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Q&A
Question: I have recently got a senior position within my company. One of my new tasks is to make monthly progress reports on my department in front of other senior officials. During my first meeting, I presented and then opened the floor to questions. 1. My first reaction was to answer defensively. Later, I realized that I shouldn’t have felt that way. But how can I keep cool and effectively answer questions in this type of settings?
Answer: Congratulations on your new position! Presenting in front of your peers (同事) is a hard task in itself, and it becomes much more difficult when a question-and-answer period is required. Question-and-answer periods as a great way to clarify the message and strengthen key points. 2.
● 3.
When a person is asking a question, show interest and a desire to understand the question by listening and asking for clarification.
● Buy time.
When facing a hard question, most people can’t give an answer immediately. Buy time by repeating the question in your own words. 4. These techniques allow you to quickly organize your thoughts as well as to make sure you will be correctly answering the question.
● Suggest a private meeting.
A one-on-one meeting is a calmer setting than speaking in front of your peers. 5.
|
A. Show your true interest. B. Restate the question with respect. C. Some ideas can be quite concrete. D. There were many difficult questions. E. It can also be more effective in exchanging ideas. F. You many also ask for clarification on the question. G. Here are some ideas that can help you prepare for your next meeting. |
One of the most important things in education is to let students ____ positive emotions and experience in the process of their learning.
|
A．require |
B．a(chǎn)cquire |
C．demand |
D．clarify |
When will the government _______ its position on equal pay for women?
A. clarify B. verify C. amplify D. testify
Experts predict that the earthquake and tsunami will _________ among the costliest natural disasters on record.
A. clarify B. group C. separate D. rank
Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or slid should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.
Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn’t, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
【小題1】This article is mainly about .
| A．the lives of school children | B．the cause of arguments in schools |
| C．how to analyze youth violence | D．how to deal with school conflicts |
| A．violence is more likely to occur at lunchtime |
| B．a(chǎn) small conflict can lead to violence |
| C．students tend to lose their temper easily |
| D．the eating habit of a student is often the cause of a fight |
| A．To make clear what the real issue is. |
| B．To get ready to try new things. |
| C．To find out who is to blame. |
| D．To figure out how to stop the shouting match. |
| A．more teachers felt better about themselves in schools |
| B．there was less student cooperation in the classroom |
| C．there was a decrease in classroom violence |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．inform teachers of the latest studies on school violence |
| D．a(chǎn)dvocate teaching conflict management in schools |
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