ﻛﺛﯾر ﻣن اﻟﻣﻌﺎﻧﻲ اﻟﻲ ﺑﻧﻔﮭﻣﮭﺎ ﻣن اﻟﻣﺣﺎدﺛﺔ ﺑﺗوﺻل ﻣن اﻟﺗواﺻل واﻟدﻻﻻت اﻟﻼﺷﻔوﯾﺔ‬-
‫ﻋﺎد اﻟﺷﺧص ﺑﺣﻛﻲ اﺷﻲ ﻣﻌﯾن ﻟﻛن ﺑﺗواﺻل ﺑﺷﻛل ﻣﺧﺗﻠف‬...‫ھو اﻟﻲ ﺑﺛﺑت ﺑﺷﻛل رﺋﯾﺳﻲ وﺻل اﻟرﺳﺎﻟﺔ ﺗﺑﻌﺗﻧﺎ وﻛﯾف اﺣﻧﺎ ﺣﻛﻣﻧﺎ ﻋﻠﻰ اﻟﻧﺎس اﻟﺛﺎﻧﯾن‬
‫ﻋﺎدة‬... ‫ھﺎي اﻻﺷﻌﺎرات اﻟﺟﺳدﯾﺔ ﻣﻣﻛن ﺗﺧﻠﻲ اﻟﻣﺳﺗﻣﻊ اﻧﮭ ﯾﺧﺗﺎر اﻣﺎ اﺟزاء اﻟﺣدﯾث اﻟﺻوﺗﯾﺔ او اﻟﻼﺻوﺗﯾﺔ‬..‫ﺗﻣﺎﻣﺎ ﻋن طرﯾﻖ اﻟﺣدﯾث ﺑﺎﻟﺻوت واﻟﺟﺳد‬
(‫اﻟﻣﺳﺗﻣﻊ ﺑﺳﺗﺧدم اﻻﺷﯾﺎء اﻟﻼﺷﻔوﯾﺔ )اﻟﻲ ﻣﺎ ﻓﯾﮭﺎ ﺻوت‬

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General Skills Mohmmad T. Obeidat Module 6

- Questioning Skills
• Every day of our lives, we use questions. Much of our day to day conversation
involves either asking or answering questions. Often however, we do not use skills of
questioning to our full advantage.
.‫ﺑس ﻣﺎ ﺑﻧﺳﺗﺧدم ﻣﮭﺎرة اﻻﺳﺋﻠﺔ ﺑﺄﻛﺑر اﻣﻛﺎﻧﯾﺔ ﻣﻣﻛﻧﺔ‬...‫ ﻛﺛﯾر ﻣن ﻣﺣﺎدﺛﺗﻧﺎ اﻟﯾوﻣﯾﺔ ﺑﺗﺿﻣن اﺳﺋﻠﺔ واﺟوﺑﺔ‬,‫ ﺑﻛل ﯾوم ﺑﻧﺳﺗﺧدم اﻻﺳﺋﻠﺔ‬-

• Some very adept communicators demonstrate a high level of skill in gathering

information from others. Such individuals are able to maximize the effectiveness of
workplace communication through the use of skilled questioning techniques. They
are aware that the same question can be asked in many different ways and each of
these ways can achieve a different response.
• It is possible to improve on your questioning skills by becoming aware of the
different types of questions that can be asked so that you can use a variety of
questioning styles and know when a specific type of question will have the most
impact.
‫ ھدول اﻟﻧﺎس ﺑﻘدروا ﯾﺣﻘﻘوا اﻛﺑر ﻓﻌﺎﻟﯾﺔ ﻓﻲ‬,‫ ﺑﻌض اﻟﻧﺎس اﻟﻲ ﺑﻌرﻓوا ﯾﺗواﺻﻠوا ﻛﺛﯾر ﺑﻛون ﻋﻧدھم ﻣﮭﺎرة ﺧراﻓﯾﺔ ﺑﺟﻣﻊ اﻟﻣﻌﻠوﻣﺎت ﻣن اﻟﻧﺎس اﻟﺛﺎﻧﯾن‬-
‫ ﺑﺗﻘدر ﺗطور ﻣن‬.‫ ھﻣﺎ واﻋﯾﯾن اﻧﮭ ﻧﻔس اﻟﺳؤال ﻣﻣﻛن ﯾﻧﺳﺄل ﺑطرق ﻛﺛﯾر وﻛل طرﯾﻘﺔ ﻣﻣﻛن ﺗﻘود ﻟﺟواب ﻣﻌﯾن‬.‫ﻣﻛﺎن اﻟﻌﻣل ﻣن ﺧﻼل ﻣﮭﺎرات اﻻﺳﺋﻠﺔ‬
‫ﻣﮭﺎراﺗك ﺑﺎﻻﺳﺋﻠﺔ ﻣن ﺧﻼل اﻧك ﺗﻛون واﻋﻲ ﺑﺄﻧواع اﻻﺳﺋﻠﺔ اﻟﻣﺧﺗﻠﻔﺔ اﻟﻲ ﻣﻣﻛن ﺗﻧﺳﺄل ﻋﺷﺎن ﯾﻛون ﻋﻧدك ﻋدة طرق ﻟﻠﺳؤال وﺗﻌرف ﻣﺗﻰ ﺗﺳﺗﺧدم اي‬
‫ﻧوع ﻣﻌﯾن ﻣن اﻻﺳﺋﻠﺔ واﯾﮭﺎ رح ﯾﻛون اﻟﮭ اﻛﺑر ﺗﺄﺛﯾر‬

1. Empathy
 Empathy means being open to the ideas of others and sensitive to their values
and feelings: trying to see things from the other person's perspective.
.‫ ﺗﺷوف اﻻﺷﯾﺎء ﻣن ﻣﻧظورھم‬,‫ اﻟﻌطف ﻣﻌﻧﺎه اﻧك ﺗﻛون ﻣﻧﻔﺗﺢ ﻋﻠﻰ اﻓﻛﺎر اﻻﺧرﯾن وﺣﺳﺎس ﺗﺟﺎه ﻗﯾﻣﮭم وﻣﺷﺎﻋرھم‬-

 It is about demonstrating that you understand, that you can listen from other
person's point of view and reflect their meaning.
‫ وﻛﯾف ﻣﻣﻛن ﺗﻔﮭم اﻻﺷﻲ ﻣن ﻣﻧظور ﺷﺧص اﺧر وﺗﻌﻛس ﻣﻌﻧﺎه‬,‫ ھﻲ ﻛﯾف ﺗﺑﯾن اﻧك ﺑﺗﻔﮭم ﻋﻠﯾﮭم‬-
 Each individual has a unique perspective which should be valued. We each occupy
our own private world and never completely know what's going on inside other
people's minds.
‫ ﻛﻠﻧﺎ ﻋﻧﺎ ﻋﺎﻟم ﺧﺎص ﻓﯾﻧﺎ وﺻﻌب ﻧﻌرف ﺗﻣﺎﻣﺎ ﺷو ﻓﻲ ﺑﻌﻘول اﻟﻧﺎس‬,‫ ﻛل ﺷﺧص ﻋﻧده ﻣﻧظور ﻣﻌﯾن ﻻزم اﺣﻧﺎ ﻧﻘدره‬-
 Be prepared to disclose your own feelings and beliefs to encourage others to do
the same: be open with other people.
‫ ﻛن ﻣﻧﻔﺗﺢ ﻣﻊ اﻟﻧﺎس‬,‫ ﻛن ﻣﺳﺗﻌدا ﻋﺷﺎن ﺗﻌﺑر ﻋن ﻣﺷﺎﻋرك وﻣﺗﻌﻘداﺗك ﻋﺷﺎن ﺗﺷﺟﻊ اﻵﺧرﯾن اﻧﮭم ﯾﻌﻣﻠوا ﻧﻔس اﻟﺷﻲ‬-

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2. Giving Feedback
 Feedback has also been called constructive criticism. ‫ﻋﺑﺎرة ﻋن ﻧﻘد ﺑﻧﺎء‬
 Only give feedback if the gain will exceed the pain: only use it for important
things. ‫اﻋطﻲ اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ ﺑس اذا ﻓﯾﮭﺎ ﻓﺎﯾدة‬
 Praise more than you criticize! Identifying and developing strengths is more
effective than focusing too much on negatives. ‫اﺷﻛر ﺑدل ﻣﺎ ﺗﺗﻔﻠﺳف‬
 Constructive criticism which shows the person how they can improve. Not
"Debbie was hopeless!", but "Debbie made some very useful contributions but her
voice was a bit quiet. I couldn't hear her very well, so she needs to raise her voice a
bit in future."
‫ اﺣﻛﻲ "ﻋﺑداﻟﺳﻣﯾﻊ ﺳﺎﻋدﻧﺎ وﷲ" "ﺻﺣﯾﺢ اﻧﮭ‬,‫ ﺑدل ﻣﺎ ﺗﺣﻛﻲ اﻧﮭ ﻋﺑداﻟﺳﻣﯾﻊ ھو وﻗﻠﺗﮭ واﺣد‬,‫ ﺑﻔرﺟﻲ اﻟﺷﺧص ﻛﯾف ﻣﻣﻛن ﯾﺗﺣﺳن‬,‫ اﻟﻧﻘد اﻟﺑﻧﺎء‬-
"‫ ﺑس ﻻزم ﯾﺣﺳن ﺣﺎﻟﮭ اﻟﻣرات اﻟﺟﺎي‬,‫ ﺑس ﻛﺎن ﻣﻧﯾﺢ‬, ‫راح ﻣﺎ ﯾدھورﻧﺎ وﯾﺧوزﻗﻧﺎ‬

 Try to give feedback immediately: on the spot if possible it's most effective when
fresh in the person's mind. The more quickly it is given the more relevance and
power it will have.
‫ ﻛل ﻣﺎ ﺑﻛرت ﺑﺎﻋطﺎﺋﮭﺎ ﻛل ﻣﺎ ﻛﺎن اﻟﮭﺎ ﻓﺎﻋﻠﯾﺔ اﻛﺑر‬,‫ ﺑﻧﻔس اﻟﻠﺣظﺔ ان اﻣﻛن ﻻﻧﮫ ﺑﻛون اﻟﮭﺎ اﻛﺑر ﻓﺎﻋﻠﯾﺔ‬,‫ اﻋطﻲ اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ ﺑﺷﻛل ﻓوري‬-

 Be direct and honest. Get quickly to the point, don't have long and embarrassing
introductions, although starting with some genuine praise based on what the
person has actually done will help.
‫ ﯾﻌﻧﻲ ﺑﻠش ﺑﺷﻛر ﻣﻧﺎﺳب ﺑﺧﺻوص اﻻﺷﻲ اﻟﻲ ﺟد‬,‫ ﻣﺎ ﺗﺧﯾل ﻋﻧدك ﻣﻘدﻣﺎت ﻣﺣرﺟﺔ وطوﯾﻠﺔ‬,‫ اوﺻل ﺑﺳرﻋﺔ ﻟﻠﻧﻘطﺔ‬,‫ ﺧﻠﯾك دﻏري وﺻرﯾﺢ‬-
‫ﻋﻣﻠﮭ اﻟﺷﺧص‬

 Give feedback in private if at all possible, it's insensitive to do this in front of

others.
‫ ﺧﻠﻲ اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ ﺑﺷﻛل ﺧﺎص وﻣﺎ ﺗﺣﻛﯾﮭﺎ ﻗدام اﻟﻛل‬-

 Stick to a single clear issue, don't pack in too much criticism as this can be
disheartening.
‫ ﻣﺎ ﺗﺷل اﻟﻲ ﻗداﻣك‬,‫ ﺧﻠﯾك ﺑﺗﺣﻛﻲ ﻋن ﻧﻘطﺔ وﺣدة ﻣﮭﻣﺔ‬-

 Don't repeat the same point over and over: this will just build up resentment.
‫ ھﻼﺷﻲ رح ﯾﻌﻣل اﺳﯾﺗﺎء‬,‫ ﻣﺎ ﺗﻌﯾد ﻧﻔس اﻟﻧﻘطﺔ ﻣرارا وﺗﻛرارا‬-

 Only criticize behaviors that can be changed: "You need to improve your
computing skills" rather than "You're stupid"!
"‫ ﻓﻘط اﻋﻣل ﻧﻘد ﻋن اﻻﺷﯾﺎء اﻟﻲ ﻣﻣﻛن ﺗﺗﻐﯾر ﻣﺛل "ﻻزم ﺗﺣﺳن ﻣﮭﺎراﺗك اﻟﺣﺎﺳوﺑﯾﺔ" ﺑدل "ﺗراك ﻻطﺔ‬-

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 Give feedback on a person's behavior not about the person themselves. Give
accurate descriptions of behavior not comments about the person's qualities and
worth as an individual: "You have been late for work a lot in the last month "rather
than :"You're lazy"!
‫ اﻋطﻲ ﺗﻔﺎﺳﯾر واﺿﺣﺔ ﻟﺗﺻرﻓﺎت اﻟﺷﺧص ﻣش ﺗﻌﻠﯾﻘﺎت ﻋن‬,‫ ﺧﻠﻲ اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ ﻋن ﺗﺻرﻓﺎت اﻟﺷﺧص ﻣش ﻋن اﻟﺷﺧص ﻧﻔﺳﮭ‬-
"‫ﻛﻔﺎﺋﺎﺗﮭ وﺷو ھو ﻛﺷﺧص ﻣﺛل "ﻛﺛﯾر ﺗﺄﺧرت اﻟﺷﮭر اﻟﻣﺎﺿﻲ" ﺑدل "ﺗراك ﻧﺎﯾط‬

 Don't compare the person with other people, as this can build jealousy: "Jane is
always punctual“
.‫ ھﻼﺷﻲ ﺑﻌﻣل ﻏﯾرة‬,‫ ﻣﺎ ﺗﻘﺎرن اﻟﺷﺧص ﺑﻧﺎس ﺛﺎﻧﯾن‬-
 Use "I" not "You" statements: "I feel upset" not "You made me feel upset".
"‫ ﺑﻧﻘدك اﺳﺗﺧدم "اﻧﺎ" ﺑدل "اﻧت" "اﻧﺎ ﻣﻧﻛد" "اﻧﺗﻲ ﻧﻛدت ﻋﻠﻲ ﺳﻧﺗﯾن ﻟﻘدام‬-

 Use specific examples. Don't say "You're hopeless at this", say"We need to give
you training on how to do this"!
"‫ ﻣﺎ ﺗﺣﻛﻲ "ﺗراك اﻧﺗﻲ وﻗﻠﺗك واﺣد" اﺣﻛﻲ "ﻻزم ﻧدرﺑك ﻋﻠﻰ ھﻼﺷﻲ وﻛﯾف ﺗﻌﻣﻠﮭ‬...‫ اﺳﺗﺧدم اﻣﺛﻠﺔ دﻗﯾﻘﺔ‬-

 Allow the criticized person to express any concerns they may have.
‫ ﺧﻠﻲ اﻟﺷﺧص اﻟﻣﻧﺗﻘد اﻧﮭ ﯾﻌﺑر ﻋن اي ﺷﻲ ﺑده اﯾﺎه‬-
 Use tentative words such as "sometimes" and "perhaps" rather than "always" and
"never": these allow the other person to avoid argument by saying that "always"
is not strictly true.
"‫ اﺳﺗﺧدم ﻛﻠﻣﺎت ﻣؤﻗﺗﺔ ﻣﺛل "ﻣرات" "وﯾﻣﻛن" ﺑدل ﻣن "داﯾﻣﺎ" و"ﺑﺎﻟﻣرة" ﺑﮭﻠطرﯾﻘﺔ ﺑﺗﺗﻔﺎدى اﻟﺷﺧص ﯾﺣﻛﻲ اﻧﮭ "ﻻ ﻣش داﯾﻣﺎ‬-

 Keep your emotions under control. ‫ﺳﯾطر ﻋﻠﻰ ﻣﺷﺎﻋرك‬

 At the end, Check understanding: "Does what I've said make sense to you?" and
summarize what you've agreed.
"‫ ﺑﺎﻟﻧﮭﺎﯾﺔ ﺗﺄﻛد اﻧﮭ ﻓﮭﻣك "ﻓﮭﻣت ﺷو ﻗﺻدي؟" "وﻟﺧص ﺷو اﺗﻔﻘﺗوا‬-
 Talk openly about your own concerns if necessary.
‫ ﺗﺣدق ﺑﺷﻛل ﻣﻧﻔﺗﺢ ﻋن ﻣﺧﺎوﻓك اﻧت‬-
 If you are receiving feedback yourself, try to accept it in a positive and non-
defensive manner
‫ ﺟﺎﺑﻲ ﻣﻧﯾﺢ ﺑﺷﻛل اﺳﺗﻘﺑﻠﮭﺎ راﺟﻌﺔ ﺗﻐذﯾﺔ ﺑﺗﺳﺗﻘﺑل ﻗﺎﻋد ﻟو‬-

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3. Giving Praise
 Tell people something they have done that you like or what you like about them.
‫ اﺣﻛﻲ ﻟﻠﻧﺎس اﺷﻲ ﻋﻣﻠوه ﻋﺟﺑك او ﺷو ﺑﻌﺟﺑك ﻓﯾﮭم‬-
 Give them thanks if they have done something for you. Even a simple thank you
can make a big difference.
‫ اﺷﻛرھم ﯾﺎ ﻗﻠﺑﻲ‬-

 Give encouragement. If someone is not sure that they are able to do something,
give them encouragement if you think they can do it.
‫ ﻟو ﻓﻲ ﺣدا ﺷﺎك ﻣن ﺣﺎﻟﮭ ادﻋﮭم وﺧﻠﯾﮭ ﯾﻘﺗﻧﻊ اﻧﮭ ﺑﻘدر‬,‫ اﻋطﻲ دﻓﻊ ودﻋم‬-

 Describe positive behavior and it's effect in concrete terms "I really appreciate
how you took the time to ....“
"‫ اوﺻف اﻟﺗﺻرﻓﺎت اﻻﯾﺟﺎﺑﺔ واﺛرھﺎ ﺑﻛﻠﻣﺎت واﺿﺣﺔ "ﻛﺛﯾر ﺣﺑﯾت ﻛﯾف ﻛذا‬-
 Respond to praise by thanking the person. ‫ﻻﺳﺗﺟب ﻟﻠﻣدح ﺑﺷﻛر اﻟﻲ ﻣدﺣك‬

4. Apologizing
 Being able to say sorry if you have done something wrong, but in an assertive
rather than a passive way.
‫ ﺑس ﺑطرﯾﻘﺔ ﺟﺎزﻣﺔ ﻣش ﻣﺑﻧﯾﺔ ﻟﻠﻣﺟﮭول‬.‫اﻟﻣﻘدرة ﻋﻠﻰ اﻻﻋﺗذار اذا ﻋﻣﻠت اﺷﻲ ﻏﻠط‬-

- Good Conversations
• Should be two way with both parties equally involved and interested. It is a shared
experience. It is a partnership.
.‫ اﻟﻣﺣﺎدﺛﺔ ﺗﺟرﺑﺔ ﻣﺷﺗرﻛﺔ‬,‫ﻻزم ﺗﻛون ﻣن طرﻓﯾن وﯾﻛوﻧوا ﻣﺷﺗرﻛﯾن ﺑﺷﻛل ﻣﺗﺳﺎوي وﻣﮭﺗﻣﯾن‬-
• Build them around respect: treat other people the way you want to be treated
yourself.
‫ ﻋﺎﻣل اﻟﻧﺎس ﻣﺛل ﻣﺎ ﺑدك ﯾﻌﺎﻣﻠوك‬,‫ اﺑﻧﯾﮭﺎ ﻋﻠﻰ اﻟﺛﻘﺔ‬-
• Talk about mainly positive things. People who talk about good news tend to cheer
people up whereas people who always talk in negatives tend to depress the people
they are talking to! Obviously there must be a balance, as sometimes we must talk
about unhappy events, but make sure you don't do this too much.
‫ اﻟﻧﺎس رح ﯾﺣﻛوا اﻻﺧﺑﺎر اﻟﺟﯾدة ﻋﺷﺎن ﯾﺳﮭﻠوا ﻋﻠﻧﺎس ﺑﯾﻧﻣﺎ اﻟﻧﺎس اﻟﻲ داﯾﻣﺎ ﺑﺣﻛوا ﺑﺳﻠﺑﯾﺔ ﺑﻛﺋﺑوا‬.‫ ﺗﺣدث ﺑﺷﻛل رﺋﯾﺳﻲ ﻋن اﻻﺷﯾﺎء اﻹﯾﺟﺎﺑﯾﺔ‬-
‫ ﻣﺎ ﺗﺣﻛﻲ داﯾﻣﺎ ﻋن اﺷﯾﺎء ﺑﺗﻧﻛد‬...‫ ﻻزم ﯾﻛون ﻓﻲ ﺗوازن‬.‫اﻟﻧﺎس اﻟﻲ ﺑﺣﻛو ﻣﻌﮭم‬

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• There should be a willingness to be open on both sides. Each person has the
opportunity to express their point of view and feelings. Relationships develop
through conversations where we open up and exchange details to create closeness.
‫ اﻟﻌﻼﻗﺎت ﺑﺗطور ﻣن‬...‫ ﻛل ﺷﺧص ﻻزم ﯾﻛون ﻋﻧده ﻓرﺻﺔ ﻣﺷﺎن ﯾﻌﺑر ﻋن رأﯾﮭ وﻣﺷﺎﻋره‬...‫ داﯾﻣﺎ ﻻزم ﯾﻛون ﻓﻲ ﻧﯾﺔ ﻟﻼﻧﻔﺗﺎح ﻣن اﻟﺟﮭﺗﯾن‬-
‫ﺧﻼل اﻟﻣﺣﺎدﺛﺎت ﻟﻣﺎ ﻧﻌﺑر ﻋن ﺣﺎﻟﻧﺎ وﻧﺗﺑﺎدل اﻟﺗﺎﻓﺻل ﻋﺷﺎن ﻧﺻﯾر ﻗراب‬
• Always address someone by their first name if you know this. It shows that you are
treating them as an individual.
‫ ﻟو ﺑﺗﻌﻣل ھﯾك ﺑﺑﯾن اﻧك ﺑﺗﻌﺎﻣﻠﮭم ﺑﺷﻛل ﺷﺧﺻﻲ‬...‫ داﯾﻣﺎ ﻧﺎدي اﻟﺷﺧص ﺑﺈﺳﻣﮭ اﻻول‬-

• A good conversation makes a difference; something useful happens and it has a

satisfying conclusion.
.‫ اﺷﻲ ﻣﻔﯾد ﺑﺻﯾر وﺑﻛون ﻓﻲ ﻧﺗﺎﺋﺞ ﻣﻧﯾﺣﺔ‬,‫ اﻟﻣﺣﺎدﺛﺔ اﻟﺟﯾدة داﯾﻣﺎ ﺑﺗﻌﻣل ﺗﻐﯾﯾر‬-
• Nod your head from time to time to encourage the speaker.
‫ ھز راﺳك ﻣواﻓﻘﺎ‬-
• Leave spaces: stay silent for a few seconds. Don't talk for too long: our attention only
lasts a few minutes before we need a break. Cut your story into bite sized chunks to
allow breathing space.
‫اﺧﺗﺻر ﻗﺻﺗك ﻟﺟﻣل ﺑﺳﯾطﺔ‬, ‫ ﺗرﻛﯾزﻧﺎ ﺑﺿﻠﮭ ﻛﻣن دﻗﯾﻘﺔ وﺑﻌدﯾن ﻻزﻣﻧﺎ ﻓراغ‬,‫ ﻣﺎ ﺗﺣﻛﻲ ﻛﺛﯾر‬, ‫ ﺧﻠﯾك ﺳﺎﻛت ﻟﺑﻌض اﻟﺛواﻧﻲ‬,‫ ﺧﻠﻲ ﻓﻲ ﻓراﻏﺎت‬-
‫ﻣﺷﺎن ﺗﺧﻠﻲ ﻣﺟﺎل ﺗﺗﻧﻔس‬
• Make descriptions specific. ‫ﺧﻠﻲ اﻟوﺻف دﻗﯾﻖ‬

• Ask the speaker to elaborate on major points. ‫ﺧﻠﻲ اﻟﻣﺗﺣدث ﯾدﻗﻖ ﻋﺎﻟﻧﻘﺎط اﻟﻣﮭﻣﺔ‬

- Bad Conversations
• We make guesses and assumptions rather than listening properly. Assumption is the
enemy of good communication; we assume that the other person is just like us.
‫ داﯾﻣﺎ ﺑﻧﻔﺗرض اﻧﮭ‬...‫ اﻻﻓﺗراض ﻋدو اﻟﻣﺣﺎدﺛﺔ اﻟﺟﯾدة‬...‫ ﺑﻧﺻﯾر ﻧﻔﺗﻲ وﻧﻌﻣل ﻓرﺿﯾﺎت ﻋﻠﻰ ﻛﯾﻔﻧﺎ ﺑدل ﻣﺎ ﻧﺳﻣﻊ اﻟﻲ ﺑﻧﺣﻛﻰ زي اﻟﻌﺎﻟم واﻟﻧﺎس‬-
.‫اﻟﺷﺧص اﻟﻲ ﻗﺑﺎﻟﻧﺎ زﯾﻧﺎ ﺑﺎﻟزﺑط‬
• We score points off each other and apply pressure.
(1-1) ‫ ﺑﻧﺻﯾر ﻧﺣﺳب وﻧﻌد ﺷﻐﻼت ﻋﺑﻌض وﺑﻧﺣط ﻋﺑﻌض ﺿﻐط )زي ﻟﻣﺎ ﺣدا ﯾﻔﻘﺳك ﺗرد ﺗﻔﻘﺳﮭ وﺗﺣﻛﯾﻠﮭ ھﻲ‬-

• Our opinions and feelings are denied: we feel under attack, ignored, patronized, put
down and threatened.
.‫ ﻣﺣﺑطﯾن وﻣﮭددﯾن‬,‫ ﻣرﻓوﺿﯾن‬,‫ ﺑﻧﺣس اﻧﮭ اﺣﻧﺎ ﺗﺣت ھﺟوم‬:‫ وﻣﺷﺎﻋرﻧﺎ وآراﺋﻧﺎ ﺗرﻓض‬-

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- Questioning Techniques
 Most texts on interviewing techniques will differentiate between open and closed
questions.
 An open question allows the person to answer in whatever way they choose. For
example, ‘How are you finding writing up your case study report?
 A closed question asks for specific information or a yes/no response. An example
would be ‘Have you completed your case study report?
‫ اﻟﺳؤال اﻟﻣﻔﺗوح ﺑﺧﻠﻲ اﻟﺷﺧص ﯾﺟﺎوب ﺑﺄي طرﯾﻘﺔ ﺑده اﯾﺎھﺎ زي‬...‫ ﻣﻌظم اﻟﺗﻘﺎرﯾر ﻋن ﺗﻘﻧﯾﺎت اﻟﻣﻘﺎﺑﻠﺔ رح ﺗﻔرق ﺑﯾن اﻻﺳﺋﻠﺔ اﻟﻣﻔﺗوﺣﺔ واﻟﻣﻐﻠﻘﺔ‬-
"‫"ﻛﯾف ﺷﺎﯾف ﻛﺗﺎﺑﺗك ﻟﻠﺗﻘرﯾر؟‬

 Open questions tend to encourage people to talk, open up and expand. They can
serve to loosen up the flow of ideas and are useful when you are interested in gaining
the widest possible response from the student. They also tend to be useful in an
interview situation where a person’s answers and responses to open questions can
reveal much about the person’s personality in terms of how well they express
themselves without guidance or prompting.
‫ ھﺎي اﻻﺳﺋﻠﺔ ﺑﺗﺳﮭل ﻋرض اﻻﻓﻛﺎر اﻟﻲ ﺑﺑﺎﻟﮭم وﻛﺛﯾر ﻣﻔﯾدة ﻟﻣﺎ ﺑدك ﺗﺣﺻل اﻛﺑر‬,‫ اﻻﺳﺋﻠﺔ اﻟﻣﻔﺗوﺣﺔ ﺑﺗﺷﺟﻊ اﻟﻧﺎس اﻧﮭم ﯾﺣﻛو وﯾﻛوﻧوا ﻣﻧﻔﺗﺣﯾن‬-
‫ﻛﻣﺎن ﻛﺛﯾر ﻣﻔﯾدﯾن ﻓﻲ ﻣﻘﺎﺑﻠﺔ ﻷﻧﮭ اﺟوﺑﺔ اﻟﺷﺧص ﻟﻼﺳﺋﻠﺔ اﻟﻣﻔﺗوﺣﺔ ﺑﺗﻛﺷف ﻛﺛﯾر ﻋن ﺷﺧﺻﯾﺔ اﻟﺷﺧص وﻛﯾف ﺑﻘدر‬... ‫ﻗدر ﻣن اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ‬
‫ﯾﻌﺑر ﻋن ﺣﺎﻟﮭ ﺑدون ﻣﺎ ﺣدا ﯾرﺷده او ﯾﺷﺟﻌﮫ‬

 Closed questions meanwhile, are more likely to encourage short answers. They are
useful when you want to establish facts and check on details. Inexperienced workers
often ask too many closed questions, especially in interviews or meetings, when they
really want more elaborate information or answers. Conversely, sometimes we just
need the bare facts, or to get straight to the point. Asking open questions in this kind
of situation will not meet our needs. Venn (2004) advises that a closed question can
be recognised easily because it starts with words of phrases like:

• Do... • Is... • Can... • Could…. • Will... • Would... • Shall...• Should...

‫اﻟﻌﻣﺎل اﻟﻲ ﻣﺎ ﻋﻧدھم ﺧﺑرة ﻋﺎدة ﻣﺎ‬, ‫ ﻣﻔﯾدﯾن ﻟﻣﺎ ﺑدك ﺗﺳﺄل ﻋن ﺣﻘﺎﺋﻖ او ﻋن ﺗﻔﺎﺻﯾل‬...‫ ﺑﯾﻧﻣﺎ اﻻﺳﺋﻠﺔ اﻟﻣﻐﻠﻘﺔ ﺑﺗﺷﺟﻊ اﻟواﺣد ﯾﻌطﻲ اﺟوﺑﺔ ﻗﺻﯾرة‬-
‫ ﺑﯾﻧﻣﺎ ﻣرات اﺣﻧﺎ ﺑس ﺑدﻧﺎ ﺣﻘﺎﺋﻖ ﻣﻌﯾﻧﺔ‬.‫ ﺑﺎﻷﺧص ﻓﻲ اﻟﻣﻘﺎﺑﻼت او اﻻﺟﺗﻣﺎﻋﺎت ﻟﻣﺎ ﺑدھم ﯾدﻗﻘوا ﻋﻠﻰ ﻣﻌﻠوﻣﺎت او اﺟﺎﺑﺎت‬...‫ﺑﺳﺄﻟوا ﻛﺛﯾر اﺳﺋﻠﺔ ﻣﻐﻠﻘﺔ‬
‫ )ﺑﺣﻛﻲ اﻧﮭ اﻟﺳؤال اﻟﻣﻐﻠﻖ ﻣﻣﯾز ﻻﻧﮭ ﺑﺑﻠش‬2004) (‫ )ﻓﯾن‬....‫او اﻧﮭ ﻧﺧﺗﺻر وﻧوﺻل ﻟﻠﻲ ﺑدﻧﺎ اﯾﺎه ﺑس ﻓﺎﻻﺳﺋﻠﺔ اﻟﻣﻔﺗوﺣﺔ ﻣش رح ﯾﻧﻔﻊ ﻟﮭﺎد اﻟﺳﺑب‬
.‫ﺑﻛﻠﻣﺎت زي اﻟﻲ ﺗﺣﺗﮭم ﺧط ﻓوق‬

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 Venn (2004) advises that open questions are more likely to start with words such as:

• How...• Why...• When...• Where...• What...• Who...• Which..

.‫ )ﺑﺣﻛﻲ اﻧﮭ اﻻﺳﺋﻠﺔ اﻟﻣﻔﺗوﺣﺔ ﻋﺎدة ﻣﺎ ﺑﺗﺑﻠش ﺑﺎﻟﻛﻠﻣﺎت اﻟﻲ ﻓوق‬2004) (‫)ﻓﯾن‬ -

 In reality however, asking open questions interspersed with occasional closed

questions for clarification, are a useful way to explore complex issues (Blundell,
1998). Often, both types of questions are necessary for encouraging meaningful
communication and gathering the information that we are interested in.
‫ اﻟﻧوﻋﯾن ﻣﮭﻣﺎت‬...‫ اﻧﮭ ﻧﺳﺄل اﺳﺋﻠﺔ ﻣﻔﺗوﺣﺔ ﺑﯾﻧﮭﺎ اﺳﺋﻠﺔ ﻣﻐﻠﻘﺔ ﻋﺷﺎن اﻟﺗوﺿﯾﺢ طرﯾﻘﺔ ﻛﺛﯾر ﻗوﯾﺔ ﻋﺷﺎن ﻧﺳﺗﻛﺷف ﻣﺷﺎﻛل ﻣﻌﻘدة‬,‫ ﺑﺎﻟﺣﻘﯾﻘﺔ‬-
.‫وﺿرورﯾﺎت ﻣﺷﺎن ﺗﺷﺟﻊ ﻋﻠﻰ ﻣﺣﺎدﺛﺔ ﻣﻌﻧوﯾﺔ وﺗﺟﻣﻊ ﻗدر اﻟﻣﻌﻠوﻣﺎت اﻟﻲ ﺑدك اﯾﺎه‬

 Types of Questions
o So far, we have looked at 2 types of questions: open and closed. Other more
advanced types of questions include the following:
• Probing/clarifying Questions
• Reflective Questions
• Direct Questions
• Hypothetical Questions

- Probing/Clarifying Questions
 In reality, these are open or closed questions that serve to build on the person’s
previous answers, comments and
 responses. They use information already established in order that we can explore
further. These questions also
 demonstrate to the person that they are being actively listened to.
‫ ﺑﻧﺳﺗﺧدم اﻟﻣﻌﻠوﻣﺎت اﻟﻲ ﺟﻣﻌﻧﺎھﺎ ﻣن ﻗﺑل ﻋﺷﺎن ﯾﺳﺗﻛﺷﻔوا‬,‫ ﻓﻲ اﻟﺣﻘﯾﻘﺔ ھﻣﺎ ﻋﺑﺎرة ﻋن أﺳﺋﻠﺔ ﻣﻔﺗوﺣﺔ وﻣﻐﻠﻘﺔ اﻟﻲ ﺑﻧﺑﻧﯾﮭم ﻋﻠﻰ أﺟوﺑﺔ وﺗﻌﻠﯾﻘﺎت ﺳﺎﺑﻘﺔ‬-
.‫ ھﺎي اﻷﺳﺋﻠﺔ ﺑﺗﺑﯾن ﻟﻠﻣﺗﺣدث اﻧﮫ اﻟﻣﺳﺗﻣﻊ ﻣﮭﺗم ﺑﻛﻼﻣﮫ‬,‫ﻟﻘدام‬

- Direct Questions
 Direct questions can be either open or closed questions. However, they tend to have
the following characteristics:
o When posing a direct question, you always use the name of the other
person
o You pose the question as an instruction. (Venn, 2004)
 Direct questions are especially helpful when you need to get the other person’s
attention and acquire specific information. A direct question tends to begin with
phrases such as:

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General Skills Mohmmad T. Obeidat Module 6

o Tell me Jane, ....... Explain to me Jell, ..... Describe to me Jill, ....

 Use of the other person's name tends to grab their attention, while phrasing the
question like an instruction (‘tell me’ etc) gives a specific command.
(‫ وﺑﺗﻌطﯾﮫ اﻟﺳؤال زي اﺷﻲ ﯾﻌﻣﻠﮫ ﺧﺎوة )اﺣﻛﯾﻠﻲ ﺑﺎ� ﯾﺎ ﻗﻠﺑﻲ ﻗدﯾش ﺟﺑت؟‬,‫ ﺑﺗﺳﺗﺧدم ﻓﯾﮭم اﺳم اﻟﻲ ﺑﺗﺳﺄﻟﮫ‬,‫ ﯾﻌﻧﻲ ھم ﺑﻛوﻧوا ﯾﺎ أﺳﺋﻠﺔ ﻣﻔﺗوﺣﺔ ﯾﺎ ﻣﻐﻠﻘﺔ‬-

- Hypothetical Questions
 Hypothetical questions can be an excellent way to encourage people to reflect on
issues through thinking through previously unconsidered options.
 They are also often used in interview situations to test the creativity and mental
agility of prospective students or employees (Blundel, 1998). Consider the following
hypothetical questions:
o What other points would you consider if your client was older?
o What other questions would you ask your patient if they also presented
with shortness of breath?
o If I could arrange an extension on your final report, how would you feel
about presenting the workshop?
‫ ھﺎي اﻷﺳﺋﻠﺔ طرﯾﻘﺔ ﻛﺛﯾر ﺧراﻓﯾﺔ ﻋﺷﺎن ﺗﺧﻠﻲ اﻟﻧﺎس ﯾﺗطﻠﻌوا ﻋﻠﻰ ﻣﺷﺎﻛل ﺳﺎﺑﻘﺔ ﺑﺈﻧﮭم ﯾﻔﻛروا ﺑﻛل اﻟﺧﯾﺎرات‬-

- Reflective Questions
 Reflective questions or statements are really comments made before another type of
question, which serve to soften the questioning as well as demonstrate to the
speaker that they are being well and truly listened to. They typically constitute a
short summary of what the other person has said, and may also be considered as a
type of Paraphrasing.
‫ ﻋﺎدة ﻣﺎ ﯾﺳﺗﺧدﻣوا ﻋﺷﺎن ﯾﺳﮭﻠوا ﻋﻣﻠﯾﺔ طرح اﻻﺳﺋﻠﺔ وﻋﺷﺎن ﯾﺑﯾﻧوا ﻟﻠﻣﺗﺣدث‬,‫ ﻻﺳﺋﻠﺔ اﻟﻣﻧﻌﻛﺳﺔ ھﻲ ﺗﻌﻠﯾﻘﺎت اﻧﻌﻣﻠت ﻗﺑل ﻧوع ﺛﺎﻧﻲ ﻣن اﻻﺳﺋﻠﺔ‬-
.‫ ﻋﺎدة ﻣﺎ ﺑﻛوﻧوا ﺑﻧﺎءا ﻋﻠﻰ ﺗﻠﺧﯾص ﺑﺳﯾط ﻟﺷو اﻟﺷﺧص اﻻﻧﻲ ﺣﻛﻲ وﻛﻣﺎن ﻣﻣﻛن ﻧﻌﺗﺑرھم اﻋﺎدة ﺗﻌﺑﯾر‬...‫اﻧﮭم ﺟد ﺑﺳﺗﻣﻌوا اﻟﮭ‬

 Student: It’s just that I’m feeling really under pressure with the placement at the
minute, and then I slept in this morning and just managed to make it here in time,
even though I missed the bus and had to walk all the way in. And it was raining…
.‫ ﻧﻣت اﻟﺻﺑﺢ وﻗدرت آﺟﻲ ھون ﻋﻠوﻗت ﺑس راح ﻋﻠﻲ اﻟﺑﺎص وﻣﺷﯾت وﻛﺎﻧت ﺑﺗﺷﺗﻲ‬,‫ اﻧﺎ ﺣﺎس اﻧﻲ ﺗﺣت اﻟﺿﻐط‬:‫ اﻟطﺎﻟب‬-

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 Teacher: It sounds like you had a bad morning. You were saying that you are feeling
really under pressure with the placement? (Reflective question) In what way are you
feeling under pressure? (Probing question)
(‫ ﻛﻧت ﺑﺗﺣﻛﻲ اﻧك ﺗﺣت اﻟﺿﻐط؟ )ﺳؤال ﻣﻧﻌﻛس( طﯾب ﻛﯾف ﺗﺣت اﻟﺿﻐط ﯾﻌﻧﻲ؟ )ﺳؤال ﺗوﺿﯾﺢ‬,‫ ﺷﻛﻠك ﻣﺎﻛل ھواﻋﻠﺻﺑﺢ‬-

 The teacher does not want to cut the student off: but is keen to find out some
specific information while also letting the student know that s/he is paying attention
to what has been said. The practice educator does this by asking a reflective question
followed up with a question to probe for the specific information s/he is interested
in. By using the reflective comment and question, the student knows that they are
being listened to.
‫ ﻋﻣل ھﯾك ب ﻣن ﺧﻼل اﻻﺳﺋﻠﺔ‬...‫ ﺑس ﺑده ﯾﻌرف ﻛﻣﺎن ﻣﻌﻠوﻣﺎت وﻛﻣﺎن ﯾﺧﻠﻲ اﻟطﺎﻟب ﯾﻌرف اﻧﮭ ﻣﮭﺗم ﺑﺣﻛﯾﮭ‬,‫ ﻻﺳﺗﺎذ ﻣﺎ ﺑده اﻧﮭ ﯾﻘﺎطﻊ اﻟطﺎﻟب‬-
‫ ﺑﺎﺳﺗﺧدام اﻟﺗﻌﻠﯾﻘﺎت اﻟﻣﻧﻌﻛﺳﺔ واﻻﺳﺋﻠﺔ اﻟﻣﻧﻌﻛﺳﺔ اﻟطﺎﻟب ﺑﻌرف ﻋم‬...‫اﻟﻣﻧﻌﻛﺳﺔ اﻟﻲ ﺑﯾﺟﻲ وراھﺎ اﺳﺋﻠﺔ ﺗوﺿﯾﺣﯾﺔ ﻟﻣﻌﻠوﻣﺔ ﻣﻌﯾﻧﺔ ھو ﻣﮭﺗم ﻓﯾﮭﺎ‬
‫ﯾﺳﺗﻣﻌﻠﮭ‬

End of Module 6 – Best wishes <3

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