Facing the Job Interviews

Written by Lieutenant Colonel Anil Kumar Nigam

Dressing up and body language while facingrepparttar interview

To make a good impression dress conservative and clean cut, wear clothes appropriate torepparttar 141532 culture, hair clean, neat and tidy, keep jewellery to a minimum, no after-shave or perfume, clean shoes, suits dry-cleaned if worn, overall cleanliness, hands, nails etc. Practice good hygiene, comb or brush your hair, and dress appropriately. Even if you know thatrepparttar 141533 company dress is business-casual, dress up anyway. It shows professionalism and respect.

Dress conservatively and avoid bright, flashy colors. Navy blue or gray is usually best but wear colors in which you feel confident. Interviewers might be offended by strong body smell. Don't wear strong perfume. Fragrance is a matter of personal preference and your interviewer might not like your choice. It's best to have soft perfume a few minutes beforerepparttar 141534 interview; a little mouthwash may be good.

Body Language Remember body speaks louder than words. Body language comprises 55% ofrepparttar 141535 force of any response. Verbal content only provides 7% paralanguage, orrepparttar 141536 intonation, pauses and sighs given when answering, represents 38% ofrepparttar 141537 emphasis. How to Act During Interviews

Greet them as per time of day. Smile and have a firm handshake if offered. Readrepparttar 141538 mood. Ifrepparttar 141539 interviewer is formal, then you probably should be, too. Ifrepparttar 141540 interviewer is casual, then follow along while remaining courteous and professional. Wait to be told to take a seat and say thank you. If it's possible, scoot your chair a little closer torepparttar 141541 interviewer's desk or takerepparttar 141542 chair closet torepparttar 141543 desk. This shows interest and confidence. But don't invaderepparttar 141544 interviewer's personal space, a perimeter of about two to three feet. Sit with good posture. Even formally trained interviewers are regular people like you, so they'll expect you to be a little nervous while sitting inrepparttar 141545 hot seat. Still, try to avoid obvious signs. Maintain comfortable eye contact withrepparttar 141546 interviewer as failure to maintain eye contact indicates that you are lying, reaching for answers or lacking confidence. Take your time to answer questions - this will prevent you from providing a poor answer. Speak clearly and thoughtfully - be sure to speak at an appropriate volume and do not speak too quickly Ifrepparttar 141547 interviewer offers coffee or other beverages, it's okay to accept if he insists otherwise say no thanks. It's probably better to say no thanks to snacks. How to Sit at Interview

Withrepparttar 141548 upper limbsrepparttar 141549 guideline is thatrepparttar 141550 less a person moves their hands and arms,repparttar 141551 more powerful they are. This supportsrepparttar 141552 view that they are used to people listening to them and they therefore do not have to resort to gesticulation to get their point across. Try to keep your hands lower than your elbows, rest them onrepparttar 141553 arms ofrepparttar 141554 chair. Try to gauge interviewers' preferred distance by their seating arrangements. Move closer only if they seem skeptical about what you're saying.

Where you sit, too, is as important as how you sit.

If you are sitting onrepparttar 141555 edge ofrepparttar 141556 seat it can make you look eager but also scared, like you are ready to bolt out ofrepparttar 141557 room. Go ahead and slide torepparttar 141558 back ofrepparttar 141559 chair and sit tall and straight. That will make you look confident and comfortable. Girls should not cross their legs and instead sit with their knees together. Men should avoid sitting with their legs too wide apart. Anything that creates an intimacy before there's a rapport established will signal torepparttar 141560 interviewer that you don't use good judgment and that you resort to inappropriate behavior. Here are some typical interpretations of body language.

Openness and Warmth:·Open-lipped smiling, ·Open hands with palms visible.

Confidence: Leaning forward in chair chin up, Hands joined behind back when standing.

Nervousness: Jiggling pocket contents, running tongue along front of teeth, clearing throat, hands touchingrepparttar 141561 face or covering part ofrepparttar 141562 face, pulling at skin or ear, running fingers through hair, wringing hands, biting on pens or other objects, twiddling thumbs, biting fingernails. Looking at your watch very frequently. Nervous hand habits, like nail biting, hair twirling and hand twitching, can distractrepparttar 141563 interviewer and, convey nervousness and insecurity. Untrustworthy/Defensive: Frowning, squinting eyes, tight-lipped grin, arms crossed in front of chest, chin down, touching nose or face, darting eyes, looking down when speaking, clenched hands, gestures with fist, pointing with fingers, chopping one hand intorepparttar 141564 open palm ofrepparttar 141565 other, rubbing back of neck, clasping hands behind head while leaning back inrepparttar 141566 chair.

Interpretation of Various Postures Crossed arms - means thatrepparttar 141567 person is in a defensive and reserved mood. ·Crossed arms and legs - means thatrepparttar 141568 person feels very reserved and suspicious. ·Open arms and hands - means thatrepparttar 141569 person is open and receptive. ·Standing before you with his hands insiderepparttar 141570 pockets - means he is not sure or feels suspicious. ·Standing before you with his hands on his hips - means he is receptive and ready to help you out. ·Sitting in a chair shaking one ofrepparttar 141571 legs - means he feels nervous and uncomfortable ·If his eyes are downcast and face turned away - means he is not interested in what you are saying. ·Withrepparttar 141572 palm ofrepparttar 141573 hand holding or stroking his chin - means he is in an evaluating position and being critical. ·Leaning back in his chair with both hands clasped behind his head - means he is in an analytical mood, but it is also a gesture of superiority. ·Rubbing or touching his nose when answering a question - means he is not tellingrepparttar 141574 complete truth. ·Rubbingrepparttar 141575 back of his head or rubbing or touchingrepparttar 141576 back of his neck - meansrepparttar 141577 conversation is not really interesting. ·If he moves his body and sits with his feet and body pointing towards a door - means he wants to endrepparttar 141578 conservation and leaverepparttar 141579 room. ·Steepling your fingers, particularly in an upright position, when answering a question. This can be perceived as arrogant, saying I know more about this subject than you do.

Tips about using your Voice

Add Volume to Increase Authority. Remember that your voice always sounds louder to you than to anyone else. Also remember that your voice is an instrument; it needs to be warmed up, or it will creak and crack atrepparttar 141580 beginning of your presentation. If you warm up with a high volume, as though projecting to those inrepparttar 141581 back row, your volume also will improve your vocal quality. Volume adds energy to your voice; it hasrepparttar 141582 power to command or lose listeners' attention. Lowerrepparttar 141583 Pitch to Increase Credibility. Pitch,repparttar 141584 measurement ofrepparttar 141585 "highness" or "lowness" of your voice, is determined largely byrepparttar 141586 amount of tension inrepparttar 141587 vocal cords. When you are under stress, you may sound high-pitched; when you are relaxed and confident, you will have a naturally lower pitch. Authoritative vocal tones are low and calm, not high and tense. Inflection is a pitch change-from "Stop!" screeched at an assailant torepparttar 141588 haughty "Please stop" directed at a stranger using your department's copy machine. You can lower your pitch to some degree by practicing scales (as singers do, droppingrepparttar 141589 voice with each word) and by breathing more deeply to relax your vocal cords. Remember that a lower pitch conveys power, authority, and confidence, whereas a high pitch conveys insecurity and nervousness.

Paradigm Shift from Teaching to Learning

Written by Lieutenant Colonel Anil Nigam

Paradigm Shift from Teaching to Learning

Teaching is one ofrepparttar oldest professions inrepparttar 141261 world. In good old daysrepparttar 141262 students who had desire to learn used to come to learn and usually were self motivated. Moreoverrepparttar 141263 going throughrepparttar 141264 process was comparatively easy as things and concepts were relatively easy. With changing socio-economic scenerepparttar 141265 whole process has undergone a tremendous change. In today’s society there are students who come just to earn a degree so as to have a respectable social status. Moreover due to advancement in various fields,repparttar 141266 concepts and applications have become quite complicated to understand and practice.

The teachers job under these environments has become more difficult wherein he has to ensure that learning takes place when he teaches for most ofrepparttar 141267 students who come from diverse backgrounds. The attitude that our task is to teach and they will learn only if they want to is a negative approach to my mind.

The Missing Links

What has largely been considered classroom teaching and learning process traditionally has got certain missing links to my mind. I consider following to berepparttar 141268 complete cycle of teaching learning process and I have tried to stretch it beyond learning to achieving proficiencies and developing competencies. The complete cycle is as shown below: -

(a)Teaching may lead to… (b)Awareness, you should go beyond to ensure… (c)Knowing, knowing does not mean …… (d)Understanding, if they understand next stage is… (e)Learning where they even can dorepparttar 141269 things them selves this has to be developed to… (f)Proficiency where they become proficient in what they do and that has to be developed to… (g)Competencies

What isrepparttar 141270 difference?

I always thought that if I teach and they (students) understand. I think I have done my Job well. Is that sufficient? Probably not! Let us take an example: -

I was trying to teach my daughter how to dance I taught her to my level best, put onrepparttar 141271 best music, told allrepparttar 141272 steps to perfection and gave enough time and attention and what not BUT It came out to be total failure. She probably understood dancing but could not dancerepparttar 141273 way I wanted. What did go wrong?

Reason is very simple she was only a toddler and was in no position to dance, though probably she became aware and up to some extent understood also. But was that enough? Please remember thatrepparttar 141274 very first essential step to ensure thatrepparttar 141275 students learn what you teach is to ensure that you are coming to their standards, this becomesrepparttar 141276 first essential step to bring them to your standards.

That could be one reason but there can be many more … What is needed?

For making teaching learning process to be successful a change in teachers attitude and approach is required following can be tried out:-

1. Paradigm shift from “Catch me if you can” to “catch them if you can”. Speakrepparttar 141277 language which they understand and inrepparttar 141278 manner that they understand.

2. Not only that! make sure that they don’t abandon you in between. You could devise mean to make sure that they stay with you. One technique is to askrepparttar 141279 students to repeat part ofrepparttar 141280 teaching ofrepparttar 141281 previous class and you should be able to identifyrepparttar 141282 students who are falling behind for what ever may be reasons. Target such students for your questions very often and let it be known by them after all it is for their own good.

How do you Ensure Learning

1. Generate interest in whatever you teach. Test their knowledge, which they gain by way of discussions and question answers. You could also ask some good students to give answers torepparttar 141283 questions raised by other students inrepparttar 141284 class.

2. Force them to come prepared you could take frequent class tests. Let sword be hanging on their heads you could also ask some students at random to come onrepparttar 141285 stage and just giverepparttar 141286 brief of what was discussed during previous lecture.

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