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Amit Mehrotra - Central Board Office (0001)

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Research a relevant topic for your role as a Paraprofessional. Add your research to this column.  Please title your post with your first name & topic.

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Let's have some fun! Draw a picture of something that represents you. Please title your post with your first name & picture title.

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Share a professional passion that you have. Please title your post with your first name & topic.

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Record a wish you have for the students you work with at your school. Be sure to introduce yourself and share where you work. Please title your post with your first name and title your video with the wish you mention in your video.

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Contributed by Steve Buckmann, Indiana Resource Center for Autism

Given the increasing interest in early behavioral interventions for children with autism spectrum disorders, it is not surprising that the Indiana Resource Center for Autism receives almost daily requests for information about such interventions. Two frequent questions asked by individuals requesting information are, "What is discrete trial training?" and "What is the difference between discrete trial training and the Lovaas Method?" The following is a brief explanation of discrete trial training and a basic contrast of the two.

Discrete trial training (DTT) is a method of providing intervention. According to Anderson et al. (1996), the discrete trial method has four distinct parts: (1) the trainer's presentation, (2) the child's response, (3) the consequence, and (4) a short pause between the consequence and the next instruction (between interval trials). For some readers, these four parts are perhaps more familiar when presented in the following model:

This model is the basic framework used fairly consistently across DTT programs. The primary difference among discrete trial training programs is found in what they teach, rather than how they teach. For example, the UCLA Young Autism Project (aka Lovaas Method) is one treatment program directed mainly at pre-school aged children with autism. It uses discrete trials as its main instructional method and follows a fairly set progression of instructional programs beginning with early receptive language and "terminating" with programs focused on achieving skills in self help, community and school situations. Not all programs using DTT follow the same program sequences or curriculum as the UCLA project.

Many readers may also be asking the question, "Don't ALL educational programs involve some use of the discrete trial method?" The answer is yes-at least to a limited degree. Instructional situations and interactions can generally be described in terms of this basic teaching model. However, there is often confusion between an informal or periodic use of this teaching model and "doing discrete trial training." What distinguishes DTT programs is the intensity and duration of the training and the primary role of the discrete trial method for instruction. DTT programs generally involve several hours of direct 1:1 instruction per day (including high rates of discrete trials) over many months or years.

Though the basic model for DTT appears relatively straightforward, applying the model effectively is not. A casual understanding of applied behavior analysis is insufficient for applying DTT programs. Given the high stakes of early intervention, the controversy surrounding discrete trial training programs, and the effort and knowledge required to effectively deliver DTT, parents, administrators and teachers must invest the time and energy to understand all aspects of discrete trial training programs. This includes not only understanding how to implement such a program, but having the ability to evaluate the effectiveness and appropriateness for each child. The following resources can assist this effort.

Reference

Anderson, S. R., Taras, M., & Cannon, B. O. (1996).Teaching new skills to young children with autism. In C. Maurice (Ed.), Behavioral intervention for young children with autism. Austin, TX: Pro-Ed.

Resources

Guralnick, M. J. (Ed.). (1996). The effectiveness of early intervention. Baltimore, MD: Paul H. Brookes Publishing Co.

Harris, S., & Handleman, J. (1994). Pre-school programs for children with autism. Austin, TX: Pro-Ed.

Maurice, C. (Ed.). (1996). Behavioral intervention for young children with autism. Austin, TX: Pro-Ed.

Siegel, B. (1996). The world of the autistic child: Understanding and treating autistic spectrum disorders. New York, NY: Oxford University Press.

Buckmann, S. (1997). A brief explanation of discrete trial training. The Reporter, 3(1), 4, 6.

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A Brief Explanation of Discrete Trial Training

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Contributed by Steve Buckmann, Indiana Resource Center for Autism Given the increasing interest in early behavioral interventions for children with autism spectrum disorders, it is not surprising that the Indiana Resource Center for Autism receives almost daily requests for information about such interventions. Two frequent questions asked by individuals requesting information are, "What is discrete trial training?"

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Selective mutism ( SM) is an anxiety disorder in which a person who is normally capable of speech cannot speak in specific situations or to specific people. Selective mutism usually co-exists with shyness or social anxiety. People with selective mutism stay silent even when the consequences of their silence include shame, social ostracism, or punishment.

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i love to read!

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soccer

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this was fun to learn

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my flower

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planets

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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ISABEL
I love dogs!!!!

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Cognitive behavioral therapy - Wikipedia

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The CBT model is based on the combination of the basic principles from behavioral and cognitive psychology. This wave of therapy has been termed the second wave. Behavioral therapy is thus now referred to as the first wave. The most recent wave is the third wave, containing the mindfulness-based therapies.

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work avoidance

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Avoidant personality disorder - Wikipedia

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Avoidant personality disorder ( AvPD) is a Cluster C personality disorder. Those affected display a pattern of severe social anxiety, social inhibition, feelings of inadequacy and inferiority, extreme sensitivity to negative evaluation and rejection, and avoidance of social interaction despite a strong desire for intimacy.

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OBSESSED WITH CATS!

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vacations

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Vacation Packages: Best Deals on Cheap Vacations & Travel | Travelocity

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Travelocity has some of the best deals on vacation packages. Bundle your flight and hotel together to save on your next vacation!

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Lisa/Michelle

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kelly people

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vOTE

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dino stomp

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Dinosaur Stomp /// Dance-A-Long /// Koo Koo

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Happy Birthday Dana

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I was born on November 6
I will be 30 yrs.old
lol
I am one who loves to have fun

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Training at Liberty

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nice work Eddie :-)

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Need a vacation :)

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Im with Mini

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Hello everyone!!

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I am a woman who loves all
I am a woman who tries not to worry
I am a christian
I am the youngest of four children

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every day is a wonder.

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Lily at the beach!

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Lol

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When Marley Dias was 11 years old, she was a voracious reader. But she was sick of the books she was being given in school because, as she'll tell you, they were all about white boys and their dogs. And so, she set about changing that.

In November 2015, Dias launched a campaign called #1000BlackGirlBooks. Her goal was simple: collect and donate 1,000 books that feature black girls as the main character. Today, Dias has accumulated more than 9,000 books and has landed a book deal of her own.

At the annual Forbes' Women Summit in New York City Tuesday, Dias reflected on how she was able to turn her frustration by the books she was seeing in school -- stuff more along the lines of Shiloh than I Love My Hair -- into a genuine movement.

"Frustration is fuel that can lead to the development of an innovative and useful idea," she said, noting that only after she conducted some research did she realize just how few books had black girls or girls of color as their lead character, and how she might not be the only person frustrated by the lack of representation in children's books.

"I had a lot of choices about how I was going to address this problem. Option 1: focus on me, get myself more books; have my dad take me to Barnes and Noble and just be done, live my perfect life in suburban New Jersey. Option 2: find some authors, beg them to write more black girl books so I'd have some of my own, special editions, treat myself a bit," she said. "Or, option 3: start a campaign that collect books with black girls as the main characters, donate them to communities, develop a resource guide to find those books, talk to educators and legislators about how to increase the pipeline of diverse books, and lastly, write my own book, so that I can see black girl books collected and I can see my story reflected in the books I have to read."

Dias, of course, went with option 3, and her effort is much needed in the world of children's literature. According to an analysis from the Cooperative Children's Book Center at the University of Wisconsin-Madison, just 8.4% of 3,400 trade books published in the U.S. in 2016 had an African American main character. The numbers got even smaller when they looked for protagonists of Latino, American Indian or Asian/Pacific descent: just 55 books, or 1.6%, featured a Native American character in a starring role; 169, or roughly 5%, had a Latino protagonist; and 239, or 7%, were about a character of Asian/Pacific descent.

"This gaps hurts all of us," Dias said Tuesday. "I'm working to create a space where it feels easy to include and imagine black girls and make black girls like me the main characters of our lives."

Educators, advocates, and even Hollywood auteurs agree with Dias' assessment.

"In the history of storytelling, you always want that main character to be you," Wonder Woman director Patty Jenkins said in a conversation earlier in the day on Tuesday.

Or, as the CCBC put it in its analysis: "The more books there are, especially books created by authors and illustrators of color, the more opportunities librarians, teachers, and parents and other adults have of finding outstanding books for young readers and listeners that reflect dimensions of their lives, and give a broader understanding of who we are as a nation."

Dias' book, "Marley Dias Gets It Done -- And So Can You," will come out in January 2018. In the meantime, Dias will keep working to fill the gaps in children's books and taking inspiration from the stories she loves. Though, if the audience's enthusiastic response to her remarks Tuesday morning were any indication, the best inspiration comes from Dias herself.

"Innovation comes from, one, acknowledging yourself; two, studying and understanding the problem and three, finding a solution," she said. "It's a typical adventure in a hero story, which I now live today."

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From Activist To Author: How 12-Year-Old Marley Dias Is Changing The Face Of Children's Literature

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At the annual Forbes' Women Summit in New York City Tuesday, 12-year-old founder of #1000BlackGirlBooks Marley Dias reflected on how she was able to turn her frustration by the books she was seeing in school -- stuff more along the lines of Shiloh than I Love My Hair -- into a genuine movement.

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Helping People Find Careers/ Soup Shop

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Helping Children

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When it comes to learning disabilities, look at the big picture

All children need love, encouragement, and support, and for kids with learning disabilities, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.

In searching for ways to help children with learning disabilities, remember that you are looking for ways to help them help themselves. Your job as a parent is not to "cure" the learning disability, but to give your child the social and emotional tools they need to work through challenges. In the long run, facing and overcoming a challenge such as a learning disability can help your child grow stronger and more resilient.

Always remember that the way you behave and respond to challenges has a big impact on your child. A good attitude won't solve the problems associated with a learning disability, but it can give your child hope and confidence that things can improve and that they will eventually succeed.

Tips for dealing with your child's learning disability

Keep things in perspective. A learning disability isn't insurmountable. Remind yourself that everyone faces obstacles. It's up to you as a parent to teach your child how to deal with those obstacles without becoming discouraged or overwhelmed. Don't let the tests, school bureaucracy, and endless paperwork distract you from what's really important-giving your child plenty of emotional and moral support.

Become your own expert. Do your own research and keep abreast of new developments in learning disability programs, therapies, and educational techniques. You may be tempted to look to others-teachers, therapists, doctors-for solutions, especially at first. But you're the foremost expert on your child, so take charge when it comes to finding the tools they need in order to learn.

Be an advocate for your child. You may have to speak up time and time again to get special help for your child. Embrace your role as a proactive parent and work on your communication skills. It may be frustrating at times, but by remaining calm and reasonable, yet firm, you can make a huge difference for your child.

Remember that your influence outweighs all others. Your child will follow your lead. If you approach learning challenges with optimism, hard work, and a sense of humor, your child is likely to embrace your perspective-or at least see the challenges as a speed bump, rather than a roadblock. Focus your energy on learning what works for your child and implementing it the best you can.

Focus on strengths, not just weaknesses

Your child is not defined by their learning disability. A learning disability represents one area of weakness, but there are many more areas of strengths. Focus on your child's gifts and talents. Your child's life-and schedule-shouldn't revolve around the learning disability. Nurture the activities where they excel, and make plenty of time for them.

Recognizing a learning disorder

By understanding the different types of learning disorders and their signs, you can pinpoint the specific challenges your child faces and find a treatment program that works.
[Read: Learning Disabilities and Disorders]

Helping children with learning disabilities tip 1: Take charge of your child's education

In this age of endless budget cuts and inadequately funded schools, your role in your child's education is more important than ever. Don't sit back and let someone else be responsible for providing your child with the tools they need to learn. You can and should take an active role in your child's education.

If there is demonstrated educational need, the school is required by law to develop an Individualized Education Plan (IEP) that delivers some educational benefit, but not necessarily one that maximizes student achievement. Parents who want the best for their kids may find this standard frustrating. Understanding special education laws and your school's guidelines for services will help you get the best support for your child at school. Your child may be eligible for many kinds of accommodations and support services, but the school might not provide services unless you ask for them.

Tips for communicating with your child's school

Being a vocal advocate for your child can be challenging. You'll need superior communication and negotiation skills, and the confidence to defend your child's right to a proper education.

Clarify your goals. Before meetings, write down what you want to accomplish. Decide what is most important, and what you are willing to negotiate.

Be a good listener. Allow school officials to explain their opinions. If you don't understand what someone is saying, ask for clarification. "What I hear you saying is..." can help ensure that both parties understand.
[Read: Effective Communication]
Offer new solutions. You have the advantage of not being a "part of the system," and may have new ideas. Do your research and find examples of what other schools have done.

Keep the focus. The school system is dealing with a large number of children; you are only concerned with your child. Help the meeting stay focused on your child. Mention your child's name frequently, don't drift into generalizations, and resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting assuming that everyone wants to help. If you say something you regret, simply apologize and try to get back on track.

Don't give up easily. If you're not satisfied with the school's response, try again.

Recognize the limitations of the school system

Parents sometimes make the mistake of investing all of their time and energy into the school as the primary solution for their child's learning disability. It is better to recognize that the school situation for your child will probably never be perfect. Too many regulations and limited funding mean that the services and accommodations your child receives may not be exactly what you envision for them, and this will probably cause you frustration, anger and stress.

Try to recognize that the school will be only one part of the solution for your child and leave some of the stress behind. Your attitude (of support, encouragement and optimism) will have the most lasting impact on your child.

Tip 2: Identify how your child learns best

Everyone-learning disability or not-has their own unique learning style. Some people learn best by seeing or reading, others by listening, and still others by doing. You can help a child with a learning disability by identifying their primary learning style.

Is your child a visual learner, an auditory learner, or a kinesthetic learner? Once you've figured out how they learn best, you can take steps to make sure that type of learning is reinforced in the classroom and during home study. The following lists will help you determine what type of learner your child is:

Is your child a visual learner?

Visual learners:

Is your child an auditory learner?

Auditory learners:

Is your child a kinesthetic learner?

Kinesthetic learners:

Studying Tips for Different Types of Learners

For visual learners:

Use books, videos, computers, visual aids, and flashcards.

Make detailed, color-coded or high-lighted notes.

Make outlines, diagrams, and lists.

Use drawings and illustrations (preferably in color).

Take detailed notes in class.

For auditory learners:

Read notes or study materials out loud.

Use word associations and verbal repetition to memorize.

Study with other students. Talk things through.

Listen to books on tape or other audio recordings.

Use a tape recorder to listen to lectures again later.

For kinesthetic learners:

Get hands on. Do experiments and take field trips.

Use activity-based study tools, like role-playing or model building.

Study in small groups and take frequent breaks.

Use memory games and flash cards.

Study with music playing in the background.

Tip 3: Think life success, rather than school success

Success means different things to different people, but your hopes and dreams for your child probably extend beyond good report cards. Maybe you hope that your child's future includes a fulfilling job and satisfying relationships, for example, or a happy family and a sense of contentment. The point is that success in life -rather than just school success-depends, not on academics, but on things like a healthy sense of self, the willingness to ask for and accept help, the determination to keep trying in spite of challenges, the ability to form healthy relationships with others, and other qualities that aren't as easy to quantify as grades and exam scores.

Six skills for success in life with a learning disability

A 20-year study that followed children with learning disabilities into adulthood identified the following six "life success" attributes. By focusing on these broad skills, you can help give your child a huge leg up in life.

1: Self-awareness and self-confidence

For children with learning disabilities, self-awareness (knowledge about strengths, weaknesses, and special talents) and self-confidence are very important. Struggles in the classroom can cause children to doubt their abilities and question their strengths.

2: Being proactive

A proactive person is able to make decisions and take action to resolve problems or achieve goals. For people with learning disabilities, being proactive also involves self-advocacy (for example, asking for a seat at the front of the classroom) and the willingness to take responsibility for choices.

3: Perseverance

Perseverance is the drive to keep going despite challenges and failures, and the flexibility to change plans if things aren't working. Children (or adults) with learning disabilities may need to work harder and longer because of their disability.

Talk with your child about times when they persevered-why did they keep going? Share stories about when you have faced challenges and not given up.

Discuss what it means to keep going even when things aren't easy. Talk about the rewards of hard work, as well as the opportunities missed by giving up.

When your child has worked hard, but failed to achieve their goal, discuss different possibilities for moving forward.

4: The ability to set goals

The ability to set realistic and attainable goals is a vital skill for life success. It also involves the flexibility to adapt and adjust goals according to changing circumstances, limitations, or challenges.

Help your child identify a few short- or long-term goals and write down steps and a timeline to achieve the goals. Check in periodically to talk about progress and make adjustments as needed.

Talk about your own short- and long-term goals with your child, as well as what you do when you encounter obstacles.

Celebrate with your child when they achieve a goal. If certain goals are proving too hard to achieve, talk about why and how plans or goals might be adjusted to make them possible.

5: Knowing how to ask for help

Strong support systems are key for people with learning disabilities. Successful people are able to ask for help when they need it and reach out to others for support.

Help your child nurture and develop good relationships. Model what it means to be a good friend and relative so your child knows what it means to help and support others.

Demonstrate to your child how to ask for help in family situations.

Share examples of people needing help, how they got it, and why it was good to ask for help. Present your child with role-play scenarios that might require help.

6: The ability to handle stress

If children with learning disabilities learn how to regulate stress and calm themselves, they will be much better equipped to overcome challenges.

Recognizing stress in your child

It's important to be aware of the different ways in which stress can manifest. Your child may behave very differently than you do when they are under stress. Some signs of stress are more obvious: agitation, trouble sleeping, and worries that won't shut off. But some people-children included-shut down, space out, and withdraw when stressed. It's easy to overlook these signs, so be on the lookout for any behavior that's out of the ordinary.

Tip 4: Emphasize healthy lifestyle habits

It may seem like common sense that learning involves the body as well as the brain, but your child's eating, sleep, and exercise habits may be even more important than you think. If children with learning disabilities are eating right and getting enough sleep and exercise, they will be better able to focus, concentrate, and work hard.

Exercise - Exercise isn't just good for the body, it's good for the mind. Regular physical activity makes a huge difference in mood, energy, and mental clarity. Encourage your child to get outside, move, and play. Rather than tiring out your child and taking away from schoolwork, regular exercise will actually help them stay alert and attentive throughout the day. Exercise is also a great antidote to stress and frustration.

Sleep - Learning disability or not, your child is going to have trouble learning if they are not well rested. Kids need more sleep than adults do. On average, preschoolers need from 11-13 hours per night, middle school children need about 10-11 hours, and teens and preteens need from 8½-10 hours. You can help make sure your child is getting the sleep they need by enforcing a set bedtime. The type of light emitted by electronic screens (computers, televisions, phone, and tablets) is activating to the brain. So you can also help by powering off all electronics at least an hour or two before lights out.
[Read: Childhood Insomnia and Sleep Problems]
Diet - A healthy, nutrient rich diet will aid your child's growth and development. A diet full of whole grains, fruits, vegetables, and lean protein will help boost mental focus. Be sure your child starts the day with a good breakfast and doesn't go more than four hours between meals or snacks. This will help keep their energy levels stable.

Encouraging healthy emotional habits

In addition to healthy physical habits, you can also encourage children to have healthy emotional habits. Like you, they may be frustrated by the challenges presented by their learning disability. Try to give them outlets for expressing their anger, frustration, or feelings of discouragement. Listen when they want to talk and create an environment open to expression. Doing so will help them connect with their feelings and, eventually, learn how to calm themselves and regulate their emotions.

Tip 5: Take care of yourself, too

Sometimes the hardest part of parenting is remembering to take care of you. It's easy to get caught up in what your child needs, while forgetting your own needs. But if you don't look after yourself, you run the risk of burning out. It's important to tend to your physical and emotional needs so that you're in a healthy space for your child. You won't be able to help your child if you're stressed out, exhausted, and emotionally depleted. When you're calm and focused, on the other hand, you're better able to connect with your child and help them be calm and focused too.

Your spouse, friends, and family members can be helpful teammates if you can find a way to include them and learn to ask for help when you need it.

Tips for taking care of yourself

Keep the lines of communication open with your spouse, family, and friends. Ask for help when you need it.

Take care of yourself by eating well, exercising, and getting enough rest.

Join a learning disorder support group. The encouragement and advice you'll get from other parents can be invaluable.

Enlist teachers, therapists, and tutors whenever possible to share some responsibility for day-to-day academic responsibilities.

Learn how to manage stress in your own life. Make daily time for yourself to relax and decompress.

Communicate with family and friends about your child's learning disability

Some parents keep their child's learning disability a secret, which can, even with the best intentions, look like shame or guilt. Without knowing, extended family and friends may not understand the disability or think that your child's behavior is stemming from laziness or hyperactivity. Once they are aware of what's going on, they can support your child's progress.

Within the family, siblings may feel that their brother or sister with a learning disability is getting more attention, less discipline and preferential treatment. Even if your other children understand that the learning disability creates special challenges, they can easily feel jealous or neglected. Parents can help curb these feelings by reassuring all of their children that they are loved, providing homework help, and by including family members in any special routines for the child with a learning disability.

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Helping Children with Learning Disabilities - HelpGuide.org

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Practical tips for making things easier both at home and school for a child with a learning disorder.

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Being a great coworker

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We all spend a good number of our waking hours at work. And many of those hours are spent interacting with coworkers. So how do you make the most of those interactions? Here are 12 keys to being a great coworker:

1. Always converse with honesty and integrity
It can be tempting to join the gossip or rumor mill around the office. But nothing can be more detrimental to one's career then building a reputation that you are a gossip. Coworkers will start to avoid and distrust you. The safest approach is to simply not participate in spreading rumors. ()

2. Talk about solutions, not just problems
It's easy to complain about problems. In fact, it's almost human nature. It's much more difficult to come up with solutions to problems. But solutions are what drives innovation and progress within any business. Come up with a few good ones and you will quickly get a reputation as a problem solver and a go-to coworker. ()
4. Be the first to say "good morning"
It sounds like such a simple thing, but good coworkers help set the tone in the office. Be the first to say "good morning" and you will find that such a simple expression will draw people to you over time and open up conversations. ()The number one motivator at the workplace is when people feel they are important and contributing to the greater good of the company. And nothing makes employees feel this way like a coworker taking a genuine interest in how they are doing and what they are doing. It doesn't matter if you are their manager or not, making coworkers feel valued is an important part of being a good coworker. ()

3. Limit conversations about personal life
Conversations about one's personal life are bound to come up in the work place. But its best to keep them to a minimum and within the realm of what's appropriate at work. Nobody wants to hear all the details of your weekend every Monday morning.

Click here to send us your resume. Our recruiting service is always free for job seekers.

6. Ask others opinions
People love to give their opinions. It makes them feel valued. Never hesitate to ask what someone else thinks of your idea or a project you are working on. It doesn't mean you always have to take their advice, but it opens up a window for conversation and often enables you to see something that you didn't see before. It also makes you a coworker that others will respect.Your opinions and decisions should always be about what's best for the company. Sometimes it's easy to be influenced by personal bias, but ultimately, your job is to make decisions that will benefit your company, even if that aren't popular. Company focused decisions are not always easy in the short term but will earn the respect of your coworkers in the long run.Everyone loves to receive compliments. Just make sure they are honest and work-appropriate. Too many compliments seem fake and compliments about personal matters such as appearance are risky. Honest, work related compliments are the safest bet and something that coworkers will appreciate.There is nothing more frustrating than sending an email to a coworker asking for some information only to have your request ignored. Don't be that coworker. Return emails and phone calls within a reasonable amount of time and earn the undying appreciation of your colleagues. ()Consistently showing up late to meetings is disrespectful of others time and will quickly gain you an unfavorable reputation. Show respect for your coworkers and be on time. And if for some reason you are unable to make a scheduled meeting let the other attendee(s) know as soon as possible. ()

11. Never assume, get information straight from the source
Getting caught up in rumors and gossip is easy. But it can be damaging to individuals and companies. If you hear something negative or unfavorable about a coworker, go to the source. Often the story is much different or facts have been left out unless you hear it from the original source. Always listen to other coworkers but only act on information that comes directly from the affected individual.Foul smelling cubes or offices are one of the major workplace complaints. Be sensitive to your colleagues when eating lunch at your desk. Leave the fish leftovers at home. Remember that an office is a closed in area and smells, good and bad, will circulate through the ventilation system. Also, keep perfumes and colognes to a minimum. Nobody likes to be overwhelmed by a scent no matter how good it is.

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We all spend a good number of our waking hours at work. And many of those hours are spent interacting with coworkers. So how do you make the most of those interactions? Here are 12 keys to being a great coworker: 1.

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I am a woman with a big