Reviewer Semi Final Educ 3 PDF

**ACRONYMS** **OECD** -- **Organization for Economic Cooperation and Development** **PISA -- Program for International Student Assessment**\ **UNESCO** -- **United Nations Educational, Scientific and Cultural Organization** **Globalization** - **the growing interdependence of the world's econo...

**ACRONYMS** **OECD** -- **Organization for Economic Cooperation and Development** **PISA -- Program for International Student Assessment**\ **UNESCO** -- **United Nations Educational, Scientific and Cultural Organization** **Globalization** - **the growing interdependence of the world's economies, cultures, and populations, brought about by cross-border trade in goods and services, technology, and flows of investment, people, and information.** - **the speedup of movements and exchanges (of human beings, goods, and services, capital, technologies or cultural practices) all over the planet.** - **the process of changing the world dramatically and quickly**, affecting economic, social, political and cultural aspects of life and bringing both opportunities and challenges. **Positive Impacts of Globalization:** - **creates job** - **lower the price of consumer goods** - **fuels innovation and contribute peace on Earth** - **cultural convergence** - **fast and easy access of information** **Negative Impacts of Globalization:** - **fuels inequality** - **environmental problems** - **Acculturation** - **diseases and virus spread more quickly** **MULTICULTURAL LITERACY & GLOBAL LITERACY** **Multicultural Literacy** - According to **Buotte (2008)**, **it brings attention to diversity, equity and social justice to foster cultural awareness by addressing difficult issues like discrimination and oppression towards other ethnicities.** - help students to develop the 21st Century skills and attitudes that are needed to become active citizens who will work toward achieving justice within communities. - According to **Banks (2003)**, asserted that teaching students to be advocates of multiculturalism is also a matter of sending a message of empathy and tolerance in schools to develop a deeper understanding of others and appreciation of different cultures. **Global Literacy** - According to **Guo (2014)**, **it aims to address issues of globalization, racism, diversity and social justice.** - It requires awareness and action consistent with a broad understanding of humanity, the planet and the impact of human decision on both. - According to **Guo (2014)**, **it aims to empower students with knowledge and take action to make a positive impact in the world and their local community.** *According to the **Ontario Ministry of Education (2015)**, a global citizen should possess the following characteristics:* 1. **Respect for humans regardless of race, gender, religion or political perspectives** 2. **Respect for diversity and various perspectives.** 3. **Promote sustainable patterns of living, consumption, and production.** 4. **Appreciate the natural world and demonstrate respect on the rights of all living things.** **Interconnecting Multicultural and Global Literacy** - Every classroom contains students of different races, religions and cultural groups. - According to **Guo (2014)**, **averred that students embrace diverse behaviors, cultural values, patterns of practice and communication, yet they all share one commonality, which is their educational opportunity.** - Therefore, teachers should teach their students that other cultures exist and that these deserved to be acknowledged and respected. **OECD GLOBAL COMPETENCE FRAMEWORK** - stands for Organization for Economic Cooperation and Development - is an intergovernmental economic organization founded in 1961 to stimulate economic progress and world trade. **Global Competence** - **is a multidimensional, life-long learning goal.** **Globally Competent Individuals** - the capacity to examine, local, global and intercultural issues to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. - **refers to skills, values and behaviors that prepare young people to thrive in a diverse, interconnected and rapidly changing world.** - **the ability to become engaged citizens and collaborative problem solvers who are ready for the workforce.** **Promoting** **Global Competence in Schools** - **Schools** play a crucial role in helping young people to develop global competence. - provide opportunities for young people to critically examine global developments that are significant to both the world at large and to their own lives. - teach students how to critically, effectively and responsibly use digital information and social media platforms. - encourage intercultural sensitivity and respect by allowing students to engage in experiences that foster an appreciation for diverse peoples, languages and cultures - enhance young people's ability to understand their place in the community and the world and improve their ability to make judgements and take action **The Need for Global Competence** - *The following are the reasons why global competence is necessary:* - **To live harmoniously in multicultural communities** - **can promote cultural awareness and purposeful interactions in increasingly diverse societies** - **To thrive in a changing labor market** - **can boost employability through effective communication and appropriate behavior within diverse teams using technology in accessing and connecting to the world.** - **To use media platforms effectively and responsibly** - **Radical transformations in digital technologies have shaped young people's outlook on the world, their interaction with others and their perception of themselves.** - **Online networks, social media and interactive technologies give rise to new concepts of learning, wherein young people exercise to take their freedom on what and how they learn** - **To support the sustainable development goals** - **can help from new generations who care about global issues and engage in social, political, economic and environmental discussions.** **Dimensions of Global Competence: Implications to Education** According to **Boix Mansilla (2016)**, PISA proposes a new perspective on the definition and assessment of global competence that will help policy makers and school leaders create learning resources and curricula that integrate global competence as a **multifaceted cognitive, socio-emotional** and **civic learning goal:** - **Dimension 1: Examine issues of local, global and cultural significance** - **refers to globally competent people's practices of effectively utilizing knowledge about the world and critical reasoning in forming their own opinion about a global issue.** - **Dimension 2: Understand and appreciate the perspectives and world views of others** - **highlights that globally competent people are willing and capable of considering other people's perspectives and behaviors from multiple viewpoints to examine their own assumptions.** - **Dimension 3: Engage in open, appropriate and effective interactions across cultures** - **describes what globally competent individuals can do when they interact with people from different cultures.** - **Dimension 4: Take action for collective well-being and sustainable development** - **focuses on young people's role as active and responsible members of society and refers to individual's readiness to respond to a given local, global or intercultural issue or situation.** **The Assessment Strategy for Global Competence** - The PISA 2018 assessment of global competence contribute development, while considering challenges and limitations. - *It has two components:* 1. **cognitive test exclusively** - **focused on the construct of "global understanding"** 2. **a set of questionnaire items** - **collecting self-reported information on students' awareness on global issues and cultures, skills (both cognitive and social) and attitudes, as well as information from schools and teachers on activities that promote global competence.** **Curriculum for global competence: Knowledge, skills, attitudes and values** - **Schools can provide opportunities for students to explore complex global issues that they encounter through media and their own experiences.** - *The curriculum should focus on four knowledge domains:* 1. **culture and intercultural relations;** 2. **socio-economic development and interdependence;** 3. **environmental sustainability;** 4. **global institutions, conflicts and human rights.** - *Acquiring knowledge in this aspect is important in developing values, such as:* - **peace, respect, non-discrimination, equality, fairness, acceptance, justice, non-violence and tolerance** **Skills to Understand the World and to Take Action** - *Global competence builds on:* - **specific cognitive** - **communication** - **socio-emotional skills** **Knowledge about the World and Other Cultures** - *This can be done through the following strategies (OECD, 2018):* - **Perspective-taking** - **refers to the cognitive and social skills of understanding how other people think and feel.** - **Adaptability** - refers to the **ability to adapt systems thinking and behaviors to the prevailing cultural environment**, or **to situations and contexts that can present new demands or challenges.** **Openness, Respect for Diversity and Global-Mindedness** - **Openness toward people from other cultural backgrounds** - **involves sensitivity towards curiosity about and willingness to engage with other people and other perspectives on the world.** - Byram (2008) - **Respect for diversity/cultural differences** - consists of a positive regard for someone based on judgment of intrinsic worth. - assumes the dignity of all human beings and their inalienable right to choose their own affiliations, beliefs, opinions or practices. - Council of Europe (2016) - **Global-mindedness** - **defined as a worldview** - which one sees him/herself connected to the community and feels a sense of responsibility for its members. - Hansen (2010) **Valuing Human Dignity and Valuing Cultural Diversity** - contribute to global competence because they constitute critical filters through which individuals process information about other cultures and decide how to engage with others and the world. - people who cultivate these values become more aware of themselves and their surroundings - strongly motivated to fight against **exclusion, ignorance, violence, oppression,** and **war.** *Clapham (2006) introduced the four aspects of valuing equality of core rights and dignity:* 1. **the prohibition of all types of inhuman treatment, humiliation or degradation by one person over another;** 2. **the assurance of the possibility for individual choice and the conditions for each individual\'s self-fulfillment, autonomy or self- realization;** 3. **the recognition that protection of group identity and culture may be essential for that of personal dignity;** 4. **the creation of necessary conditions to have the essential needs satisfied.** **Global Understanding** - *The framework distinguishes four interrelated cognitive processes that globally competent students need to use to understand fully global or intercultural issues and situations (OECD, 2018).* 1. **The capacity to evaluate information, formulate arguments and explain complex situations and problems by using and connecting evidence, identifying biases and gaps in information and managing conflicting arguments** 2. **The capacity to analyze multiple perspectives and worldviews, positioning and connecting their own and others\' perspectives on the world.** 3. **The capacity to understand differences in communication, recognizing the importance of socially appropriate communication and adapting it to the demands of diverse cultural contexts** 4. **The capacity to evaluate actions and consequences by identifying and comparing different courses of action and weighing actions on the basis of consequences** **Integrating Global and Intercultural Issues in the Curriculum** - For global education to translate abstraction into action, there is a need to integrate global issues and topics into existing subjects. - According to Gaudell (2006), affirmed that teachers must have clear ideas on global and intercultural issues that students may reflect on. **Pedagogies for Promoting Global Competence** - **Various student-centered pedagogies can help students develop critical thinking along global issues**, respectful communication, conflict management skills, perspective taking and adaptability. - **Group-based cooperative project work** - **can improve reasoning and collaborative skills.** - involves topic- or theme-based tasks suitable for various levels and ages, in which goals and content are negotiated and learners can create their own learning materials that they present and evaluate together. - **Class discussion** - **is an interactive approach that encourages proactive listening and responding to ideas expressed by peers.** - By exchanging views in the classroom, students learn that there is no single right answer to a problem, understand the reasons why others hold different views and reflect on the origins of their own beliefs - **Service learning** - **another tool that can help students develop multiple global skills through real-world experience.** - **Story Circle Approach** - **intends students to practice key intercultural skills,** including: - **respect** - **cultural self-awareness** - **empathy** - *Other Types of Intercultural engagements involve:* - **Simulations** - **Interviews** - **Role plays** - **Online games** **Attitudes and Values Integration toward Global Competence** - deals with human right issues and non-discrimination is an important initial step in cultivating values for global competence. **Module 6: Social Literacy** **Social Literacy** - entails the development of social skills, knowledge and positive human values toward desire and ability in human beings to act and react positively and responsibly in a wide range of complex social settings. - can be acquired through social process of inquiry, values exploration and social decision-making that relate to the acquisition of knowledge and understanding (Arthur, Davison and Stow, 2000). - In school, social literacy can be demonstrated by teachers in dealing with their superiors, colleagues, parents, students and others, while for students, by way of interaction and interrelation with the surroundings around them - their peers, the media and political influencers, technology agents, religious groups, school staff, family members, etc. **Social skills** - **are aspects of social literacy.** - are also important in schools because they help build, maintain and grow relationships of students with classmates, peers, teachers, students, and others, while for teachers, with their superiors, colleagues, parents, students, and others. - *These can be attained through:* - **(1) gaining ideas, information, techniques and perspectives from people with different areas of expertise** - **(2) providing their own perspective for the benefit of others** - **(3) accomplishing tasks and working together toward shared goal** - **(4) providing mutual support for difficult situations;** - **(5) expanding network to learn about and pursue new opportunities** - **(6) gaining feedback and referrals from people who can personally attest to work, skills and qualities** - **(7) making the school truly a healthy and conducive learning environment.** **Types of Social Skills** - *There are types of social skills that teachers can demonstrate among students to attain a harmonious relationship with them:* - **1. Effective communication.** - It is the ability to communicate effectively and share thoughts and ideas with students through group conversations, discussions, etc. - **2. Conflict resolution.** - It is the ability to get to the source of the problem and find a workable solution by weighing both sides from those involved with the goal for reconciliation - **3. Active listening.** - It is student in times of counseling, introspection and consultation. - **4. Empathy.** - It is the ability to understand and identify the feeling, of students in times of difficulty and trouble. - **5. Relationship management.** - It is the ability to maintain relationships and build key connections with school stakeholders for the student\'s development. - **6. Respect.** - It can be done by knowing when to initiate communication and respond during interactions or even in times of heated arguments and confrontations. - **7. Problem-solving skills.** - These involve seeking help, making effective decisions and accepting consequences to derive better solutions to the problem. - **8. Interpersonal skills.** - These include the abilities of sharing, joining activities, asking for permission and waiting for one\'s turn in every facet of school undertakings. **Improving social skills.** - Social skills can be improved by focusing on sustaining desirable attitudes and eliminating those undesirable ones through modeling, role-playing and performance feedback mechanisms. - *In addition, one may consider:* - **(1) maintaining eye contact** - **(2) using proper body language** - **(3) knowing the difference between being assertive and being aggressive** - **(4) selecting effective communication channels** - **(5) being flexible** - **(6) accepting criticism without being defensive** - **(7) remaining positive at all times** - **(8) being teachable and a good student in most instances.** - *Likewise, other ways that may help are as follows:* - **(1) Behave as a social person** - **(2) Start small if necessary** - **(3) Ask open-ended questions** - **(4) Encourage others to talk about themselves** - **(5) Create goals for yourself** - **(6) Offer compliments generously** - **(7) Read books about social skills** - **(8) Practice good manners** - **(9) Pay attention to your body language** - **(10) Join a social skills support group** - **(11) Stay up to date on current events** - **(12) Identify and replace negative thoughts** **Impact of Social Skills.** - *Possessing social skills results to:* - **(1) better relationships;** - **(2) better communication;** - **(3) greater efficiency** - **(4) advanced career prospects** - **(5) increased over-all happiness** **Emotional Intelligence (EQ)** - can bring about maintaining a healthy and purposeful relationship with others that may best depict a socially literate person. - ***Goleman (1996)** defines EQ as the ability to:* - **(1) recognize, understand and manage own emotions** - **(2) recognize, understand and influence the emotions of others.** - It is being aware that emotions can drive behavior and impact people (positively and negatively), and learning how to manage those emotions, both one\'s own and others\' when under pressure, especially in times of: - **(1) giving and receiving feedback, respect deadlines;** - **(2) meeting tight deadlines** - **(3) dealing with challenging relationships** - **(4) not having enough resources** - **(5) dealing with change** - **(6) experiencing setbacks and failure.** **Strategies for Enhancing Emotional Intelligence** - ***Goleman (1995)** laid down ways of enhancing emotional intelligence in the light of understanding and managing emotions that teachers need to know and understand.* 1. **Think about feelings.** - A person has to be sensitive to one\'s and other\'s feelings to come up with the right manner of approach or appropriate response. For example, a teacher has to be aware of his/her students\' background or situation that may trigger negative emotions. In that case, he/she would know the right approach when dealing with sensitive issues in class. 2. **Pause.** - This is about taking a moment to stop and think before doing anything to refrain from resorting to an unsound decision at the height of anger. For example, at the peak of anger with a student who commits violations, a teacher may gently pause for a while and take a moment of silence to rethink and cool down before jumping to any decision in order to avoid untoward consequences. 3. **Strive to control one\'s thoughts.** - This is controlling the reaction to emotions by focusing on one\'s thoughts in harmony with goals and values. For example, instead of overreacting to a certain incident or situation in class, try to control negative thoughts to see a myriad of colors at the end of the rainbow among students. As such, try to find beauty in all things despite not-so-good circumstances that may happen. 4. **Benefit from criticism**. - Criticism, even not delivered in a favorable way, is an opportunity to learn and it gives idea on how others think about you. For example, when a senior teacher gives negative feedback on your work, instead of taking it personally against him/her, gratefully accept it with humility and appreciation, just think that it is for your improvement 5. **Show authenticity**. - This is saying what we mean with what we say and we have to stick on to our values and principles. For example, in times of confrontation with parents, as teachers, we should clearly express our side with respect and sincerity while consistently upholding on to the principle and truth behind the issue in order to avoid resorting to heated argument and conflict at the end. 6. **Demonstrate empathy**. - Whenever we show empathy to others, such as understanding their thoughts and feelings, we can easily establish a connection with them. As teachers, we should reach out to students who are in their worse situations and try to understand them and feel as if we were in the same boat. 7. **Praise others.** - This is by way of acknowledging and appreciating others toward attaining self-fulfillment and building trust. For example, teachers should give acknowledgment and praise to students for their deeds that are worth commending. 8. **Give helpful feedback.** - Although negative feedback may hurt one\'s feelings, at some point, it can be turned constructive for one\'s improvement. For example, when we receive negative feedback from our superiors, we have to take it as a challenge toward becoming a better and stronger person. 9. **Apologize.** - Saying sorry demonstrates humility, a quality that will naturally win others as you value the relationship more than the ego. For example, whenever we commit mistakes in teaching, whether big or small, there is nothing to lose when we apologize, even at times, doing it may seem to be very difficult. 10. **Forgive and forget**. - Forgiving and forgetting prevent others from holding emotions and allowing one to move forward. For example, when a student or a colleague hurts us, we should be ready to forgive and let go of the pains that somehow caused us. 11. **Keep our commitments.** - The habit of keeping one\'s word in things, either big or small, develops a strong reputation for reliability and trustworthiness. For example, when we are given tasks in the school, make sure that we commit ourselves, our time and efforts into it. Remember, opportunities may only come once, therefore, grab every opportunity that may come along our way for it may never come again. 12. **Help others.** - One way to positively win others is through helping them because listening to and helping them can build trust and inspire them to follow. For example, in every school activity, we have to find ways to help others accomplish their tasks successfully. In return, they will be grateful to us. 13. **Protect ourselves from emotional sabotage.** - This is being wise enough in protecting ourselves when others attempt to manipulate our emotions for personal sake. For example, when we feel that someone has been excessively or wrongly controlling our actions, feelings and decisions in school, stop it in any right but subtle and courteous way possible. **Recommended Tools in Enhancing Emotional Intelligence** - *Emotional intelligence can be enhanced in school with the help of the following tools and strategies:* - **1. Emotional Literacy Workshop.** - This will help teachers to communicate with students, recognize and manage emotions and increase self-awareness. - **2. Emotional Literacy Museum.** - It is a self-directed learning experience that teaches about the physiology of emotions, emotional regulation, and emotional literacy. - **3. Mixed Emotions Cards.** - It is a beautiful deck of \"tarot-like\" cards of feelings (labeled with feelings and synonyms). - **4. eMotion Cards.** - It is an evocative, playful moon face illustration of emotions (open-ended without labels). - **5. Biodots.** - It is a simple reminder that emotions are part of our physiology. - **6. Bingo Emotions.** - It is typically a classic \"bingo\" game played with emotions. - **7. Feeling Faces.** - These are photos of real people and data about how survey respondents evaluated each picture. - **8. Six Seconds Emotional Intelligence Assessment.** - It provides feedback about the way one uses EQ and how to improve in this area. - **9. The Zoo: Animal Workshop.** - It is an activity that intends to imitate an animal behavior and gesture that ends with reflections and group sharing. - **10. Face Workshop.** - It is an activity, in which partners face each other while showing different facial expressions and qualities that ends with reflections. - **11. The Machine Transformer.** - Participants in groups have to transform into an assigned machine or vehicle, of which each member shall comprise different parts, deemed essentials and equally important that usually ends up with interactions and reflections. - **12. Tower Building.** - Groups will be tasked to build a tower using pop sticks and straws. - The goal is to make the tallest and strongest tower of all. - This will end up with interactions, sharing, open forums and patching of emotional barriers. - **13. Build Me a House.** - The participants in groups will be tasked to build a house using any available material around them. - The goal is to make the strongest house. - Then, the facilitator will suddenly destroy the house made by the group and observe the members\' emotions and reactions and let them express their feelings and thoughts. - At the end, each one will draw realizations, lessons and values for reflection. - **14. Internalization Activity.** - This is an activity that helps participants to reflect on the narrations of the facilitator with a background music in a dim and candle lighted room. - Everyone can express his/her emotions and feelings of resentment, remorse, agony, disappointment, and sadness. - **15. Mirroring and Unmasking Activity.** - Each participant shall prepare a piece of paper and put it at his/her back. - In a circular formation, everyone has to write that person\'s negative attitude on that paper. Everyone will be given time to see those feedbacks and reflect on them while they are also given a chance to express themselves. - These negative feedbacks will be called masks to be torn-off and burned at the end of the activity and they will be led to a prayer for self-renewal and rejuvenation. **Ten Characteristics of an Emotionally Intelligent Person** - *The following are indicators and manifestations of an emotionally intelligent person that have to be considered and demonstrated in schools:* - **1. Empathy.** - It is the capacity to understand or feel what another person is experiencing from within their frame of reference. - *Greater Good Science Center in UC Berkeley laid down two different types of empathy, namely:* - **(a) Affective empathy** - refers to the sensations and feelings that one gets in response to other's emotions including mirroring what that person is feeling, or just feeling stressed when he/she detects another's fear or anxiety; - **(b) Cognitive empathy** - (sometimes called "**perspective-taking**") - refers to one's ability to identify and understand other people's emotions. - **2. Self-awareness.** - It is the art of understanding one's self, recognizing the stimuli that he/she faces and preparing how to manage him/herself, both in a proactive and reactive manner. - **3. Curiosity.** - It is one's willingness to learn and improve. When one is curious, he/she is passionate and therefore, he/she is driven to desire to be at his/her best. - **4. Analytical mind.** - It pertains to being critical thinker that analyzes and processes all new information that comes his/her way and see if they can extract ways to improve. - **5. Belief.** - It is the power of believing in one's self, both at present and the future. It is a matter of affirming that people and things in one's life happen for a reason and that everything will ultimately turn out to be good. - **6. Needs and wants.** - It is something to discern between things that one need versus things that he/she just wants and establishing needs prior to fulfilling wants. - **7. Passion.** - It is the natural desire, instinct, drive, ambition and motivated love for a someone. More so, it brings positive energy that helps sustain and inspire one to keep going. - **8. Optimism.** - It is about maintaining a positive attitude that may increase one's opportunities, improve relationships and think clearly and constructively. - **9. Adaptability.** - It is an important recognition and the ability to make or remake decisions in one's best interest. It is also determining when to continue his/her course, or when is the time for a change. - **10. Desire to help others succeed.** - It is becoming interested and appreciative of the success and achievement of others. **People Skills** - Like emotional intelligence and social skills, people skills have been widely used in demonstrating social literacy at home, in school or anywhere that a person may be. - are patterns of behavior and behavioral interactions. - **For Thompson (2009)**, this is an area of exploration about how a person behaves and how he/she is perceived irrespective of his/her thinking and feeling. - **Honey (2001)** defines it as the dynamics between personal ecology (cognitive, affective, physical and spiritual dimensions) and its function with other people's personality styles in numerous environments (life events, institutions, challenges, etc.). - are tools used to communicate and interact effectively with others. Therefore, individuals with strong people skills are able to predict behavior, relate to others and socialize easily. - *can also be defined in three sets of abilities:* - **(1) personal effectiveness or about how one comes across with others;** - **(2) interaction ability or how well one predicts and decodes behavior; and** - **(3) intercede easily or ability to lead, influence and build bridges between people.** - are the ability to accept, appreciate and admire others on a personal or professional level. Good people skills extend to the ability to listen and empathize with others, as well as work toward common goals with them. - Therefore, these are sets of skills that enable a person to get along with others, communicate ideas effectively, resolve conflicts and achieve personal or professional goals. - *In general, **Portland Business Journal** describes people skills as (Rifkin, 2009):* - **1. Ability to effectively communicate, understand and empathize** - **2. Ability to interact with others respectfully and develop productive working relationship to minimize conflict and maximize rapport.** - **3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and enhance agreeableness.** - In general, people skills are an essential part of work, life and social success. - *When one has strong people skills, he/she is able to:* - **(1) pitch him/herself;** - **(2) overcome social anxiety;** - **(3) communicate ideas,** - **(4) influence others positively.** - **1. Good communication skills.** - Strong people skills in the communication area include the ability to take in information, clarify comments and participate in effective verbal and written exchanges. - **2. Conflict resolution skills.** - Having the ability to mediate disputes and resolve conflict among others is an important personal and professional skill. Hence, conflict resolution involves the ability to clarify a specific dispute, listen to perspectives in a non-judgmental manner and offer suggestions for action. - **3. The value of patience.** - Patience is an exceptional people skill that is valuable in every profession. It involves being able to maintain an even temper, repeat and explain information as necessary and control anger in even the most trying situations. - **4. Tolerance and understanding.** - Having tolerance and understanding for the differences of others leads to success. Tolerant people have the ability to accept differences, even when they don't personally agree with them. **Ten Essential People Skills to Succeed** - **1. Being socially assertive.** - Social assertiveness is essential for conserving social energy in the right ways. People with high social assertiveness have more focused social energy and more clarity in their interactions. - **2. Crafting a memorable presence.** - People with great presence take it easy in making connections and are extremely good at rapport building. Those with a strong presence can attract others, are well-remembered and are likable. - **3. Mastering communication.** - This is knowing how to present one's self and, in turn, gets one's message across. - **4. Sustaining lasting confidence.** - People, who can sustain lasting confidence are able to conquer their shyness, avoid awkwardness and get through their anxiety or overcome any nervous tendencies. - **5. Being an excellent conversationalist.** - This is essential in communicating and interacting with others. - Excellent conversationalists are people whom others may be fond of listening to and discussing with. - *Most interactions happen in three levels:* - **(1) The First Five Minutes** - This is the first impression and the time to decide if someone is worth getting to know; - **(2) The First Five Hours** - This is moving past first impressions into rapport building; and - **(3) The First Five Days** - This is the final and ultimate level of trust and connection. Thus, a conversation is the key to moving up these three levels. - **6. Being highly likable.** - Likability is an important facet of trust by through being authentic or genuine with their true selves. - **7. Being exceptional at decoding emotions.** - People, who are good at reading people, are exceptionally strong at knowing how others think and feel. - **8. Pitching ideas.** - Pitching is a very important people skill because it happens all the time when one is asked for his/her opinion and in introducing himself/herself. - **9. Being charismatic.** - Charisma is the perfect blend of two essential people skills traits such as warmth and competence. - **10. Being and influential leader.** - Leaders in both personal, social and professional life are able to gain camaraderie