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WHY RM.QUEST Institute of English is successful in IELTS AND OET training since its inception..??

WHY RM.QUEST Institute of English is successful in IELTS AND OET training since its inception..??

SUCCESS STORY BEHIND RM.QUEST; WHY RM.QUEST STAND OUT FROM OTHER
IELTS AND OET COACHING IN TRIVANDRUM AND KERALA ASWELL..!!

R.M. Quest Institute of English, established in 2008, is one of the most renowned
education brands in Trivandrum. The reason being that, a majority of the trainees, have
felt a sense of accomplishment, for a little more than a decade, after their association with
R.M. Quest Institute of English since its inception till date. The success is the result of
exemplary instruction, practice and constructive feedback at R.M. Quest Institute of
English. The transitional English training courses such as IELTS and OET have really
had an innumerable number of successful candidates at R.M. Quest Institute of English,
thanks to the dedicated trainers who have really given it their best shot for both IELTS
and OET Coaching. The band score for IELTS and grade for OET has really been
magnificent at R.M. Quest Institute of English, who can salvage some prestige in
acquiring a score of 7 plus in IELTS and grade A or B in OET which is 350-440 Grade B,
450-500 Grade A, equivalent to 7 plus band score in IELTS, so the IELTS and OET
Coaching at this hub is by far the best.
Although the overseas aspirants of Kazhakootam wish to enroll for IELTS Coaching in
Kazhakootam, they choose R.M. Quest Institute of English for its meticulous style of
IELTS and OET Coaching which is at par with international standards. Yet another
factor to be noted is that, the IELTS Centres at Kazhakootam do not provide the kind of
nurturing that is common at R.M. Quest Institute of English whose parental approach to
learners enable them to be one of the Best Successful Coaching in IELTS Trivandrum
and Best Successful OET Coaching in Trivandrum and Kerala as well. To explain a bit
more on the parental approach, it is the kind of individual concern for each candidate’s
performance in the class tests, which is what R.M. Quest Institute of English is known
for, so IELTS Coaching in Kazhakootam is not at all equivalent in any way to IELTS

coaching standards at R.M. Quest Institute of English where personal attention on
trainees improvements label it as the Best Successful Coaching in IELTS Trivandrum
and Best Successful OET Coaching in Trivandrum and of course Kerala too. The
future prospects of IELTS and OET and the efforts to be taken for scoring well in both
these exams are explained with a lot of care by the Top Management of R.M. Quest
Institute of English in the presence of the concerned faculty at successive intervals with
an intention to inspire the exam takers, which is also the simple reason of it being the
Best Successful Coaching in IELTS Trivandrum and Best Successful OET Coaching
in Trivandrum as well as Kerala. 92% OF participants reported that a positive
recommendations from a FRIEND,..that’s we believe the best way for any sort of
publicity/marketing in this domain and we have been enjoying with it since 2008!
R.M. Quest Institute of English is the IELTS Coaching Centre in Pat tom which
excels in both quality and commitment when compared to any other IELTS training hubs
at Pattom, Thiruvananthapuram itself. In spite of other IELTS training venues at Pattom
that are a lot more business oriented, R.M. Quest Institute of English never ever has a
commercial attitude to training and development so it is a unique IELTS Coaching
Centre in pat tom.
Thampanoor is the most significant locality for all kinds of educational institutions, so
IELTS Coaching in Thampanoor is no exception. In spite of famous IELTS education
trademarks at Thampanoor, the educated youth of Thampanoor rely on R.M. Quest
Institute of English for its versatility in the field of both IELTS and OET training as
stated by previous trainees at R.M. Quest Institute of English which might not have
been so at any of the institutes that provide IELTS Coaching in Thampanoor.
Localization has no place in a city like Trivandrum where a result oriented institute only
thrives, so any IELTS Coaching Centre in Attingal has fewer candidates for IELTS
training and above all, the residents of Attingal come all the way to R.M. Quest Institute
of English whose history of at least 7500 plus candidates cracking the IELTS exam in the

first shot itself since 2008 has been an all-time record which no other IELTS Coaching
Centre at Attingal can break in the times ahead also.
In order to get trained at one of the premier IELTS training institutes in Trivandrum, the
educated juniors of Neyyatingara do not depend on IELTS Coaching Centre in
Neyyatingara. On the other hand, they do not mind travelling that bit extra to pat tom
for IELTS guidance at R.M. Quest Institute of English because it is one of the most
recognized venues for IELTS training. Moreover, since the students of Neyyatingara as
any other overseas aspirants of Trivandrum aim for the best, naturally, the only solution
for them is to enroll for IELTS at R.M. Quest Institute of English, the authorized
partners of British Council, where there is no substitute for quality education and
commitment. The IELTS Coaching Centre in Neyyatingara too believe in being
focused but the kind of care and dedication with which each of the modules are handled
is so captivating as per the positive word-of-mouth at R.M. Quest Institute of English
that the IELTS test takers finally choose to do IELTS at R.M. Quest Institute of
English itself.
Camford Academy IELTS fees structure as such does not segregate overseas aspirants
who enroll for IELTS on the basis of their language acquisition skills and more over the
strength of each IELTS batch is more than necessary but at R.M. Quest Institute of
English, the total duration of IELTS classes awarded to any participant is clearly based
on the ability to use English. Camford Academy IELTS fees may sound reasonable but
there is no guarantee whatsoever on the quality of training, as many students are
instructed together, but at R.M. Quest Institute of English, fewer trainees form a batch,
so personal attention can be provided to each of them. This can result in more students
acquiring excellent band scores.
Although Cosmo IELTS Trivandrum is well-known for IELTS training as, many
students have secured good band scores, R.M Quest Institute of English is no inferior in
generating excellent results but the only difference is the superior infrastructure and a
fairly big campus. The library for IELTS at R.M. Quest Institute of English is also an

updated one, with the latest resources and it is true that many students of other institutes
such as Camford Academy and Cosmo IELTS Trivandrum are rating the IELTS
resources at R.M. Quest Institute of English as the best in Trivandrum and Kerala as
well.

COMMUNICATION SKILLS DEVELOPMENT: GROWN UP STAGES IN CHILDREN.    A COMPREHENCIVE APPROACH – PART – 2

COMMUNICATION SKILLS DEVELOPMENT: GROWN UP STAGES IN CHILDREN. A COMPREHENCIVE APPROACH – PART – 2

Children must be grouped together as a team so that when each of them do presentation skills, the other participants can understand their mistakes easily and can even suggest measures for improvement. Such an exercise will make toddlers confident to face a crowd without any inhibitions which is really important to speak without nervousness whatsoever.

Toddlers must meet each other regularly and do as many mock presentations as possible which can only bring about a very considerable improvement in terms of audibility and overall non-verbal communication which is undoubtedly a sign of increased confidence level that must have not been so at the initial stages of presentation classes.

The children’s hard work on each and every presentation must be rewarded in the form of prizes for both commendable performance and participation.

Any presentation must fulfill the set objectives. Even before the group is entrusted with presentation, the structure of the same must be clearly outlined followed by the aim of the speech supported well with ample audio and visual materials in order to familiarize with the speaking materials before addressing the same to a target audience.

Constructive criticism on performance of presenters must be administered only after taking the participating kids to confidence on the underlying  purpose of feedback which is only intended to help them become better speakers and not to shatter their confidence levels.

Children need to be tech savvy or atleast seek the help of those technocrats to prepare power point presentations, get authentic case studies online, view genuine videos that support versatile presentations and listen intensely to web casts  also in order to really make any presentation unique and realistic.

The kids must view the presentations of those who are blessed with the gift of the gab which can stimulate their thoughts to present their contents too on similar lines without imitating to preserve the originality as far as possible.

Note taking would enable children to creatively present the topic by just glancing at the salient points of the presentation at times thereby maintaining the eye contact at all times. This natural ability to present happens after rigorous practice only and not necessarily without doing the home-work properly.

School age child communication skill development stages

LANGUAGE DEVELOPMENT IN CHILDREN – YOU NEED TO KNOW

The evolution of language amongst children is a rather unconscious learning process that cannot be refuted at any cost by the onlookers. Children become expressive well beyond the expectations of elders which enables them to both create a great impression of themselves and widen their circle of friends too. They believe learning a language is fun and this itself gradually forms a basis of strengthening both reading and writing skills also.

HOW TO ENCOURAGE YOUR CHILD’S EARLY LANGUAGE DEVELOPMENT?   

Being conversant with any child on subjects that arouse their curiosity levels is one way of supporting them which can actually be a platform to generate ideas effectively. Treat the infant as a talker and communicate which can invite incredible responses also. When babies talk fast and the caregiver repeats the same, talking as such can be absolutely funny but a great experience to harp on.

The new born show gestures positively or negatively and the parents must answer them accurately in order to really help them understand the language very well. The caretakers must become infants themselves while assisting the baby to interact at a very basic level. Repetitions by caregivers are other ways of building the off shoots basic lexical resource. Cooperating with the speech levels of babies inspire them to utter interact a lot even before developing the word power underlying any language.

Updating off springs on day today happenings at their own level of understanding can enable them to grasp as many words as possible. This exercise may not enable off shoots to speak and deliver like grown up children, but as year’s role by, the communication done earlier would enable them to connect with the latest knowledge and speak far better also.

From the time the child narrates incidents, tutoring him or she on the actions before and after something can invite a hard core interaction itself without any mishaps. In this way it is possible to help growing children interact confidently in any given situation.

Reading books and relating the content to the child’s life is an excellent way of eliciting information. Getting the child to read the books would help it grasp the nitty-gritty of any language particularly the sharp distinction between spoken and written language.

LANGUAGE DEVELOPMENT – THE FIRST EIGHT YEARS 

A baby that just expresses the thoughts emotionally and interacts sharply and incomprehensibly for about a year and thereafter the jargon phrase and the fast and foolish style of presentation gets it closer to the interaction of the first lexical resource.

Between 12-18 months, the child learns to recognize the parents and address them orally. In the next few months, the infant grasps more words than usual. Understanding the language more than speaking continuously and following simple instructions forms the base for communication.

At a stage of 18 months to 2 years, the child can utter brief sentences well. Mutual understanding is really a lot more than ever before and at the age of approximately after and say up to three years, the same child begins to use fairly complex sentences and almost all can understand whatever is said.

When the child ages 3-8 years, exposure to the instructions of the human educator and the kind of tutoring from family members academically and informally also helps children speak with more variety and accuracy.

How to communicate with children of different age?

LITTLE KIDS

Questing the kids immediately on picking them up at school is something that they do not crave for after a hard day at school. It is important for parents to express on how much they missed their child and take the school bags also and that is when the child values the concern of the caregivers and begins to talk frankly. Involving the toddlers in s many other events after school hours until dusk or even a little later can actually make it rather difficult for caretakers to connect well with off shoots. On the other hand, being a keen participator of the child’s crossword puzzle or even painting can create a space for the off shoots to talk because they feel the parents are waiting for them to open up at any point of time. Going for a drive with them, a morning or evening stroll and also bedtime stories can increase the chit-chatting greatly which strengthens personal rapport to a great extent. Sharing particulars related to parents’ generations can also invite fair interactions from kids.

BIG KIDS 

The physical presence of parents may be limited but the emotional support is always necessary. The parents must listen to find out the problems and never give importance for results and solutions as well. The parent’s inquisitiveness to play the role of problem solvers can actually be judgmental for grown up kids which may not be relished so it is better to get them overcome issues all by themselves. Communicating with them in a car without maintaining eye contact can help them be a lot more frank because the eye contact can almost always make them uneasy. Likewise, viewing a very captivating TV show with them can also be yet another trend to help both caretakers and teenagers speak their mind. Adolescents communicate non-verbally to a greater extent so it is necessary to psychologically understand their mind set and wait for them to open up on their issues. Moreover, the parents must never exhibit their anxieties and worry the kids to a greater extent in case they maintain secrets. Once they feel that the parents are approachable and patient, they cannot not hide their secrets any longer and will convey the matters clearly.

COMMUNICATION SKILLS DEVELOPMENT:GROWN UP STAGES IN CHILDREN. A COMPREHENCIVE APPROACH – PART- 1

COMMUNICATION SKILLS DEVELOPMENT:GROWN UP STAGES IN CHILDREN. A COMPREHENCIVE APPROACH – PART- 1

Communication skills development amongst children

The evolution of any toddler’s psyche in a pretty short period of time is absolutely incredible. The receptive nature of off springs enable them to gradually develop speech skills pertaining to any linguistic tongue. In order to effectively monitor the language acquisition skills of a child, the eminent linguists must measure the abilities to use a language in varied situations with utmost precision, based on which, steps for improvement must also be administered to ensure their progress in the mastery of a language.

RM.QUEST Institute of English, has been profoundly made its presence in the communicativeEnglish domain since 2008. The trainers prolific experience in this domain pave the way, RM.QUEST instilling a unique name in the Communicative English coaching in Trivandrum. Quality outcome that made sustenance growth of communication skill development among children. RM.QUEST Institute of English has been constantly emphasizing process centric development of Children on distinctive behavior pattern in each kid and demystifying the convention approach of learning in all the walks of life.

There are several stages or events in the expansion of child language. Any infant’s first sign of exhibiting the language skill is by way of emotionally depicting their requirements in the form of cries for food or any other sort of nurturing which has to be understood well by caregivers. Yet another factor is associating the sounds of elders and particularly mothers who spend most of the time with them.

After six months of their birth, they scream to either express their bliss or even sorrow for that matter and a year later, they even start addressing their caretakers whom they recognize a lot more than it had been so immediately after their birth.

Three months after 365 days the same baby repeats words and sounds of other human beings and above all, basic directions namely ‘please give me the toy’, ‘come here’, ‘go there’ etc are familiar to them.

Between a year and two, they acknowledge the names of family members and also common basic products that they see, touch and feel. To name a few, spoon, ball, plate, tumbler etc. At the age of 2, they are interested to know more about the people and things around them in addition to gradually asking ‘what’s that’, ‘why’ to either know something or reason out the actions at a very basic level.

At the age of 3, the kids speak sentences of atleast six words but most of the time the construction of the same need not be perfect either. Apart from what is already stated, the children of that age also answer questions that are really not a hard nut to crack.

By 4, the same child learns to use ‘when’, ‘but’, ‘so’ to link ideas while interacting and also rely on ‘before’, ‘after’, ‘above’, ‘below’ and ‘top’ to elucidate ‘when’ and ‘where’ as well.

At the age of 5, the children gain exposure at school which enables them to restate the occurrences at school clearly and explicitly. In addition to this progress, they can also respond with precision to the happenings at a pre-school or even a school.

Once any child is 6 years old, they learn and reflect colloquial expressions of a language fairly well to unknown people too. A few such utterances such as “make up your mind”, “follow the instructions”, “do as you are told” and many more will not be a Greek and Latin to them at all.  The child’s willingness to accept new suggestions and ideas are really far greater and this is the right time for parents to strictly monitor their adaption minutely to ensure that the transformation is for the better than the worse. At this age, the Docosahexaenoic acid (DHA), an omega 3 fatty acid builds the brain well which can really add on to children’s intelligence quotient (IQ).

How to improve communication skills in child development?

PART 1 – LISTEN TO CHILDREN

The families must devote ample time to interact with their off shoots. Lighter moments in the form of outings or trips are essential to help growing children come out of their shell as a consequence of providing a platform to interact freely. This is one way of allowing off springs to speak their mind which as such is very important for their personality development.

The potential distractors that never allow children to interact are television, mobile phones and computers which must never be operated while communicating at length to children on various subjects. In fact, watching television, operating mobile phones and computers are a sort of escapism from hard core communication and that is why the children must not be allowed to use them at the cost of avoiding face-to-face communication with family members.

Eye contact is an essential factor when parents and teachers talk to children. The children who respond to questions must also look into the eyes of elders and communicate. The reason being that, the listener’s concentration is not at all lessened when the communicator maintains eye contact at all times rather than looking elsewhere and talking, which could also be the result of poor confidence levels or even fabricating the facts. This is applicable for pre-adolescents and seniors also while trying to build a strong personal rapport.

Children must be allowed to speak at length, no matter what, rather than curbing their communication on the grounds of it being unsuitable for any society. At times it may be so that, the tone of off springs on whatever they convey may be pretty intimidating and mocking, yet, elders must listen patiently and discuss the pitfalls in a very appealing manner which can bring about the necessary transition for their betterment.

Communicators and particularly parents must focus greatly on the task while interacting to toddlers and at the same time observe keenly the non-verbal communication of children also. Once the body language of children are absolutely uninteresting while parents speak keenly, every effort must be taken to draw the curiosity levels of off shoots which as such is a kind of art that must be incorporated at almost all times to help toddlers focus intensely on a monologue or even a dialogue.

PART 2 – SHOWING INTEREST

Children may not be able to give profound answers when elders ask about their day, yet, considering their limitations and questioning them on their day today activities tempts them to shed their inhibitions and share the experiences. The child’s response must be listened gravely by elders and in case they are not able to devote enough time for concentrating on the answers given, it is better for them to do the questioning some other time as otherwise the purpose of asking questions to elicit particulars is defeated once for all.

Children have unique hobbies so the elderly must be volunteer themselves to support their passions, whatever it be. To give an illustration, say a child is interested in politics, the parents organize debates at home which would enable them develop the gift of the gab in the long run. Similarly, the other interests of adolescents could be also backed strongly by elders. At the same time, it is not advisable for elders to thrust any of their own interests on their wards.

The children may not respond to questions with precision so it is the duty of elders to indirectly correct the answers of teenagers and even insist on them repeating the correct usages so that it is ingrained instantly which is one of the ways to improve communication in leaps and bounds. In case a child’s response is not intelligible, the seniors must patiently ask them to repeat the stated idea a subsequent number of times also in order to have a clear idea of what is said. Unless and until the doubts with regard to the answers of children is clarified, it might be a bit difficult to even guide the children through the language learning process.

Communication is a two way process where both the seniors and juniors are expected to be open-minded in expressing their thoughts freely on matters that may be even controversial. On the other hand, no elderly person can expect any youngster to be unprejudiced, they as such can set an example of themselves by being unbiased to the ideas of the young blood. Any budding generation is an individual and henceforth, the individuality must be respected by the grey haired ones who run a conversation with them and even if it is so that their views are absolutely conflicting the very ideology of the elderly, yet a tolerant attitude coupled with persuasive methods must be the approach to slowly alter the youth mindset to something reasonable and justifiable.

PART 3 – ESTABLISHING BOUNDARIES

Children must be tutored to decide all by themselves on various issues which would give them a deeper understanding of the stumbling blocks in which case the need to be over dependent or even dependent on the selection of an action amongst the alternatives proposed by elders would become a rare phenomenon.

The budding generations must never be scared to express their views to the dynamic earlier generations. However, it is important to establish an open-door policy at all times which as such instills courage in children to boldly state the good and even bad things that happen in their life as they know pretty well that the parents would give them supportive ideas and not punishments or even derogatory remarks.

Neither the parents nor the children need to say a ‘yes’ at all times to please others. At times it may be so that the actions of children pertaining to riding a motorcycle at midnight or thereafter and playing dangerous computer games need not be necessarily acceptable to elders in which case, a ‘no’ can be stated in an affectionate but firm manner. Likewise, if children are not in a position to do something such as going for an excursion on the eve of study holidays with friends, they are free to say ‘no’ without antagonizing their peers in spite of peer pressure.

At times the elders’ decisions may not be considered as fair to their wards but it may not be advisable to speak offensively to ascertain who is right. Rather the better methodology would be to converse cordially in such instances to prove what is right. No elderly person must sink down to the level of children’s choleric nature with an intention to silence them abruptly which could be against all norms of democracy. Explaining the justifications with abundant patience and there by visualizing their feelings at their shoes can reduce their venom greatly.

PART 4 – LEARNING TO COMPROMISE

Permitting children to state their version on any subject and intervening only after they have finished speaking is one way of enhancing their confidence levels to the core. The toddlers must also be made to understand that the response of the listeners at large, be it positive or even negative for that matter, must be listened to with utmost reverence. Such a trend is an exposure for off shoots on how to interact well with others and that too differently considering the circumstances and situations which can never be the same.

In case, the off shoots have an issue and expect the parents to do something that is not acceptable, they must ask how the assistance can be rendered which can satisfy their off springs effectively. One way of doing something in a rather nice manner knowing pretty well that the children have asked for the worst is to provide a series of alternatives which can be a sort of welcoming compromise and above all, the children’s views are heard and not suppressed, so an unwarranted detrimental effects can be averted abruptly which can foster justifiable and strong relationships. Yet another point to be emphasized is that, while children make choices, based on the values of the same, the elders can enforce their own rules and regulations in a rather diplomatic manner. The communication technique to persuade the children can be really empathetic which may not trigger the ego of toddlers also at any point of time. However, it enables them to follow their elders’ wavelength without the need to fret, fume and get flustered unnecessarily.

The elderly must provide conclusions that are beneficial to all and not just a few of them. The children must be a part and parcel of decision making and a conclusion must suit the majority in all respects. For instance, selecting between choosing a trip to the library or store, going to the beach or camping trip in the summer may not at all times be a piece of cake for children who represent themselves as one in a group or even individuals, they must be instructed by elders to frame their own decisions both independently and also for a group which can actually enable them to be ideal leaders and effective communicators in the times ahead.

Effective Communication with child

BASIC COMMUNICATION WITH CHILDREN

Encouraging any child to talk is one way of exploring their mind as their thoughts and feelings would be translated to words. The listener must listen and respond to all sorts of interactions that a toddler exhibits mixed emotions and not just things that are good in all respects. Yet another way of analyzing the children’s communication is to minutely on both body language and tone that could necessarily add on to the meanings of their words also. The attention span of children in any dialogue that involves their participation in the dialogue with others and the level of understanding amongst the toddlers of various age groups is also another way of comprehending their interactions with friends, acquaint ants and the outside world. A few of them need abundant moral support and constructive feedback also to be conversant at all times.

BEST TIPS TO IMPROVE COMMUNICATION WITH CHILDREN

Devote ample time to both talk and listen to each other. Having breakfast, lunch and dinner together are the best moments to open up mutually. When the children and care-taker’s interact on everyday activities, personal rapport strengthens greatly resulting in communication of grave as well as ambiguous issues also. All sorts of emotions must be expressed verbally by children so the lexical resource related to feelings can be mastered greatly in the long run. The elders must also ask questions based on the strange non-verbal communication of kids to help them express their mental state verbally. For instance, if a very flamboyant child is unusually quiet after returning from school, the question raised by the concerned parents would be ‘Why are you so quiet?’, ‘Did you encounter issues at school?’ and so on. The caregivers and toddlers must work together to sort out any stumbling blocks. For example, if any off spring cannot present properly on any topics for extempore speech, guidelines and practice sessions of both instructors and parents at home also can only enable children to do wonderful presentations.

HOW TO LISTEN WHEN YOU ARE TALKING TO A CHILD? 

The listeners must never turn a deaf ear to any child’s problems, feelings or issues. The curiosity must be exhibited positively by listeners only then will the children talk frankly rather than just abetting them to reveal little of their grievances. The facial expressions and the overall body language itself adds a lot of meaning to the words which cannot be listened to in isolation. In order to ensure that the listeners are concentrating on the child’s communication, they must occasionally repeat what the child said and also maintain eye contact too at all times. At times the toddlers talk may sound rather ridiculous, yet it may not be appropriate on the listener to just intervene unjustly thereby not permitting them to continue the conversation. The children at times only expect somebody to listen earnestly to their issues so the listeners need not necessarily try and solve problems. The child must really be made to explain his or her feelings so that misunderstandings as a result of wrong feelings can be averted greatly.

HOW TO ENCOURAGE YOUR CHILD TO LISTEN?     

Responding after the child completes the conversation is one way of instilling the much needed confidence on children to listen explicitly. The ideas expressed in a language must be simplified to a child’s level of comprehension. The requests and instructions given to a child must be absolutely coinciding with their age an ability. In case any child’s actions offend elders, it would be better to explain the pitfalls of doing such a thing than criticizing and blaming which may not really be the right move. Any child learns the essence of communication from family members who interact respectfully to each other, friends, acquaint ants and strangers also so the elders must be able to exhibit themselves as role models for the upcoming generations.

HOW TO IMPROVE OET SPEAKING SKILLS: OET FOR DOCTORS AND NURSES

HOW TO IMPROVE OET SPEAKING SKILLS: OET FOR DOCTORS AND NURSES

TIPS AND TRICKS FOR OET FOR DOCTORS AND NURSES
UNIQUE ROLE PLAYS: Clinical Communication Skills Criteria
The health-care professional’s ability to strengthen the relationship with the diseased is evaluated greatly by OET assessors. In order to create a strong bond with the interlocutor (who happens to be a patient), it is important to do a few mandatory things that will suffice. First of all, the style of asking questions itself must win the trust of the interlocutor greatly. Personal questions about the family life and ailment of the ill lot must be asked using embedded questions. An embedded question is a type of question that is framed using phrases and those stated phrases are a part of another question. This is also labelled as an indirect question which is deliberately used to demonstrate a level of politeness.

RM QUEST Institute of English pioneers in transitional language training in Trivandrum and Kerala as well keeps updating themselves with current trend and advancement following in transitional languages like IELTS / OET etc. And, of late OET has got its prominence among healthcare professionals and many more countries have whole heartedly come forward a positive nod to OET qualified medical practitioners and healthcare professionals to work abroad. As the glorified abroad jobs entice more Doctors and Nurses majorly in to OET training now a days.

RM QUEST Institute stand out among other language schools of its unique training methodology and processes. RM QUEST is a process centric institute rather mere people centric academies running around. RM QUEST Institute of English constantly aiding the overseas aspirants with theirs dynamic TIPS and TRICKS on International English language testing comprise of the four modules! Here detailing snippets of ROLE PLAYS and the TIPS and TRICKS to be affluent speaking skills for the trainees while appearing the OET TEST. Both OET for DOCTORS and OET for Nurses may be benefitted out of it following these clinical communications skills.
The phrases to be incorporated for embedded questions are: Could you tell me, I’d like to know, I’m not sure, Do you know, I wonder, Would you mind and Let’s ask.

When a patient just sees a health-care staff face-to-face, the very first question of any specialist or physician would most probably be:
Why have you come here today?

This question can be restructured as: Could you tell me why you have come here today? If the student’s state: Could you tell me why have you come here today? It is not correct because you must come before forms of to be verb have.

The next question is: How did you injure your leg?

When this question is reframed using a phrase, the main verb must be in past tense and the question word did must be removed otherwise the framed question is wrong.

If the trainee says: Could you please tell me how did you injure your leg? This sentence is incorrect because the base form of the main verb is not altered to past tense.

The correct ways of saying this sentence is: May I please ask what happened to your leg? Could you tell me how you injured your leg?
The third question is: What time did the accident happen? The embedded sentence is: Could you tell me how the accident happened? Is correct.

The other perfect ways of saying the same sentence is: Could you tell me how the accident happened? And could you tell me what time the accident happened? And do you remember what time the accident happened?

The next question is: when did the pain start? The embedded questions are: How long have you had the pain?, Could you tell me when the pain started?, And Could you tell me how long have you had the pain?

Is it a sharp or a dull pain? (This is a yes/no question). This question is framed as: Could you describe your pain, is it a sharp or dull pain?, Could you tell me if the pain is dull or sharp?, Could you tell me if it is a sharp or dull pain?, Could you tell me whether it is a sharp or dull pain? For yes/no questions, the introductory phrases can be used followed by an ‘if’ clause or ‘whether’ to state a question.

Yet another question to express concern is: Does the pain bother you at night? This is said as: Could you tell me if or whether the pain bothers you at night?, I would like to know if/whether the pain is bothering you at night?

Yet another question is: Why you want a prescription for sleeping tablets? This is changed as: Could you tell me or would you mind telling me why you want a prescription for sleeping tablets?

Once a series of embedded questions are asked, the patient answers those question based on which the medical practioners must focus on Empathy + Reassurance in order to create abundant confidence amongst the diseased ones.

A series of conversations between the Health-care professionals and the interlocutors explain how the much needed empathy and reassurance is generated from the answers provided to patient’s grievances.

ROLE PLAY 1
The diseased person who is suffering from cancer expresses his/her fears of chemotherapy. The nurse empathizes and gives the much needed reassurance to the patient on the treatment in order to eliminate his/her fear phobia.
Patient:- I have heard that chemotherapy and radiation has severe side effects. I am truly scared to undergo this treatment. What if my hair falls out?

Health-care professional:- It is a well-known fact that all chemotherapy patients experience hair loss while this treatment is administered. (The health-care professional recognizes the fears of the patient)
It is also common to experience some nausea and vomiting in the early stages of this treatment. Please do not be anxious of the side effects as they are only temporary. (The health-care professional empathizes with the patient)
We would give you the medication that can stop the nausea. Your hair will also grow again. Until your hair grows, you may wear a wig or a scarf. (The health-care professional gives reassurance to the patient)
Chemotherapy will kill the cancer cells once for all. (The health-care professional provides the benefits of chemotherapy)

ROLE PLAY 2
The mother of a son who is absolutely diabetic expresses her worries to the health-care professional on her son’s precarious condition.
Patient’s parent: I am absolutely worried about my son’s diagnosis. How can Tom manage his condition?
Health-care professional: Well, Mrs. Johnson, I can see that you are very concerned. (The health-care professional empathizes the psychological condition of Tom’s mother)
Let me reassure you that if we can control Tom’s sugar levels to a state of normalcy by way of medication, he can live a normal life without any troubles whatsoever. (The health-care professional reassures Tom’s mother.)

ROLE PLAY 3
The patient has a wrong notion about steroids. He/she is of the opinion that, steroids are harmful drugs and the health-care professional convinces the diseased on a variety of steroids used for all kinds of treatment.
Patient: Well actually the word steroid scares me to the core. Steroid is a banned drug you know. The Olympic Games is currently going on in Canada. I am a keen viewer of the Olympic Games and believe me, I have heard a lot about illegal drug abuse and banned drugs and the word steroids is often the talk of the day so I just feel they must be bad for one’s health.

Health-Care Professional:- Let me assure you that there are 200 different types of steroids. It is a large family and not actually a bad word. (The health-care professional convinces the patient on steroids used as a lifesaving drugs also)
This Corticosteroid medication you have been prescribed is totally different from the one used for Olympics.
For you, the Corticosteroid is very safe and will manage joint pain. (The health-care professional reassures the patient to alleviate his/her fears of consuming steroids).
The health-care professional must use positive language wherever and whenever necessary to create confidence amongst the diseased lot.

ROLE PLAY 1
The caretaker of pets asks the Health-care professional on the need to desex dogs.
Caretaker:- Why is desexing recommended?
Health-care professional:- That’s a good question. It is important to reduce the number of unwanted puppies, desexing prevents puppies from roaming, fighting or causing nuisance to neighbours. (The health-care professional uses a positive language and convinces the caretaker on the bad effects of puppies’ habitat increasing considerably which can be a sort of threat to the commoners)

ROLE PLAY 2
The patient is a chain smoker and the health-care professional explains on the effectiveness of quit smoking programme.
Patient: Does this quit smoking programme really work?
Health Care Professional: I am glad that you asked. Yes, the success rate of this programme is really magnificent. Many of my patients who participated in the quit smoking programme were able to quit smoking successfully. I am sure it can help you as well. If you like, I can fix an appointment with the coordinator of quit smoking programme. (The health-care professional talks positively on the quit smoking programme to convince the chain smoker to enroll for the same)

ROLE PLAY 3
The well-wisher of the patient Maria is worried about her operation and so she expresses her concerns to the health-care professional.
Maria’s well-wisher: I am so worried. Maria has never had an operation before. Are there any risks?
Health-care professional: I do understand your concerns but let me explain that, any surgical procedure is subject to a certain amount of risk but let me reassure you the staff here are very experienced and they will take good care of Maria’s body. Serious complications are rare and the good news is that, it reduces a number of infections. (The health-care professional talks positively on a surgery to lessen the anxieties of Maria’s well-wisher).

The health-care professional also has a duty to clearly state the risks and consequences with an intention to persuade a non-complaint patient. The negative outcomes are clearly explained to the diseased who do not act in accordance with a wish or command. The core skill here is exhibiting the ability to provide longer and more detailed responses to convince a patient follow medical advice.

ROLE PLAY 1
The patient is subject to all sorts of ailments yet he/she is not willing to bring about lifestyle changes.
Patient: I don’t think I can change my lifestyle.
Health care professional: I do understand but if you continue to eat an unhealthy diet and do limited exercise, the heart disease and obesity could aggravate drastically which might continue to put you in an inactive state so to be healthier you must eat the balanced diet as stated in the prescription. That is why it is important to make lifestyle changes now. Do you think you can do that?(The health care professional explains the negative consequences of not heeding medical advice)
Patient: Yes (The health care professional has succeeded in passing the responsibility to the patient with regard to bringing about life style changes).

ROLE PLAY 2
The patient who is confined to bed is reluctant to get out of bed simply because he/she wants to take rest.
Patient: I just don’t want to get out of bed today. I just want to rest.
Health Care Professional: Well that may not be in your best interest, you need to start mobilizing today. If you stay in bed and don’t move about, it may take longer to recover and you will be at an increased risk of developing bed sores or chest infection. On the other hand, if you start moving about, you can build your body strength and be independent. That will help you to get ready for discharge. (The health care professional explains the repercussions of not being mobile to the patient)
Patient: All right I will start mobilizing as per your instruction. (the health care professional succeeds in enabling the patient to take responsibility of his/her health.

ROLE PLAY 3
The patient does not like to be confined to bed so he tells the health care professional of discharging him from the health care centre.
Patient: I really need to start work straightaway. I don’t have time to just lie around.
Health care professional: It is natural to feel that way, but if you go back to work too soon, you may not get fully recovered from the disease and your diseased condition is likely to get worse. So that’s why you shouldn’t do that. The best advice is to get complete rest. What’s more important your long term health or your work? (The health care professional elucidates the negative aspect of going for work without being fully cured of the disease)

Patient: My long term health (The health care professional gets a commitment form the patient)
In order to score well in clinical communication skills criteria of OET speaking, asking embedded questions, showing empathy, providing reassurance, using positive language and explaining risks and consequences must happen concurrently while doing a role play.

Communicative English and Public Speaking for Children’s

Communicative English and Public Speaking for Children’s

Communication is an art that must be embarked on gravely to widen contacts extensively.
It is not possible for humans to live in a world without communication because they are
social animals. There are many who are blessed with the gift of the gab, so any
particulars can be shared orally without hassles. On the other hand, in case a few are not
really good at communicating impressively, efforts must be taken to develop this skill
greatly in order to win the hearts of the target audience.

The infants interact emotionally with caretakers as their verbal skills are yet to take
shape, but gradually they evolve the art of both monologue and dialogue thereby learning
to express themselves effectively in the long run. Thanks to parents who are undoubtedly
born teachers instilling the most basic speech skills in toddlers that are transformed
slowly to a more advanced sort of conversation which can really help them win the
appreciation of curious listeners? In addition to inputs from parents, siblings and cousins
too add on to the thought processes of growing children who would learn to speak more
quickly due to several other views from close family members. This happens to be the
situation before the child enters the threshold of a school, which as such, might bring
about sea transformations in both their style and manner of articulation as well.

Well before any child’s school days, the parents would present books with words and
pictures which enable the off-shoots to relate the word to a picture. This is really an ideal
way to strengthen the word power at a very basic level which can also help them use
those lexical resources to simple situations that form their world of bliss.

Once the child is admitted in a school, he or she is taught to read printed text books and
interpret the given content in their own words. Such a trend may not be easy for all the
children, so the ones who are not at all expressive would by heart the given details and
reproduce like a parrot. This is when corrective steps must be taken by instructors whose

aim must be to enable the off-shoots speak off-hand without memorizing or reciting, only
then can children understand the value of communication which is not necessarily the
same in various situations.

Coordination with friends and acquaint ants at school can enable the child to also
progress greatly in both interpersonal and social communication. This is the kind of
transition that children develop unconsciously which can even surprise their caretakers
greatly. The flamboyant nature of off-shoots stems from close interactions with
classmates on a daily basis.

Not all the children are extroverts when they meet people of
their own age group at schools and that is where, there seems to be a need for
communicative sessions to help the pupils open up without any inhibitions. Listening to
the monologues of school authorities is yet another way to grasp the language fast, but to
deliver in any language effectively, it is mandatory to put the students in a group and
provide a platform to interact freely so that almost all the learners could speak
magnificently in any given complex situation.

Children must be made to do brief presentations and group discussions at schools which
would alleviate their fear complexes while addressing a crowd or even discussing on a
topic with many others of their own class. However, as the saying goes, easier said than
done, schools are committed to academically support students whereas their creative
skills almost always seems to take a back seat.

That is where R.M. Quest Institute of English with years of experience in nurturing the school children’s communication skills in English makes a big difference. The students at school who enroll for Communicative English classes at R.M. Quest Institute of English would have a rather productive summer vacation.

These vacation classes hosted at R.M. Quest Institute of English is a great service to the so called school children who crave to be very conversant in English before the reopening of their schools so that their participation in classroom oriented activates at schools would be rather magnificent. The students can hurry to seek admission for Communicative English at R.M. Quest Institute of English immediately after the termination of their final exams to develop their personalities greatly.

How to improve OET SPEAKING; TIPS & TRICKS for OET Doctors and Nurses

How to improve OET SPEAKING; TIPS & TRICKS for OET Doctors and Nurses

OCCUPATIONAL ENGLISH TEST TIPS FOR SPEAKING STRESS & INTONATION
Stress and Intonation are to be prioritized greatly by English communicators to make the meaning a lot clearer to the listeners at large. In case, stress and intonation are ignored by users of English, the verbal interactions, whatever it be, would never be expressive,which can drastically reduce the score on intelligibility criteria for OET speaking. It is very crucial to stress the syllables of words correctly and vary the pitch wherever necessary using both rising and falling intonation while uttering sentence structures, in order to make the communication a lot more lively and beautiful.

RM QUEST Institute of English the one and only OET Coaching center in Trivandrum and Kerala as well providing the updated materials & the Tips for each separate modules on OET for Doctors and Nurses. The USP of RM QUEST Institute is the trainers who have thorough understanding of how to mold the participants to be secured in good score based on their language acquisition skills that entice those candidates who really seek better test score and opt for RM QUEST Institute the best OET for Doctors as well Nurses in Trivandrum.

Here is few OET SPEAKING TIPS FOR DOCTORS AND NURSES WITH UNIQUE ROLE PLAYS for the overseas aspirants. It is important to know how to tackle stress and intonation in OET speaking particularly while dealing with difficult patients. The OET trainees give much practiced or well-memorized sentence structures while conversing for role plays. The common ways of showing concern are like this:- ‘mm I understand how you feel’, ‘mm I understand it is difficult’ without even trying out better ways of structuring sentences while in conversation with an interlocutor. Such expressions do not exhibit the much needed concern on the part of health-care professionals while dealing with the diseased lot.

The better way of saying these sentences would be ‘I understand that it is difficult’ or ‘I understand that you are scared’. Here the nurse or even the medical practioner is expressing concern for the ill ones. However, the earlier manner of articulation exhibited by medical professionals namely ‘mm I understand how you feel’ or ‘mm I understand it is difficult’ sounds conversing like a robot which as such would not create any positive impression in the minds of the OET examiners.

Let’s assume another role play wherein someone who has sleeping problems is all set to request the nurse or doctor to prescribe sleeping pills. Now it is the sole responsibility of the curious listener who is a health-care professional to both empathize with the condition of the diseased and convince against the usage of sleeping pills. In case a student says the sentence like this, ‘sleeping pills are an option, but they are not going to solve the problem’, there is indeed nothing wrong, but the much needed empathy which any patient expects from nurses or even doctors for that matter seems to be absent, and above all, there does not seem to be any control on pronunciation either. However, if the same sentence is said stressing the important words, it really exhibits not only empathy but also a rather firm grip on pronunciation.

The sentence is as follows: ‘sleeping pills are an option, but they are not going to solve the problem long turn’. Here the first word is said a bit louder and there is a pause after the second word which is the right manner to utter this sentence.

A customer demands a few significant drugs but the pharmacist cannot sell them without the doctor’s prescription. In case the pharmacist says, ‘you can go to another pharmacy but they are going to tell you the same thing’ he/she is not exhibiting a sort of understanding and helplessness while replying the customer and the tone as such seems to be rather rude. When the pharmacist says, ‘you can go to another pharmacy but they are going to tell you the same thing’ the shopkeeper expresses his inability to sell the drug without the doctor’s prescription in a very nice manner without using an offensive tone.

Yet another instance is a doctor prescribing medicine for a parent and the sentence is as follows:- ‘We will prescribe Panda mine for your father but he will have to come here himself for the prescription’. Stating a sentence without stressing the important words reflect indifference but saying the same using stress appropriately namely ‘we will prescribe panda mine for your father but he will have to come here for prescription’ shows the kind of nurturing and also desire to see the parent and not give medication to somebody else who explains the parent’s diseased condition.

The doctor who does not insist the food restrictions on the diseased might say ‘you don’t have to give up your favourite foods, but you should try to add more fruits and vegetables’. This style of saying a sentence is rather fast so it is better to slow down and use a benevolent tone while permitting the diseased to have foods of their choice, but at the same time, add on a balanced diet of fruit and vegetables also. The stressed sentence could be like this ‘you don’t have to give up your favourite foods, but you should try to add more fruits and vegetables’. Even few grammatical mistakes are not really a matter of concern to OET examiners but it is significant to use the appropriate tone and show abundant empathy also.

There are many patients undergo surgery and need to be encouraged to do exercise. The sentence goes on to be like this, ‘if your foot really hurts I don’t want you to walk on it, but remember, even a small amount of exercise can make a big difference’. Without emphasizing the important words, the communication would be rather ineffective to the patient. If the health-care professional says, ‘if your foot really hurts I don’t want you to walk on it, but remember even a small amount of exercise will make a big difference’.This really shows the caring nature of doctors.

In order to speak with the correct intonation levels, the verbs, negatives and intensifiers must be stressed in any sentence. Yet another factor is to slow down the rate of speech thereby using the correct tone also which can really make the patients feel comfortable. Practicing using the intonation patterns can only enable the health care professionals to score well in the intelligibility criteria.