Week 1 7 and 10 of July, 2008 (2 1/2 hours)
Topics: Epstein, R.L. Chapters 1 and 2
Week 2 14 and 17 of July 2008 (3 hours)
Epstein, R.L. Chapters 3 and 4
Week 3 21 and 24 of July 2008 (2 1/2 hours)
Epstein, R.L. Chapters 5 and 6
Week 4 28 and 31 of July 2008 (3 hours)
Epstein, R.L. Chapters 7 and 8
Wednesday, July 9, 2008
Kumpulan 6: New Students
This is the name list for my PBET 2106 students
1. PEP 070001 Amaran Krishnan
2. PEP 070003 Azlina Bt Idris
3. PEP 070004 Aznor Bin Sulaiman
4. PEP 070006 Idris Bin Sulaiman
5. PEP 070007 Jaafar Bin Abdullah
6. PEP 070008 Johan Bin Hashim
7. PEP 070009 Khadijah Binti Udin
8. PEP 070012 Mohamad Radzi Bin Yusof
9. PEP 070015 Ng Kock Foey
10. PEP 070017 Norjalilah Binti Abdul Jalil
11. PEP 070020 Roslan Bin Abdul Latif
12. PEP 070022 Sulaiman Bukhari B Hj Amir
13. PEP 070029 Wong Poh Sim
14. PEP 070030 Yang Suan Chin
15. PEP 070031 Zunnurin B Abd Aziz
1. PEP 070001 Amaran Krishnan
2. PEP 070003 Azlina Bt Idris
3. PEP 070004 Aznor Bin Sulaiman
4. PEP 070006 Idris Bin Sulaiman
5. PEP 070007 Jaafar Bin Abdullah
6. PEP 070008 Johan Bin Hashim
7. PEP 070009 Khadijah Binti Udin
8. PEP 070012 Mohamad Radzi Bin Yusof
9. PEP 070015 Ng Kock Foey
10. PEP 070017 Norjalilah Binti Abdul Jalil
11. PEP 070020 Roslan Bin Abdul Latif
12. PEP 070022 Sulaiman Bukhari B Hj Amir
13. PEP 070029 Wong Poh Sim
14. PEP 070030 Yang Suan Chin
15. PEP 070031 Zunnurin B Abd Aziz
First Half Semester Timetable
Week 1 7 and 10 of July, 2008 (2 1/2 hours)
Week 2 14 and 17 of July 2008 (3 hours)
Week 3 21 and 24 of July 2008 (2 1/2 hours)
Week 4 28 and 31 of July 2008 (3 hours)
Week 2 14 and 17 of July 2008 (3 hours)
Week 3 21 and 24 of July 2008 (2 1/2 hours)
Week 4 28 and 31 of July 2008 (3 hours)
Announcement 1
Hi everybody,
Welcome to my lounge
This lounge is created to enable you to post, comment and to communicate with me
I will try to update this blog regularly and if possible I will also want you to visit this blog and look up for any announcement
My teaching schedule for this semester has already been changed. My new timetable follows: (Week 1, Week 2, Week 3 and Week 4)
Days/Time: Mondays( 11:00am to 12:30pm) and Thursdays ( 3:00pm-5:30pm)
Venue: BSD Bangunan SKET
7th of July, 2008 and
Welcome to my lounge
This lounge is created to enable you to post, comment and to communicate with me
I will try to update this blog regularly and if possible I will also want you to visit this blog and look up for any announcement
My teaching schedule for this semester has already been changed. My new timetable follows: (Week 1, Week 2, Week 3 and Week 4)
Days/Time: Mondays( 11:00am to 12:30pm) and Thursdays ( 3:00pm-5:30pm)
Venue: BSD Bangunan SKET
7th of July, 2008 and
Tuesday, July 8, 2008
Persuasive Language
Persuasive language
All use of language can act to persuade, and there are many other pages in the language section of this site that include persuasive elements. This page adds more focused and specific techniques to change the minds of other people.
Final impact: Put the impact at the end of the sentence.
Intensifiers: increasing the emotional impact of a statement.
Power words: Words that have special meaning.
Pronoun language: I, you and so on add power.
Sensory language: Language that evokes senses.
Short sentences: Like this. That work. Of course.
Temporal language: Changing time and hence meaning.
Trivializing words: Deflating what others say.
Using pauses: Adding power with very largely nothing.
Final impact
Method
To maximize the impact of a sentence, paragraph or speech, put the main impact at the end, such that you leave them thinking 'wow!' and in a state of desire (rather than being rather bored and wishing you would finish soon).
The final impact can be increased by building tension beforehand, hinting at wonders to come, creating allure and promise that keeps them hanging on until your last word.
Example
I am going to let you into a secret -- but not yet. First, I want you to know that I have been listening to a lot of people like you who have similar problems. And I also think you will be pleased to know I have been able to help them get over those problems. And the secret of solving their problems lay in the effective use of a proven learning and support package.
iscussion
When people get the idea of what you are saying (or even think that they have got the idea), they cognitively close, switching off from attentive listening. To keep them listening and
Jokes keep people hanging on until the punch-line at the end by building tension beforehand. Tension is also used in movies and stories. When people are
Speaking that makes a point and then
Intensifiers
Method
Amplify the effect of a verb by using an adverb that intensifies the meaning and particularly the emotional content.
Use the intensifier to subtly suggest to the other person what emotions they should feel.
In the same way, you can also use adverbs to reduce the natural emotional content of a verb.
Example
That is very interesting. (basic intensifier)That is very, very interesting. (repetition to increase effect)That is extremely interesting. (suggests extreme response)That is amazingly interesting. (suggests being amazed)That is scarily interesting. (suggests being scared)That is quite interesting. (reducing intensity)That is a bit interesting. (reducing intensity)
Discussion
The basic intensifier is 'very' and can be used with many verbs. Other intensifiers often have the same meaning as 'very' but use different forms Intensifiers include: very, really, extremely, remarkably, fantastically, etc.
Suggesting what to feel
Intensifiers often subtly suggest to the other person what to feel. By naming emotions within the adverb, the other person has to consider this emotion and hence begins to feel it.
As the adverb is not the subject, object or verb, it is not as noticed and hence such suggestions may slip past conscious (or even subconscious) filters.
De-intensification
Just as intensifiers increase emotion, the same effect can be done in reverse, where the natural level of emotion implied by a verb may be reduced. This can be done deliberately to cool down a situation. It also can appear in floppy language, where you are seeking to avoid saying anything that upsets the other person and hence end up making very weak statements that have a very low chance of changing anybody's mind.
Borrowing from the negative
There is a curious pattern of intensification that uses negative words to intensify positive verbs. These words include: Awfully, dreadfully, fearfully, terribly, ridiculously, insanely, disgustingly, hideously, etc.
Thus, for example:
She is dreadfully beautiful.What an insanely good idea!
What in effect is happening here is that many strong emotions are negative, so using them in a positive context borrows that intensity of emotion whilst the contextual cues show that the real meaning is positive. An additional effect is that combining negative and positive words in the same sentence creates confusion, which itself is also adds to the emotion.
A curious fact about this usage is that it is particularly popular with upper-class British people. What a ridiculously interesting thing!
De-intensification by intensification
Sometimes intensification is done deliberately but with the opposite intent. This use of sarcasm may be done against another person or used in a more ironic sense about the situation.
Oh, very clever! (actually meaning rather stupid)
All use of language can act to persuade, and there are many other pages in the language section of this site that include persuasive elements. This page adds more focused and specific techniques to change the minds of other people.
Final impact: Put the impact at the end of the sentence.
Intensifiers: increasing the emotional impact of a statement.
Power words: Words that have special meaning.
Pronoun language: I, you and so on add power.
Sensory language: Language that evokes senses.
Short sentences: Like this. That work. Of course.
Temporal language: Changing time and hence meaning.
Trivializing words: Deflating what others say.
Using pauses: Adding power with very largely nothing.
Final impact
Method
To maximize the impact of a sentence, paragraph or speech, put the main impact at the end, such that you leave them thinking 'wow!' and in a state of desire (rather than being rather bored and wishing you would finish soon).
The final impact can be increased by building tension beforehand, hinting at wonders to come, creating allure and promise that keeps them hanging on until your last word.
Example
I am going to let you into a secret -- but not yet. First, I want you to know that I have been listening to a lot of people like you who have similar problems. And I also think you will be pleased to know I have been able to help them get over those problems. And the secret of solving their problems lay in the effective use of a proven learning and support package.
iscussion
When people get the idea of what you are saying (or even think that they have got the idea), they cognitively close, switching off from attentive listening. To keep them listening and
Jokes keep people hanging on until the punch-line at the end by building tension beforehand. Tension is also used in movies and stories. When people are
Speaking that makes a point and then
Intensifiers
Method
Amplify the effect of a verb by using an adverb that intensifies the meaning and particularly the emotional content.
Use the intensifier to subtly suggest to the other person what emotions they should feel.
In the same way, you can also use adverbs to reduce the natural emotional content of a verb.
Example
That is very interesting. (basic intensifier)That is very, very interesting. (repetition to increase effect)That is extremely interesting. (suggests extreme response)That is amazingly interesting. (suggests being amazed)That is scarily interesting. (suggests being scared)That is quite interesting. (reducing intensity)That is a bit interesting. (reducing intensity)
Discussion
The basic intensifier is 'very' and can be used with many verbs. Other intensifiers often have the same meaning as 'very' but use different forms Intensifiers include: very, really, extremely, remarkably, fantastically, etc.
Suggesting what to feel
Intensifiers often subtly suggest to the other person what to feel. By naming emotions within the adverb, the other person has to consider this emotion and hence begins to feel it.
As the adverb is not the subject, object or verb, it is not as noticed and hence such suggestions may slip past conscious (or even subconscious) filters.
De-intensification
Just as intensifiers increase emotion, the same effect can be done in reverse, where the natural level of emotion implied by a verb may be reduced. This can be done deliberately to cool down a situation. It also can appear in floppy language, where you are seeking to avoid saying anything that upsets the other person and hence end up making very weak statements that have a very low chance of changing anybody's mind.
Borrowing from the negative
There is a curious pattern of intensification that uses negative words to intensify positive verbs. These words include: Awfully, dreadfully, fearfully, terribly, ridiculously, insanely, disgustingly, hideously, etc.
Thus, for example:
She is dreadfully beautiful.What an insanely good idea!
What in effect is happening here is that many strong emotions are negative, so using them in a positive context borrows that intensity of emotion whilst the contextual cues show that the real meaning is positive. An additional effect is that combining negative and positive words in the same sentence creates confusion, which itself is also adds to the emotion.
A curious fact about this usage is that it is particularly popular with upper-class British people. What a ridiculously interesting thing!
De-intensification by intensification
Sometimes intensification is done deliberately but with the opposite intent. This use of sarcasm may be done against another person or used in a more ironic sense about the situation.
Oh, very clever! (actually meaning rather stupid)
Student List as 9th of July 2008
Listed below are my students for PBET 2106. You are advised to take my slot as below-mentioned:
Days: Mondays-Wednesdays
Place: BSB 301(to be confirmed)
Time: 9:00am to 11:30am
These are two students who agreed to join this class ( amrsaifv and nurainsaid) and 7 more students yet to give me their names and ID #
1. PEK 070025
2. PEK 070027
3. PEK 070039
4. PEK 070009
5. PEK 070030
6. PEK 070033
7. PEK 070042
8. PEK 070026
9. PEK 070048
10. PEK 070012
11. PEK 070001
12. PEK 070035
13. PEK 070048
14. PEK 070006
15. PEK 070047
16. PEK 070046
17. PEK 070037
18. PEK 070029
19. PEK 070005
20. PEK 070021
21. PEK 070041
22. PEK 070032
23. PEK 070045
24. PEK 070018
Days: Mondays-Wednesdays
Place: BSB 301(to be confirmed)
Time: 9:00am to 11:30am
These are two students who agreed to join this class ( amrsaifv and nurainsaid) and 7 more students yet to give me their names and ID #
1. PEK 070025
2. PEK 070027
3. PEK 070039
4. PEK 070009
5. PEK 070030
6. PEK 070033
7. PEK 070042
8. PEK 070026
9. PEK 070048
10. PEK 070012
11. PEK 070001
12. PEK 070035
13. PEK 070048
14. PEK 070006
15. PEK 070047
16. PEK 070046
17. PEK 070037
18. PEK 070029
19. PEK 070005
20. PEK 070021
21. PEK 070041
22. PEK 070032
23. PEK 070045
24. PEK 070018
Ways to Enhance Your Non-Verbal Communication Skills
It is not only what you say in the classroom that is important, but it's how you say it that can make the difference to students. Nonverbal messages are an essential component of communication in the teaching process.
Teachers should be aware of nonverbal behavior in the classroom for three major reasons:
An awareness of nonverbal behavior will allow you to become better receivers of students' messages.
You will become a better sender of signals that reinforce learning.
This mode of communication increases the degree of the perceived psychological closeness between teacher and student.
Some major areas of nonverbal behaviors to explore are:
Eye contact
Facial expressions
Gestures
Posture and body orientation
Proximity
Paralinguistics
Humor
Eye contact:
Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.
Facial expressions:
Smiling is a powerful cue that transmits:
Happiness
Friendliness
Warmth
Liking
Affiliation
Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.
Gestures:
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.
Posture and body orientation:
You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.
Proximity:
Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:
Rocking
Leg swinging
Tapping
Gaze aversion
Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.
Paralinguistics:
This facet of nonverbal communication includes such vocal elements as:
Tone
Pitch
Rhythm
Timbre
Loudness
Inflection
For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.
Humor:
Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)
Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.
Teachers should be aware of nonverbal behavior in the classroom for three major reasons:
An awareness of nonverbal behavior will allow you to become better receivers of students' messages.
You will become a better sender of signals that reinforce learning.
This mode of communication increases the degree of the perceived psychological closeness between teacher and student.
Some major areas of nonverbal behaviors to explore are:
Eye contact
Facial expressions
Gestures
Posture and body orientation
Proximity
Paralinguistics
Humor
Eye contact:
Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.
Facial expressions:
Smiling is a powerful cue that transmits:
Happiness
Friendliness
Warmth
Liking
Affiliation
Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.
Gestures:
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.
Posture and body orientation:
You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.
Proximity:
Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:
Rocking
Leg swinging
Tapping
Gaze aversion
Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.
Paralinguistics:
This facet of nonverbal communication includes such vocal elements as:
Tone
Pitch
Rhythm
Timbre
Loudness
Inflection
For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.
Humor:
Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)
Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.
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