Regardless of your profession as a teacher, doctor, writer, or business associate, every presentation is a performance. To know your material is important, but to project your enthusiasm for the subject is just as vital to engage your audience. Research supports that presenters who boast an enthusiastic flair best engage, inform, and motivate their audiences. Dr. Robert Tauber uses his expertise to train you in the most effective presentation tools, with a joyful touch. Delivering a set of performance skills proven to deliver palpable results, Projecting Enthusiasm will teach you how to integrate suspense and surprise, humor, props, voice animation, creative entrances and exits, and more into your next performance. This book won't try to rewrite your speech or bombard you with intimidating critiques. Instead, you will learn that the passion you present gives your message an essential meaning and makes your audience value it as one worth listening to. Projecting Enthusiasm harnesses the exuberant, creative, and informative elements you want to bring to your next presentation and shows you how to do it.
Educators need a balance between discipline theory and its practice in the classroom. This is especially important in today's educational climate, with its increased demands for teacher accountability. Tauber has designed this book for both those who are new to teaching and those who are already seasoned teachers but who have had little, if any, coursework in discipline. This book presents several sound frameworks that readers can use to evaluate six tried-and-true discipline models. Teachers need to select, learn, and implement a discipline model that best reflects how they feel students should be treated. Tauber explores a number of topics, some controversial, all quite relevant, concerning how teachers can prevent, as well as handle, problem behaviors. A chapter describing A through Z discipline suggestions can be immediately put into use.
What we expect, all too often, is exactly what we get. Nowhere is this more true than in education, where teachers' expectations of students are crucial. The self-fulfilling prophecy should be of great interest to teachers, both those in training and those in service. Whether or not a teacher is aware of it, the self-fulfilling prophecy is at work, impacting students either to their benefit or their detriment. It follows that teachers should be made aware of the SFP and how it can be used effectively in education. Using the new on-line research facilities, Dr. Tauber has compiled over 700 doctoral dissertations and countless journal articles on stereotyping, perception of social differences, race, gender, ethnicity, body features, age, socioeconomic levels, special needs, and other personal and situational factors. The last part of the book presents a collection of testimonials written from the viewpoint of practitioners.
Acting Lessons for Teachers presents a solid theoretical foundation for the pedagogical benefits of enthusiastic teaching. Simply put, students are more engaged, misbehave less, and learn better from teachers who teach enthusiastically. A teacher's enthusiasm for his or her subject matter can be contagious. Since the dynamic of the classroom is similar to that of the stage in terms of speaker-listener relationships, the acting craft offers teachers a model for the skills and strategies that could be incorporated in their work to convey more enthusiasm for the material and for the students. This book presents concrete descriptions of the specific acting strategies that would benefit the teacher: physical and vocal animation, teacher role-playing, strategic entrances and exits, humor, props, suspense and surprise, and creative use of space. Special attention is given to the potential advantage of instructional technology as a modern-day prop. Strategies are explained in terms of their importance and ease of incorporation into the classroom. Each is proposed as a skill that can be learned by any teachers who have the desire to enliven their teaching. Student descriptions of their own experience with teachers' use of acting strategies add real examples for each lesson. Finally, testimony of award-winning classroom teachers from a variety of disciplines and age levels provides evidence of the wide and easy applicability of these strategies.
From January to April 2000 historian David Irving brought a high-profile libel case against Penguin Books and Deborah Lipstadt in the British High Court, charging that Lipstadt's book, Denying the Holocaust (1993), falsely labeled him a Holocaust denier. The question about the evidence for Auschwitz as a death camp played a central role in these proceedings. Irving had based his alleged denial of the Holocaust in part on a 1988 report by an American execution specialist, Fred Leuchter, which claimed that there was no evidence for homicidal gas chambers in Auschwitz. In connection with their defense, Penguin and Lipstadt engaged architectural historian Robert Jan van Pelt to present evidence for our knowledge that Auschwitz had been an extermination camp where up to one million Jews were killed, mainly in gas chambers. Employing painstaking historical scholarship, van Pelt prepared and submitted an exhaustive forensic report that he successfully defended in cross-examination in court.
Single adults are everywhere, coming in a variety of shapes, sizes, and circumstances. They include the never-married, single parents, the widowed, the divorced, and the separated. Each segment of singleness carries its own package of problems, predicaments, and peculiarities, but it also represents a huge range of talent, skill, and potential. Single adults in scripture illustrate all categories of singleness. As they walked through the challenges of life, their experiences relate well to the problems faced by modern-day single adults. In this book, you will follow the dramatic journeys of: Hagar, on being a single parent. Joseph, on triumphing over sexual temptation. Ruth, on finding a husband the second time round. Elijah, on dealing with depression. Mary Magdalene, on leaving the past behind. Daniel, on being a Biblical leader in a pagan society. Lydia, on preventing burnout. Paul, on passionately proclaiming the gospel. The woman at the well of Sychar, on life after divorce. John the Baptist, on radical discipleship. Their life lessons are legendary, and they stand tall in God's Hall of Fame. From them, you will discover that one really is a whole number! And finally, there was Jesus, the sovereign Lord and perfect single man who invites us to learn from Him. About the Author: Robert (Bob) Tauber has been a pastor in Canada for over fifty years. For the better part of the last twenty years, he has also been a leader in an interchurch single adult ministry in Saskatoon, Canada. He is currently a staff pastor to seniors and single adults at Elim Church in Saskatoon. He is married to Jan, with two married daughters and five grandchildren.
New Beginnings' Safe Parking Program provides case management and outreach to the homeless and safe overnight parking to individuals and families living in their vehicles. New Beginnings has operated the Safe Parking Program since 2004 in cooperation with numerous local churches, governmental and non-profit agencies and businesses. We provide confidential, daily-monitored parking places for those who are living in their vehicles because they do not have sufficient income to provide for their basic need of affordable housing."--
Like apples and oranges, praise is praise and encouragement is encouragement. They are not synonyms. Praising also is not a way to encourage. Praise is used to express a favorable judgment, approval or evaluation. Normally it is delivered after a deemed worthy product or event has occurred. Encouragement is used to fortify, energize, buoy, inspire, boost or impart resolution. Normally it is delivered as part of the ongoing process to reach a goal. This book presents sixteen reasons why one should be cautious in delivering praise. Each caution, alone, is sufficient to have a deliverer of praise take notice; collectively, the sixteen cautions present an overwhelming case against its use. Interestingly enough, there is not a single caution exists for avoiding the use of encouragement.Praise, first and foremost, is designed to shape, cajole and manipulate. It most often is perceived by the receiver as an evaluation even if the sender did not intend the message to be an evaluation. Praise is the single most important tool for believers in operant conditioning. It, along with rewards, is the basis of B. F. Skinner's behavior modification. When an audience is asked, "Do you like to be manipulated," the response is a unanimous "No!" When challenged, "If do not like to be manipulated, what makes you think others like to be manipulated?" the audience begins to have second thoughts regarding the use of praise.Praise, among other things, can be a sneaky way to flatter and increase, not decrease, the psychological distance between two people, can feel good when received but feel punishing when expected but is denied, can contribute to feelings of entitlement and narcissism, can stifle risk-taking, and can diminish the value of intrinsic rewards. Lavish false praise, flowing from our current self-esteem movement, can be worse than no praise at all. Praise, like diamonds, holds its value due to its scarcity. It can be diluded and devalued when overused. Encouragement, on the other hand, can be delivered to everyone, every time, and in every situation. It is an endless motivator.Part of the attraction of praise is the fact that it is so easy to deliver. Saying "good job," "wow," or "that's tremendous," does not involve a lot of effort and thought. Encouragement messages take a bit more time to compose and deliver, but they carry with them the ability to buoy, bolster, energize and fortify the receiver. Unlike praise, encouragement helps keep the lines of communication open between the sender and the receiver. With praise, after it is delivered, there is little else for the receiver to say but "Thank you."Readers of this book are asked to take the 85% challenge. That challenge consists of, after reading this book, whether they are willing to commit to stopping, or at least significantly reducing, their use of praise. In group situations such as classes or seminars, from 85% to 90% of the audience makes this commitment. There has never been an exception!The bulk of this text addresses using encouragement instead of praise when the receiver interprets praise as an evaluation. Practice opportunities are provided. The last portion of the book addresses two special cases. One, what to do when someone does not feel praiseworthy, and what to do when someone does feel praiseworthy. In both situations the existence of strong feelings can interfere with a person getting on with the daily chores of life. These feeling must be handled. Once again, praise is not the answer.
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