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From: Tatyana Exum
Date: 21 Apr 2010
Time: 20:36:12 -0500
Remote Name: 76.106.165.197
Thank you LM for reading our emotional messages. There are several cover-up plans I used to have :-) I would divide them into effective: I. Humor. I would normally be the first one to address my cluttering in an informal manner (for example "I am a fast-speaking foreigner,so, you would have to really listen to hear what I just said"). II. Self-Monitoring. III. Delegating/Facilitating. 1. More group work, minimal lecturing, open book tests (in an academic setting). 2. Teach customers how to monitor/correct mistakes in their own documentary operations in depth one time instead of me continiously talking to them about the corrections (in the capacity of their agent in the bank).IY. Pauses. Turn an irregular pause into the intentional and find an activity to feel it up. Y. Delegating controls. 1. The speech partner is informally informed that my "natural" rate/pitch may be difficult, so there may be an indicator of the issue developed (it was one of my students who got tired of trying to catch up with my Math review and pronounced a phrase which became a tool "Hit a space bar, please". Y. Name-avoidance. I have the tendency to talk, avoiding calling the person by the name (which I may not recollect/pronounce correctly at the right moment). When it was time to introduce members of the IEP team, I would ask them to introduce themselves instead. YI. Notes. Having notes with the "personally stubborn words" YII. Story-acting vs story-telling. VIII. Peer reviewing of my self-edited written pieces. and ineffective: I. Silence. II. Speeding up and trying to make it look that you never said this or that garbled or out of place word. III. Reacting to the comments. I hope I answered your question. Thank you again.