More great content at http://www.authenticeducation.com.au/blog I regularly get asked by people in our community, "how do I put an action plan around a goal I want to achieve in my life?". The funny thing is, action plans are quite a simple thing to create. Step 1 - What do you actually want to create? You need to get clarity on your desired outcome by asking yourself this question. For example, you want to get your body fat down to 12% and look trim, tone and terrific. Step 2 - Create a timeline Get a piece of paper. On the left hand side write the letter A, on the right hand side write the letter B. Then simply draw a line from A to B. Now that you have this piece of paper with A on one side and B on the other, you are ready to start creating your timeline which will eventually become your action plan. Step 3 - Brain dump Brainstorm and write down every single action you think you might need to take in order to achieve your goal. In the 12% body fat example, this might be change my diet, go to the gym, do some sit-ups, drink more water, consult people I know who have an incredible physique that might want to share strategies on how to do that. Step 4 - Order the list Look down the list while looking for any things that are similar. This is to shorten the list down to the smallest number of actions you need to take to ensure you get your goal. Now you may be left with 6-8 steps. Step 5 - First essential step Ask yourself "what is the very first essential step that I need to take in order to move towards my outcome?". Once you know that first step, place it right next to the 'A' that you drew and that becomes the first step in your action plan. Ask yourself that question again. Place that answer next in the timeline. Pretty soon you have a full timeline going from A to B with every single step required in the correct order. Now you have an action plan. Action your action plan! The problem with action plans is you need to take actions to create one! So, if you haven't created an action plan before, my very first action for you is to create one now. I look forward to seeing you in action, achieving your dreams and living an inspired life. Until we meet again, share your life live your love and do whatever it takes to be your own best friend. I'll see you soon. Take some actions.
Views: 92710 AuthenticEducation
Michelle Gujer is an coordinator of a large community-based childcare centre shares her ideas about self-assessment and reflection, how the centre supports these processes and some of the outcomes from this professional activity. How to Use this e-Learning Video This Talking about practice video has three parts. Each part contains a conversation and some vignettes showing the ideas in practice. Click here for suggestions how to use Part 1, 2 and 3: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/10/TAPS-Self-assessment_proof02.pdf About this e-Learning Video These e-Learning Videos have been designed for educators and students to use together at educator planning, meeting times and or/for training purposes. They are designed for educators to have rich discussion about their own practices and their connections to the EYLF. Each service will find their own way to promote discussion, reflection, review and revisit practices, as they negotiate a number of ways the presentations can be used. EYLF TAPS video Download Procedure To download the full version of the EYLF TAPS video, please go to http://vimeo.com/join and make sure you have registered and logged in. Go to the following links for each video: Part 1: http://vimeo.com/48427381 Part 2: http://vimeo.com/51183263 Part 3: http://vimeo.com/48424380 FULL version: http://vimeo.com/51876037 Scroll down (below the video) and you should see text on the right hand side which says: About this video-Download this video, right click on the "download this video" link, choose "Save target as" from the drop down menu, then choose a location to save the file. Once it has downloaded it should appear in the location of your choice. Copyright 2012 Commonwealth of Australia All resources developed by Early Childhood Australia Inc. as part of the Early Years Learning Framework Professional Learning Program are protected by copyright. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and enquiries concerning reproduction and rights in relation to this publication or product should be addressed to: Early Childhood Australia PO Box 86 DEAKIN WEST ACT 2600 or telephone +61 2 6242 1800 or fax +61 2 6242 1818 or email: firstname.lastname@example.org In all cases the Early Childhood Australia Inc. and the Early Years Learning Framework Professional Learning Program funded by the Commonwealth of Australia must be acknowledged as the source when reproducing or quoting any part of an Early Years Learning Framework Professional Learning Program publication, video, image or website.
Views: 15810 ECA Learning Hub
Until recently, many teachers only got one word of feedback a year: "satisfactory." And with no feedback, no coaching, there's just no way to improve. Bill Gates suggests that even great teachers can get better with smart feedback -- and lays out a program from his foundation to bring it to every classroom. TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and much more. Find closed captions and translated subtitles in many languages at http://www.ted.com/translate Follow TED news on Twitter: http://www.twitter.com/tednews Like TED on Facebook: https://www.facebook.com/TED Subscribe to our channel: http://www.youtube.com/user/TEDtalksDirector
Views: 901393 TED
You’re working on your English, but do you have a plan? In this special video, you’ll build your English learning plan by answering six simple questions. Based on your specific goals, I’ll tell you how to achieve them with free and/or paid options. You'll learn what areas of English you can work on by yourself, and when you need the help of an English teacher. I’ll explain when you should take group classes and when private lessons with an English tutor are better. If you’re here, you want to learn English. It may be for academic, professional, or personal reasons, or to pass an English exam, such as TOEFL, or IELTS. These days, there are many options for you to learn English: books, videos, online, English schools, private tutors, Skype, newspapers, movies, music, and so many more! I’ll discuss each of these methods and how they can help you reach your goal quickly, and efficiently, regardless of your budget. I’ve helped thousands of English learners reach their goals, and I know you can do it too! To contact me about private online lessons, go to https://www.RebeccaEzekiel.com/ TRANSCRIPT Hi. I'm Rebecca from engVid. In this special lesson I'm going to show you how to plan your English learning so that you can get the best results based on your needs. And in order to identify your needs, we're going to go through a series of questions. Okay? Now, these are the same questions that I use with my consulting clients from all over the world to help to find the best path for them to achieve their goals. And I believe, if you follow these steps, you will be able to do the same thing. So what you might want to do is to grab a piece of paper, and as we go through the questions, make some notes for yourself. Okay? And then by the end of the lesson, you may actually have a much clearer idea of what the next step is in order to achieve your English learning goals. Okay? And also, what are the best strategies that you can use to get there. Okay? So, are you ready? Let's get started. Okay, so the first question that you need to ask yourself is: "Why are you learning English?" Now, I know that sounds pretty obvious, like: "Why? Well, okay. I need to... I have to..." These are some of the things that I hear upfront, then when we go a little bit further we start to get more real reasons. And why is that important? Why is the "Why?" of our life important? Because the "Why?" is the motivation, the "Why?" is your fuel to reach... To help you take this journey. Okay? Learning English is a journey, and you need that motivation and you need to know clearly: "Why am I doing all of this?" And so, in order to do that... First somebody might say to me: "Well, I'm learning English for my job." I say: -"Okay. Why are you learning English for your job?" -"To get a better job." -"Why are you trying to get a better job?" -"To earn more money." -"Why are you trying to earn more money?" -"Because I have to provide for my family." -"Why do you have to provide for your family?" -"Because I love them. They're the most important thing in the world with... to me." Okay, now we found the real reason. It wasn't just that you're learning English for your job, you're learning English for your family who you love with all your heart. So, like in everything, there's a rational reason why we do something and there's an emotional reason. If you can find your emotional reason, then along with your rational reason, now you have really strong motivation. So ask yourself these questions, okay? Because nobody has to do anything; we choose to do something. Find your: "Why?" and you will have the strongest motivation to achieve your goals. Okay? So, now, more specifically, let's look at some of the "Whys" that people have usually. So, number one: University. Let's suppose you're trying to get into university. Why is it important to know that? Because the "Why?" is also going to determine the "What?" What you need to study. So what's your "Why?" Is it to get into university? If so, then you need to focus on academic English. All right? And that's actually an entire field of English language learning. It's called English for academic purposes. Then you need to get those kind of books, attend those kind of courses, work with teachers who have experience in those areas. All right? Why? Because your needs are very specific. Right? Your needs are to be able to write papers and assignments at a university level, to understand lectures, to read textbooks with lots of technical vocabulary. Right? So that's why focusing in on your "Why?" to get into university will help you to determine your "What?" All right? There are many more questions. Let's suppose your "Why?" is an exam, you need to pass an exam. Then... Let's suppose it's the IELTS, or the TOEFL, or the TOEIC, or the PTE, then your study strategy is completely different. Right? From somebody else, because these exams are like a world in themselves. […]
Views: 75856 Learn English with Rebecca [engVid]
http://www.engvid.com The paragraph is the most important unit of a well-written essay. The paragraph has a specific structure and standards that make it effective and enjoyable to read. In this writing lesson we will look at how to construct good paragraphs and improve writing with better flow and clarity. After the lesson, take the quiz: http://www.engvid.com/writing-skills-paragraph/ TRANSCRIPT Hi, welcome again to www.engvid.com. I'm Adam. Today's lesson is about the paragraph. It's a writing lesson, and I want to show people what a paragraph is and how to construct one, what to do, what not to do so you can write very clear, very tight paragraphs. This is especially important for IELTS, TOEFL, SAT students but everybody has to follow the exact same rules. Now before I even begin, I must say that I'm talking mostly about academic writing or even business writing. Creative writing like novels or short stories, anything fiction, you can do anything you want. Only always remember: somebody has to read what you wrote so it has to be clear. But academic essays, for example, certain rules you have to follow; you have to be very careful about them. So let's begin. In terms of like the actual way a paragraph looks: you have to indent or skip a line. So let me just make sure you understand what an indent is. This is an indent, the first line a little bit pushed in or you can make sure you skip a line between paragraphs. But don't do both. If you skip a line, don't indent. Okay? That's the main thing. Now, that's in terms of the way it looks. In terms of content -- and this, I can't stress this enough -- very, very, very important: one central idea in one paragraph. Okay? I've seen many people, I've seen many essays where you start a paragraph talking about one thing, and then you go off on a tangent and talk about something completely unrelated. So for example: if you start a paragraph and you're talking about apples, continue to talk about apples. If you go to oranges, that's maybe okay because you're still talking about fruit. But if you start with apples, go to oranges, go to bananas, and then end up with monkeys in space there's a bit of a problem; the reader has no idea what you're talking about. One paragraph, one central idea. Now, make sure that you tell the reader what this central idea is. This is your thesis statement. Okay? It's a very general sentence. All it does is introduce the topic of the paragraph, nothing else. All the details comes after. So speaking of details, we'll talk about details in detail, but all other ideas, all the other sentences, all your sentences with the details must directly relate back to the main idea. So let's say here is your thesis statement; very general, every sentence after must relate back to that thesis statement. Okay? You can't go off to another idea. Everything must support this, must talk about the same topic. Very important. Okay? How long should your paragraph be? Technically, a paragraph could be one sentence, but in an academic essay that rarely happens. But it could be any length you want, as long as you're still on that one topic, as long as you still have things to write and things to say about that topic, say it. If you have four sentences, fine; if you have 10 sentences, also okay. Again, for IELTS, TOEFL, SAT students: four, five sentences should be your limit. You can't be too long because you don't have time and you're going to start making mistakes. So now, the details. Very important to have lots of details. Why is this topic important to your overall idea of your essay? Not only tell me what is the topic, what is the thesis statement of the paragraph, make sure you explain to me why this is important to the general idea of the essay. Give me your reasons. Now, why is it important? And then reasons, why you think what you're saying supports this idea. Examples, always use examples because giving me the reasons is okay; examples make me see exactly what you're trying to say. Very easy for me to understand what you're trying to say. Now, in terms of flow, in terms of the way the reader can approach the paragraph, you have to have bridges. What is, what do bridges mean? Basically, when you have one idea in this sentence, you must connect it to the next sentence, you must connect it to the next sentence. Every sentence must have a link to the next sentence. This creates flow, makes it much easier to read and understand, and it keeps you on the one topic. Now, key terms. If you're talking about something specific and you have to use a key term, use it as many times as you need to. Otherwise, avoid repetition. Try not to use the same word more than once in one paragraph. Okay? For example: if you're using the word "moreover" in the paragraph, don't use it, don't use "moreover" again -- use "in addition to", use "furthermore", "another", etc. Try to avoid using one word more than once, especially in the same paragraph.
Views: 2520996 English Lessons with Adam - Learn English [engVid]
The Harvard Initiative for Learning and Teaching (HILT), in collaboration with the Harvard Writers at Work Lecture Series, welcomed Professor Steven Pinker and Visiting Professor Jill Abramson on December 9th, 2014 in a talk at Harvard titled, "Mastering Style: The Learning and Teaching of Writing." The discussion, inspired by the recent publication of Professor Pinker’s book, The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century, was focused on the teaching and learning of writing, associated challenges, and practical recommendations. The starting point of effective writing, Pinker shared, is for the author to determine a mental model of the communication scenario between the writer and the reader. Pinker shared the “classic style” theory of interpreting writer/reader communication from literary scholars Francis-Noel Thomas and Mark Turner. Classic style aims to help the reader see objective reality, which can be accomplished by focusing on the thing being shown and not on the activity of studying it, as well as by avoiding clichés and “metaconcepts” (concepts about concepts), among other recommendations. Academic writing, in contrast, is frequently written in postmodern or self-conscious style, one that includes apologizing and hedging.
Views: 30239 Harvard University
http://www.engvid.com/ Having trouble writing an email? In this video, I will teach you five useful email expressions that will help you to write better emails. I will also teach some email vocabulary such as forward, attachment, and cc, along with some ways to end emails. Is it okay to use cc as a verb? Watch this class and find out! And don't forget to take the quiz: http://www.engvid.com/5-useful-email-expressions/ TRANSCRIPT: Hi. My name is Emma, and today we are going to look at some very useful email expressions. So we're going to look at five in total, and these email expressions can be used in formal email writing. So I've had a lot of students in the past tell me that they spend hours writing very simple, short emails. These expressions will help you to improve your email writing, and to write emails a lot quicker. So let's get started. Okay, so our first expression, very common: "Please find attached _________." Okay? "Please find attached _________." So, what do I mean by "attached"? So, in this case, "attached" is a verb, but "an attachment", which is the same thing but in the noun form, is an added computer file. So it's a computer file we add to an email. So, what are some examples of attachments? Well: "Please find attached my resume." This may be an added computer file. "Please find attached photos from the conference." So it's a very simple phrase. It's very polite. Notice we have "please". "Please find attached _________." And then you just fill in the blank with the computer file you're adding to the email. Okay? So that's our first expression. Now let's look at our second expression. "I've forwarded _________ to you." Or alternatively, we can also say: "I'm forwarding _________ to you." So, first of all, what do I mean by "forward"? Okay? Well, a forward... "Forwarding" is a verb, but it can also be a noun, as in "forward". So a "forward" is when you get an email and you decide you want to resend the email to someone else, so you forward it to them. So, again, it's when you want to resend an email and you send it to a different email address. So that's a forward. So what can I forward? Well, we've used resume already; we can use it again. "I've forwarded..." Maybe you're forwarding someone else's resume, so: "Bill's resume to you.", "I'm forwarding John's email." Maybe there was a good email he sent, so you want to forward it to someone else to you. So that covers forwarding. K, now let's look at some more expressions. Okay, so expression number three: "I've cc'd/cc'ed/copied _________"-and then you write the name of the person-"on this email." So, what does this mean? Well, sometimes maybe you've written an email to someone, but you want someone else to see what you've written. So the email isn't directed to this person; you just want them to know what's going on, so you might cc them or copy them. Okay? So there are three different ways to write this. Remember, in business writing and in formal writing for emails, we really want emails to be short and to the point. We want them to be concise, so that's why you may see "cc'd", not as a word but just with an apostrophe "d", meaning the past participle. "Cc'ed" or "copied". All of these are correct to use. So I could say: "I've cc'd Umar on this email." Meaning the email goes to someone, but Umar can also see the email too. So the email isn't directed to Umar; he can just see it too. So why might we cc someone? Well, to keep a person, so someone, in the loop. So this is another common expression you may hear. When you keep someone in the loop, it means you want them to know what is going on, so you keep them in the loop. Meaning now they know what is happening. Okay? Expression number four: "If you have any questions, please don't hesitate to contact me." So, first of all, what does "hesitate" mean? This might be a word you don't know. It means to wait. So, this can also sound like: "If you have any questions, please don't wait to contact me." "Hesitate" is, of course, more formal and it's the one that is commonly used. So this is a great way to actually end an email. Towards the end, before you say: "Sincerely", or: "Kind regards, Vanessa", or: "Emma", or: "Umar", or: "John", this is a good thing to write before the very end of the email.
Views: 2178261 Learn English with Emma [engVid]
A letter to your friend and a cover letter for a job application are written very differently. Whether you work in business or are taking the general IELTS or CELPIP test, knowing the difference between informal and formal writing is a skill you should have. Watch this writing lesson, take our quiz, and check out our resource page to become a better writer. - Use the resource: http://www.engvid.com/english-resource/formal-informal-english/ - Take the quiz: http://www.engvid.com/writing-letters-formal-informal-english/ http://www.engvid.com/ TRANSCRIPT: Hello, my name is Emma, and in today's lesson we are going to learn about writing. What kind of writing? Writing letters. Okay? So this is important for people who work in business. It's also important for people who like to write letters to their friends maybe or to their grandparents in English. Also, it is very... It is a very useful video for anyone who is taking the general IELTS test. So if you're taking not academic, but general, this is an important video. And also, if you plan to immigrate to Canada and you want to do the Canadian immigration test which is called: "the CELPIP", this video is also... It will also be useful and helpful to you. Okay? So let's get started. What do I mean by "formal" and "informal"? "Informal" means something you would write to your friends, something you would write to your parents, - well, probably your parents unless you're afraid of your parents, then you might be more formal -, your classmates, your coworkers. Okay? So this is... It means it's not formal; it's for people you know well. On the other hand, "formal" English we use with strangers, we use with our boss, in the workplace, we use it in these different ways. So it's the English you really have to think about, whereas informal is kind of the relaxed English. So relaxed, serious. Okay? So, sometimes you will have to write a letter formally, maybe to your boss or your company, other times maybe you're on holiday and you want to write a letter to your friend, you'll use informal English. So what is the difference? Let's see. Informal English uses contractions. What are contractions? "Didn't", "wouldn't", "couldn't", "haven't", "hasn't". So if you see a verb with an apostrophe and then a "t", that is a contraction. Okay? It's very important to know this because in formal writing, you don't use contractions. "Didn't" would be: "Did not". I can write that for you. "Did not". Couldn't: could not, haven't: have not, can't: cannot. Okay? So that's one major difference. Another major difference between formal and informal writing is the use of idioms; the use of certain expressions. If I'm writing to my friend, maybe I'll say: "Oh, you know, I've been very under the weather lately." Meaning: I've been very sick. If I'm writing to my boss, I won't use idioms. If I'm writing a formal letter, I will not use idioms. Those aren't good to use in formal writing. Phrasal verbs, this is another thing we find in informal writing. What is a phrasal verb? It's a verb that has a preposition. Okay? So, for example: "find out", "find" is a verb, "out" is the preposition. "Go" is the verb, "up" is the preposition. So the... The preposition adds a different meaning to the verb. Phrasal verbs are very difficult to learn; we have so many of them in English. My students have told me phrasal verbs are one of the hardest parts of learning English, but it's possible, you can do it.
Views: 1545201 Learn English with Emma [engVid]
Watch the entire class on Skillshare.com! http://skl.sh/YT-simon-sinek Simon Sinek (https://www.startwithwhy.com/) is an author best known for popularizing the concept of "the golden circle" and to "Start With Why", described by TED as "a simple but powerful model for inspirational leadership all starting with a golden circle and the question "Why?". He began his career at Euro/RSCG, an ad agency no known as Havas Worldwide, where he worked on accounts for Oppenheimer Funds, MCI, NASDAQ and DISH Network. In 2002, he started his own company, Sinek Partners. As of January 2015, his talk "How Great Leaders Inspire Action" was number three on the list of the twenty most popular TED talks of all time. In October 2009, he released his book “Start with Why: How Great Leaders Inspire Everyone to Take Action”, and in December 2011, the book topped the list of best sellers for corporate America. He lives in New York and teaches a graduate-level class in strategic communication at Columbia University Subscribe to Skillshare’s Youtube Channel: http://skl.sh/yt-subscribe Check out all of Skillshare’s classes: http://skl.sh/youtube Like Skillshare on Facebook: https://www.facebook.com/skillshare Follow Skillshare on Twitter: https://twitter.com/skillshare Follow Skillshare on Instagram: http://instagram.com/Skillshare
Views: 1169794 Skillshare
Absolutely the fastest and easiest way to teach reading to a classroom full of students! Watch this 12 minute video demonstrating these unique and powerful learning techniques. Highly entertaining! Watch as students laugh and giggle as the techniques are practiced (You will too!). All of this results in greatly increased attention and learning speed. Excellent for students of any age from Elementary to Adults. Download these materials free at www.readingkey.com - Program designer Richard Pressinger was asked to speak at Hong Kong University demonstrating these methods after being told that no other system resulted in faster learning for their children! Subscribe to us on YouTube: http://goo.gl/t3cv8N Like us on Facebook: http://goo.gl/5I56Ub Follow us on Twitter: http://goo.gl/5Gl2p0
Views: 255255 Reading Key
► Ready to Make Passive Income Online? Claim Your FREE YouTube Course: https://tinyurl.com/ybjfs2e2 ► Join The Refusing to Settle Mastermind https://goo.gl/wsNnwu ► Free 11 Questions ebook: https://refusingtosettle.com How to NOT Get Nervous Speaking in Front of People This video is going to make you look good the next time you have to speak in public. 3/4 of people report MASSIVE fear of public speaking! Ranks higher on top 10 fears list than spiders, heights, small spaces, even DEATH! Problem? Most of us won’t find ourselves giving a ted talk anytime soon. STILL need these tips. Public speaking is EVERY DAY: class, joke w/ friends, on a date, job interview, toast at event, group of friends. I’ve spoken in front of hundreds of people — planning on doing more in 2017. Comm in university. Created over 500 YT videos public speaking/ podcast to Millions of downloads worldwide. Love public speaking — still get nervous! Five things I wish I knew 5 years ago. TOP 5 TIPS: 1. DON’T picture Audience Naked You sicko. Picture them as your friends. Write to a close friend. Talk to a close friend. Use same language as friends. Use their OWN words. No posturing. 2. SLOW down AVG speaking pace around 110 -150 WPM. Most people get on stage and go 200WPM. SLOW it down. EX: Last mile of one mile each lap feel like run faster than previous. Minimize caffeine before event. 3. Structure Benchmarks of speech to hit. Small goals motivating. DON’T say “top 34 things” say BIG 4 things. 4. Act As If Anxious because you see it all GOING WRONG. Flip that. See it all going RIGHT. Sing in public? Go into kindergarten class and ask every hand goes up. 5. LEARN! HTWFIP/ HTTA Our previous videos on confidence + CommunicationWB said DC class best investment he’s made. LEARN about public speaking! YOU MAY ALSO LIKE: Tools of Titans ► https://youtu.be/rwh9fiVesMc The Ultimate Guide to Keeping A Journal (Part III) ► https://youtu.be/kcNz4AE1FiI I Lost My Job Today ► https://www.youtube.com/watch?v=RYQGs9uqlEM SOCIAL: Blog ► http://www.refusingtosettle.com Podcast ► http://apple.co/2gMKcRz Twitter ► @clarkdangerous Facebook ► /clarkdangerous Instagram ► @clarkdangerous Snapchat ► @clarkdangerous MY PRODUCTS & COURSES: The Ultimate Guide to Keeping A Journal ► http://www.mybestjournal.com YouTube Success Formula (Kindle) ► http://amzn.to/2j86PRU Gear & Resources I Recommend ► http://refusingtosettle.com Hair Product Company I own/use "Kegley & Co" ► https://kegleyco.com/ WANT TO BE COACHED BY ME? Ready to take your business or YouTube channel to the next level? To apply for business coaching send me an email: email@example.com (serious applicants only) #RefusingtoSettle
Views: 575024 Clark Kegley - Refusing to Settle
This video will help teachers with classroom management to provide an effective learning environment by creating a culture of engagement and motivation for their middle school students. Administrators can also use this video to provide staff development to their teachers and staff helping them with classroom management and engagement. This video emphasizes engagement, motivation, building relationships, and Checking for Understanding (CFU). This is part two which is more about engagement and motivation to provide opportunity for student and teacher success. Learning cannot happen without a safe, secure, and comfortable learning environment for students that provides engagement and makes students feel valued. All stakeholders; administrators, teachers, and students will benefit from the tips and strategies illustrated in this video. These tips are based on twenty years of experience as a teacher and principal with middle school students, especially students of color, poverty, and English language learners (ELL). The author/ creator of this video has been influenced by other experts in the field; Michael Grinder, Harry Wong, Ruby Payne, and Robert Marzano all of which have great ideas to help teachers provide effective and engaging classrooms. Helpful hints are listed to get the teacher started from the very first day of class. Not only can middle school teachers use these tips and strategies, but 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, and 9th grade teachers can find valuable information in these videos and the accompanying webpage. Test scores and learning in general will improve with effective and engaging classroom management. Building relationships, communicating expectations, and accountability will provide the keys to reaching students to teach them effectively. These strategies will help teachers help students meet the common core state standards.
Views: 356595 Smartatmath
In this video, Q.A.S talking about on the topic "How to Become an Effective Teacher". He is also sharing his experience, wisdom and knowledge that will be helpful for all of those who want to know about it. ===== ABOUT Qasim Ali Shah ===== Qasim Ali Shah is a Public Speaker- Teacher- Writer- Corporate Trainer & Leader for every age group- Businessmen- Corporate executives- Employees- Students- Housewives- Networkers- Sportsmen and for all who wish everlasting Success- Happiness- Peace and Personal Growth. He helps people to change their belief & thought pattern- experience less stress and more success in their lives through better communication- positive thinking and spiritual knowledge. ===== FOLLOW ME ON THE SOCIALS ===== - Qasim Ali Shah: https://goo.gl/6BKcxu - Google+: https://goo.gl/uPyGvT - Twitter: https://goo.gl/78MVoA - Website : https://goo.gl/Tgjy6u ===== Team Member: Waqas Nasir =====
Views: 192402 Qasim Ali Shah
https://kevindelaplante.com/how-to-write-essays This is a sample video from a full video tutorial course that teaches you how to improve your academic essay writing. The course is hosted on Udemy. To learn more, preview a selection of videos, and get a HUGE DISCOUNT on the signup price, click the link below: https://kevindelaplante.com/how-to-write-essays Many students enter college without the skills necessary to succeed simply because they were never properly taught how to write essays. This course aims to overcome this problem by offering a systemic framework for essay writing that removes the mystery and presents a clear path for moving from idea to outline to completed first draft. TABLE OF CONTENTS SECTION 1: WELCOME AND INTRODUCTION A Brief Introduction to the Course SECTION 2: WHY ARE WRITING SKILLS SO IMPORTANT? Good Writers Rule the World SECTION 3: WHAT IS THE MOST EFFICIENT WAY TO IMPROVE MY ESSAY WRITING? The Craft of Writing from 20,000 Feet The Most Efficient Way to Dramatically Improve Your Essay Writing Introduction, Main Body, Conclusion: Why Are Essays Written This Way? How Essay Style is Related to Essay Structure SECTION 4: HOW SHOULD I APPROACH THE WRITING PROCESS? Writing for Discovery versus Writing for Presentation Why Rewriting is Important (And Why Students Don’t Think So) How to Deal with Writer’s Anxiety and Writer’s Block SECTION 5: WHAT IS MY IDEAL WRITING WORKFLOW? The Right Way to Think About Outlining My Ideal Writing Workflow Tools for Mind-Mapping, Outlining and Drafting The Writing Tools I Use: A Quick Introduction to Scrivener SECTION 6: WHAT DOES A STRUCTURED APPROACH TO ESSAY WRITING LOOK LIKE? Two Kinds of Structure to Keep in Mind A Structured Approach to Essay Writing Using Scrivener A Short Essay Demo Using a Structured Essay Writing Template SECTION 7: FOLLOW ALONG AS I WRITE A REAL COLLEGE ESSAY FROM START TO FINISH Part1: The Assignment Part 2: Initial Research Part 3: Outlining Part 4: Drafts Part 5: References and Citations SECTION 8: HOW CAN I IMPROVE MY WRITING STYLE? The Number One Misconception About Writing Style Oratorical Style, Prophetic Style and Romantic Style Practical Style, Reflexive Style and Academic Style Classic Style: Prose as a Window Into the World Classic Style as an Antidote to Bad Writing SECTION 9: HOW TO WRITE A GOOD ARGUMENTATIVE ESSAY The Minimal Five-Part Structure of a Good Argumentative Essay Writing the Introduction Writing the Conclusion The Essay: “Should Teachers Be Allowed to Ban Laptops in Classrooms? Analysis: The Introduction Analysis: First Argument Analysis: Second Argument Analysis: Third Argument Analysis of the Main Body: Evaluation and Recommendations Analysis: Conclusion The Essay: An Improved Version SECTION 10: WHAT IS PLAGIARISM AND HOW CAN I AVOID IT? What is Plagiarism? Downloading and Buying Whole Papers Cutting and Pasting from Several Sources Changing Some Words But Copying Whole Phrases Paraphrasing Without Attribution The Debate Over Patchwriting SECTION 11: HOW SHOULD I CITE SOURCES IN MY ESSAY? When Should I Cite a Source? What Needs to be Cited? How to Cite: Mark the Boundaries Citing Exact Words Citing a Longer Quotation Citing a Source But Not Quoting Do I Have to Cite Information That is “Common Knowledge”? Citation Styles: MLA, APA, Chicago, Turabian, oh my! SECTION 12: WRAPPING UP Thank You GET A HUGE DISCOUNT ON THIS COURSE: https://kevindelaplante.com/how-to-write-essays SUBSCRIBE: https://www.youtube.com/user/philosophyfreak?sub_confirmation=1
Views: 763691 Kevin deLaplante
More info: http://classroomcaboodle.com/teacher-resource/teaching-interview-lesson/ Will you be able to teach a lesson to the teacher interview committee if they ask? Yes... and you'll do great if you follow Betsy Weigle's tips for step-by-step success! You want to avoid common pitfalls, too. Watch and learn and get one step ahead of your teacher job competition. Classroom Caboodle. Information on collecting and using student data: http://classroomcaboodle.com/teacher-resource/correcting-papers/ http://classroomcaboodle.com/teacher-resource/reading-assessment/
Views: 243999 Classroom Caboodle
Kids with a formal diagnosis, such as autism, Asperger's, ADHD, learning disabilities, Sensory Processing Disorder, and Central Auditory Processing Disorder -- along those who just need to move while learning--often find it challenging to shine in a traditional classroom. The kids who collaborated to write and star in this "Dear Teacher" video represent such students. So, they wanted to share with educators how their brain works and offer simple ways teachers can help.
Views: 504640 brainhighways
Message for Principal - Are you effective enough in improving student outcomes. Can you hire, train, and develop teachers? How do you communicate with parents? Can you shape the school’s culture in a positive way, creating a safe, challenging, and disciplined space for learning? What are some indicators of success for principals at this school? Can you evaluate your candidates against your metrics for success. More important questions other than video - How much do you know about this school’s improvement plan? What do you think you can contribute to that plan? Describe your vision of an effective (elementary/middle/high) school in as much detail as possible. How would you describe your leadership style? How would you rate yourself as a disciplinarian? Recall a time a situation needed to be handled with great sensitivity and tact. What was the issue? What was the outcome? How do you empower teachers to be leaders? List some traits of highly effective #teachers. How does this inform the way you hire them? Recall a time you made an unpopular decision. What was the reaction? How did you handle it? Some teachers are complaining about a lack of administrative support. How would you address it? How do teacher evaluations correspond to student achievement? How do you help teachers improve their instruction methods? What classroom management strategies have been most effective for you? How would you advise new #teachers during their first year on the job? Describe a time you had to give negative feedback to a veteran teacher. How did it go? How would you bridge the gap between advantaged and disadvantaged students? How do you know when a parent organization is effective? When dealing with difficult students, at what point do you involve parents? How would you communicate with them? Describe a time you discovered a student actively endangering other students. How did you handle it? What would you do if a group of #students launched a complaint against a teacher? What would you do if extracurricular activities were in danger of being phased out due to budget cuts? What new services or activities did you establish at your previous school? How would you increase the school’s involvement with the community? What are the strengths of this #school? What are our weaknesses?
Views: 802 PD Classes 【Manoj Sharma】
This video teaches you how to write a powerful CV. For more tips and information about how to prepare for your career after university go to http://www.uu.nl/careerservices. You can find the cv template here: https://students.uu.nl/sites/default/files/cv_template_english.pdf
Views: 2571822 Utrecht University
http://www.engvid.com Do you know how to build a sentence in English? In this lesson, you will learn the basic parts of a simple sentence, or independent clause. Knowing this will make it easier to understand any sentence in written English. Understanding how these different parts of a sentence work together to form meaning will help you write better in English. The knowledge in this lesson is essential for any 'Independent User' or 'Proficient User' of English. Quiz yourself here: http://www.engvid.com/english-grammar-the-sentence/ TRANSCRIPT Hi again. I'm Adam. Welcome back to www.engvid.com. Today I have a very important lesson, I think, for all of you that will help you very much with your reading, but especially your writing skills. Okay? Today we're going to look at the sentence. What is a sentence? Now, I know that all of you are saying: "Well, we know what a sentence is. We've learned this a thousand times before." Right? I know what you've learned and I know what you haven't learned, many of you; some of you have, of course. The sentence has a very basic structure, there's a very basic component that must be involved or included in a sentence, and a lot of grammar teachers, a lot of English teachers don't teach this. Okay? All of you, I'm sure have by now heard of "SVO", but have you heard of "SVsC"? Have you heard of "SVC"? Maybe yes, maybe no. But I'm sure a lot of you are going: "What? I've never heard of these things before." Well, we're going to talk about this in one second. Before we talk about a sentence, we have to talk about a clause. Now, what is a clause? I'm sure you've heard this word before as well, but just in case, a clause is any subject, verb combination. It's a group of words that must include a subject and a verb. Now, also very important to remember: it must be a tense verb, meaning that it must take a time; past, present, future. Okay? No base verb, no infinitive verb. So that is a clause. Now, there are two types of clauses. Okay? We have independent clauses and we have dependent clauses. The... These are sometimes called subordinate clauses. Now, every sentence in English to be a grammatically correct sentence must have an independent clause. It doesn't need a dependent clause, but it could have one. The independent clause could include a dependent clause as the subject or object. We'll talk about that after. So an independent clause has a subject and a verb, and it can stand by itself. It can contain a complete idea by itself. Okay? So, technically, the shortest sentence you can have in English will be a... Will be an independent clause with a subject and verb. What is the absolute shortest sentence that you can think of? Think of a sentence, the shortest you can possibly make it. Okay? Here's an example: "Go!" Is this a complete English sentence? Yes. Why? Because it contains an independent clause. Where? We have the implied subject: "you" and the tense verb: "go", the imperative tense "go". So this your basic English sentence. Now, we have three other types, three basic types and we can of course play with these after. Subject, verb, object. Some independent clauses must have an object, we'll talk about that in a second. Excuse me. Subject, verb, subject complement. Some sentences must have a subject complement. Subject, verb, complement. Okay? We're going to talk about each of these in a moment. I have the "A" here because quite often, this complement is actually an adverb phrase or an adverbial. We'll talk about that in a second. So your basic sentence can be any one of these three. Now, the reason we're looking at this... All these structures is because once you understand what must be contained in a sentence, then you can read any English sentence out there that is grammatically correct and be able to understand the main idea of that sentence. Okay? So let's start with "SVO". Okay, let's look at our "SVO" type of independent clause: subject, verb, object. Now, first, what is an object? Well, we have two types of objects to talk about. We have the direct object, we have the indirect object. Now, the thing to understand is that the object always answers a question about the verb, it completes the meaning of the verb by asking the questions: "What?" or: "Who?" Now, keep in mind that technically, it's: "Whom?" But if you say: "Who?" I'll let it go this time. Okay? Formal academic writing, "Whom?", "Whom?", "Whom?" IELTS, TOEFL, SAT, all that - "Whom?" not: "Who?" In the object position. But the direct object answers: "What?" or: "Who?" about the verb. Okay? We'll get back to that.
Views: 2168674 English Lessons with Adam - Learn English [engVid]
In this second installment of Chancellor's Conversations, which highlight the work of CUNY faculty, Interim Chancellor Bill Kelly speaks with two of contemporary literature's most distinctive stylists. Andre Aciman of the Graduate Center is the author of seven books, including the novels Harvard Square and Eight White Nights and the acclaimed memoir Out of Egypt. Colum McCann of Hunter College is the author of eight books, including Transatlantic and Zoli; his novel Let the Great World Spin was awarded the 2009 National Book Award for Fiction.
Views: 5250 The Graduate Center, CUNY
Where do you live? What’s your home like? What about your neighbourhood? Talking about your home is a common conversation topic in English, so it’s good to have some things to say. By the end of this lesson, you’ll be able to talk naturally and clearly in English about your home and where you live. See the full free lesson (with text) here: https://www.oxfordonlineenglish.com/talking-about-home You can learn: - English vocabulary to talk about different types of home. - How to say what you like or dislike about your home. - How to make your speaking more natural and interesting by adding details. - How to make longer answers when talking about your home in English. See more of our free English lessons here: https://www.oxfordonlineenglish.com/free-english-lessons A big thank you to the Alphabet translation team from Syria for the Arabic captions!
Views: 759013 Oxford Online English
This video unveils the secrets behind the ability to improve concentration, memory and mind control. Mr. Vivek Bindra, an International motivational speaker, leadership consultant and CEO Coach talks about concentration for studying, concentration for work, concentration for exam, concentration exercises, concentration techniques, concentration power and tips. To Attend a 4 hour Power Packed “Extreme Motivation & Peak Performance” Seminar of BOUNCE BACK SERIES, Call at +919310144443 or Visit https://bouncebackseries.com/ Watch the Leadership funnel Program Testimonial Video, here at https://youtu.be/xNUysc5b0uI Follow our Official Facebook Page at https://facebook.com/DailyMotivationByVivekBindra/ and get updates of recent happenings, events, seminars, blog articles and daily motivation. He explains how to increase, enhance concentration power at office, work, studies, home and reading. Do watch his concentration power and power of concentration videos in Hindi and English. He can be contacted for sessions, seminars, speeches, key note addresses and public gatherings on improving concentration practices, styles tips and techniques. His concentration improving techniques for women, children, kids, youths, students at colleges, universities, institutes are very popular. Watch his videos for concentration power of will, brain power concentration, concentration tips, concentration tips for studying, concentration tips in Hindi and English, concentration tips for students, professionals, housewives and elderly people. Ask him for concentration techniques, concentration techniques for studying in Hindi and English, concentration techniques for youths, children, working class and professionals, mind concentration techniques, concentration techniques in Hindi and English. Concentration exercises in Hindi and English, mind concentration techniques in Hindi and English, concentration techniques for studying in Hindi and English, meditation techniques for concentration in Hindi. Concentration exercises, Concentration exercises for students, professionals, children, elderly and kids, mind and mental concentration exercises, focus and concentration exercises, how to increase concentration power in Hindi and English. See this video for increasing concentration power, tips for increasing concentration, concentration programming, concentration problems and practice, concentration productivity, concentration video for students, concentration video in Hindi and English, Concentration motivation video, mind concentration video and mind concentration mantras. This video unveils the secrets behind the ability to improve concentration, memory and mind control. Mr. Vivek Bindra, an International motivational speaker, leadership consultant and CEO Coach talks about memory for studying, memory for work, memory for exam, memory exercises, memory techniques, memory power and tips. He explains how to increase, enhance memory power at office, work, studies, home and reading. Do watch his memory power and power of memory videos in Hindi and English. He can be contacted for sessions, seminars, speeches, key note addresses and public gatherings on improving memory practices, styles tips and techniques. His memory improving techniques for women, children, kids, youths, students at colleges, universities, institutes are very popular. Watch his videos for memory power of will, brain power concentration, memory tips, memory tips for studying, memory tips in Hindi and English, memory tips for students, professionals, housewives and elderly people. Ask him for memory techniques, memory techniques for studying in Hindi and English, memory techniques for youths, children, working class and professionals, mind memory techniques, memory techniques in Hindi and English. Memory exercises in Hindi and English, mind memory techniques in Hindi and English, memory techniques for studying in Hindi and English, meditation techniques for memory in Hindi. Memory exercises, Memory exercises for students, professionals, children, elderly and kids, mind and mental memory exercises, focus and memory exercises, how to increase memory power in Hindi and English. See this video for increasing memory power, tips for increasing concentration, memory programming, memory problems and practice, memory productivity, memory video for students, memory video in Hindi and English, Memory motivation video, mind memory video and mind memory mantras. Mr. Vivek Bindra is an outstanding trainer, facilitator, consultant, coach, counsellor, teacher and resource for the art of auto suggestion and mind control techniques in Hindi and English. He is a certified master trainer at mind control and auto suggestion for students, youths, working men and women, professionals, children and middle to old age servicemen and others.
Views: 3027433 Dr. Vivek Bindra: Motivational Speaker
http://www.engvid.com Are you the new student in your English class? Do you understand what your teacher is saying? In this lesson, we will go over some of the vocabulary, expressions, and questions that you might hear in class. What do you say if they are speaking too fast or if you didn't hear? It can be stressful to ask questions, but after this lesson, you will be more confident participating and interacting with your teacher and classmates. Take the quiz: http://www.engvid.com/classroom-english/ TRANSCRIPT: Hi. Welcome again to www.engvid.com. I'm Adam. Today's lesson comes as a request, because I know that there are actually quite a few of you who are teachers of English, and you wanted to know some classroom English. So, today, we're going to look at classroom English. This is more for beginners, especially people who have just joined an English class, an ESL class, EFL class, etc. and you're starting to get used to the classroom environment, and you're not exactly sure what the teacher is saying, what you should say, etc. We're going to start with the teachers. What do teachers say that you need to understand? Okay? [Clears throat] Excuse me. First, the teacher will take attendance, or the teacher will take roll call. Sorry, these are two separate words, "roll call". Basically, they want to know who is here and who is not here. Okay? So, if a student is in the class, he or she is present. So, if the teacher says: -"Bill?" -"Present." -"Mary?" -"Present." -"Bueller? Bueller? Bueller?" Bueller is absent. He or she is not in the class. So, "absent", not here. "Present", here. If the teacher has finished with attendance and starts to teach the class, and a student comes in then, that student is late. And they get a little check. Too many lates, you get into trouble. Now, you could be absent, but you can have an excused absent, means that you have a note from your parents, from your doctor, from your boss, or the teacher just knows that you're not coming today and it's okay; it's excused. Now, the teacher will give you commands. He or she will tell you to do things. Okay? So, it's very important that you understand what to do. If a teacher says: "Put up your hand", or: "Raise your hand to ask a question, to make a comment, to ask to go to the bathroom", put up your hand. Raise your hand. Don't speak out. Because if everybody speaks out, it's just noise. Put up your hand, ask your question, get your answer. Okay? Then, the teacher will ask you: "Take out your notebooks. Take out your pens. Take out your earphones." Basically, get them ready, we are going to use them. Okay. "Take your seats." Basically means sit down, sit. Okay? So, he's trying to get organized, or she is trying to get organized. Next, they'll say: "Take out your book. Turn to page 37." Means open your book, page 37, let's start reading, working, etc. Now, if the teacher wants you to do things, but not alone... For example, if you're doing math, yeah, you do it alone no problem. If you're doing ESL, the teacher will want you to work in pairs. It means two people together, so you can speak. "Work in groups", means get into a few people together; three, four, five. If he wants a specific number, he will say: "Get into groups of", or: "Work in groups of three." So, you find your two friends, three sit together, do the exercise. Now, if the teacher... As everybody's talking, the teacher wants everybody be quiet and listen to one student, he will say or she will say: "Please pay attention to Jack. Jack is going to speak. Everybody, please pay attention to Jack." Or if you're doing exercise, if the teacher wants you to be careful about one word or one grammar structure: "Pay attention to the independent clause." Means be very focused, be aware. Okay? So, these are the basic things you need to know what... That your teacher will say. Now, you're the student, you have questions or you don't understand something, what are you going to say or what are you going to ask?
Views: 613202 English Lessons with Adam - Learn English [engVid]
Facilitators Sheila Rodriguez and Karen Shakman introduce the continuous improvement process and the tools that guide its implementation. Participants learn about the model and six core principles of improvement, illustrated in an educational context by a real-world case example. This interactive webinar also presents various continuous improvement tools, such as the Plan-Do-Study-Act cycle, that participants can use in their own settings. Representatives from two districts that have used the continuous improvement process reflect on their successes and challenges in its implementation. This webinar was hosted by REL Northeast & Islands research alliances for English learners, rural districts, and educator effectiveness. Excerpt 1. The Model for Improvement: Sheila Rodriguez discusses the three essential questions that guide the continuous improvement process. View part 2 of this webinar here: https://youtu.be/7-9dHcxpxLI. The content of this video does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Views: 170 Institute of Education Sciences
You are way more intelligent than you realize! Here's a list of signs that actually indicate a super bright mind. They are all scientifically proved, so if you feel like a few of them are true for you, you have every reason to call yourself a genius! TIMESTAMPS You realize how much you don’t know 0:48 You wear the same clothes every day 2:00 You can feel what others are thinking 3:01 You can perfectly control yourself 3:50 Your eyes are blue 4:53 You are a chocolate lover 5:54 When you’re upset, you know what’s bothering you 6:56 You talk to yourself 7:47 You can’t stand any background noise 8:35 Your handwriting is messy 9:21 SUMMARY - Justin Kruger and David Dunning worked with a group of Cornell University undergrads and published the results of their research in the Journal of Personality and Social Psychology in 1999. They asked students to predict their scores after being tested in Humor, Logical reasoning and English Grammar. Those who were 100% sure they did outstandingly well ended up with worse results than those who were more critical of themselves. - Psychologist Oliver Burkeman has done some serious research on the lifestyle of the brightest minds in the world. He concluded that smart people tend to save up their mental abilities for more important things. Unless those smart people are fashion designers or Lady Gaga, of course. - Empathy is a sign of exceptional mental intelligence. If you are emotionally intelligent, you love meeting new people and learning new things. According to psychologist and author of Focus: The Hidden Drivers of Excellence Daniel Goleman, people who care a lot about others and can feel them well, generally, succeed in life. - The ability to control instincts is what we know distinguishes humans from animals. Genius people went even further: they manage to overcome and control any impulses they have. If you can plan and achieve goals without being distracted by emotions you are more intelligent than you might imagine. - Professor emeritus of the University of Louisville Joanne Rowe has concluded light-eyed humans, and even animals are way better at activities requiring self-pacing than the dark-eyed creatures. The fact that you are better at self-paced activities means that you like paying attention to every detail. - M.D. Franz H. Messerli, who is most likely a chocolate lover himself, published the results of his study in The New England Journal of Medicine. He tried to link genius (Noble prize winner kind of genius) per ten million people with the amount of chocolate consumed in certain countries. And he found it. - Genius people don’t stick to the past. And, they don’t blame everyone and everything around for their sadness. Psychologist Daniel Goleman explains a real genius does not only address problems but also recognizes emotions when he feels them, and not ignores them. - Psychologists Daniel Swigley and Gary Lupyan conducted a whole study on it. The good self-talk, according to them, helps us sort the important thoughts from useless stuff going through our minds. - A study conducted at the Northwestern University has stated that a genius hates any kind of background noise because it prevents him from concentrating on important issues. - Next time someone criticizes your handwriting, simply nod, say “I am sorry you don’t get it” and triumph on the inside. Messy writing is one of the signs of a genius! Did you recognize any of these signs in yourself, or maybe you are now positive your best friend is a genius? Feel free to share it in the comments section. Subscribe to Bright Side : https://goo.gl/rQTJZz ---------------------------------------------------------------------------------------- Our Social Media: Facebook: https://www.facebook.com/brightside/ Instagram: https://www.instagram.com/brightgram/ SMART Youtube: https://goo.gl/JTfP6L 5-Minute Crafts Youtube: https://www.goo.gl/8JVmuC Have you ever seen a talking slime? Here he is – Slick Slime Sam: https://goo.gl/zarVZo ---------------------------------------------------------------------------------------- For more videos and articles visit: http://www.brightside.me/
Views: 12195347 BRIGHT SIDE
Asking & Giving directions in English? - English Vocabulary Lesson (ESL) In this lesson, Niharika teaches you how to give directions correctly when you are approached by strangers. The quickest/easiest way is : To keep it simple and crisp, you could start by saying 'the quickest/easiest way is to...' Common verbs : 1. Go (left, right, straight, down, up, through) Examples : go left, go straight, go down the hill/slope, go up the hill/slope, go through the tunnel. 2. Take road name : you can also take the road name/number Examples : Take road 1, take the Avenue road. 3. Turn (right/left) : You can say 'turn right/left' if the person is driving as he would need to turn his steering wheel in a particular direction. 4. Stay on + the road name + distance/time Example : You turn left and stay on Avenue road for 5 kms/ ten minutes. There are other things you can mention while giving directions to people. Use transition words : as they make it easier for the people to find their way through. After that : you take road 1. Then : turn right. Next : you will see a bakery shop. When you get to : the bakery, you go down the hill. Finally : And finally, you will reach the new mall. Landmarks : are important/popular/well known buildings, cinemas, restaurants etc. Examples : You will the City hospital on your left. (the hospital is well known in that area) Across the Cookies and Morebakery . (the bakery is popular in that area) Warnings : It is important to give warnings to people while giving directions. This would help them to know what they have deal with own their way to their destination. Examples : It's a on way lane. It's a very busy road. There might be road repairs. Remember, make yourself clear, repeat if you need to so that he knows how to get there without being confused. What if you don't know the correct directions ? There are times you may not know how to give people directions because you are new in the city/area, or you haven't heard of the place that he wants to reach. Don't be rude by shrugging your shoulders and walking away. You could always say : I'm sorry. I'm not from here so I don't know my way around. I'm afraid. I can't help you.
Views: 759490 Learn English with Let's Talk - Free English Lessons
Get the rest of the videos - http://www.noisyclass.com This video explains a little-used, often-forgotten but very effective classroom management strategy for taking control of really tough groups of students right at the start of lessons. This Classroom Management method is for really challenging, noisy groups that take ages to settle, cost you a lot of time and cause you a lot of stress and frustration. You'll learn WHY some noisy groups of students take longer than others to settle down and HOW to get them in a state where they are more likely to stop talking and listen to you so that they enter your classroom on YOUR terms. Here's the link: http://www.behaviourneeds.com/noisycl...
Views: 1682976 Rob Plevin
MIT 15.S21 Nuts and Bolts of Business Plans, IAP 2014 View the complete course: http://ocw.mit.edu/15-S21IAP14 Instructor: Joe Hadzima What is it, why do I need it and what is it used for? Practical do's and don'ts in preparing a Business Plan. Things to keep in mind in writing a Business Plan which will improve your chances of obtaining funding and running a successful business. License: Creative Commons BY-NC-SA More information at http://ocw.mit.edu/terms More courses at http://ocw.mit.edu
Views: 38564 MIT OpenCourseWare
In this video, Qasim Ali Shah talking on the topic on BIG MISTAKE. He is sharing his experience, knowledge and wisdom that will be helpful to all of those who want to improve their lives or change their lives. Qasim Ali Shah is a Public Speaker- Teacher- Writer- Corporate Trainer & Leader for every age group- Businessmen- Corporate executives- Employees- Students- Housewives- Networkers- Sportsmen and for all who wish everlasting Success- Happiness- Peace and Personal Growth. He helps people to change their belief & thought pattern- experience less stress and more success in their lives through better communication- positive thinking and spiritual knowledge. --------------------------- CONNECT WITH QASIM ALI SHAH: --------------------------- - Qasim Ali Shah: https://goo.gl/6BKcxu - Official Youtube Channel: https://goo.gl/EjUV2h - Facebook Fan Page: https://goo.gl/UBFVMS - Google+:https://goo.gl/uPyGvT - Twitter: https://goo.gl/78MVoA - Website : https://goo.gl/Tgjy6u -------------------- ABOUT QASIM ALI SHAH -------------------- - Qasim Ali Shah has been associated with the field of education since last 18 years. - He got his education from the leading trainers and scholars of Pakistan. - He has trained CSP Officers in MPDD and thousands of government school teachers and headmasters in DSD. - He has also trained many students and teachers of U.E.T, P.U and many other colleges. - He has taught moral values to prisoners in jails and also trained Police Officers in Police Academy. - He is the member of different HR and Marketing Forums and Literary clubs. - He is included among the top faculty members of Bahauddin Zakariya University. - SAMAA TV has presented a documentary of his Success Story. - He has trained the faculty of Lahore College for Women University. - He is included in the Advisory Counsel of different associations. - Reputed sales and insurance companies hire him to train their employees. - He has worked for the betterment of society with the co-operation of different. Thanks for all your support, rating the video and leaving a comment is always appreciated! ----------------------------------------------------------------------- TEAM MEMBER & EFFORT BY: WAQAS NASIR -----------------------------------------------------------------------
Views: 337664 Qasim Ali Shah
Improve your English conversation skills by learning how to introduce yourself and greet people. Join my complete self-study programme to reach all your English language goals: https://anglo-link.com Facebook: http://facebook.com/AngloLink Twitter: http://twitter.com/AngloLink Enjoy, and subscribe for updates on all our new videos.
Views: 2491868 Anglo-Link
If you’d like to receive our Episode 64 bonus PDF on the Behavior Intervention Plan, click this link http://tensigma.org/episode64bonus In this short video, we will discuss the behavior intervention plan or BIP, who is involved in writing them, and some best practice tips for writing a BIP. A behavior intervention plan is written using information gathered from the Functional Behavior Assessment (FBA). The purpose of a BIP is to use behavior intervention strategies to create a series of specific steps to help a student learn new behavior skills. Here are a few important points to remember about the Behavior Intervention Plan: • They are written using information gathered from the Functional Behavior Assessment (FBA), which identify the function or purpose behind the child’s behaviors. • They address behaviors that disrupt the child’s learning or the learning of others • Describe what the behavior is, the reasons it occurs, and interventions to address the behavior • They can be written for any disability area, if learning is impacted by behavior. Some sources for information for a BIP include parents/caregivers, the student, teachers, school psychologists, administrators, and others who know the student well. In order to develop an effective BIP, the entire IEP should be involved in the process to collect data across settings, examine, and use the data effectively. Here is a quick summary of some of the important elements that need to be included in the behavior intervention plan: • Naming the targeted behaviors and describe them • Baseline data including things like frequency, duration, intensity • The behavior that will be taught to replace the targeted behavior including who will teach the new skills • A plan for reinforcing the new behavior • Consequences if the targeted behavior continues • An assessment of the BIP including how the team will know it is working and how they will collect data to show the improvements Here are some best practice tips for writing a BIP: • Look at systems that are already in place for data collection – including things like data around behavior that could be collected from office referrals • Look for special education templates that may be available and use them as a guide for data collection • Collect data in a variety of settings possibly including classrooms, buses, passing periods, lunch, etc. • Analyze the data and look for patterns including who is involved in the behavior (preventing or making it worse), why does the behavior pattern happen, when and where does the behavior occur, when does it not occur and why, what environment is the student in and how does it contribute to the behavior, what does the student gain from the behavior (attention, work avoidance, perceived power, etc.), and how long does it last • Think simple and step-by-step • Continually evaluate and update the BIP • Can be written as narratives, forms, or charts • Parents/caregivers can and whenever possible should be involved in providing reinforcements for positive behavior As part of each episode of Transition Tuesday, we provide additional tips, teacher tools, and resources related to the topics we cover. For this week’s bonus, Ten Sigma is providing a pdf that contains links to resources regarding behavior intervention plans, which you can access by clicking the link at the top of this description. To learn more about Ten Sigma’s educational resources for teachers or parents, please visit our website http://tensigma.org and you can also connect with us on social media at: Facebook - https://www.facebook.com/Ten-Sigma-1572734446323526 Twitter - https://twitter.com/Ten_Sigma LinkedIn - https://www.linkedin.com/company/ten-sigma If you know anyone else who would benefit from the information we share in these videos, please share this video and invite them to visit http://transitiontuesday.org We hope you enjoyed this episode and that you use this information on the behavior intervention plan and use it to write even more effective plans.
Views: 1917 Ten Sigma
Learn the method you need to crack IELTS Reading for both General and Academic! Our expert teacher Jay from E2Language will guide you through the process. More on our website at: https://www.e2language.com/ Sign up for our free IELTS trial: http://bit.ly/2ntt8Q7 For your continued support please donate small change: http://www.paypal.me/e2language IELTS Webinars are now open to all users! Yes, it’s free to register and participate in this LIVE TRAINING with our IELTS teachers: IELTS General Writing Task 1 – Every Monday! http://bit.ly/2kLJpDB IELTS Academic Writing Task 1 – Every Tuesday! http://bit.ly/2ykS2dq IELTS Writing Task 2 (Academic & General) – Every Wednesday! http://bit.ly/2g6tvPc IELTS Reading (Academic & General) – Every Thursday! http://bit.ly/2gAaepV IELTS Super Methods! – Every Second Friday! http://bit.ly/2yid8aI The IELTS reading section (like all of the IELTS sections) requires a solid method, whether you are taking IELTS general or IELTS academic. Watch our E2 IELTS online webinar with Jay to find out what the magic formula is before taking your next IELTS test. Follow us on social media for helpful tips and updates for IELTS exam preparation and IELTS reading section: Blog: https://blog.e2language.com Forum: https://forum.e2language.com Facebook: https://www.facebook.com/e2language/ Twitter: https://twitter.com/e2language Instagram: https://www.instagram.com/e2language/
Views: 685303 E2 IELTS
http://www.waysandhow.com Subscribe to Waysandhow: https://goo.gl/RK2SbN Guided reading lesson tips, step by step tutorial and tips on how to teach a reading lesson. Reading is a complex skill. A meaningful instruction should address vocabulary development, careful reading of texts, awareness of text structure and discourse organization, the use of graphic organizers to support comprehension, strategic reading, fluency development, extensive reading, student motivation, and integrated-skills tasks. While it is impossible to focus on all of these, a reading teacher can choose specific areas to focus on while not forgetting the primary means for reading development, which is extensive reading. Waysandhow. ---------------------------------------------------------- Our Social Media: Google+: https://plus.google.com/+waysandhow Facebook: https://www.facebook.com/waysandhow/ Pinterest: https://www.pinterest.com/waysandhow/ Twitter: https://twitter.com/waysandhow
Views: 9795 WaysAndHow
Visit: https://www.edact.com/professional-development/behavior/highly-successful-strategies-to-guide-young-childrens-behavior-professional-development.html to purchase this DVD in it's entirety from Educational Activities, Inc. See a diverse group of teachers use a variety of proven supportive guidance techniques to foster positive prosocial behavior and self regulation in the early childhood classroom. Classroom management and discipline are among the most challenging issues that teachers report. The program demonstrates specific methods to deal with an assortment of inappropriate behaviors teachers may encounter. Chapters include: Introduction Reasons for Inappropriate Behavior Importance of Our Relationships The Supportive Guidance Approach How to Teach Social Skills Top 20 Supportive Guidance Approach Techniques Review A comprehensive Trainer's Guide includes handouts for participants with reflection and discussion topics, resources, a post test and certificates of participation (as a PDF file on the CD). This program gives teachers the tools they need to promote prosocial behavior and create a positive classroom environment. The program was written by Dr. Patricia Vardin, Chair, Early Childhood Education Department, Manhattanville College, Purchase, NY.
Views: 230134 Educational Activities
Presented by Kellie Walters and Roberto Lopez at Michigan State University on 11 September 2018
Making patient care safer takes a careful and coordinated plan of action. Use this Comprehensive Unit-based Safety Program (CUSP) tool to pinpoint areas where practices need to be changed and to identify which protocols can address persistent safety issues. Video also at http://www.ahrq.gov/professionals/education/curriculum-tools/cusptoolkit/videos/05b_developplan/index.html
Views: 401 AHRQ Patient Safety
This video includes Basic introduction to the topic Communication, its nature, need of communication, process & barriers to communication. For the same video in English- https://www.youtube.com/watch?v=0W2RcL02IFQ hii A very good news to all I have uploaded my notes on communication on google drive plz download it in pdf format Hope this helps :) https://drive.google.com/drive/folders/18BF5LHgtyH3uIBzKrX7lLBo9NTPrzq4t?usp=sharing If you want to support this channel you can donate through Paytm 9265799867 :)
Views: 449437 Learning to Learn
Learn the key points on how to understand native English speakers. Join my complete self-study programme and start reaching all your English language goals: https://anglo-link.com Daily Dialogues (104) - http://tinyurl.com/d2duc5l Business Dialogues (108) - http://tinyurl.com/cxk7bwe The English Sound System (117) - http://tinyurl.com/anglo-link All Audio Files - http://tinyurl.com/d6q5wxe Facebook: http://facebook.com/AngloLink Twitter: http://twitter.com/AngloLink Subscribe for updates on new videos. Enjoy!
Views: 10674748 Anglo-Link
Chief Executive Carrie Lam has outlined plans to improve the learning environment in public schools, enhance the Continuing Education Fund and strengthen the development of the Qualifications Framework. Delivering her 2017 Policy Address today, Mrs Lam said education is the key to nurturing talent, and government expenditure on education is the most meaningful investment for Hong Kong's future development. She said public schools will receive a recurrent air-conditioning grant from the next school year so students and teachers can enjoy a more comfortable environment in hot weather. The Government will inject $1.5 billion into the Continuing Education Fund to improve its operation. The injection will benefit 150,000 people and the fund's operation will be extended to 2024. Mrs Lam added the Government will inject $1.2 billion into the Qualifications Framework Fund to strengthen the framework's development, enhance recognition of qualifications for different industries, and provide young people with quality-assured pathways for further studies and career development. Moreover, the Partnership Fund for the Disadvantaged will get an injection of $400 million, including $200 million for implementing after-school learning and support programmes. The move will benefit some 130,000 grassroots children. On school curriculum, Mrs Lam said the Education Bureau will make Chinese History an independent compulsory subject for junior secondary students from the next school year to nurture students' sense of national identity. The bureau will also enrich Mainland exchange programmes to enable more teachers and students to widen their horizons through visiting Belt & Road provinces and cities, the Guangdong-Hong Kong-Macao Bay Area and Mainland enterprises in the innovation and technology sector. On university education, Mrs Lam said the Government has invited the University Grants Committee to set up a task force, to be chaired by Prof Tsui Lap-chee, to review research support strategy, the level of research funding and the funding allocation mechanism. For the self-financing post-secondary sector, the Government will set up another task force, to be chaired by Prof Anthony Cheung, to review the way forward for sub-degree programmes and other issues. She also proposed to set up a $12 billion Hostel Development Fund, aiming to increase hotel facilities at a faster pace. (http://j.mp/2ybXCNv)
In this lesson, you can learn how to write an email in English. Do you need to write emails at work? Are you worried that your emails aren’t clear, or that you make mistakes in English? In this lesson, you can see a how to write clear, natural-sounding emails easily and quickly. We’ll show you how to write an email in English from beginning to end, in simple, clear steps that you can follow right now! You can see the full version of this free lesson here: https://www.oxfordonlineenglish.com/write-emails-in-english This lesson will help you: - Write clear email greetings. - Begin an email by explaining why you are writing. - Add details to your email. - Move between ideas in your email. - Use a call to action to discuss the main idea of your email. - Learn how to sign off, or close, your email. - Practice writing an email in English using examples. Visit our website to see more, free English lessons like this one: https://www.oxfordonlineenglish.com/ A big thank you to the Alphabet translation team from Syria for the Arabic captions!
Views: 222120 Oxford Online English
Vote on the Next Tutorial: http://www.jazzastudios.com/tutorial-poll Tutorial/Artwork Archives, and more: http://www.jazzastudios.com/Shop.php The Old 'Practice' Video: https://www.youtube.com/watch?v=JSSKREXiW84 A trick to Overcome Creative Block: https://www.youtube.com/watch?v=Lh17KFLbuEE My Progress Story: https://www.youtube.com/watch?v=034vbwX-POg -------------------------------- MORE OF ME! - Follow/Sub ↴ -------------------------------- ▶ DAILY VLOG: https://www.youtube.com/dailyjazza ▶ Instagram+IGTV: https://instagram.com/DrawWithJazza ▶ Twitch: https://www.twitch.tv/DrawWithJazza ▶ Twitter: @JosiahBrooks (https://twitter.com/JosiahBrooks) ▶ Facebook: http://www.facebook.com/Josiah.Jazza.Brooks --------------------------------
Views: 2774934 Draw with Jazza
Learn more about Project Based Learning (PBL) at : http://bie.org/. The Buck Institute for Education commissioned the cutting-edge advertising agency, Common Craft, to create a short animated video that explains in clear language the essential elements of Project Based Learning (PBL). This simple video makes the essential elements of PBL come alive and brings to light the 21st Century skills and competencies (collaboration, communication, critical thinking) that will enable K-12 students to be college and work-ready as well as effective members of their communities.
Views: 753469 Buck Institute for Education
Stanford lecturer and entrepreneur Matt Abrahams is an expert on interpersonal communication and presentation. His talk at TEDxMontaVistaHighSchool's 2015 Spring conference explains the ins and outs of impromptu and public speaking. Matt Abrahams is a passionate, collaborative and innovative educator and coach. Matt teaches both Strategic Communication and Effective Communication at Stanford University's Graduate School of Business. Matt is also Co-Founder and Principal at Bold Echo Communications Solutions, a presentation and communication skills company based in Silicon Valley that helps people improve their presentation skills. Matt has worked with executives to help prepare and present keynote addresses and IPO road shows, conduct media interviews, and deliver TED talks. Finally, Matt recently published the second edition of his book Speaking Up Without Freaking Out, a book written to help people become more confident, authentic, and compelling presenters. Prior to teaching, Matt held senior leadership positions in several leading software companies, where he created and ran global training and development organizations. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
Views: 1813976 TEDx Talks
As mobile devices go mainstream in business communication, they create new writing challenges for professionals at all levels. The need to write clear and compelling messages is as strong as ever, but now these messages need to be crafted for an increasingly mobile audience. The latest editions from Bovée and Thill are the first major business communication textbooks to address this shift in the business environment, and they offer in-depth advice and practice opportunities for students. Coverage of mobile communication challenges is woven throughout these new editions to help students apply the concepts of effective communication to the full range of contemporary business situations. A set of annotated model documents, for example, illustrates the challenges of using conventional writing approaches in a mobile environment. Students can clearly see that a writing approach that works well in print or on full screens creates a host of problems for mobile readers. In addition to emphasizing tight, linear writing, the Bovée and Thill texts offer essential advice for designing and formatting mobile messages. Students will see the difference these design choices make for reading comprehension and audience satisfaction. Mobile presents challenges, but it also creates exciting opportunities for entrepreneurs, managers, and others who need to connect with mobile audiences. Bovée and Thill help students adapt their personal experience with smartphones and tablets to the fast-moving world of mobile business. The latest editions of Bovee and Thill's textbooks will give your students ample opportunity to develop writing skills for the mobile business environment. New features include • Two dozen model documents, photos, and screenshots that illustrate mobile communication concepts • New end-of-chapter questions and activities that focus on mobile communication • And a selection of communication cases that challenge students to craft messages for mobile devices To learn more, visit the Bovée and Thill website, where you can request examination copies and read a variety of articles on mobile communication and other leading-edge topics. Also, check out Bovee & Thill’s online magazine: How the Mobile Revolution Is Changing Business Communication. You’ll find a link to it on Bovee & Thill’s Business Communication Blog under “Bovee & Thill’s Online Magazines.” Your students are racing toward a mobile future. Don’t let an obsolete textbook hold them back. Importantly, keep in mind that you’ll only find mobile business communication in Bovee and Thill’s business communication textbooks. Yo order an examination copy of a Bovee and Thill textbook, visit http://blog.businesscommunicationnetwork.com/texts For a wealth of business communication resources, visit http://blog.businesscommunicationnetwork.com/resources This video: http://youtu.be/X0rh0i_8OUY See the playlist that shows all of the videos about mobile communication: https://www.youtube.com/playlist?list=PLBA748C6550DF9A4D Also see Have You Prepared Your Students for a Mobile Job Search: https://www.youtube.com/watch?v=iKW6N6Kp84E Essentials of Business Communication Business Writing Textbooks Business Communication: Process and Product Business Communication: Developing Leaders in a Networked World Business and Administrative Communication Business Communication: In Person, In Print, Online Business Communication: Polishing Your Professional Presence Methods of Teaching Business Communication Business Communication Teaching Resources Lesson Plans for Business Communication QuickSwitch: Change Business Communication Textbooks Quickly and Easily QuickSwitch Business Communication Textbook Migration System Business Communication Videos Business Communication Corporate Training Corporate Communication Instruction Business Writing Blog Business Communication Blog Teaching Business Writing Business Writing Instruction Teaching Materials for Business Communication Business Communication Textbooks Best Business Communication Textbooks Business Communication Instruction Business Communication Teaching Materials Methods of Teaching Business Communication Teaching Business Communication Top 5 Business Communication Secrets Communication in Business Best Business Communication Textbook Business Communication Textbooks Teaching Business Communication Business Communication Instruction Teaching Management Communication Teaching Organizational Communication Teaching Managerial Communication Teaching Corporate Communication
Tweet this Video: http://clicktotweet.com/UfFee http://www.ampli.com/ Like us on Facebook: http://www.facebook.com/AmplivoxPortableSoundSystemsandLecterns Classroom management Definition: "A term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students." Listed below are several techniques, ideas, resources, and tips for teachers to hone the right skills to conquer their classroom: 1. Start the year tough. Many teachers make the mistake of starting the school year with a poor discipline plan or without any classroom management plan at all. It is so much easier to start tough and then lighten up, then to start light and discipline more. At the beginning of the year, students quickly assess the situation and realize what they will be allowed to get away with. Starting the year tough will give you control and flexibility. 2. Be fair to all students. 3. Be prepared for disruptions---and don't let them phase you. Students often amplify their teacher's reaction to disruptions—be ready for them and be ready to calmly and quickly pick up where you left off. Having a joke or interesting comment ready to bring attention back to you will allow you to transition back to the material. 4. Instill high expectations 5. Incentivize good behavior. Motivating students though rewards like no homework, watching a video, ice cream, or free-activity time can help students by giving them a goal. This can also help students hold each other accountable to class goals and stigmatize negative behavior even more. 6. Overplan. 7. Have a clearly expressed disciplinary plan...with consequences! Make sure students know the disciplinary ladder well. Any hint of ambiguity can leave a loophole for excuses (and students are great at making excuses!). Warn students when they are close to breaking a rule so there will be no ambiguity when that line is crossed. If you constantly raise your voice to get the attention of the class, consider investing in a classroom amplification system which can save your voice by projecting it. The iPod Portable PA system is a great system for classrooms because it features an iPod dock that simultaneously plays and charges your iPod and also has outputs for a projector. 8. Focus on relationships. A teacher than can connect positively with their students will make students behave and easier to manage because students will regard the teacher much like a friend. Using positive reinforcement to build a positive reputation for the child gives the student confidence that their teacher believes in them and will make it harder to disappoint the teacher with bad behavior or work ethic. 9. Be careful about confrontation 10. Be patient and keep practicing. Don't worry if things don't go well right away...controlling your classroom is learn-able but will always be a challenge with some students. Whether you are teach a kindergarten class, at an elementary school, middle school, or high school, it is best to "Expect the Unexpected" and be ready for adversity! For more information on classroom discipline, classroom behavior management, or organization please check back at blog.ampli.com or visit the AmpliVox YouTube Channel. Tags: "classroom management" tips suggestions "tips for teachers" Classroom management Definition techniques ideas resources skills plan teaching "methods and strategies" disciplinary plan discipline amplified amplification system speakers speaker microphone wireless kindergarten class elementary school middle high college university small group Sunday practice training learning environment theory rules climate new educational importance effective arrangement motivating problems new teachers first second third fourth fifth sixth seventh eighth ninth tenth high school junior 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Views: 572566 AmpliVox Sound Systems
Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level. TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and much more. Find closed captions and translated subtitles in many languages at http://www.ted.com/translate Follow TED news on Twitter: http://www.twitter.com/tednews Like TED on Facebook: https://www.facebook.com/TED Subscribe to our channel: http://www.youtube.com/user/TEDtalksDirector
Views: 3012580 TED
Are you stuck when you have to introduce yourself? Do you avoid introducing people because you don't know how? Don't be afraid anymore! Watch this lesson and learn what to say and do! Develop your confidence to be more successful in personal and professional life. Take the quiz on this lesson here: http://www.engvid.com/how-to-introduce-yourself-other-people/ TRANSCRIPT Hi. I'm Rebecca from www.engvid.com. In this lesson, you'll learn how to introduce yourself and also how to introduce people who don't know each other. Now, sometimes, you learn a lot of English and you don't... You still feel nervous, you don't feel confident doing simple things. So, this is one of those simple, but important things, but you need to be able to do. To be able to walk up to someone, to introduce yourself, and also to know how to respond when someone does that. And that may be true, whether you're at a business conference or at a party. Okay? So, let's get started. So, here, first we'll talk about the formal situation. So, let's say we'll start over here. "Hello. I'm Bill White." Their response is: "Hi. I'm Susan Jones." So, he says, then: "It's a pleasure to meet you." And she says: "It's a pleasure to meet you, too." Okay? Pretty straightforward, pretty simple. Why? Because, especially at this part, you're just repeating what the other person says, except that you're adding the word: "too". Okay? Let's try it again. "Hello. I'm Bill White." Now, at that point, you probably want to also shake hands. So, let me mention that. So, the things that you should do in addition to what you say are these things: you should try to maintain a straight posture because you look more professional that way, especially in a business situation. In a North American context, also, we establish eye contact. All right? That shows that we're not afraid, that shows we're not hiding anything. All right? Shows confidence. And, you want to give a firm handshake. Okay? Don't keep your hand really weak. Keep it firm. Not hard. Don't squeeze the other person's hand, but make a firm handshake. And this is true whether you're a man or a woman. And usually, we smile because it's a little bit... It shows that you're a friendly person and you're happy to meet the other person, even in a business situation. So let's get started. And what I was saying is about the handshake, you could shake hands right here. So, you could say: "Hello. I'm Bill White." Or, you could say it at this point when you say: "It's a pleasure to meet you." Okay? -"Hello. I'm Bill White." -"Hi. I'm Susan Jones." -"It's a pleasure to meet you." -"It's a pleasure to meet you, too." And if you want, one thing you can do is to mention the person's name when you're saying: "It's a pleasure to meet you." Okay? But sometimes in a business context, you're not yet sure whether to say: "Ms. Jones", or: "Susan", so you could try it, and you could say: "It's a pleasure to meet you, Ms. Jones." And she might say: "Oh, you can call me Susan. It's a pleasure to meet you, too." And so on. Okay? But main thing is this part is just repeated. Next, in an informal situation. So, here, instead of saying: "Hello", we're just going to say: -"Hi! Hi! I'm George." -"Hi! I'm Maria." -"Nice to meet you." -"Nice to meet you, too." Again, we're just repeating. So, what happened? Here, it's a little more formal, so we said: "It's a pleasure to meet you." And here, because it's informal, we just said: -"Nice to meet you." -"Nice to meet you, too." Okay? So, just repeat that. And also, instead of: "Hello", we're just saying: "Hi!" All right? -"Hi! I'm George." -"Hi! I'm Maria." -"Nice to meet you." -"Nice to meet you, too." Okay? So, try that. Next I'll show you how to introduce people who don't know each other. So, let's see how to introduce people to each other. First, we'll do this in a formal situation. Okay? So let's pretend in this scenario that there are three people. You are Carol Smith, and you know Scott Topper, and you know Steven Shaw, but they don't know each other. But you don't know that, so you have to find out first, because sometimes people do know each other. So, Carol is going to speak first. So, Carol knows both of them. All right? So she says... Carol Smith says: "Have you met each other?" So, let's say she turns to one of them or to either of them, and she says... So, Scott answers and he says: "No, we haven't." Sometimes this person will answer, sometimes both of those people will answer kind of at the same time, say: "No, we haven't." Doesn't matter. And then, Carol says, if it's a formal situation: "Mr. Topper, this is Mr. Shaw. Mr. Shaw, this is Mr. Topper." Now, sometimes this part is not necessary, because it's kind of obvious. So, usually... Usually, if you just say the first part, people will start introducing themselves then to each other or continue with the: "Pleasure to meet you." But if you want to know the traditional way in which it's done, it's done like that. Okay?
Views: 1116332 Learn English with Rebecca [engVid]