15 Tactics To Improve Your Brands Pinterest Engagement - CoSchedule

15 Tactics To Improve Your Brands Pinterest Engagement Pinterest isnt just an awesome place to find new recipes or inspiration for a clever DIY project. Its also a great place for sharing content and marketing your brand. To connect with  your audience on Pinterest, you need to know the right tactics to drive the most engagement possible. In social media terms, engagement refers to the use of strategic, resourceful content to create meaningful interactions over time. If you search Google for  Pinterest Engagement you might find yourself looking at endless photos of engagement rings, but not here. Here you will learn  15 ways you can skyrocket your Pinterest engagement. If your brand isnt on Pinterest, it might be worth making an account. Pinterest was once known as that social media network that was all about housewives and pretty pictures, but now its comfortably taking on the big three (Facebook, Twitter, and Instagram) of social media. While 80% of users are female, men are starting to catch the Pinterest bug. In the past year, the number of male users has doubled, making them Pinterest’s fastest growing demographic. This means Pinterest has the ability to bring in a high engagement rate. But how? Lets get started and find out! Optimize Your Pinterest Posting Schedule For Maximum Engagement Optimize your Pinterest schedule (and all your other social media), with this free resource bundle. 1. Create Multiple Boards Related to Your Brand Creating multiple boards on Pinterest gives your brand more opportunity to catch your audience's attention. If you have one or two boards with 500+ random Pins, no one is going to take the time to look because your profile will look barren. On the other hand, if you have several well-organized boards that have distinct categories, your audience will be more likely to check them out. Social Media Examiner does a great job at keeping their boards organized by category: The names and descriptions of your Pinterest boards are important. Not only do they tell  users exactly what they can expect, they also assist users  in finding your content. Try to keep the names of your boards short and simple for easy readability. To create a Pinterest board, click the  Create Board  icon: Then decide the title of the board, add an optional description, and categorize what type of board you'd like: Click  create and wallah! Repeat these steps for each new Pinterest board you create. Create multiple boards on Pinterest for easy categorization.2. Repin Valuable Content From Other Accounts Just like with any social media platform, sharing others’  content is one of the best ways to show that you’re not all about you, and that you value a variety of perspectives beyond your own. The same goes for Pinterest. According to Social Marketing Writing, 80% of Pins on Pinterest are repins. To find content for repinning, follow these steps: 1. Use Pinterest's search bar to locate keywords relating to your brand. 2. After finding a Pin you want to repin, select Save: 3. Select which board of yours you want the repin to be placed on: See something great on #Pinterest? Repin it!3. Use Appealing Cover Photos for Pinterest Boards Just like Facebook, you can create cover photos for Pinterest. At , we have five distinct boards that have their own cover image to help our audience better find our content. Creating cover photos for your boards is an excellent way to establish branding. Including branding images  such as colors, logo, and style allows users to become more familiar with your visual message. Be sure to choose one or two short words that describes what type of content your board includes. To create a cover photo for your Pinterest boards, start by designing a graphic that fits with your company's branding  and is  217 X 147 pixels. Locate the board you want the image to be placed and click the  edit button: Under  Cover in the edit settings, click  Change. Select the graphic you just added to be your cover photo. Once you've selected the photo, click  Save Changes. Repeat these step for each of your Pinterest boards. Give your #Pinterest boards creative cover images.4. Use Long Images  To Stand Out On Boards Don't be a square, be a rectangle when it comes to Pinterest images. Pinterest is a visual playground for your audience, so it's important that your Pin stands out above the rest. Tall images are proven to be more eye-catching and easier to read than wide ones because it's much easier to scroll vertically than horizontally. Taller images- those containing more "content"- tend to get more repins than shorter images. Think infographic-style image like this Pin: Here's a few fun facts about Pinterest images from Design School: Images with multiple dominant colors have 3.25 times more repins than images with only a single dominant color. Images containing less than 30% background are repinned the most. Images with less than 10% background receive between 2-4 times more repins than images with more than 40% background. Red, orange and brown images get twice as many repins than blue images. Less than 1/5 of images on Pinterest are of faces. Similarly, a brand image is 23% more likely to be repinned if the image does not have a face in it. The next time you design an image for Pinterest, try making it the ideal size of 725 pixels wide x 1102 pixels high. Recommended Reading: How To Get More Followers On Pinterest With 21+ Tactics That Will Grow Your Following 5. Have Conversations and Say 'Thank You' Pinterest is a social media platform after all, so it's time to get social! Pinterest allows users to have conversations with each other through direct messages. To send a direct message, simply click the paper airplane icon and type in the name of the user you want to send the Pin to. To use direct messaging for Pinterest marketing, Positionly  offers the following advice: Reach out to fans who have liked a product offering them assistance in purchasing the item. Offer thanks to followers through a personalized message for re-pinning one of your pins. Send out personalized coupons or gift cards to star re-pinners and get them to transact on your site. Set up group conversations with like-minded followers. Help them connect with each other and your brand on topics of mutual interest. Another way to interact with your audience on Pinterest is by saying thank you. When someone retweets you on Twitter, you thank them for mentioning you. When someone shares your post on Facebook, you comment thanking the user for sharing. On Pinterest it is no different. If you see someone has repinned your Pin, then make the effort to go to their Board, and make a comment saying â€Å"thanks† for repinning.  This tactic is  overlooked on Pinterest, and by doing it, you could bring yourself some great engagement with other Pinners. To thank a user: Find the Pin you want to comment on. Click  comments  on the bottom left corner of the Pin. Type your 'thank you' message and click the red comment button. See someone repin your content on #Pinterest? Be sure to thank them.6. Add Group Boards  for More Exposure Creating your own Group Board gives you the upper hand in deciding many things, including who you want to add as collaborators. This also provides you with access to the group’s analytics. By creating a group board, you are allowing collaborators of your choice to add Pins and share ideas.  Your audience may already be liking, commenting and sharing your content with their followers on Pinterest, but inviting them to pin to your brand’s group board will get them more engaged and involved in your online conversation. To make your own Group Board: Click the first tab with the plus-sign symbol on it- this creates a new board. Add keywords to the group’s name for better visibility in the search results. Add a brief description about the group board and its goals. Also include the rules for users that seek membership in your group within your description. Add the usernames or email IDs of any users interested in contributing to your board. Recommended Reading: How To Increase Visibility With Social Media Optimization 7. Use Pinterest Analytics to Find What Your Audience Wants Want to know how your content is performing? Use Pinterest’s built-in analytics  to check what boards have the most impressions, clicks, and repins. In oder to build engagement with your followers, you need to have a basic understanding of what's working and what's not. This video from Pinterest will show you how to get started with Pinterest Analytics: Get the most out of your Pins by understanding analytic data. Maybe you'll find out that you're posting at the wrong times or not posting enough. Pinterest has it's own analytics system to ensure you're doing all the right things. Be sure to check out your reach in Pinterest Analytics, this metric matters most for engagement. It will be purple in color: You can locate your brand's Pinterest analytics in the top left corner of the Pinterest homepage. Recommended Reading: How To Use Social Media Analytics To Create The Best Content 8. Schedule Pins at the Best Possible Times If you want to max out your engagement scale, then you need to make sure your audience can see your content. After doing some research on the best times to post on Pinterest, these are the results: Saturdays are your best bet for reaching Pinterest users- and later at night. Saturdays at 8–11 p.m. Fridays at 3 p.m. General awesome times to Pin to  Pinterest: 8–11 p.m. with 9 p.m. peak 2–4 a.m. and 2–4 p.m. 1–3 p.m.Are you scheduling #Pinterest pins at the best times?You can use Pinterest analytics to analyze the days of the week when you typically get the best results. Recommended Reading: What 16 Studies Say About The Best Times To Post On Social Media 9. Use Rich Pins to Include More  Detailed Information First of all, what the heck is a Rich Pin? Rich Pins are Pins that include extra information right on the Pin itself. There are 6 types of Rich Pins: App Movie Recipe Article Product Place This pin from Whole Foods  (shared in another post by Social Media Examiner) is an example of a Recipe Rich Pin: And here is an example of a Movie Rich Pin: Rich Pins require more work than the other Pinterest strategies above because you’ll need to add meta tags to  your website and then apply to have Rich Pins  enabled,  but these Pins stand out and make the whole user experience better. If necessary, talk to a developer to help implement the right meta data. Use rich pins to make your #Pinterest content stand out.10. Create Pinterest Promoted Ads The quickest way to boost your Pinterest engagement rate is to create an ad. You can decide how long you want the ad to run for, how much you want to spend, and who you want to target. You are in complete control. To create a Pinterest ad: Pick a Pin. Promote your best Pins so they appear in the most relevant places. Decide who sees it. Set up targeting so the right people see your Promoted Pin. Pay for results. Choose to pay for engagement or visits to your site. Track what's working. Pinterest ads will show up with the words "Promoted Pin" in the bottom left corner. Be sure to use a stunning image to catch your reader's eye as they scroll through their Pinterest feed and keywords for maximum reach. Promote pins to reach more people and drive higher engagement.11. Include a Call-to-Action Adding a call-to-action is a quick way to get your readers to engage with your content. According to Quicksprout,  Ã¢â‚¬Å"there is an 80% increase in engagement for pins that contain a call to action.† Try adding relevant descriptions that ask for clicks, repins, or comments. Include a call-to-action either in the image or in the description. Some simple call-to-actions include: Share this post Pin it for later Click here for your free download Register today RSVP here Sign up here Don't be shy to create call-to-action images to your Pinterest profile. You can't argue with an 80% increase in engagement! Recommended Reading: How To Write A Call To Action In A Template With 6 Examples 12. Install the Pin It Button Want to drive engagement from your website or blogs to Pinterest? Then you need the Pin It button! This Pin It button is  a button that allows users to pin an image in a few clicks, making the process faster and easier.  The BEST part about the Pin It button is that once you install it, your work is done! Your website visitors and readers can Pin your content for you, and their followers will see the activity on Pinterest. 62% of brands have Pin It buttons, including us! All of our blogs include the Pinterest Pin It button: Learn how to install  your Pin It button here. Recommended Reading: The Ultimate Guide On How To Use Pinterest For Marketing 13. Write Killer Social Messages Let your readers know what you're sharing. Pin descriptions between 100 and 200 characters get repinned the most, according to Social Marketing Writing. You should write a brief social message to describe the image or the blog post the image will lead to. Pin descriptions between 100 and 200 characters get repinned the mostYour social message is a good indicator of what readers can expect when they click on your Pin. Try asking a question, sharing a quick tip, or providing a benefit. Here are some ways you can write better Pinterest descriptions: Create  a keyword-rich description. Share helpful details. Don't include hashtags. Keep it short -  only about 75-100 characters of your description will appear in grid view. Recommended Reading: This Is How To Write For Social Media To Create The Best Posts 14. Create  Tutorials and Guides to Show Your Audience How to Get Something Done Remember that part about creating long images for Pinterest? You can use this to your advantage by creating a visual step-by-step guide for your users. Tutorials and guides have 42% higher click through rates than other Pins. To create a step-by-step guide: Plan out each step. Write your image copy. Assemble images together that match your image copy. Include steps, copy, and images into one Pin. Show your users exactly how to do something on Pinterest by using images and text. You can even upload a video to Pinterest for a quick demonstration. ProBlogger  shared these tips to uploading a  video from your YouTube account: Make sure you have an active YouTube channel. Make sure your videos are branded (have a similar theme so users can easily recognize). Create a Pinterest board specifically for your YouTube channel. Grab your YouTube embedded link. Upload a new Pin. Select the appropriate board. Add a description. You can locate the embedded code by  Share  button on a YouTube video, then selecting the  Embed option. You can also Pin directly from YouTube by clicking on the Pinterest icon under the  Share option: Recommended Reading: 5 Teaching Theories That Will Improve Your Educational Content Marketing 15. Pin Often (And Pin Consistently) Want to increase your Pinterest engagement by 150%? Then you need to post Pins often, roughly 10 times a day. Decide what Pins you want scheduled and let do the work for you. We'll even use our Best Time Scheduling feature to make sure your Pins go out at the peak times. You'll never have to worry about Pins not posting or  your audience seeing 10 pins in a row with . Studies have shown that users who pin 15 to 30 times a day get the best results. These should be spread throughout the day. Schedule your Pins to go out approximately every hour. Recommended Reading: This Is The Social Media Posting Schedule That Will Boost Your Traffic By 192% What Are Some of Your Favorite Pinterest Engagement Tactics? Pinterest is a great social media platform for marketing use and a huge potential source for traffic. Take advantage of  these tactics the next time you log into Pinterest. Get ready to create some awesome Pins for your users and get that engagement rate up! P.S Have you heard!? has Pinterest integration. Save time and get organized today for FREE:  http://.com/signup

Reasons Affecting Nurses Working In Washington DC Research Paper

Reasons Affecting Nurses Working In Washington DC - Research Paper Example As per requirements, there may be call-backs. The condition is such that the nurses have to deal with more than one patient at a time. Due to an increase in work pressure, they may not get lunch breaks and may even have to work overtime. These reasons are hampering the quality of service that the nurses provide. These may result in fatigue, stress, loss of sleep and several other adverse consequences. Nurses of Washington DC, working in such an environment, have a greater chance of making mistakes during work. This work environment can discourage the nurses and that may lead to some of the nurses quitting nursing or limiting their working hours. Â  As per requirements, there may be call-backs. The condition is such that the nurses have to deal with more than one patient at a time. Due to an increase in work pressure, they may not get lunch breaks and may even have to work overtime. These reasons are hampering the quality of service that the nurses provide. These may result in fatigu e, stress, loss of sleep and several other adverse consequences. Nurses of Washington DC, working in such an environment, have a greater chance of making mistakes during work. This work environment can discourage the nurses and that may lead to some of the nurses quitting nursing or limiting their working hours. Effects of fatigue on performance Fatigue can adversely affect any type of performance. It can deteriorate alertness, concentration, judgment, etc. Human beings have developed a habit of working during the day and sleeping at night.

Evaluation of DHS's Ethics, Cooperation, Leadership, and Legal Research Paper

Evaluation of DHS's Ethics, Cooperation, Leadership, and Legal Decisions - Research Paper Example Investigations by the DHS are still ongoing, while other stakeholders in the incident representing the government have taken preventive measures. For example, Mungin & Brady (2013) write that Connecticut governor, Dannel Malloy signed a law increasing the number of guns banned by the state. In addition, background checks are to be conducted on all gun purchases, and schools allocated 15 million U.S dollars to improve their security. Parents of the murdered children, as well as other residents of Connecticut welcomed the law and called for tougher regulations to curb illegal gun possession (Mungin & Brady, 2013). On 16th April 2013, two bombs exploded at the finish line of the Boston marathon, killing three people and injuring 100 others. Two brothers were suspected of being behind the bombings and one is in custody, while the other was shot dead in a shootout with police, when the latter were looking for the suspect. According to Homeland Security (2013), Mr. McCaul, the chairman of the House Homeland Security Committee, the two brothers appear to have received help in planning the attack. The sophistication of the devices used and the timing of the attack led to this conclusion. Accordingly, investigations into the attack cover areas outside the U.S, particularly Pakistan and Afghanistan. On its part, the federal government pledged to get to the bottom of the matter, but president Obama avoided terming the attacks as â€Å"terrorism†. To the public, a day of celebrations turned tragic, especially considering that the marathoners had paid tribute to the victims of the Sandy Hook Elementary School shooting at the beginning of the race. According to the Center for Public Integrity’s article by Fred Schulte on â€Å"ATF’s struggle to close down firearm dealers† (2013), the Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF) does a shoddy job inspecting dealers. Apparently, ATF inspectors may delay to inspect a dealer for as long as eight years and when they do, the inspection is not thorough enough. In cases where inspectors find dealers to have violated gun laws and revoke the dealer’s licenses, the latter usually appeals revocation. This process drags in the courts for years and meanwhile, dealers pass their business over to relatives or turn them into â€Å"personal† collection, which does not require background checks. Probably, this is the reason why people like Adam Lanza owned guns capable of killing more than 26 people in 5 minutes. There is no telling how many more people own guns illegally, and how safe the U.S citizens are. A second article by Berlow on â€Å"current gun debate may not help beleaguered ATF† addresses how the congress has played a role in ATF’s failure to control weapon use, particularly in conducting investigations. It also addresses the fact that the agency lacks funds to run operations smoothly. In addition, the current laws are too weak to recognize the role of TF in cases involving gun trafficking. Leadership influences The leadership of DHS is hierarchical in structure, headed by the Secretary of Homeland Security, who is appointed by the President, with the consent of the senate. The Deputy Secretary comes second, followed by Under Secretaries and Assistant Secretaries who head different departments. This style of leadership allows for the formation of mechanism to assess risks, and allocate funds for countering terrorism.

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Example for Free

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Why do students shy out and do not participate in classroom discussion? Chapter 1 1. 1 Abstract Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1. 2 Introduction This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a Punjab 1993 survey. Shy or silent students were 11. 9% in 1990-91 and 11. 3% in 1994-95. The revised CPRs are 23. 7% and 29. 1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2. 3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their real self, emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1. 3 Problem statement The study was carried out under the title â€Å"why do students shy out and do not participate in classroom discussion†. 1. 4 OBJECTIVES OF THE STUDY The objectives of the study were: 1. To identify the symptoms of shy out students. 2. To explore the causes of shy out students. 3. To find out the relationship of shyness with the self-esteem of students. 4. To examine the effects of shyness on the self-esteem of shy out students. 5. Helping students learn more from lectures 6. Getting students to participate more in class 7. Recognizing the importance of conflict and conflict resolution in student learning groups 8. Introducing and reinforcing active learning 9. Getting students to come to class having read the assignment 10. Getting and giving feedback on meaningful class participation 11. Letting the classroom environment foster student participation 1. 5 Significance of topic There was a tendency for shyness to correlate significantly with measures of academic attainment. Even though the coefficients are moderate and explain little variance in test scores they are still meaningful and suggest that shy out students does have an impact on academic success. There exists some evidence of links between shyness and intelligence test scores, attainment measures, teacher-rated intelligence and academic performance but this has scarcely been explored. Contemporary theories of learning emphasize the importance of social interaction for learning, including the contribution of students active participation in classroom discussion. This suggests the value of exploring the educational significance of shy out students and reticence characteristics that may cause teachers few problems or draw attention to a students behavior but that might influence their achievement and adjustment. Being part of a discussion is a skill to learn, just like taking good lecture notes or learning to write a good essay exam. You are not doing shy students a favor by letting them off the hook completely. Rather, emphasize to your class that in order to have productive discussions, everyone needs to make a contribution. This can be done in a variety of ways: good listening, asking good questions, challenging what someone has said appropriately and inviting. Chapter 2 Review of Literature Shyness as a â€Å"state of discomfort or inhabitation in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals†. According to Cheek Melchoir shyness involves the tendency to feel worried, awkward or tense when in the presence of others due to the prospect of interpersonal evaluation. Zolton and Long said that shyness is a fear of, or shy out students from, other people or social situations, can have many different causes depending on the individual student and the specific circumstances. Shyness is something that all students experience at one time or another. In most cases it is a normal, temporary behavior. In students, some shy out students is normal, especially when they are around 5-6 of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development. Shyness becomes a problem in a student when it interferes with relationships with other people, with social situations, school, and other important aspects of a student’s life. In the light of the results of many psychological surveys concluded that substantial number of students regards themselves as shy. Shyness becomes problematic when it leads to the patterns of behavior that includes reluctance to enter social situations discomfort and inhibition in the presence of others exaggerated self, unresponsiveness, an increasingly negative social concept, or a combination of these . Shy individuals are anxious and unsure of themselves in social situations and often try to avoid interacting with others . Minimum level of shyness does not create problems for students. Frequent exposure to a particular or different situation makes them confident. But if they avoid contact with people, students of their age or exposure to different situations than shyness can create different problems for them. 2. 1 What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and spontaneous. Some students, however, warm up much more slowly than others. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. 2. 2 Quiet or Shy out Students Even in small groups some students are quiet or shy. When we use learning logs, these students often describe their anxiety about revealing their ideas. Stating that all students are expected to participate in a discussion is likely to heighten that anxiety. We have these suggestions concerning shy students. First, the course description should make it clear that discussion is expected, and this should be emphasized in the first meeting of the class. Second, help should be available for shy students, from either the instructor or a counseling center. We strongly prefer helping students learn to participate, rather than helping them avoid taking part. Third, be accepting of degrees of participation. Students who have the courage to confront their shyness need time to develop, and all of us have â€Å"bad hair† days, when things are going terribly, and we need to be quiet. 2. 3 Strategies to Overcome Shy out students The following strategies to help the students to overcome their shyness in classroom discussion. 1. Tell the students about times when you acted bashful. 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the students as shy. 4. Reward the students for outgoing behavior 6. Read books with the students about individuals who overcome shyness or fears 8. Eliminate teasing of the students or reduce the impact 9. Teach the student to identify and to verbally express their emotions 10. Relationship of Shyness with Self-Esteem students 2. 4 Causes of shy out students Some students seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. This may lead to a student not participating in the classroom or having difficulty connecting with other students. * Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Also, students miss opportunities to develop debating skills. Students must learn how to be a part of a group discussion, which is commonly used in college classrooms and corporate boardrooms. * Lost Assertiveness Shy students may be less willing to mention when they are struggling with class material, causing them to not receive the help they need. People often interpret timidity as a sign of being stuck up, which can put off many people who would otherwise give the student learning opportunities. * Low Self-Efficacy Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. The lack of social skills leads to negative social experiences for the shy out students, which increases the anxiety she feels, leading to more shy behavior. * Lost Opportunities Shyness is often caused by an exposure to new activities. Since students do not have as many experiences as adults, they experience more new activities, which can emotionally overwhelm those who have not yet developed coping skills. When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. * Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. Most classrooms have one or more students who struggle with making themselves heard or participating in class discussions. These students are usually called shy because they may speak softly, prefer to work independently or refuse to speak up at all. Often these students flourish with written assignments or tests, but fail in areas that require participation with classmates or presentations in front of other students. For shy students, keep some considerations in mind. Chapter 3 * Methodology The research approach was quantitative. Standardized questionnaires were used to collect data for the research. For this research, the research adopted analytical way of research. In this way, quantitative way of analysis was adopted. The researcher developed a questionnaire for getting the data from language teachers, and on the basis of collected data analysis was made. For effective research the feedback given by the teachers was presented in the tables and graphs. On the basis of quantitative analysis and suggestions were finalized. Research Tools Opinion scale on the pattern of analytical way of research was developed. Population The students constituted population of study. Sampling Thirty students were selected as a sample using simple random technique. Method of research The study was descriptive in nature. The survey method was used to collect the data from the respondents. For this purpose a questionnaire was developed and was administered to the sample of the study. Collection of data The questionnaire was administered to the students. For each statement, teachers were to respond one option from the given four options. * Analysis of data The data collected was tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. Table no. 3. 1 Do group activities break the shy out of the student? Options| Frequency| Percentage| A| 14| 47%| SA| 13| 44%| N| 0| 0%| DA| 0| 0%| SDA| 3| 10%| When students were asked the statement 47% students said they were agree group activities break the shy out of the student, 44% said strong agree and 10% said strong disagree. Table no. 3. 2 Have shy out students discuss their weakness in classroom as a communicator? Options| Frequency| Percentage| A| 0| 0%| SA| 9| 30%| N| 3| 10%| DA| 12| 40%| SDA| 6| 20%| 30% said strong agree,10 %neutral ,40%said disagree and 20%said strong disagree . Table no. 3. 3 Confer with parents give opportunities for shy out student to increase your involvement in classroom discussion? Options| Frequency| Percentage| A| 12| 40%| SA| 7| 24%| N| 3| 10%| DA| 8| 27%| SDA| 0| 0%| 40% said agree, 24%said strong agree, 10%said neutral and 27%disagree. Table no. 3. 4 Do shy students show sign of social anxiety? Options| Frequency| Percentage| A| 9| 30%| SA| 8| 27%| N| 3| 10%| DA| 10| 34%| SDA| 0| 0%| 30% said agree, 27%said strong agree, 10%said neutral and 34%disagree. Table no. 3. 5 Do not force the shy out students to prefer in front of the classmates, but encourage him to do? Options| Frequency| Percentage| A| 12| 40%| SA| 8| 27%| N| 8| 27%| DA| 2| 7%| SDA| 0| 0%| 40% said agree, 27%said strong agree, 27%said neutral and 7%disagree. Table no. 3. 6 Do not make shy out students that feel rushed to answer quickly? Options| Frequency| Percentage| A| 4| 14%| SA| 20| 67%| N| 6| 20%| DA| 0| 0%| SDA| 0| 0%| 14% said agree, 67%said strong agree and 20%said neutral Table no. 3. 7 Students have courage to comfort their shyness need time to develop? Options| Frequency| Percentage| A| 9| 30%| SA| 9| 30%| N| 3| 10%| DA| 27| 8%| SDA| 1| 4%| 30% said agree, 30%said strong agree, 10%said neutral, 8%disagree and 4% strong disagree. Table no. 3. 8 The environment which a student raised can affect his or her shyness in classroom discussion? Options| Frequency| Percentage| A| 7| 24%| SA| 18| 60%| N| 0| 0%| DA| 17| 5%| SDA| 0| 0%| 24% said agree, 60%said strong agree and 5%disagree. Table no. 3. 9 Some students have problematically shy out in varying degree? Options| Frequency| Percentage| A| 3| 10%| SA| 3| 10%| N| 20| 67%| DA| 2| 7%| SDA| 2| 7%| 10% said agree, 10%said strong agree, 67%said neutral, 7%disagree and 7%strong disagree. Table no. 3. 10 Shy out student diversity affect learning? Options| Frequency| Percentage| A| 9| 30%| SA| 13| 44%| N| 2| 7%| DA| 6| 20%| SDA| 0| 0%| 30% said agree, 44%said strong agree, 7%said neutral and 20%disagree. Table no. 3. 11 Can we suggest strategies for shy out students which help students for classroom discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 11| 37%| N| 6| 20%| DA| 2| 7%| SDA| 0| 0%| 37% said agree, 37%said strong agree, 20%said neutral and 7%disagree. Table no. 3. 12 Can we help shy out students to set social development goal for discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 14| 47%| N| 2| 7%| DA| 3| 10%| SDA| 0| 0%| 37% said agree, 47%said strong agree, 7%said neutral and 10%disagree. Table no. 3. 13 Can teacher s allow the students to speak for break the shyness? Options| Frequency| Percentage| A| 8| 27%| SA| 10| 34%| N| 3| 10%| DA| 7| 24%| SDA| 2| 7%| 27% said agree, 34%said strong agree, 10%said neutral, 24%disagree and 7% strong disagree. Chapter 4 4. 1 Procedure of the Study The researcher herself visited for data collection and personally met the student’s . The researcher briefed the students about the purpose of the research and the teachers identified shy out students, a careful observation was made by the researcher also and only those students were selected who were seemed to be really shy and do not participate in classroom discussion. 4. 2 Findings The data collected through questionnaires was analyzed through the research. The results were interpreted in the forms of tables. * When students were opinion the statement 47% students said they were agree group activities break the shy out of the student, 44% opinion strong agree and 10% opinion strong disagree. * 30% the opinion they are strongly agree that have shy out students discuss their weakness in classroom as a communicator,10 %neutral ,40% disagree and 20% strong disagree . * 40% opinion they are agree that confer with parents give opportunities for shy out student to increase their involvement in classroom discussion , 24%opinion strong agree, 10%opinion neutral and 27%disagree. * 30% opinion they are agree do shy students show sign of social anxiety, 27%opinion strong agree, 10% opinion neutral and 34%disagree. * 40% opinion they are agreeing that do not force the shy out students to prefer in front of the classmates, but encourage him to do? 27% opinion strong agrees, 27% opinion neutral and 7%disagree. * 14% students opinion agree do not make shy out students that feel rushed to answer quickly, 67% opinion strong agree and 20% opinion neutral * 30% students opinion they are agree students have courage to comfort their shyness need time to develop, 30% opinion strong agree, 10%  opinion neutral, 8%disagree and 4% strong disagree. * 24% student’s opinions they are agreeing that the environment which students raised can affect his or her shyness in classroom discussion, 60% opinion strong agree and 5%disagree. * 10% students opinion they are agree some students have problematically shy out in varying degree, 10% opinion strong agree, 67% opinion neutral , 7%disagree and 7%strong disagree. * 30% students opinion they are agree shy out students diversity affect learning , 44% opinion strong agree, 7% opinion neutral and 20%disagree. * 37% student’s opinion agrees can we suggest strategies for shy out which help students for classroom discussion? 37% opinion strong agrees, 20% opinion neutral and 7%disagree. * 37% students said opinion can we help shy out students to set social development goal for discussion, 47% opinion strong agree, 7% neutral and 10%disagree. * 27% students opinion agree that can teachers allow the students to speak for break the shyness, 34% strong agree, 10% neutral, 24%disagree and 7% strong disagree. 4. 3 Explanation Almost all students act shy at times, especially when encountering a new person or situation. Shy sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What are the signs of shyness in a young student? Shy students tend to show at least 3 or 4 of the following behaviors in preschool or primary school. Shy students tend to: 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities. 5. Speak softly * What are the effects of shyness on students in classroom discussion? The unfortunate effects of being shy include nervousness, decreased development of close relationships, interference with learning, and reduced opportunities to practice and improve social skills. As a shy student reaches, peers tend to start thinking of the child as not normal. This can in turn have negative effects on the childs self-esteem. On the other hand, shy student tend to act out less than other students do, perhaps because they dont want to call attention to themselves by doing something wrong. Although some students outgrow shyness as they get older, others remain painfully shy their entire life. * Relationship of Shy out students with Self -Esteem Shy students are seen less friendly than others, maybe a bit standoffish, even cold in some circumstances. shy students probably even see themselves in a more negative than positive light. Because of this worry, their thoughts and strengths are limited to a very small circle of students; they are in fact only limited by their own thoughts and emotions. They constantly think that others are slighting them, insulting them, or attacking them in some way. The shy students can actually handicap themselves with negative thoughts and wind up using their shyness as a crutch and an excuse for not pursuing more social occasions, it becomes to socialize, make friends, and establish relationships, both personal and professional. It becomes a self- defeating behavior. This kind of self-defeating behavior leads to more and more avoidance of any or all social encounters, until they become frozen in fear and completely unable to function in normal social circumstances. They quite literally lose hope in their own ability to function normally in these circumstances, so they quit trying. if the children (adult) feel that there is a discrepancy between the way they are behaving and the way they would like to react, their self esteem is likely to be low. To avoid negative feeling, children may lower their expectations of themselves and accept a lower level of performance or social interaction than they are capable of, or may try to avoid further feeling of failure by withdrawing from the situation in which they feel that there self esteem to be threatened. 4. 4 Conclusion Teachers may be able to help shy students considerably by using strategies that are relatively easy to implement and well matched to the teachers basic role as a helpful instructor to students. These strategies include providing self-concept support, encouragement, and opportunities to develop confidence and comfort in the classroom to shy and inhibited students, as well as closer monitoring, improved nonverbal communication, environmental engineering, and instructive suggestions or demands for improved concentration designed to maintain the attention of students prone to shy out students. Most teachers seem to develop an intuitive understanding of some of the needs of shy students, but many could meet these needs more effectively by systematically applying the principles and strategies highlighted here. 4. 5 Suggestion of shy out students Suggestion one Assuming that you share a common Language with this student, the first step has to be to speak to him in his own language in order to ascertain what the problem is and if he is always shy. In other words is he shy when using his native language or does this shyness only occurs when he is trying to speak? Secondly, it would be very useful to spend some time talking to him about various aspects connected to his one-to-one classes and in particular how he would like to be taught and what his aims are. You could emphasize the value of trying things out in English and learning from mistakes rather than being afraid of them. You could also clarify your role and make sure that he understands that you are there to help and to give him constructive feedback on his English. Suggestion two We provide opportunities for the shy out students to develop debating skills. Provide best activities to break the shyness of the students. Suggestion three Teachers provide group work to make involvement of the students. They help and support the shy out students in classroom discussion and do not asked to him gave answer quickly. Suggestion four You could also use homework as the basis for speaking. If he has prepared a homework exercise (a grammar exercise or similar), go through it in the next class with him reading out the answers. It’s important that he gets used to hearing himself speaking this strange foreign language and feels comfortable with it. Suggestion five Another factor could be the dynamic in the classroom. Sitting next to the student rather than standing or sitting opposite can create a feeling of co-operation and may help the student to overcome his shyness. Writing on sheets of paper on the table rather than the whiteboard could also help as could the use of visual aids on the desk such as maps, photographs, magazine pictures and so on. All of these can help to shift the focus away from the student. The important thing here is for you to experiment and find the style and approach that best suits your student. 4. 6 Recommendations * The students should talk to parents, friends, a mentor or anybody they trust most and should confide and express what they feel. * The students should avoid doing so many things at the same time. Because this could lead them to confusion and frustration if nothing gets accomplished. They must stick on one thing that they are good at. * Parents should teach their children how to behave in a social situation. * Parents should try to be good role models. They must let their children see those making social contacts, expressing themselves and interacting with others. * Parents should help their children to feel themselves important, capable and adequate. Such feelings will enhance their self-esteem. * Teachers should avoid calling their students shy. If labeling occurs in the classroom, teachers should intervene. * Teachers should encourage shy students to participate actively in classroom activities 4. 7 SUMMARY Shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. What is shyness in students? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. * Causes of shy out students Some children seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. 1. Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Students miss opportunities to develop debating skills. 2. Lost Assertiveness Shy students may be less willing to mention when they are struggling with class room discussion, causing them to not receive the help they need. 3. Lost Opportunities When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. 4. Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. 5. Low Self-Efficacy. Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. * Strategies to Overcome Shyness of students Following strategies to help the students to overcome their shyness. 1. Tell the students about times when you acted bashful 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the children as shy. 3. Expose the children to unfamiliar settings and people 4. Prompt the children to interact with others 5. Reward the children for outgoing behavior * Signs of shy out students 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities 5. Make little or no eye contact * Teachers do to help shy out students 1. Put children in pairs or other small groups and lead them into an activity that requires interaction. 2. Prompt interaction between students. 3. Give shy students plenty of time to respond to questions or to speak to the class. 4. Show empathy and understanding. 5. Show warmth. 6. Reward outgoing behavior. * Effects of student’s shyness on classroom discussion Effects of being shy include: 1. Nervousness in discussion. 2. Decreased development of close relationships. 3. Interference with learning. 4. Reduced opportunities to practice in classroom discussion. 5. Improve social skills. References Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol. 84, No. 3 [Online] Available: http:

lieshod Marlow’s Lie in Joseph Conrads Heart of Darkness Essays

Marlow’s Lie in Heart of Darkness       Throughout the Heart of Darkness scenes, we get several glimpses of Marlow's particular attitudes towards women, that they are creatures that live "in a world of their own, and that there had never been anything like it, and never can be" (Longman, p. 2199). Women are able to create and see the beauty in life, something that is harder for men to do, roughened by hard work and misfortunes. Marlow also states, this time to his audience aboard the Nellie, "We must help them to stay in that beautiful world of their own, lest ours gets worse" (Longman, p. 2225). By this he means simply that part of what draws men to women is their capacity for beauty, to preserve and keep the "finer" things in life, which men can draw upon to enlighten them and give a sense of peace to their existence.    This sense of needing to preserve the beliefs and "beauty" of the Intended is why Marlow lies to her in the end. He abhors lies, his own beliefs that "there is a taint of death, a flavour of mortality in lies..." (Longman, p. 2210) is what leads to the d...

Higher Education and Nguyen Essay

Nowadays, education is a main concern of society. The government shows a lot of solutions to improve education and try to make it better and better. In the article ‘Time to expand our views on education’, published in Thanh Nien News in January 2012, Nguyen Thi Phuong Nguyen argues that the public university system in Vietnam needs to be improved and people should change their attitudes towards higher education. Nguyen presents some solutions to help Vietnamese education be improved and this essay will critically evaluate her main suggestions. Nguyen mentions two main problems that helps the government improve Vietnamese education. The first problem is there should be stricter penalties for law-breaking institutions. Many universities are doubted of their legality. They cheat students out of fees and earn a lot of money from students. The second problem mentions that the government needs to spend money more effectively on tertiary education. They do not know how to spend money usefully. The government needs to find the way of spending money effectively to improve their quality. Nguyen’s first argument, Nguyen makes a good points when she states that the laws against institutions need to be more severe. Many universities advertise that they have good service, high qualities and good teachers. But it is not true. They have poor qualities and teachers do not help students to study better. Students pay a lot of money to study in there, and they do not have good environment as advertisement. The worst penalty that can be expected is a small fine. The government should be stricter. Many cheating universities should be forced to close. Nguyen’s second argument, Nguyen is correct when she state that the government needs to spend money more effectively on tertiary education. They spend a lot of money for advertisement and marketing, which is ineffective. They can use this budget to equip modern equipments in class and find good teachers. For example, education accounts for 20% of all state budget expenditures and stands at 5.5% of GDP (MOET 2008). This is higher than many other countries in the region. Therefore, the problem is how the budget is spent more effectively. In conclusion, Nguyen’s article ‘Time to expand our views on education’ shows many suggestions and solutions for the development of Vietnam’s higher education system. Both of her arguments that the law-breaking institutions need to be sereve and the government should focus on tertiary education are acceptale. The government need to do them to develop the Vietnam’s higher education system. Although the article has both strong and weak arguments, overall message is effective for development of Vietnamese education.

Essay on Raymond Carvers What We Talk About When We Talk...

Love is undoubtedly one of the most frequently explored subjects in the literary world. Whether the focus is a confession of love, criticism of love, tale of love, or simply a tale about what love is, such literary pieces force readers to question the true meaning and value of love. Raymond Carver accomplishes this in his short story â€Å"What We Talk About When We Talk About Love.† As the unadorned setting and the personality of each character unfold, the reader realizes that Carver is making a grave comment on the existence of love. Carver utilizes strong contrast, imagery, and diction to ultimately suggest that love cannot be defined concretely and therefore cannot be defined in words, and because of this, it is better off unexplored.†¦show more content†¦On page 178, Mel states, â€Å"†¦And it ought to make us feel ashamed when we talk like we know what we’re talking about when we talk about love.† In short, Mel is suggesting that none of the characters understand love, and those who think they do (Nick and Laura) are temporarily disillusioned. Additionally, Carver invalidates Nick and Laura’s comments on love by categorizing them as new fools in love, meaning that Nick’s comment about love being absolute is far from true. The contrast of the two couples relationships suggests that there are many forms and stages of love, which further disproves its absoluteness. In conclusion, the contrast of all four characters’ views questions both the existence and the verbal definition of true love. 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