...Tamieka Smith Expressing Feelings Verbally 11/10/2014 * There are two ways of communicating feelings: Nonverbally and verbally. * Communicating your feelings depends on your being aware of your feelings, accepting them, and being skillful in expressing them constructively. * When you are unaware or unaccepting of your feelings or when you lack skills in expressing them, your feelings may be communicated indirectly through: Labels, commands, questions, accusations, sarcasm, judgments and name calling. * - Such indirect ways of expressing feelings is common, but ineffective. * 4 ways to describe feelings are: 1. Identify or name the feeling. 2. Use sensory descriptions that capture how you feel. 3. Report what kind of action the feeling urges you to do. 4. Use a figure of speech to describe the feeling. * You describe your feelings by identifying them. A description of a feeling must include: 1. A personal statement, refer to I, me or mine. 2. A feeling name, a sensory description. An action urge or a figure of speech. * Explaining our feelings to another person often clarifies our feelings to ourselves as well as to the other person. * Describing often begins a dialogue that will improve your relationships. * Even if feelings are negative, it is often worthwhile to express them. * Reporting your feelings provide information that is necessary if you and the other person are to understand and improve your relationship. 2 Test Questions ...
Words: 266 - Pages: 2
...Explain the ways feelings are presented in One Art. In “One Art”, Bishop uses a wide range of techniques in order to present the feelings, such as Enjambment, repetition, juxtapositions, Use of imperatives, use of humour, changes of tone, etc.. The poem refers to “The art of loosing”, and encourages the reader to follow her example and practice loosing things, from tangible objects to abstract aspects such as time or continents. Firstly, the poem presents the feelings in a very casual, relaxed tone. It seems as an introduction stating simple, apparently obvious facts. “So many things seem filled with the intent t be lost that their loss is no disaster”. The second stanza continues with this atmosphere, using the imperative to recommend to the reader to “Accept the fluster” of loosing day-to-day objects and time. She only separates this two concepts with a coma, this suggests to the reader that there is a more profound layer to everything she is talking about. There is repentance towards the loss of time even if she tries to hide it and notice the difference between a recoverable simple object and the loss of time, which is completely unrecoverable. The repetition of the phrase “The art of loosing isn’t hard to master” as if it was a mantra seems as if the writer is trying to convince herself of this, she is trying to keep control, even if the tone is still quite relaxed. The juxtaposition in the first phrase and the last one in the first stanza also has a layer of meaning...
Words: 1400 - Pages: 6
...towards anger feelings. QP explained to Juwan that the activity will address issues underling anger feelings. QP asked Juwan to list some things that trigger his anger. QP pointed out to Juwan that anger feelings keep a person form thinking clearly and can cause the person to react badly to anger and do things that they may regret. QP asked Juwan to list some things he has done when he got upset that he has regretted and apologized for. QP brainstormed with Juwan coping skills and techniques he can use to help with reducing anger response. QP discussed with Juwan, how to gain balance and control of his anger feelings. QP assisted Juwan in identifying some underlying issues of his anger feelings. QP explained to Juwan the anger volcano, as a way to help him better understand the build up anger...
Words: 477 - Pages: 2
...Alagiah is clearly completely unemotional and ruthless in his pursuit of a story. It does this by conveying to the reader Alagiah’s attitude towards getting his job done- completely determined. When he says ‘what might have appalled us when we started out trip a few days ago no longer impressed us much’, the reader gets the impression that Alagiah is a heartless, cruel man. However, as the extract goes on, the view of Alagiah’s character changes quite rapidly, as his emotions are more involved. Alagiah also uses senses to describe what he was feeling and experiencing. A good example of this would be ‘it was a smell that drew me to her doorway’. This utilization of synaesthesia is effective as it creates a better relation with the reader by combining two senses- touch and smell- to create one realistic effect. He concentrates on details in senses quite a lot in this extract. It causes the reader to almost feel what Alagiah is feeling at the time, almost as if the smell was literally pulling him towards its source. This also creates a more personal outcome to the text, showing that, as the extract goes on, it gets more and more personal, until the sixth paragraph. George Alagiah makes his attitude to the crisis...
Words: 350 - Pages: 2
...Good Feeling” by historians. Some people believe that this is an accurate label of this time period, but others disagree. Due to the emergence of sectionalism- concern with local interests, and nationalism- patriotic feelings and self pride, people had mixed feelings about this time period. Many people felt that times were high, and that nationalism and sectionalism could only bolster the union, while others thought that it was sectionalism and nationalism that caused disunion. Some of the documents used in this essay support the claim that the period after 1812 was an era of good feelings. Other documents will oppose this claim with proof from their own perspectives. Document B discusses the wonders that the growth of nationalism has done for the Union. John Calhoun writes that before the war, the Republic was in a state of disunion. He then goes on to say that the republic should bind together to conquer space. (Doc B). The celebration of July 4th 1819 after the Republicans had won the Battle of New Orleans (Doc C) shows a great deal of nationalism and self pride. Thomas Jefferson wrote in a letter to John Randolph that he once considered sectionalism to be the death of the union, but it was a reprieve, not a final sentence. He says that a geographical line will never be obliterated, and that every new irritation will mark it deeper and deeper. (Doc F). These documents show how some people felt that this time period was accurately labeled as “The Era of Good Feeling.” Alternatively...
Words: 712 - Pages: 3
...(((INTRODUCTION))) - A Kaleidoscope of Behaviours and Feelings Looking Beyond Shades and Hues An individual’s cognitive and behavioural response to colour is immediate and is sometimes deemed to have power over our feelings and perspectives. It influences our emotions, mood, actions, and how we even retort to various people, things and ideas. There have been a number of studies and pieces of writings discussing an in-depth look on the meaning of colours and how they matter to people’s lives. In technical terms and definition, colour is characterised as a property possessed by any material that produces different sensations on the eye as a result of the way it produces reflections or light. Colours are also considered a form of non-verbal communications. From prehistoric to contemporary art, whatever message that an artist wants to convey is coursed through a plethora of colours in an art piece being at a loss for words. They feel that without a discriminate selection of colours it would be impossible for them to get their message across to people. It is an expression for them, an articulation of sometimes unfathomable feelings – whether they are joy, love, peace, patience, passion, goodness, sometimes faith, anger, and even pain. Colours are interpretation that passes understanding. Their impact on emotions is generally the same to each and every individual in the world. However, they may differ in distinct meanings and interpretations according to a set of culture...
Words: 3768 - Pages: 16
...| Introduction to Psychology | Essay on Emotions and Feelings | | Sinthujaah Nadarajah | 6/18/2012 | Professor Dana Williams 500387029 | Emotions are sometimes what help us get through life and other times it takes the better of us and influences decisions that change our life. I would say I’m one of the many people who are emotional in many situations however when it comes to love, emotions and feelings get the better of me. Pertaining a very caring and loving characteristic brings about happiness and joy however it can cause pain and discomfort as well. I am a very emotional person. Mainly when it comes down to love and anything to do with a significant other I give it my all and in the end be the one to get disappointed. I would say my emotions and my very loving characteristic attracts more friends and family in most situations but is taken advantage of romantically. Most of my friends would always tell me to be stronger and not let my caring side be too strong because many people today would take full use of it. I have failed to do so in many situations which are why my emotions and this characteristic leave me in trouble sometimes. However, it is safe to admit that society and the importance of having everything everyone else has, impacted my life. I have the tendency of believing most if not all the things my ex used to tell me which has now placed me in a dark and lonely place. Emotions and the reasons why they exist is explained through the, social...
Words: 1458 - Pages: 6
...help you think about the types of things to discuss in your reflection paper. 1. What was the purpose/importance of the restoration work with which we assisted? a. What areas/habitats did we restore? i. Are these habitats threatened? ii. Are they important ecologically? iii. Are they important culturally? b. What native plants did we plant? i. Are the species we planted endangered? ii. Are they important ecologically? iii. Are they important culturally? iv. Why were these plants chosen, as opposed to other native plants? 2. What did we actually, physically DO in the restoration process? a. What were the steps of the restoration process? b. What was the purpose/importance of each of the steps? 3. What is your opinion, or feeling, about the work that we did (this is the ‘reflection’ portion of the reflection paper). a. What did you find most and least enjoyable about the service learning events? b. Did the service learning improve your experience in the biology/botany class in any way? c. Overall, did you find service learning to be a valuable or important experience? d. Would you recommend to a friend to participate in the UHWO biology service learning? To assist you in remembering the restoration process, the plants we planted, and the habitats we restored, you are free to refer to my blog posts following the restoration events: 1. Ka’ala Kipuka: https://gerhartbarley.wordpress.com/2014/09/27/kaala-kipuka/ 2. Kalaeloa Heritage Park: https://gerhartbarley...
Words: 758 - Pages: 4
...Kati Wall Greenbaum English 1102 24 September 2014 Feeling Feral Upon reading “St. Lucy’s Home For Girls Raised By Wolves” by Karen Russell one might take the story at face value and say that this is simply a fantastic story of young werewolves, but the observant reader might find themselves begging the question “Are these young girls, or are they young wolves?”. The answer lies in a reader’s perception. In the story we meet a group of sisters whose parents are werewolves. The girls behave as wild animals initially, like biting, digging, growling, barking, scratching, flea bitten wolves! They come to live with nuns and begin the process of learning to behave like socially acceptable young women. To this reader it seems that the question is not “girls or wolves”, but “What is it that Karen Russell wants a reader to feel when they are immersed in this story?” I am of the opinion that the wolves are metaphoric, and that there is a deeper message being conveyed. When reading this story we are supposed to feel the sensation of being dropped into a strange culture: overwhelming otherness, fear, desperation, and isolation. Think back to what your life was like as a child. Imagine being taken from your family, friends, home, and everything you have ever known and sent to another country with an entirely different culture, (Think India, Russia, China, etc…) I think you would feel similarly to Claudette and her sisters. Near the beginning of the story, in stage 2, Claudette’s...
Words: 916 - Pages: 4
...Macbeth’s feelings The witches of dangerous things, which Macbeth is indeed thinking, killing the king is the only way for him to become king, he thinks it but doesn’t want to do it. He doubts his own thoughts but he is also confused as it is as if the witches can read his mind, he has fear of his own thoughts and how he could think of such things. Macbeth becomes exited by the witches words, and know he knows he is Thane of Cawdor he knows the witches tell the truth and can be confident in the fact that he will be king, but that means he has to kill the king and he will, but he doesn’t want to. Macbeth is a vulnerable person and the witches got to him at the right time, he is full of glory from the battle. This also shows that he is brave and confident, as he was very good at killing and he didn’t care about it, he just did it without thinking, it was his job. The excuses show that he does still really want to be king, he is happy with being famous but know he wants the crown; he is jealous and is confident that he can kill the king because he needs the crown and he will please his wife. He submits to Lady Macbeth showing how even though he had some doubts about it, the want and need outweighed the doubt and he in fact would get the crown and could kill the king he just needed the persuasion and for his wife to tell him that it is the right thing to do. He then takes over the planning himself and he loses his fear and doubt for a while. He shows fear and shock after the...
Words: 805 - Pages: 4
...Creativity Research Journal 2005, Vol. 17, No. 1, 51–65 Copyright © 2005 by Lawrence Erlbaum Associates, Inc. Feeling Creative, Being Creative: An Empirical Study of Diversity and Creativity in Teams Terri R. Kurtzberg Rutgers University ABSTRACT: Two empirical studies explored objectively measured creative fluency and subjectively perceived creativity in cognitively diverse teams. Results indicate that cognitive diversity may be beneficial for objective functioning but may damage team satisfaction, affect, and members’impressions of their creative performance. Subjective ratings diverged greatly from more objective measures and were more closely related to affective measures. The overall findings present creativity as a complex multidimensional construct, and cognitive diversity as an important predictor of both team emotions and outcomes. Arguments are presented for the value of subjectively perceived creativity, even in the absence of more concrete performance in the immediate time period. The concept of creativity spans a multitude of domains from art to science to literature to business and beyond (e.g. Stumpf, 1995; Tang & Leonard, 1985; Williams & Yang, 1999). Even within any one context, researchers have long recognized that creativity can refer to person, process, product, or environmental response (Rhodes, 1961). At one count, there were well over 50 definitions to be found on this ever-expanding list (Taylor, 1988). It is easy to understand, given this wide...
Words: 10215 - Pages: 41
...1 A User’s Guide to Learning Styles and Math Tools T he journey of developing this book began almost five years ago. After over sixty combined years of service in schools, two of us—John R. Brunsting and Terry Walsh—were coming to the end of our careers as mathematics instructors and administrators. For most of those sixty years, we had the pleasure of working together in Hinsdale Central High School in Hinsdale, Illinois, where we met Harvey Silver and were introduced to the Thoughtful Classroom professional development model he designed with Richard Strong. What we quickly came to learn is that the Thoughtful Classroom really works. Whenever we implemented Thoughtful Classroom strategies in our classrooms or worked with other teachers to help them implement Thoughtful Classroom strategies in their own classrooms, the effect on student learning was palpable—students became more engaged, discussions got richer, student thinking went deeper, and test scores went up. There was, however, one particular Thoughtful Classroom text that always seemed to make the biggest difference in classrooms in the shortest amount of time. That text was Tools for Promoting Active, In-Depth Learning (Silver, Strong, & Perini, 2001; Silver, Strong, & Commander, 1998). The idea behind Tools for Promoting Active, InDepth Learning is simple. It is a collection of classroom-tested tools, or simple teaching “moves,” that teachers can use to foster active, in-depth learning. These tools are based on the...
Words: 6303 - Pages: 26
...Maria asked me why is she going upstairs? I replied,” because I want to read a book with you since you love books.” Maria smiles at me. The book that is called color monster by Ana Llenas. I asked Maria, “look at the cover page and tell me what you think the book is about? “ Maria replied, “Un monstruo que tiene muchos colores. "Le respondí," bueno, el monstruo tiene muchos colores en su cuerpo ", le pregunté." ¿Qué colores ves en su cuerpo? "Maria replied, “Azul, negro, purple, rojo y verdez. I replied,” muy bien, Maria.” The first page says, “this is my friend the color monster his feeling are all mixed up and doesn’t understand why. I stop and asked Maria what is feeling. Maria replied sad and happy. I told Maria that she is right sad and happy are feelings. I explain to her that a...
Words: 904 - Pages: 4
...both use symbols and nature to reveal the speaker’s feelings of regret and security however; they are different in that their overall messages are not the same. Frost’s feelings of regret and security are conveyed through symbols and nature in both of these poems. In After Apple Picking Frost talks about his regrets as apples such as the “barrel that [he] didn’t fill” (After Apple Picking 3) which means that he didn’t finish doing something. He also said that that there were “apples [he] didn’t pick up” (5) which were opportunities not taken advantage of. When frost says he is “done with apple-picking (6) it shows that he is done with working or what he is doing because his regrets keep coming back to him. A way that nature shows his feelings are how this poem takes place at the end of apple picking which is end of fall beginning of winter. In winter animals hibernate and take long rests which frost is contemplating or if he is “just [feeling] some human sleep” (42) coming on. This means that he wants his feelings of regret to go away but wondering if it is humanly normal to do so. In Mending Wall the wall itself symbolizes security. When Frost says that he and his neighbor “keep the wall between [them] as [they] go” (Mending Wall 15) suggests that they both want the feeling of security between them. A way Frost’s uses nature in this poem is when he says “spring is the mischief in me” (28). This reveals that his feelings are caused by the nature of spring which sprouts his...
Words: 598 - Pages: 3
...techniques such as meter, metaphor, and rhyme”. The tone of a poem exposes the approach of the author that he or she wishes the intended audience to capture. These feelings may be of happiness and joy, anguish and sorrow, or simply a comical approach. Oftentimes, foreshadowing and personification lead to a very vivid image being revealed as the author attempts to invoke a certain feeling in the intended audience. Thus, the tone is set, and as in the short poem entitled Boy at the Window (Wilbur, 1952), one can feel the anguish of both the parent and the child as the snowman cries. As the author begins to foreshadow the poem, hints of what’s to come are being revealed to keep the attention of his or reader. The reader may feel one way at this point, but often that reader may change his or her mind at a later point as the events of the story being told unfold. “Seeing the snowman standing all alone” (Wilbur, 1952) evokes to this reader of a wintry afternoon that a child has spent outdoors happily playing in the snow, creating a snowman that implies happy holidays right around the corner. The reader can nearly feel the warmth from the fireplace, and see the gaily decorated homes and a bright red cardinal sitting atop of the snowman, even though no mention of such is made. The reader wishes to continue the good feelings evoked by this poem, as the personification of the snowman develops. The identification of inanimate objects or...
Words: 859 - Pages: 4
