Teaching Emotive Language

Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Obse rvation Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie O’Connell’s tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. O’Connell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as interna lize it. To stir the emotions of the audience, a speaker has to demonstrate confidence and be friendly. O’Connell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. O’Connell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By usin g the term â€Å"innocent†, she manages to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, O’Connell uses the phrase â€Å"staring hungrily† to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to all ow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact ma y lead to the audience not taking you seriously, therefore ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. O’Connell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teach er instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentag es and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new â€Å"behaviors are learned most rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated† (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teacher’s or student’s assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledg e acquired during the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entai ls a teacher helping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what â€Å"the teacher does is not instan tly apparent to those who think that education involves an adult doing most of the talking at quiet students† (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they ar e fed with a lot of information (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encourag ing the learners to think aloud and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannak idou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90(1), 3-32. This critical writing on Teaching Emotive Language was written and submitted by user J0nah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

With Age Comes Wisdom Essay Essay Example

With Age Comes Wisdom Essay Essay Example With Age Comes Wisdom Essay Essay With Age Comes Wisdom Essay Essay When people think of wisdom the instantly think of it as person who has scholarly knowledge or received a batch of larning. but it could besides be defined as holding the cognition of what is true or right. When asked what is wisdom the common reply is the gift of cognizing everything but it is more of a individual possessing an unfastened head to farther increase their cognition. Peoples gain most of their wisdom non from a schoolroom but from their life experiences as a book can merely learn us so much. There are six properties that are features of a wise individual they are as follows ; concluding ability. sagaciousness. larning from thoughts and the environment. judgement. expeditious usage of information. Reasoning ability is the ability to look at a job and to be able to work out the job through good logical logical thinking and using cognition to peculiar job. Sagacity is an apprehension of human nature. contemplation. fairness good hearing ability. and puting value on the advice and cognition of others. Learning from thoughts and the environment is being perceptive and larning from the errors of others. Judgment means the individual has good reasonable judgement and thinks in long-run instead in short-run consequences before moving and talking. Expeditious usage of information is when the individual learns from an experience whether it is a error or a success. Perspicacity is a person’s insight. intuition. and the ability to read between the lines. Choosing a individual that possesses wisdom could be harder than what you think. nevertheless one iconic figure did come to mind and that would be Helen Keller. When Helen Keller was merely 18 months old she contacted an unwellness that resulted in a really high febrility that the physician termed â€Å"brain fever† as a consequence of the this unwellness in Keller fring bother her sight and her hearing. Helen Keller was truly unable to pass on with others until the age of six when she was introduced to Ann Sullivan. Ann Sullivan eventually broke through and was able to unlock many doors for Helen Keller when she taught her â€Å"water† . Sullivan did this by running H2O over Helen Keller’s custodies and spelling the word on her thenar and the remainder as they say is history. Helen Keller had many of the features that identify a individual as wise. Her concluding ability helped her to non be held back by her disablements but to get the better of them and larn from them so that she could learn others. She was able to larn from her environment and was really perceptive. She possessed good judgement and did non allow her disablements limit her in life thought of the long-run alternatively of concentrating on the short term. Expeditious usage of information was proved when she learned her foremost word â€Å"water† and from that point realized that objects had names. Helen Keller showed that she was perceptive and was able to spot the truth and what the right thing to make was. Unlike Helen Keller I do non experience that I fall into all of the features that a â€Å"wise† individual should. the characteristic that I feel that I most place with is Sagacity. Sagacity is a acute apprehension of human nature. contemplation. equity. and good hearing accomplishments. I do non believe nevertheless that I wholly understand human behaviour because sometimes there is no rime or ground to the actions of people. It is of import nevertheless to be thoughtful and just when covering with all people and to non leap to decisions and being able to listen to others ideas and feelings. There are some features that I feel that I need to work on. on my manner to going a wise individual. However the characteristic that needs the most work is judgment. Not whether a pick is good or bad but the consequence the pick will hold in the long tally alternatively of how it is impacting me in the short tally which I think a batch of people struggle with. Like anything it is a work in advancement and you live and you learn. So now as you see there is more to wisdom so merely how much you know or what type of grade you hold. It’s more about what you learn and take from the schoolroom of life and what you do with those instructions. Any errors or successes that a individual has experienced has made them non merely into the individual they are today but made them wiser and stronger. Plants CitedBaumgardner. S. R. . A ; Crothers. M. K. ( 2009 ) . Positive Psychology. Prentice Hall. â€Å"Keller. Helen† UXL Encylopedia of World Bigraphy. 2003. Retrieved February 02. 2013 from Encyclopedia. com: hypertext transfer protocol: //www. encyclopaedia. com/doc/1G2-3437500444. hypertext markup language

Continental Philosophy Essay Example | Topics and Well Written Essays - 2000 words

Continental Philosophy - Essay Example k are to explore some of the different conceptions of imagination that can be found in western philosophical thought and to introduce and elucidate some of the philosophical issues that arise concerning imagination and creativity. According to the Oxford English Dictionary, imagination is â€Å"the ability of the mind to be creative or resourceful.† Thus, it is traditionally believed that creativity is the manifestation of the imagination. From the way in which we use the term "imagination," it appears that it is thought that the two can be equated; that telling someone to "be more creative" is exactly the same as saying, "use the imagination." That the imagination can be associated to creativity is clearly indubitable, but it is the type of association that is questionable. Before the discussion link between creativity and the imagination, it must be stated first what constitutes creativity and secondly what we mean by the term "imagination." According to Gaut there are three conditions of creativity. First, creativity must be original. There would be no point in creating a sonnet in which one can compare his love to a summers day, as it would not be original. Even if one did, the sonnet would be of no value - the second condition of creativity. Kant has pointed out that even the most nonsensical work of art can be original, but it is not creative unless it is exemplary i.e. of value. The third condition of creativity is that it has to have flair; an artist must have the intention to create the work in that way. If one splatter link across a page, it may be original, but since the end product is arrived at inadvertently, one must have had no style or flair and thus it is not creative. Subsequently, in Gauts words, â€Å"Originality, value and flair ar e the vital ingredients in creative making.† There are a number of different uses of the term "imagination." First, "imagine" can mean, "falsely believe" such as in a situation whereby a person is told that he is

Recognizing and Rewarding Employees Essay Example | Topics and Well Written Essays - 500 words

Recognizing and Rewarding Employees - Essay Example There are not many workers who like to strive lacking a sporadic type of appreciation, plus in a few cases an easy verbal recognition is adequate and keenly acknowledged. Credit can be conveyed in a lot of ways. Reflect on now saying Thank you. What does this cost Praise is not expensive. It is one of the most efficient ways to support a corporation's culture, sustain its aims, and also preserve high performers. The non verbal recognition implies the recognition of an individual/team preferred behavior, attempt or trade effect that supports the corporation's aims and morals. Several studies during the past have explored that what employees wish for from their jobs is not essentially enhanced benefits otherwise more cash (Bowen, 2000, pg212). Being liberal with the verbal praise, although simply when it is earnest. Fake praise is revolting. So state sufficient regarding what the worker did to illustrate that an individual actually appreciates also utters it persuasively. Do not overlook the act of recognizing employees who do pleasing jobs. Anybody who holds out the errands passed on to them plays their role in the firm's success. Identifying superior work even if it implies usual responsibilities. Workers reaction to verbal praise will differ, founded on th

Leadership Talents of Jack Welch Essay Example for Free

Leadership Talents of Jack Welch Essay Jack Welch was a successful Chief Executive Officer (CEO) of General Electric Co. (GE) for twenty years (1981 – 2001). He was admired and feared for the â€Å"new vision† that was implemented at GE. Jacks talented strategies were based on how he saw the hierarchy layers of management, how he analyzed the 42 strategic business units, and how he implemented the culture of GE to have the feel and the passion that he had been striving for. These strategies received a lot of positive and negative attention and as a result the company’s value increased by 4,000% during his tenure at GE. Jack Welch was born John Francis Welch, Jr. on November 19, 1935. He earned a Bachelor of Science degree in chemical engineering from the University of Massachusetts in 1957. Then he went on to earn a M.S. and Ph.D. in chemical engineering from the University of Illinois in 1960. He was introduced to Carolyn Osburn through a mutual friend, and then approximately six months later they were engaged. By November, 1959 they married two days after Welch’s 24th birthday. In 1960, Dr. Dan Fox offered Welch a chemical engineering position to work on a new project on a new thermoplastic called polyphenylene oxide (PPO) at GE. PPO was described to withstand high temperatures, which could replace hot water copper piping and stainless-steel medical instruments. Welch realized after his first year at GE that he disliked GE’s bureaucracy, which nearly drove him to leave based on the standard predetermined $1,000 raise he received in 1961. He was fed up and walked up to his boss Burt Coplan and quit. Coplan’s boss, Reuben Gutoff (Reg) called Welch and offered to meet for dinner. Gutoff took Carolyn and Jack out for dinner and promised a bigger raise, more responsibility, and would keep the bureaucracy out of his way. In addition, Gutoff added another $2,000 raise on top of the $1,000 raise Coplan already given him, which showed Welch he was serious about his promise. In 1972, Jack was named the company’s youngest Vice President then was elected Vice Chairman in 1979, then was elected the eighth chairman and Chief Executive Officer (CEO) in 1981. Jack held this position until he retired in 2001. During his twenty year term as CEO Jacks reputation In 1999, Forbes magazine named him â€Å"Manager of the Century† and the Financial Times named him one of the three most admired business leaders in the world today (General Electric Company). During Jacks twenty year tenure at GE he was able to step outside of the box and change the way the game was played. (Business Pundit, 2008).

The Costs of Smoking Essay -- Papers Cigarettes Health Tobacco Essays

The Costs of Smoking Smoking has been an issue for many years. Even though children and teenagers are exposed to large amounts of anti-smoking propaganda, many still do smoke, and will continue to smoke for the rest of their lives, struggling to kick the habit. Smoking has more than fifty illnesses and twenty causes of death associated with it. It has been estimated that in England 284 000 patients are admitted to the NHS hospitals each year due to illnesses caused by smoking (Godfrey et al). These NHS beds could serve a more productive purpose. Smokers have an increased risk of many diseases, including gum disease, diabetes (type 2), osteoporosis and tuberculosis (American Council 1997). However these are not the only risks of smoking. Smokers also have an increased risk of cancer and heart disease. For example, smoking causes over 80% of all lung cancer deaths (CRC Cancerstats 2001). In 1999 22% of all cancer deaths were of the lungs, making it the most common form of cancer. Lung cancer is not the only form of cancer with an increased risk if you smoke; cancer of the mouth, throat, bladder, kidney, stomach, liver as well as oesophageal cancer (gullet), pancreatic cancer, colorectal cancer, cervical cancer, leukaemia and breast cancer. Pancreatic cancer along with other forms of cancer is rapidly fatal and has a low survival rate. This particular cancer has a survival rate of just 4%, and smoking is a direct cause (Boyle et al 1996). For other forms of cancer such as colorectal cancer there is only evidence to suggest there is an increased risk due to smoking, as mentioned in the IARC review in 2002. Coronary heart d... ...start smoking is some of their influential friends do it and they want to be part of the crowd. The other factors, such as relaxation, seem to be more to do with relieving withdrawal symptoms more then actual relief the cigarette causes. References: Godfrey, C. et al. 'The Smoking Epidemic - a Prescription for Change.' - Health Education Authority 1993 'Cigarettes: What the warning label doesn't tell you' American Council on Science and Health 1997 CRC Cancerstats: Mortality - UK. Cancer Research Campaign, June 2001 Boyle, P et al. 'Cigarette smoking and pancreas cancer: A case control study of the search programme of the IARC' 1996 Otsuka, R. 'Acute effects of passive smoking on the coronary circulation in healthy young adults.' 2001 Other Resources: www.ash.org.uk www.bbc.co.uk

Food and Beverage Management Course

|TABLE OF CONTENTS | | | |TABLE OF CONTENTS |I | | | | |Chapter One: An Introduction to Food and Beverage Management | | |1. |The Concept of Management |1-2 | |1. 2 |What Is Hospitality Management? |1-3 | |1. 3 |The Manager’s Role in the Hospitality Industry |1-6 | |1. 4 |Categories of Managers in the Hospitality Industry |1-9 | |1. |Management Levels |1-10 | |1. 6 |Food and Beverage Management Functions |1-11 | |1. 7 |Job Description of Food and Beverage Manager |1-14 | |1. |Responsibilities of Food and Beverage Management |1-17 | | | | | |Chapter Two: An Overview of the Foodservice Industry | | |2. 1 |Foodservice Definition |2-2 | |2. |Distinguishing Characteristics of Foodservice Operations |2-4 | |2. 3 |Basic Elements of Success in Foodservice Organisations |2-9 | | | | | |Chapter Three: Types of Foodservice Organisations | | |3. 1 |Types of Foodservice Organizations 3-2 | |3. 2 |Quick Service Restaurants (QSRs) |3-9 | | |3. 2. 1 |QSR Definition |3-10 | | |3. 2. 2 |C haracteristics of QSRs |3-12 | | |3. 2. 3 |Main Sub-Systems in QSRs |3-24 | |3. |Transport Foodservice |3-28 | | | | | |Chapter Four: IT Systems in Food and Beverage Organisations | | |4. 1 |Computer-Based System Definition |4-2 | |4. |Computer-Based System Components for Restaurants |4-4 | |4. 3 |IT System Software Applications |4-14 | | |4. 3. 1 |Front-of-House Applications |4-15 | | |4. 3. 2 |Back-of-House Applications |4-29 | |4. |Benefits of IT Systems in Restaurants |4-46 | | | | | |Chapter Five: Managing Quality in Food and Beverage Operations |5-1 | | | | |Chapter Six: Food and Beverage Marketing |6-1 | |Chapter Seven: Food Cycle |7-1 | |References |Iv |