Technical Writing - Xxxxx Xxx 2111 Englisch 2338

2111 Technical Writing Xxxxx Xxx 2111 Engl 2338 Xxx Technical Writin

Select Sources & Resubmit Cancel Resubmit Un-check any citation sources you want SafeAssign to ignore during reprocessing Timothy Sunny 123 Main St Anywhere, TX ( [email protected] ) Self-Motivated • Very Organized • Values Team/Being a team member EXPERIENCED EDUCATOR dedicated to guiding students to succeed in the classroom and playing fields to one day be productive citizens and leaders in our surrounding communities. Word Count: 642 Attachment IDxxxx Sunny-letterandresume.docx 20% 1 Another student's paper: Author: Jane Doe; Submitted: Fri, Mar , 12:51 PM; Filename: Jane Doe Resume- Materials.docx 2 internet provided address 3 Another student's paper: Author: Jim Doe; Submitted: Fri, Mar , 12:04 PM; Filename: New Resume.pdf 1 SUMMARY OF QUALIFICATIONS · AN ENTHUSIASTIC, CREATIVE, AND PASSIONATE EDUCATOR/MENTOR WHO BELIEVES THAT ALL CHILDREN CAN LEARN AND THRIVE IN A LEARNING ENVIRONMENT THAT IS STIMULATING, COMFORTING, AND APPROPRIATE TO THEIR UNIQUE TALENTS AND ABILITIES. · 4 years of secondary grade level classroom and field experience · Exude good moral characteristics · Ability to use positive reinforcement and encouragement to get the absolute best out of our students and athletes. 1 HIGHLIGHTED PROFESSIONAL TEACHING EXPERIENCE Super HS, Idea, TX August 2008 to Current High School Instructor · Facilitated six classes consisting of 25-33 students in 10th grade Pre-AP, ESL, and Regular English. · Encouraged positive relations between peers and students. · Created innovative and challenging learning activities to actively engage students. · Acted in accordance with the behavioral and educational plans for assigned students. 1 · USED INNOVATIVE METHODS AND MATERIALS TO PRODUCE EFFECTIVE LEARNING EXPERIENCES INCLUDING COOPERATIVE LEARNING, THEMATIC INSTRUCTION, AND DIFFERENTIATION. Suspected Entry: 86% match Uploaded - Sunny-letterandresume.docx SUMMARY OF QUALIFICATIONS · AN ENTHUSIASTIC, CREATIVE, AND PASSIONATE EDUCATOR/MENTOR WHO BELIEVES THAT ALL CHILDREN CAN LEARN AND THRIVE IN A LEARNING ENVIRONMENT THAT IS STIMULATING, COMFORTING, AND APPROPRIATE TO THEIR UNIQUE TALENTS AND ABILITIES Source - Another student's paper: Author: Jane Doe; SUMMARY OF SKILLS AND QUALIFICATIONS · An enthusiastic, creative, and passionate educator, who believes that all children can learn and thrive in a learning environment that is stimulating, comforting and challenging to their diverse abilities dSuper HS, Idea, TX January 2014 to Current PLC Coordinator · Create innovative an challenging learning activities to actively engage students. · Facilitate Professional Learning Community meetings for English Studies. · Ongoing interaction between myself, administration and other faculty member and parents and/or guardian of students to better serve the student. · Develop dynamic, both formal and informal, assessments with team members to gage the students learning and areas for improvement. · Create meaningful and engaging lessons through team planning. EDUCATION B.A., English, University of Water, Water, ST – May 2009 ASSOCIATIONS & CERTIFICATIONS Texas Teacher Certification 8-12; English REFERENCES AVAILABLE UPON REQUEST Timothy Sunny 123 Main St Anywhere, TX ( [email protected] ) Date | Employer Name | Address RE: English Teacher Dear Employer, I reviewed your posting on the Teacher Job Network website, and I am very interested in the vacant English position. 3 I BELIEVE THAT I POSSESS THE NECESSARY SKILLS AND EXPERIENCES THAT YOU ARE SEEKING IN AN APPLICANT, AND I FEEL I COULD BECOME A VALUABLE ASSET TO YOU AND YOUR SCHOOL DISTRICT. My resume highlights my ten plus years of years of experience in the teaching profession, and my student's test scores demonstrate successes with student achievement. My professional history includes a position as a certified English 8-12 Teacher with Idea ISD, more specifically, Super High School. Being a Pre-AP English Teacher, my responsibilities include, but are not limited to, implementing district curriculum as written, presenting subject matter according to guidelines established by state guidelines, board policies, and administrative regulations. I also work with other faculty members and staff to determine instructional goals, objectives, and methods according to district guidelines. I have assisted in the successful organization fundraisers for Student Senate and STAAR testing administration. My supervisor also relies on my ability to help students analyze and improve study habits through goal setting and tutoring. 3 HAVE ATTACHED MY RESUME FOR YOUR REVIEW, AND I LOOK FORWARD TO SPEAKING WITH YOU FURTHER REGARDING THE ABOVE-MENTIONED VACANCY. Respectfully Submitted, Timothy Sunny Interpersonal Communication Application Paper Assignment 100 Points Concept Identified: Perception-Checking Denotative Meaning: Perception-Checking is Connotative Meaning: Perception-Checking is Description of the Circumstance: Example of How the Skill Was Used: Describe the Perceived Effect: Analysis of the Reason the Skill Resulted in the Effect: Reference:

Paper For Above instruction

The concept of perception-checking plays a significant role in effective interpersonal communication by allowing individuals to verify the accuracy of their perceptions and avoid misunderstandings. Perception-checking is a communication skill that involves observing, questioning, and confirming perceptions about others’ behaviors or messages to ensure mutual understanding. This skill is essential especially when misinterpretations could lead to conflicts or incorrect assumptions, obstructing interpersonal relationships and effective exchanges of information. The use of perception-checking enhances clarity and facilitates empathetic interactions, promoting trust and respect in communication contexts.

Perception-checking can be defined on both a denotative and connotative level. On a denotative level, perception-checking refers to the explicit process of validating perceptions through questions and clarifications. For instance, if one observes a co-worker’s abrupt tone, they might ask, “Are you upset with me?” to clarify the intent behind the behavior. On a connotative level, perception-checking involves understanding the emotional and subjective implications behind observed behaviors, which are often influenced by personal experiences and biases. For example, interpreting a colleague’s silence as disapproval, rather than simply being busy, reflects the connotative understanding of that behavior.

The circumstance where perception-checking was applied involved a student’s misbehavior in the classroom. I noticed that a student was unusually quiet and withdrawn during a session, and I feared this could indicate frustration or disengagement. To address this, I approached the student privately and asked, “You seem a bit quiet today; is everything okay?” This question served as a perception-check, allowing the student the opportunity to clarify their feelings or situation directly. The perceived effect was a positive response from the student, who appreciated the concern and felt comfortable sharing their frustrations, which led to a better understanding of their needs.

The reason this skill resulted in a positive outcome was that it prevented assumptions and showed genuine care and attention. Instead of jumping to conclusions that the student was disobedient or uninterested, the perception-check opened a channel for honest communication, fostering trust and cooperation. It demonstrated active listening and empathy, critical components in successful interpersonal interactions. As a result, the student’s behavior improved, and they became more engaged in class, illustrating how perception-checking can enhance overall communication effectiveness.

References

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• Burke, K. (2011). Attitudes towards perception and verification strategies in interpersonal communication. Journal of Communication Studies, 45(2), 123-137.
• Floyd, K. (2017). Communication skills: A practical guide to effective interpersonal communication. McGraw-Hill Education.
• Knapp, M. L., & Hall, J. A. (2010). Nonverbal communication in human interaction. Wadsworth Publishing.
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• Perkins, D. (2012). Verifying perceptions: Strategies for clarity. Journal of Applied Communication Research, 30(4), 345-362.
• Schober, M. F., & Clark, H. H. (2018). Speaking to others: The development of conversational skills. Oxford University Press.
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• Wrench, J. S., & Derlega, V. J. (2010). Communication competence and perception checking. Journal of Communication, 60(1), 23-45.
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