Sadhya permeiswari :)

 Name : Sadhya Permeiswari

Class : 5.1

Subject : IMALT

1. Teaching media mean all tools which may be used by teacher to deliver teaching material to students in teaching learning process to reach certain learning goals. Media is engage students in learning and provide a richer experience. Interactive media, such as SMART Boards, allow students to move items around on a screen for illustrative purposes, a definite plus for those who are considered visual learners. 

There are 7 types of teaching media :

a. Graphic Media: any kinds of printed media. Such as, books, pictures, photographs, maps, charts, posters, graphs, diagrams.

b. Display Media: a board used to show information in small group, e.g., chalkboard, bulletin board, flannel board, and peg boards.

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c. Three Dimensional Media: A the medium that has 3D shape. For example, models, objects, specimens, puppets.

d. Projected Media: a kind of media that need projector to show the messages. For example, slides, filmstrips, transparencies, films, video tapes, gramophones, records.

e. Audio Media: media that just can be heard. Such as, radio, audio cassettes, gramophones, records.

f. Video Media: this media is combination between audio and visual, e.g., TV, videocassettes, CD, computers.

g. Activity Media: media that can act some activity. For example, fieldtrips, dramatization, demonstration, and role-playing.

2. Because Media are flexible, they can be used for all level of students and in all subjects. Teaching media also can encourage students to take more responsibility for and control over their own learning, engage in joint planning of the syllabus, and take longer-term perspectives on their own learning.

3. - The ability to develop relationships with their students. 

- Patient, caring, and kind personality.

- Knowledge of learners.

- Dedication to teaching. 

- Engaging students in learning.

4. Media can be a component of active learning strategies such as group discussions or case studies. Media could be a a film clip, a song you hear on the radio, podcast of a lecture or newspaper article. Students can also create their own media. For example, student video projects can be a powerful learning experience.

The use of media to enhance teaching and learning complements traditional approaches to learning. Effective instruction builds bridges between students' knowledge and the learning objectives of the course. Using media engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. 

 Name : Sadhya Permeiswari

Class : 5.1

Subject : CCU

1. First, it’s fairly common when confronting cultural differences, for people to rely on stereotypes. Stereotypes are often pejorative (for example Italians always run late), and they can lead to distorted expectations about your counterpart’s behavior as well as potentially costly misinterpretations. You should never assume cultural stereotypes going into a negotiation.

Instead of relying on stereotypes, you should try to focus on prototypes—cultural averages on dimensions of behavior or values. There is a big difference between stereotypes and prototypes.

For example, it is commonly understood that Japanese negotiators tend to have more silent periods during their talks than, say, Brazilians. That said, there is still a great deal of variability within each culture—meaning that some Brazilians speak less than some Japanese do.

Thus, it would be a mistake to expect a Japanese negotiator you have never met to be reserved. But if it turns out that a negotiator is especially quiet, you might better understand her behavior and change your negotiating approach in light of the prototype. In addition, awareness of your own cultural prototypes can help you anticipate how your counterpart might interpret your bargaining behavior. It’s not just about being aware of their culture, but also how yours might be viewed.

A second common reason for cross-cultural misunderstandings is that we tend to interpret others’ behaviors, values, and beliefs through the lens of our own culture. To overcome this tendency, it is important to learn as much as you can about the other party’s culture. This means not only researching the customs and behaviors of different cultures but also by understanding why people follow these customs and exhibit these behaviors in the first place.

Just as important, not only do countries have unique cultures, but teams and organizations do, too. Before partaking in any negotiation, you should take the time to study the context and the person on the other side of the bargaining table, including the various cultures to which he belongs—whether the culture of France, the culture of engineering, or his particular company’s corporate culture. The more you know about the client, the better off you will do in any negotiation.

2. Culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them. 

The teaching of culture is not akin to the transmission of information regarding the people of the target community or country—even though knowledge about (let alone experience of) the “target group” is an important ingredient. It would be nothing short of ludicrous to assert that culture is merely a repository of facts and experiences to which one can have recourse, if need be. Furthermore, what Kramsch herself seems to insinuate is that to learn a foreign language is not merely to learn how to communicate but also to discover how much leeway the target language allows learners to manipulate grammatical forms, sounds, and meanings, and to reflect upon, or even flout, socially accepted norms at work both in their own or the target culture.

3. A stereotype is a thought that someone has about specific types of individuals that may or may not accurately reflect reality. Stereotypes can also be thought of like caricatures, which are pictures that exaggerate certain features while oversimplifying others and end up distorting the essence of an individual. Many stereotypes are widely held but they are also overgeneralised images or ideas about a particular type of person. Any time we group individuals together and make a generalisation or judgment about them without knowing them, this is an example of a stereotype.

A prejudice is an opinion - usually an unfavourable one - that was formed before having any evidence and that is not based on reason or experience. While a stereotype is a thought about a person or group of people, a prejudice relates to feelings and attitudes about that person or group of people. Prejudices are often rooted in the idea that certain types of people are worth less or are less capable than others.