A Separate Peace Essays - Phillips Exeter Academy, A Separate Peace

A Separate Peace Thinking outside the box In John Knowles, A Separate Peace, there is a change in all the key components in the book, from the streams to the tree to the seasons to the characters. The change is explicitly found in Leper, Gene, and Phineas. These three youngsters experience a change not simply due to the advances through youthfulness. These progressions likewise come about in view of the war, the school, and a physical issue. Untouchable Lepellier is an odd youngster. He is calm and is ends up consistently taken by shock. He truly isn't mainstream and that doesn't concern him in any capacity. Pariah truly has no genuine companions at the Devon school, yet converses with Gene. He engages himself by gathering snails, searching for beaver damns, and skiing. His character doesn't permit him to rely upon anybody for help. As time advances and different young men start the winter meeting he chooses to join up with the war. Two or after three months Gene gets a message from Leper saying he is in his Christmas area (131) This is the primary sign that Leper shows that he needs individuals. He understands the satisfaction, dread and outrage must be imparted to other people. Untouchable at that point discloses to Gene I got away (135) what's more, he says he did it to satisfy himself. He is beginning to acknowledge things that are going on in the world. He no longer lives in his air pocket. Quality Forrester is a peaceful, jealous, contemplative, and forlorn youngster. His frailties are particularly observed when Finny is near. There is a steady competition through Genes eyes between them. He generally decides to contend or contend with Phineas. The main case of his serious character is seen when Phineas solicits him to leap out from the tree. Phineas says, you were very great, when I disgraced you into it. .. I am beneficial for you that way. You tend to step back from things in any case. what's more, Gene states you didnt disgrace anyone into anything. I never upheld away from anything in my life. (10) Gene would have never bounced off the tree on the off chance that it were not for Finny. Quality relies upon Finny as his familiar object. As time advances the contention increments and the pressure in Genes head is deteriorates. At the point when Gene can not take any longer of Finny and his capacities his desire takes control and he bumps the appendage. Subsequently, Gene makes him fall and harming his leg. When Finny falls it seems as though all of Genes petitions have been replied. Finny needs to leave Devon for the remainder of the mid year meeting and part of the winter meeting. During this time Quality discovers who he genuinely is. His change happens, he winds up settling on choices on his own, similar to when he decides to go scoop snow on the railroad. That as well as he additionally gets himself not re-thinking each move he makes. Before the finish of the novel he no longer observes Finny as a mythical being nevertheless an ordinary person. After his change to a develop, certain grown-up he states, I could see the measure of dread I had lived in. (2) Then again Phineass change is to a greater extent a lost than an increase. Toward the start of the novel he is a certain , athletic, and an attractive youngster. He is seen like very common God according to many, particularly his friends and instructors. Quality depicts Finny as the quintessence of this reckless harmony. (17) Whatever Finny says to do individuals tail it. He made the Super Suicide Society, made a winter jubilee at Devon and imagined the game of Blitzball. This game brought about his own athletic endowments to their most noteworthy pitch. this privilege here showed his faithful capacities. (31) Another case of his this inward certainty is the point at which he breaks the swimming record. Quality is the just one to witness Fiiny breaking the record. The thing is Finny doesn't need he broke the record. Phineas realizes his capacity however needs to stay quiet about it. At the point when Gene pushes Finny of the tree the start of the change happens. Maybe his authenticity was removed when he harmed his leg. He boiled down to typical mankind with the fall, as though a heavenly attendant lost its wings. Taking everything into account, just things everything changes with time so

Strategic Analysis Nike Essay Example

Vital Analysis Nike Paper Nike: Strategic Analysis Nike’s Global Business Strategy At the point when initially established in 1962 under the name of Blue Ribbon Sports, the technique was â€Å"to circulate minimal effort, top notch Japanese athletic shoes to American buyers trying to break Germany’s control of the household business. † Today Nike offers athletic shoes at each attractive value point to a worldwide market. Nike supports its driving situation through underlining quality items, consistent advancement, and forceful advertising. Nike sells its items in excess of 180 nations under its namesake image as well as brands, for example, Cole Haan, Converse, Hurley International, and Umbro Inc. It utilizes dissemination channels, for example, organization possessed stores and sites or sports retailers, for example, Foot Locker. As referenced before, Nike is a really worldwide organization, which implies that its example of overcoming adversity is transferrable over fringes. It partitions its deals into four principle areas the US, Europe, Middle East and Africa (EMEA), Asia Pacific, and Central and South America. For 2009 every one of these locales accounted individually for 34. 1%, 28. 7%, 17. 3%, and 6. 7% of absolute income. Division Strategy: Nike understands that so as to be number one they have to offer a wide scope of items to have the option to build up a culture and satisfy their steadfast customers’ needs. Nike’s system as far as division is astounding. Their center item is footwear yet they likewise fabricate attire and gear and accordingly, they spread their impact in other game related markets. Nike additionally has a few sub-brands to get a handle on various customer gatherings. We will compose a custom article test on Strategic Analysis Nike explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Strategic Analysis Nike explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Strategic Analysis Nike explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Nike’s primary wellspring of income is athletic footwear, which is additionally its center competency. It represents 54% of all out incomes. It is assigned for running, broadly educating, b-ball, soccer and it incorporates even an easygoing footwear line. Deals in this section expanded by 14% in 2009 from which a major part was an aftereffect of the expansion in deals in the Asia Pacific district. The second most gainful section for Nike is clothing, for example, shirts, shorts, warm up pants, and authorized attire made explicitly for colleges with their own logos. With an expansion of just 0. 2%, attire deals represented 27% of the company’s income in 2009. Be that as it may, deals in this fragment developed by 14% in the past period, somewhere in the range of 2007 and 2008, because of the development of 25% of incomes in developing markets, for example, Russia, and other EMEA nations yet in addition a significant income development of half in China. In contrast to footwear, which primary market is the US, most of attire deals originate from the EMEA district representing 38% of all out clothing income. Gear, for example, balls, golf clubs and so on ccounts for 6% of complete incomes in 2009 and 13% originate from different brands under Nike, for example, Cole Haan, Converse, Umbro and so forth. these distinctive sub-brands supplement Nike product offerings. For example, Umbro has practical experience in selling soccer attire and footwear. Nike Golf targets golfers and offers particular golf hardware, attire and footwear. Cole Haan then again offers premium dress and easygoing footwear. Hurley International offers items reasonable for snowboarding, skating, and surfing. Showcasing Strategy: Noteworthy job for the opposition of piece of the pie in the footwear business plays promoting so as to fortify the brand picture, create item personality and grow client unwaveringness. Rivalry between players is non-cost yet rather dependent on separation in brand picture and item advancements. In this manner, significant interests in promoting efforts are required. Nike contributes every year somewhere in the range of 11% and 13% of income in showcasing. Promoting procedure: Nike’s technique was to make predominant nearness in media. Nike made media nearness in a few pattern setting United States urban areas. Television advertisements connecting Nike to a city were utilized, yet genuine drivers were colossal larger than average announcements and paintings on structures that covered urban areas with messages highlighting key Nike-supported competitors, not items. The organization concentrates its promoting on big name underwriting, I. e. competitors in b-ball, golf, soccer, and tennis. Of late, Nike has additionally started to support large games in order to make colossal mindfulness and brand following. In 2008, Nike spent huge sum on promoting in the Beijing 2008 Olympics and the Football Championship. After the ongoing Tiger Woods embarrassment Nike anticipates returning to it big name underwriting methodology. It very well may be noticed that the ‘swoosh logo’ is one of the most popular on the planet because of these gigantic promoting endeavors. Marking Strategy: Nike’s technique in this front is to build up an exceptional brand related with top notch item that fulfills client needs. Nike’s brand is related with a forceful disposition depicted by, â€Å"you don’t win silver, you lose gold,† which plainly proposes that triumphant is imperative. The Nike client related the Nike brand with being the ‘American’ way: Being individual and forceful like Michael Jordan and John McEnroe. Nike fabricated its image around sports, disposition and way of life. Nike upheld this methodology with promoting efforts like â€Å"Just do it† and with the organizations front competitors like Michael Jordan and Tiger Woods. Selling Strategy: Nike’s procedure in mid 2000s was to create, banner boat stores, NikeTown shops in greater urban communities, first national, and afterward abroad. Nike was the primary organization to build up leader stores and it ended up being a sensation. There are free little retail locations that sell Nike items all around the globe also. Likewise, on observing the capability of the low value advertise, Nike took endeavors in 2005 to tap in to the low value section by hitting an arrangement with huge retail markdown stores like Walmart and turned out starter shoes at a less expensive cost, contending with private name brands. Be that as it may, to dodge brand weakening, Nike didn't utilize the swoosh logo in these shoes. Right now, Nike has a top notch site and uses it as a web based selling channel. NikeId , a piece of the site permits a client to redo his own shoes and get it. The site is accessible in 14 dialects and is diverse as per the nation prerequisites. Assembling Strategy: Nike makes the entirety of its footwear from outside United States. Nike has contract providers in China, Vietnam, Indonesia and Thailand. These nations represented 36%, 36%, 22% and 6% of absolute NIKE brand footwear separately. Nike likewise has fabricating concurrences with autonomous plants in Argentina, Brazil, India, and Mexico to make footwear available to be purchased principally inside these nations. Essential purpose behind this is it is less expensive to produce in South East Asia and transport it to USA and Europe, paying little mind to the transportation and tax costs included. Hierarchical Strategy: With more than 21,000 workers around the world, the organization was sorted out into offices by both geographic divisions and item classes, which made covering the board duties and a liquid initiative structure. For instance, a footwear administrator in Europe offered an explanation to both the Vice President of Footwear and the Vice President of Europe. In any case, there was no proper correspondence connect between the provincial VPs (those in the United States, Europe, Asia-Pacific, and Latin America) and the item VPs (footwear, clothing, gear). HR Management Strategy: The perspiration shop calamity in late 1990s has driven Nike to frame an unmistakable procedure to give a decent workplace to representatives. They have a few interior rules and consistence guidelines separated from state laws for guaranteeing appropriate working conditions for all specialists in its contracted provider manufacturing plants. Because of the size of Nike and their number of stores and assembling plants all through the world, Nike has set aside the effort to perceive the significance of every person and what they can add to the group. Consequently, Nike doesn't call its workers, ‘employees’ yet rather ‘team members’ in light of the fact that each piece of the group has something to add to the business. They have additionally conceded that they have an exceptionally huge cluster of laborers and this brings numerous assorted societies and purposes of perspectives together. As indicated by one of its announcement, decent variety and consideration is a pivotal factor in Nike’s strategy in their numerous areas and all around. In recognizing the distinctions they have separate the chances to all the more likely see how their groups will cooperate and what affliction they may confront along these lines. So as to endeavor to arrive at this crucial have placed enthusiastically these techniques: * Cultivate decent variety and incorporation to create world-class, high-performing groups * Ignite change and move basic discussions around assorted variety, consideration and development * Create settings and situations for open exchange, different feelings and a huge number of viewpoints All of the above will in future endeavor apply and help them in working all the more effectively and having progressively fulfilled representatives for longer timeframes. Innovation and Innovation system: Nike handle the absolute top tier innovative practices and has a couple of licenses shockingly. Nike underlines on these and has built up a great deal of new items with utilization of high innovation and modernity. A case of that is the chip shoe to give incredible experience and solace to the cust

The Link Between Dichotomous Thinking and BPD

The Link Between Dichotomous Thinking and BPD BPD Print Dichotomous Thinking and Borderline Personality Disorder By Kristalyn Salters-Pedneault, PhD Kristalyn Salters-Pedneault, PhD, is a clinical psychologist and associate professor of psychology at Eastern Connecticut State University. Learn about our editorial policy Kristalyn Salters-Pedneault, PhD Updated on February 13, 2020 Jamie Grill / Getty Images More in BPD Diagnosis Treatment Living With BPD Related Conditions Dichotomous thinking, also known as black or white thinking, is a symptom of many psychiatric conditions and personality disorders, including  borderline personality disorder  (BPD). Dichotomous thinking contributes to interpersonal problems and to emotional and behavioral instability.??   Characteristics of Dichotomous Thinking Many people experience dichotomous thinking sometimes, but it can be a problem when extreme conclusions about yourself, other people, or circumstances, interfere with your emotional stability, relationships, and decisions. If most of your thoughts break  down to black or white, good or bad, and all or nothing, then it is possible that you have a strong tendency towards dichotomous thinking. This extreme thinking can cause serious overreactions or emotional responses and may result in significant consequences if you tend to behave impulsively in response to your extreme feelings. Whether its breaking off a  relationship  or poor  work performance, dichotomous thinking can affect your quality of life. Dichotomous Thinking and Borderline Personality Disorder BPD is a condition that is challenging to live with. BPD is often difficult to diagnose because people who have it may experience extreme mood swings and erratic behavior, but generally cannot see themselves as having a problem, and instead view others as the problem. People with BPD are more likely to display dichotomous thinking than people who do not have BPD.?? Examples of Dichotomous Thinking Dichotomous thinking can cause conflicts and agitation, disrupting your own inner sense of peace and disrupting peace between yourself and others. If you have BPD, you may experience dichotomous thinking without even realizing it.   For example, you might frequently  flip-flop between seeing yourself as a remarkable success or a major failure based on the praise or criticism of others.   A person with dichotomous thinking may  meet a new coworker at work. In the beginning, the coworker is viewed as amazing, perfect, and better than any other coworker or friend ever encountered before. People with dichotomous thinking tend to have favorites and to believe that everything about a favorite person or thing is superior to others. However, as time goes on, someone with dichotomous thinking may suddenly swing to the opposite extreme.?? If ignored by the coworker, or if the coworker behaves in a disappointing way, a person with dichotomous thinking may lose respect for or hate this formerly favorite coworker, unable to sustain relationships that are not distinctly love or hate. This can lead to being easily manipulated by those who are viewed as good or to abrupt breakups in friendships and romantic relationships.   In some instances, dichotomous thinking can result in financial problems. Impulsive purchases and a lack of balanced judgment at work and in ones personal life can have serious consequences.   Treatment of Dichotomous Thinking Dichotomous thinking and BPD can be very detrimental, holding you back from living a rich, full life. There are treatments for both conditions. If you have symptoms, it is recommended that you seek out a healthcare professional who is trained and experienced in treating borderline personality disorder.??   During your  therapy sessions, your therapist or psychologist may ask you to discuss examples of your daily routine and talk about different perspectives. If you often think in extremes, your therapist can  help you identify the middle ground, introducing you to a new, more balanced way of thought. As you progress, you will learn to consider your own assumptions by asking yourself the following questions before you allow your thoughts to upset you: Is there evidence that supports  my thoughts?Am I considering all angles or am I leaving things out?Could your assumption be challenged by someone else? How?Does everyone else see it this way?Am I being fair to others in making this opinion? By taking a step back, you can build  the skills  necessary to learn to form a more realistic perception of your relationships and your environment. If you recognize that you have a tendency to dichotomous thinking, it is also important to avoid acting on your extreme thoughts or making sudden decisions. You might want to write things down or discuss them with a trusted friend or therapist. These steps can give you time to consider your decisions and to get feedback from a neutral source before you take action that could cause harm to your relationships or your finances.

What Is a Sigma-Field

There are many ideas from set theory that undergird probability. One such idea is that of a sigma-field. A sigma-field refers to the collection of subsets of a sample space that we should use in order to establish a mathematically formal definition of probability. The sets in the sigma-field constitute the events from our sample space. Definition The definition of a sigma-field requires that we have a sample space S along with a collection of subsets of S. This collection of subsets is a sigma-field if the following conditions are met: If the subset A is in the sigma-field, then so is its complement AC.If An   are countably infinitely many subsets from the sigma-field, then both the intersection and union of all of these sets is also in the sigma-field. Implications The definition implies that two particular sets are a part of every sigma-field. Since both A and AC are in the sigma-field, so is the intersection. This intersection is the empty set. Therefore the empty set is part of every sigma-field. The sample space S must also be part of the sigma-field. The reason for this is that the union of A and AC must be in the sigma-field. This union is the sample spaceS. Reasoning There are a couple of reasons why this particular collection of sets is useful. First, we will consider why both the set and its complement should be elements of the sigma-algebra. The complement in set theory is equivalent to negation. The elements in the complement of A are the elements in the universal set that are not elements of A. In this way, we ensure that if an event is part of the sample space, then that event not occurring is also considered an event in the sample space. We also want the union and intersection of a collection of sets to be in the sigma-algebra because unions are useful to model the word â€Å"or.† The event that A or B occurs is represented by the union of A and B. Similarly, we use the intersection to represent the word â€Å"and.† The event that A and B occurs is represented by the intersection of the sets A and B. It is impossible to physically intersect an infinite number of sets. However, we can think of doing this as a limit of finite processes. This is why we also include the intersection and union of countably many subsets. For many infinite sample spaces, we would need to form infinite unions and intersections. Related Ideas A concept that is related to a sigma-field is called a field of subsets. A field of subsets does not require that countably infinite unions and intersection be part of it. Instead, we only need to contain finite unions and intersections in a field of subsets.

Analysis Of The Color Purple - 1393 Words

Even though today s society tries to be just, that does not always happen. Learning the past injustice that has happened can help structure the way todays world is but history can repeat itself. Rape, racism and many more acts of hate are still not dealt with just like back in the 1930 s where both of these novels took place. Both of these novels conversant one of the most egregious injustices; rape. Rape has always been erroneous. In The Color Purple the novel begins with Celie describing being raped by her father and no one knowing about it. She elucidate s what was said and done to her â€Å"You gonna do what your mammy wouldn t. When that hurt, I cry. He start to choke me, saying you better shut up and get used to it. But I don t†¦show more content†¦Celie being violated growing up does not enjoy intercourse even with her husband. She said â€Å"Mr.__ clam on top of me, do his business, in ten minutes us both asleep (Walker,p.66).† Similarly, many females had t here own views on men but mass women had a negative view. Miss Maudie stated her view by this comment â€Å"all men lie, that all Negroes are basically immoral beings, that all Negro men are not to be trusted around our women (Lee, p.273).† Tom is a prime example that there was injustice to Negros as well during this time. Coloured men had stereotypes and unfair accusations against them from the white race. Tom was not a liar, nor immoral . Not all men were evil and caustic. Celie growing up around atrocious men, has the same salient view as Miss Maudie on men. Although there were many treatments of blacks that can be considered unjust, racism is the most recognizable and alive oppression. This was exceedingly frequent in two novels. Racism is inevitable, it has always been around. Racism has got better over time but it has not constantly been like this. Both novels substantiate this and bring enlightenment back to how racism was in the 1930 s. The caucasian race was superio r during this time and more powerful. The caucasians knew they were superior, they had set views on the negro s. Not all the whites preformed colossal acts against the negro s, but even minor acts were to make the negro s feel degraded. AShow MoreRelatedAnalysis Of The Color Purple 1043 Words   |  5 Pagesessay, I am going to analyze the intersectionality of oppression in Alice Walkers novel, The Color Purple. I am going to show how the political categories of race, sexuality and gender play a role throughout. I am also going to discuss Walker’s own term, â€Å"Womanism† and how that plays throughout the story. I will be focusing on the main character Celie, as well as other characters to help me demonstrate my analysis effectively. Celie, the main character, starts out the book writing letters to god, a godRead MoreLiterary Analysis Of The Color Purple1074 Words   |  5 PagesIn Search of Our Mothers’ Gardens. Yet Ms. Walker’s most critically acclaimed novel remains The Color Purple. The Color Purple tells the complex tale African American women, their brutal living conditions, everyday abuse, and their instinct to survive. The Color Purple was an immediate success due to its simple writing style, the intricate storyline, and compelling characters. In 1983 The Color Purple was recognized for these very reasons and graciously awarded The Pulitzer Prize For Fiction. EveryRead MoreThe Color Purple Character Analysis1362 Words   |  6 Pagesâ€Å"The Transformation of Celie in The Color Purple† The 1900’s – a time when blacks were segregated from whites and women were seen as inferior to men. Alice Walkers character Celie, from The Color Purple, was ugly and terrified as a young girl. Though many trials and tribulations, she would become strong and independent. In addition, Celie built up a resistance to the hurt and suffering that she painfully endured from her stepfather and husband. She eventually allowed herself to not take simpleRead MoreAnalysis Of Alice Walkers The Color Purple2079 Words   |  9 Pages In Alice Walkers The Color Purple, she explores the thin grey line that stands between survival and living. Through her protagonist, Celie, she examines the dramatic shifts of empowerment; focusing on the young black girl in the 1850’s. Walker introduces the reader to the protagonist, Celie, through a series of letters. In these letters the reader finds Celie amidst her mother’s death. The author chooses to address her letters to God, giving Celie a greater willpower to survive. Celie’s upbringingRead MoreLiterary Analysis: The Color Purple Essay1388 Words   |  6 Pagesmost prevalent themes in historical types of these kinds of literature is racism. In America specifically, African Americans endured racism heavily, especially in the South, and did not gain equal rights until the 1960s. In her renowned book The Color Purple, Alice Walker narrates the journey of an African American woman, Celie Johnson (Harris), who experiences racism, sexism, and enduring hardships throughout the course of her life; nonetheless, through the help of friends and family, she is ableRead MoreAnalysis Of The Color Purple By Alice Walker1173 Words   |  5 Pagestheir heads!† â€Å"Touch the spinning wheel!† â€Å"Did I say anything about purple dragons?† We all recognize the quotes of Disney’s infamous female villains. In these, and all other Disney movies, there is usually a female protagonists and antagonists who reign supreme to their male counterparts. But what happens in reality? Do women have that same authority over their lives? Alice Walker sheds light on this debate in her novel The Color Purple. Celie, the main character, grows up in a predominantly, male-ruledRead MoreAnalysis Of The Color Purple By Alice Walker1444 Words   |  6 PagesMasamoto, Lani Ms. Britton Eng. 4 AP/Per. 3 28 August 2014 Literary Review 1. The Color Purple by Alice Walker; The color purple is commonly used to symbolize royalty and a deep connection spiritually. Celie, the main character in the novel, writes many of her very personal letters and thoughts that she has never shared with to anyone else to God. She deeply connects spiritually with God. She knows that, unlike everyone else present around her in society, God will neither discriminate or judgeRead MoreAnalysis Of The Color Purple By Alice Walker776 Words   |  4 PagesMany of her books including, The Color Purple displays countless examples of these themes. Because these themes can be so sensitive and traumatizing in life, they should not be produced in books therefore exhibiting why the book should be banned. Furthermore, Alice Walkers delicate topics become popular throughout her novel, specifically, the idea of homosexuality. In a critical essay written about Walkers life and novels, researcher Lambert says, The Color Purple is purely adventitious: men areRead MoreFinding Your Voice: an Analysis of the Color Purple1864 Words   |  8 PagesFinding Your Voice: An Analysis of The Color Purple â€Å"Who do you think you is? he say... Look at you. You black, you pore, you ugly, you a woman. Goddam, he say, you nothing at all.† (187) Alice Walker, the author of The Color Purple, focuses on the struggles of a poor and uneducated African American girl, who is verbally, physically and sexually abused by several men in her life. She feels worthless and becomes completely submissive. Her only way to express her feelings is through privateRead MoreAn Analysis Of Jim Crow s The Color Purple1972 Words   |  8 PagesQinying Sun Ms. Hughes English 10, 5th period 2016/5/18 To mutely comply is to survive, to firmly defy is to live: The Impact of Jim Crow in The Color Purple Coward is how people refer to someone who lacks the courage to face a plight; but what if its hardness is impregnable for a single person, though the ambition to revolt never dies? At the end of the 19th century, Jim Crow was defined as a system that imposed racial segregation and discrimination on African Americans. Under the Jim Crow

Technology in Education Free Essays

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. We will write a custom essay sample on Technology in Education or any similar topic only for you Order Now Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). How to cite Technology in Education, Essay examples Technology in Education Free Essays Nowadays, the technology has become essential in people’s daily life because it makes human beings’ lives more colorful. In the same way, technology also changed traditional education in many ways. For example, technology makes education more efficiency, more interesting, and more flexible. We will write a custom essay sample on Technology in Education or any similar topic only for you Order Now However, it also has negative effects in education. Technology makes education more efficiency. Students use smartphones in their daily lives, which is providing some ways to let student have access to internet, and therefore making things such as checking their email in palm of their hand. Technology make education more interesting. For example, â€Å"prezi† have the same functions as power point, but it looks more interesting because it has more animations to show you ideas when you make presentation. Which makes a presentation more visually appealing. Now prezi is used at some of university, for instance,Oregon state university and Dwight school and also elsewhere in primary education and higher education. Prezi can achieve that a group present a same presentation, but allow students present their knowledge in different learning styles. (http://en. wikipedia. rg/wiki/Prezi) Technology also make education more flexible. Not everyone has the schedule that fits to enroll a traditional school to take a class. Some people will take online classes, which gives them access to get degree they want. And more and more people are earning their degrees online, by doing this, they can further their education, and are open to more opportunities as well. Although, technology can be convenient for people with special needs, it also have the negative effects in education. For example, technology makes it easy, fast, and convenient to type or write an essay. The downfall to this is that student’s handwriting skills are reduced, due to the fact that students rely on technology too much. And other negative points for technology in education is easy to make students distracting when they use technology products (smart phone or laptop) on class. Students cannot put 100% attention on teacher, they will spent too much time on twitter or facebook. In conclusion, education become more efficiency, interesting, and flexibly, however, there also are negative effect because of technology. But, there are more benefits than limit, so technology push forward education develop quickly. How to cite Technology in Education, Essays

Six Ways to Improve Your Nonverbal Communications Essay Example

Six Ways to Improve Your Nonverbal Communications Essay SIX WAYS TO IMPROVE YOUR NONVERBAL COMMUNICATIONS By Vicki Ritts, St. Louis Community College at Florissant Valley and James R. Stein, Southern Illinois University, Edwardsville. It is not only what you say in the classroom that is important, but its how you say it that can make the difference to students. Nonverbal messages are an essential component of communication in the teaching process. Teachers should be aware of nonverbal behavior in the classroom for three major reasons: †¢An awareness of nonverbal behavior will allow you to become better receivers of students messages. You will become a better sender of signals that reinforce learning. †¢This mode of communication increases the degree of the perceived psychological closeness between teacher and student. Some major areas of nonverbal behaviors to explore are: †¢Eye contact †¢Facial expressions †¢Gestures †¢Posture and body orientation †¢Proximity †¢Paralinguistics †¢Humor Eye cont act: Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speakers credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility. Facial expressions: Smiling is a powerful cue that transmits: †¢Happiness †¢Friendliness †¢Warmth †¢Liking †¢Affiliation Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more. Gestures: If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening. Posture and body orientation: You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. We will write a custom essay sample on Six Ways to Improve Your Nonverbal Communications specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Six Ways to Improve Your Nonverbal Communications specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Six Ways to Improve Your Nonverbal Communications specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class. Proximity: Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students space. Some of these are: †¢Rocking †¢Leg swinging †¢Tapping †¢Gaze aversion Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak. Paralinguistics: This facet of nonverbal communication includes such vocal elements as: †¢Tone †¢Pitch †¢Rhythm †¢Timbre †¢Loudness †¢Inflection For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices. Humor: Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room. ) Obviously, adequate knowledge of the subject matter is crucial to your success; however, its not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements THE TRUE TEACHER ACCEPTS ALL STUDENTS By Ernest O. Melby from The Teacher and Learning A teacher says: I can accept my good students, those who behave and do good work, but I cant accept those who do not work, who have the wrong attitude and who cause me trouble. They forget that its the acceptance of all that gives power to the teacher. In fact, it is in relation to students who are difficult that the teachers true qualities are demonstrated. We all find it easy to accept those who lend themselves to our designs. It is in their relationship to those who cause them trouble, who are dirty and poorly dressed, and who fail to achieve that teachers prove their beliefs. It is the essence of the point of view here presented that only a complete gift of oneself makes the teacher an artist. Teaching is a jealous profession; it is not a sideline. This is not only because of the problem of time, nor because of the impact of lesser efforts on pupils: it is because of the effect on the teacher himself. It is only as we give fully of ourselves that we can become our best selves. Thus halfway measures and attitudes of whatever kind reduce our effectiveness. When we ask the teacher to give himself fully to his students, to his colleagues, to his community, and to humanity, we are thus only asking him to be maximally effective. Moreover, it is only as he gives himself that he can experience completely the joys and satisfactions of being a teacher. In this situation he is in the same position as any artist. Frustrated artists are often those who for one reason or another are unable or unwilling to make a complete gift of themselves to their art. Similarly, the unhappiest teachers are those who bemoan the weaknesses of their pupils and the conditions under which they work and who fail to sense that it is their own half-hearted efforts that defraud them. One measure of the teachers willingness to give of himself is his accessibility to his students, his willingness to spend time with them. One difficulty here is the narrow conception that often prevails about what it means to teach. To teach means more than to lecture or explain before a group of students. The best teachers influence their students more in their personal, individual contacts with them than in strict classroom situations. If teaching and learning are complementary processes, if the teacher is to teach by learning and if his teaching is to be directed toward an individual, he must know that individual. And how is he to know that individual if he spends little or no time with him alone? Another illusion defeats us. It is that there is some magic in lecturing and in the hearing of recitations. We want as much time for this as possible. We begrudge taking time to work with individual pupils. Yet we know very little about the actual effectiveness of what we do. Is it not at least possible that our classroom work would be greatly increased in effectiveness if only we spent more time with our pupils as individuals? We seem to be obsessed with teaching. We know that no one can educate another person, that all of us must educate ourselves. The teachers role is that of a helper in this process. The question is: How can we best help? GENERAL PRINCIPLES OF MOTIVATION Basic principles of motivation exist that are applicable to learning in any situation. 1. The environment can be used to focus the students attention on what needs to be learned. Teachers who create warm and accepting yet business-like (appropriate) atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity. 2. Incentives motivate learning. Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things. . Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards. Some individuals particularly children of certain ages and some adults have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs m ore effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation. 4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. Sometimes the students readiness to learn comes with time, and the instructors role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again. . Motivation is enhanced by the way in which the instructional material is organized. In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to com pare and contrast ideas. None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a students readiness or a students progress toward goals. 1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety. This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individuals perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them. 2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals. Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the students activities toward the goal and offers an opportunity to experience success. 3. Both affiliation and approval are strong motivators. People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative. 4. Many behaviors result from a combination of motives. It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to rganize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously. Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motiv ation for an individual or group, with the realization that errors will be common. MOTIVATING STUDENTS By Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching, Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: Effective learning in the classroom depends on the teachers ability to maintain the interest that brought students to the course in the first place (Ericksen, 1978, p. 3). Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom. Unfortunately, there is no single magical formula for motivating students. Many factors affect a given students motivation to work and to learn (Bligh, 1971; Sass, 1989): interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges. Researchers have begun to identify those aspects of the teaching situation that enhance students self-motivation (Lowman, 1984; Lucas, 1990; Weinert and Kluwe, 1987; Bligh, 1971). To encourage students to become self-motivated independent learners, instructors can do the following: †¢Give frequent, early, positive feedback that supports students beliefs that they can do well. †¢Ensure opportunities for students success by assigning (appropriate) tasks that are neither too easy nor too difficult. †¢Help students find personal meaning and value in the material. †¢Create an atmosphere that is open and positive. †¢Help students feel that they are valued members of a learning community. Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly (Ericksen, 1978). Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students motivation. General Strategies Capitalize on students existing needs. Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs. Source: McMillan and Forsyth, 1991) Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students motivation and curiosity. Pose questions. Dont tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See Leading a Discussion, Supp lements and Alternatives to Lecturing, and Collaborative Learning for methods that stress active participation. (Source: Lucas, 1990) Ask students to analyze what makes their classes more or less motivating. Sass (1989) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and students then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation: †¢Instructors enthusiasm †¢Relevance of the material †¢Organization of the course †¢Appropriate difficulty level of the material Active involvement of students †¢Variety †¢Rapport between teacher and students †¢Use of appropriate, concrete, and unders tandable examples. Incorporating Instructional Behaviors That Motivate Students Hold high but realistic expectations for your students. Research has shown that a teachers expectations have a powerful effect on a students performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so. Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. Realistic in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success. (Sources: American Psychological Association, 1992; Bligh, 1971; Forsyth and McMillan, 1991 -1 Lowman, 1984) Help students set achievable goals for themselves. Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments. (Sources: Cashin, 1979; Forsyth and McMillan, 1991) Tell students what they need to do to succeed in your course. Dont let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra help. Or instead of saying, Youre way behind, tell the student, Here is one way you could go about learning the material. How can I help you? (Sources: Cashin, 1979; Tiberius, 1990) Strengthen students self-motivation. Avoid messages that reinforce your power as an instructor or that emphasize extrinsic rewards. Instead of saying, I require, you must, or you should, stress I think you will find. . . or I will be interested in your reaction. (Source: Lowman, 1990) Avoid creating intense competition among students. Competition produces anxiety, which can interfere with learning. Reduce students tendencies to compare themselves to one another. Bligh (1971) reports that students are more attentive, display better comprehension, produce more work, and are more favorable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students performance and from comments or activities that pit students against each other. (Sources: Eble, 1988; Forsyth and McMillan, 1991). Be enthusiastic about your subject. An instructors enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructors enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way to present the material, however dull the material itself may seem to you. Structuring the Course to Motivate Students Work from students strengths and interests. Find out why students are enrolled in your course, how they feel about the subject matter, and what their expectations are. Then try to devise examples, case studies, or assignments that relate the course content to students interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course will help students achieve their educational, professional, or personal goals. (Sources: Brock, 1976; Cashin, 1979; Lucas, 1990) When possible, let students have some say in choosing what will be studied. Give students options on term papers or other assignments (but not on tests). Let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course. Sources: Ames and Ames, 1990; Cashin, 1979; Forsyth and McMillan, 1991; Lowman, 1984). Increase the difficulty of the material as the semester progresses. Give students opportunities to succeed at the beginning of the semester. Once students feel they can succeed, you can gradually increase the difficulty level. If assignments and exams include easier and harder questions, every student will have a chance to experience success as well as challenge. (Source: Cashin, 1 979) Vary your teaching methods. Variety reawakens students involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work. (Source: Forsyth and McMillan, 1991) De-emphasizing Grades Emphasize mastery and learning rather than grades. Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a students final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of the final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from. Researchers recommend de-emphasizing grading by eliminating complex systems of credit points; they also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes) (Forsyth and McMillan, 1991; Lowman 1990). Instead, assign ungraded written work, stress the personal satisfaction of doing assignments, and help students measure their progress. Design tests that encourage the kind of learning you want students to achieve. Many students will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, students will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study. (Source: McKeachie, 1986) Avoid using grades as threats. As McKeachie (1986) points out, the threat of low grades may prompt some students to work hard, but other students may resort to academic dishonesty, excuses for late work, and other counterproductive behavior. Motivating Students by Responding to Their Work Give students feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Rewards can be as simple as saying a students response was good, with an indication of why it was good, or mentioning the names of contributors: Cherrys point about pollution really synthesized the ideas we had been discussing. (Source: Cashin, 1979) Reward success. Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a students performance is weak, let the student know that you believe he or she can improve and succeed over time. (Sources: Cashin, 1979; Lucas, 1990) Introduce students to the good work done by their peers. Share the ideas, knowledge, and accomplishments of individual students with the class as a whole: †¢Pass out a list of research topics chosen by students so they will know whether others are writing papers of interest to them. †¢Make available copies of the best papers and essay exams. †¢Provide class time for students to read papers or assignments submitted by classmates. †¢Have students write a brief critique of a classmates paper. †¢Schedule a brief talk by a student who has experience or who is doing a research paper on a topic relevant to your lecture. Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a students weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded. (Source: Cashin, 1979) Avoid demeaning comments. Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy.