Tuesday, December 31, 2019

5 Easy Activities for Teaching Point of View

The perspective from which a story is told is called  its point of view.  Understanding point of view helps students effectively analyze literature,  improves their critical thinking skills, helps them  understand the author’s purpose, and increases their ability to recognize potential bias. Types of Point of View First person: The main character is telling the story. Uses words such as I, we, and me.Second person: The author is telling the story directly to the reader. Uses words such as you and your.Third person: The author is telling the story, but is not part of it. Uses words such as he, she, and they. Some third-persons narrators are all-knowing, but others have limited knowledge. Types of Point of View Children’s books can make an excellent option for teaching point of view for all grade levels because they often offer concise examples. The three main types of point of view are: First person. A  first person point of view story  is written as if it is being told by the main character and  uses words such as I, we, and me. Two examples are Green Eggs and Ham by Dr. Seuss, or I Love You, Stinky Face by Lisa McCourt. Second person. A story told from the second person point of view puts the reader in the action by using words such as you and your. It can be found in titles such as The Monster at the End of This Book by Jon Stone or If You Give a Mouse a Cookie by Laura Numeroff. Third person. Stories written in third person show an outsider’s point of view using  words such as he, she, and they. Books written  in third person  include Stephanie’s Ponytail by Robert Munsch or Officer Buckle and Gloria by Peggy Rathman. There are two different ways third person books may be written:  omniscient and limited. Sometimes, third person point of view  is broken  down further to objective point of view in which the author acts only as a narrator. This style is prevalent in many fairy tales.  Ã‚   In a book using omniscient point of view, the author writes from an outsider’s point of view but  offers  the perspective of multiple characters.  Blueberries for Sal by Robert McCloskey is one example. A third person limited point of view tale is written  from an outsider’s perspective, but the reader only follows the story based on what the main character knows. Harold and the Purple Crayon  by Crockett Johnson or  Bread and Jam for Frances by Russell Hoban are two  examples. Using a Point of View Anchor Chart Anchor charts are visual aids to helps students work more independently. As an instructor teaches a lesson, the core concepts and relevant facts are added to the chart. The completed anchor chart provides students with a resource to which they can refer if they have difficulty remembering the steps or concepts of a lesson. A point of view anchor chart reminds students of the different point of view types with keywords and phrases and examples of the pronouns used to indicate each type. For example, a student reading If You Give a Mouse a Cookie reads the line, â€Å"If you give a mouse a cookie, he’s going to ask for a glass of milk. When you give him the glass of milk, he’ll probably ask for a straw.† He sees the keyword â€Å"you† that indicates that the author is addressing the reader. Based on the anchor chart keywords, the student  identifies the book’s point of view as  second person. Point of View Scavenger Hunt Help students become adept at correctly identifying point of view with a scavenger hunt. Visit the library or bookstore or provide a wide assortment of children’s books in the classroom. Give students a sheet of paper and a pencil. Instruct them to work on their own or in small groups, searching for at least one example (and listing its  title and author) of a book for each point of view type. Pronoun Perspective This hands-on activity will  help students gain a more concrete understanding of the three main points of view. First, divide a whiteboard into three sections: 1st person, 2nd person, and 3rd person. Next, select one student to perform an everyday activity, such as making a sandwich. The student will narrate each step using first-person pronouns as he completes it. For example, â€Å"I am placing two slices of bread on a plate.† Write the student’s sentence in the 1st person column.  Then, choose other students to restate the same sentence in 2nd and 3rd person, writing their sentences in the appropriate column. Second person: â€Å"You are placing two slices of bread on a plate.† Third person:  Ã¢â‚¬Å"He is placing two slices of bread on a plate.† Repeat the process for all steps of making a sandwich. Point of View Flip Help students understand how point of view changes a story. First, read or tell the traditional story of  The Three Little Pigs.  Discuss with students how the story would  change if it were being told in first person by  one of the pigs or the wolf, rather than being told in third person.   The third pig wouldn’t know anything that  happened before his brothers arrived, breathless, at his door. Is he relieved that he can help his brothers? Angry that they led the wolf to his house? Proud that his home is the strongest? After your discussion, read The True Story of the Three Little Pigs by Jon Scieszka, which relates the tale from the wolf’s point of view. Comparing Points of View Another way to help students understand point of view is to choose a book that tells the same story from multiple points of view, such as Voices in the Park by Anthony Brown. (Older students may enjoy using  Wonder by R.J. Palacio for this activity.) Read the book. Then, use a Venn diagram to compare the differences and similarities of the events based on two or more characters’ points of view.

Monday, December 23, 2019

Essay on Overcoming Barriers To Effective Communication

Overcoming Barriers to Effective Communications Everyone has experienced, at one time or another the frustration of feeling misunderstood and being unable to make ourselves understood by another person. Anything which, blocks the meaning of a communication, is a barrier to communication. Effective communication is like a house built one block at a time. First to build a house trust must be built; trust is not a group process it is created in one to one connections with each individual. Second, be bold and open, better communications are clear, direct, respect, reflective and frequent. And finally, strive to continually overcome the barriers to effective communication, challenge others to grow and educate your self. There are many†¦show more content†¦That individual would discard all communication from the other individual, thus creating a communication barrier. In the past few weeks there had been a great many examples of religious stereotypes hindering effective communication. One only needs to look to the Middle East for an example of this. Due to religious stereotypes it took a trip from the president to get the Israelis and Palestinians to start communication after a week filled with bloodshed. The effect of the meeting has still been minimal and this is due largely in part to stereotypes creating communication barriers. The final major stereotype is based on gender. Many times both men and women discount what the other has to say due to gender stereotypes. Gender bias or sexism is a deep-rooted stereotype that every individual at one time or another has been guilty of. This stereotype severely hinders the ability for many individuals of opposite sexes to communicate effectively. When an individual interprets another persons message as threatening, they often react in a defensive way. A common reaction to criticism is for a person to become defensive. Becoming defensive is a natural reaction whether the criticism a person receives is insulting or constructive. Instantly becoming defensive creates a barrier to effective communication. When reacting defensively clear communication may be impaired, instead of listening toShow MoreRelatedOvercoming Barriers Essay1218 Words   |  5 PagesTask 4: Overcoming barriers to communication The four key barriers to communication are process barriers, personal barriers, physical barriers, and semantic barriers. As an effective manager, I will have to overcome these barriers. The first barrier that I would have to overcome is the process barrier. 1). Process barriers: The process of communication involves a sender of information and a receiver of information. 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Sunday, December 15, 2019

There Is Nothing That Younger Generation Can Teach the Older One Free Essays

There is nothing that younger generation can teach the older one Even though it seems that the older generation knows everything, the youth can still teach something new, because they can instruct elder in the subject of new technology, culture life and provide with incentive new ideas. First of all, the youth helps the elder with the technology of 21 century, such as different technical gadgets as laptops, IPhones, IPods, banks machine or techniques for housework and other. For example, my mom was always bothering my brother about how to work with a computer (sometimes it was really funny to watch how she was afraid of clicking the mouse). We will write a custom essay sample on There Is Nothing That Younger Generation Can Teach the Older One or any similar topic only for you Order Now After some mild lessons, not only she knew how to work with Microsoft Office, but also did she know about how to register on such social network as  «Odnoklasnyky ». Secondly, a lot of people met such problem as generation gap, which is caused by lack of communication between young and older members of a family that is why the younger generation can instruct the older in aspect of youth culture, in order to solve the problem. As an example, there was a program on TV, where a grandfather and his grandson were banjo jumping together, whereas the grandfather was about 60 years old. And now he is going to climb a mountain in China because of the grandson’s influence. Eventually, the youth learn really fast and they are full of exciting ideas and enthusiasm as well, thus they aspire to be successful other people. For instance, there was a boy who at the age of 10 built a music player called the Synapse Media Player that used artificial intelligence to learn the user’s listening habits. Microsoft tried to purchase Synapse, but he denied. Now everyone knows Mark Zuckerberg, who at the age of 20, created the social networking site Facebook. And now he reads lectures for those people who are much older than he is. On the whole, the thought that older generation has nothing to learn from younger generation is false. There will be always something to learn from the younger generation. How to cite There Is Nothing That Younger Generation Can Teach the Older One, Papers

Saturday, December 7, 2019

Evaluation of Usaid Training Programs in Jordan free essay sample

Abstract: Training is vitally important for developing the youth skills and abilities. Most countries and organizations, the world over, are keenly involved in providing training programs for the youth. However, the increasing demand on training programs and the rising cost of these programs made it obligatory for many countries to seek partnership agreements between governments and training agencies. USAID is one of the leading funding, non-profit organizations that provide financial support for training programs in many countries of the world. Jordan is one of the countries that has been receiving financial aid through USAID for several years. The current study aims at evaluating the effectiveness of the training programs in Jordan that have been funded through USAID. For more accurate results and to limit the scope of this study, focus will be on one vital project that is funded by USAID and that is targeted towards developing and upgrading the skills of Jordanian youth. This program is MAHARAT. MAHARAT is a partnership project between USAID and The Business Development Center(BDC). This study will attempt to find out the effectiveness of this program by analyzing the program outcomes in comparison with the program stated objectives. The researcher will study all the variables that might be related to the program effectiveness: analyzing the program design through finding out the balance between the training needs and the program content, studying the appropriateness of the program organization in relation to its internal design and the effective execution of the program, and analyzing the effect of the external, social factors on the overall effectiveness of the training program; these factors include the trainees age, education and the type of training program they have undergone. In order to obtain data, the researcher will develop a special questionnaire that will be refereed by two specialists in the field. Data collected will then be analyzed using SPSS. Introduction: Training is receiving utmost attention by these days by most countries. It is commonly believed that the skills and expertise acquired through training are very essential for development and productivity. This has led several countries to consider training as a major component of their Human Resource buildup. Recent changes and developments in science, technology and communication have made it even more demanding for all countries to place more attention on employee training and on increasing work effectiveness and productivity. Hence, investment in humans development is now considered an investment for the development of the country in general. It is now believed that skillful workers and employees mean more productivity, better outcome quality and less expenditure. For these reasons and more, Jordan is actively involved in creating successful, purposeful and effective training programs. One of such programs that came as a direct partnership between USAID and The Business Development Center(BDC) is called MAHARAT (Skills). This program aims at equipping fresh university graduates with the appropriate skills that enable them to fuse peacefully within the workforce or the market place. Focus through the training sessions is concentrated at communication skills, leadership abilities and other managerial techniques. It also provides trainees with actual in-field training that aims at acquainting the participants with real life experience. This research shall attempt to evaluate the effectiveness of this training program in Jordan. The Study Problem: MAHARAT is one training program that is currently receiving a great deal of attention in Jordan. It is specially designed to help university graduates acquire the proper skills needed so that the can effectively join the market place. Money, time and effort are invested in this program in abundance. However, the researcher feels that it is time some special effort is exerted in order to evaluate the effectiveness of this program. Therefore, this study is undertaken as an evaluative procedure to particularly answer the following question: What degree of effectiveness does MAHARAT enjoy in the eyes of the Trainees ? The Study Objectives: The study aims at evaluating the effectiveness of MAHARAT. This major objective might be achieved through the following minor objectives: 1- Evaluating the degree of harmony between the trainees needs and the program design (content). Evaluating the degree of appropriateness between the program design and the executing procedures such as, the program consecutive cycles, the program duration, the program time allocation, the program pace and the number of trainees. 3- Evaluating the efficiency of the program deployment: the trainers skills, the instructional aids, handouts and the learning environment. 4- Finding out whether there are any statisti cal differences at the level of 0. 5 that can be related to social and demographic factors such as the trainees gender, university, and major. The Importance of the study: Training plays an essential role in developing human resources; Simultaneously, training is costly and time consuming. USAID is currently involved in funding and supporting several training and development programs in Jordan. Therefore, it seems important at this stage to undertake a research effort to evaluate the effectiveness of these training investments. The researcher shall make use of the most updated theoretical research available and shall try to use this theoretical background in building and designing a special questionnaire for this study and in analyzing the collected data. The researcher hopes that this study will shed more light on the effectiveness of the training programs in Jordan through a thorough analysis of MAHARAT as a case study. The rarity of studies in this domain gives more value and importance to the current study. It is anticipated that the study results will be of a special value to decision makers and training organizations in planning future training endeavors.