His stories are about his life but he makes them relate to his audience so they feel included and inspired. By including them it makes his tone genuine and serious. He makes it sound like he genuinely wants them to follow their dreams and be successful like he was, even if it on a smaller scale. They may already be graduating but they are still young and have time to change their mind if they do not want to go into the field they received their degree for. All of these strategies together easily make his argument persuasive.
The responsive mentor usually plays the role of a “teacher aide, advisor, cheerleader, resource or guide” (Young et al., 2005, p. 174, p. 175). As Young et al. (2005) elaborate, “the responsive mentor wants to be needed, but accepts that there is a time when a protégé will seek independence” (p. 175), thereby assuming that the mentee eventually will be given some space for the professional realization. Another, so-called interactive mentoring style, pertains all the traits of collaborative relationship, when both sides are counted as partners and “feel invested in each other, albeit in somewhat different ways” (Young et al., 2005, p. 176). Interactive mentor usually plays the role of “a friend, a colleague, and trusted advisor” (Young et al., 2005, p. 176), willing to be supportive and caring.
Controversially, while knowledge of individual learning styles may work in favour of the mentoring relationship it may also be its limitation. However, the awareness of learning styles may prove to be an advantage in the mentor/trainee learning relationship if mentors are able to identify their trainee’s unique learning styles and can devise ways to motivate them to achieving their goals. In addition, in making the relationship work mentors are aware of their own individual learning styles and how this may fit in well with their mentees’ and vice versa.
The teacher should be proud when the child overcomes the obstacles in front of him. They should celebrate with him, encourage him to move on, and learn many other things. When they are in a difficult situation then the teacher should be there helping him and guide him towards the right path. To conclude, Colin believes that parents should help build up the needed structure rather Montessori believes
Some reasons include Ralph has a goal or clear vision of being rescued. Or that Ralph really communicates with the boys, and he is confident and dedicated to being the leader. To begin with, Ralph is a better leader than Jack because he has a clear vision and goal to be rescued. A clear vision, according to the text titled “The Traits of Good and Bad Leaders” means “vivid picture of where to go, as well as a firm grasp on what success looks like and how to achieve it.” Ralph knows where he wants to go, and that is being rescued. In the book Ralph states “We want to be rescued; and of course we shall be rescued.” As Ralph said he wants him and the boys to be found.
Within any particular system, there is present an underlying motive for success in every sense of the word. While in some scenarios, that motive can be hidden beneath the desire to fit in, above all this, the idea of prosperity is the main factor in motivating individuals toward their goals. Susan Faludi, the author of “The Naked Citadel”, explores how at the all-boys college, students are pressured into conforming to the “Whole Man” standard where they develop brotherhood, a sense of structure, and belonging. When these men are able to develop such strong bonds with one another, several flaws come about. The majors issues at The Citadel, lie in their denial of women into the school, and the traumatic hazing new students endure.
According to Cialdini's elements of persuasion, liking a person is extremely important because it affects the chances of influencing others. When meeting people for the first time, I initially approach them by greeting and smiling at them to gain their trust, as well as using that trust to build a relationship. The principle of liking can have a significant impact on my academic success because it will help me develop an active alliance with my fellow students and instructors. This feature benefits my educational experience through. The persuasion of others to help my particular career supported the element of liking because with getting closer to classmates that have the same career interest as me, we can exchange the information we have already
Rhetoric is a universal staple to effective communication, yet it is defined differently to various sources. Quintilian defined it as a method for good men to transmit good messages, while Aristotle coined it as the aptitude to “discover, in any given case, the available means of persuasion” (Beebe & Beebe, 2006). For instructors, it is used in student-centric “perceived caring” to establish a teacher’s character, assisting his or her messages in effectively impacting students (Tevan & McCroskey, 2009). Together, these fragmented ideas combine to form rhetoric, and those who can employ them are, in turn, effective rhetoricians. In popular culture today, these fragments form many fictional personalities: commercial characters, literary protagonists,
When the task is accomplished this person will receive his community’s approval and the person themselves will feel great pride and a confidence boost. This success will provide him/her with a positive foundation which allows the individual to complete tasks that will be encountered in the later stages of development. Contrasting from this it the individual is unable to complete the task they will become unhappy and dissatisfied with themselves and will not receive the approval of their own society. This will actually lead to the subsequent experience of difficulty when faced with the new task. “This theory practices the individual as an active learner who continually interacts with a similarly active social environment” (Havighurst,