Building and supporting your team has never been more important. A key part of a positive work environment is showing gratitude to team members.
Make time for your team. Practice giving your coworkers your undivided attention.
Practice acts of service. They show rather than tell coworkers that you sincerely care. Express your appreciation with more than a helping hand.
Consider giving your team gifts. They can be as simple as a cup of coffee for the “idea of the week”. To ensure you are making everyone feel seen and included, give gifts to those who would value them.
A.Use words of approval often. |
B.Recognize your employees’ advantages. |
C.Work environments can be fast-paced and stressful. |
D.For example, volunteer to stay after hours to help with a project. |
E.You should be thoughtful with your sign of care in order to make it count. |
F.However, our survey shows most employers rarely express thanks to their employees. |
G.Careful attention to work has become even more valuable in a real work environment. |
相似题推荐
【推荐1】Without question, 2020 was a year for innovative teaching. The teachers experimented with blended learning, hoping the models would increase student engagement, creativity, and higher-order thinking. Tyler Douglas, a history teacher, admitted that prior to the pandemic, he considered technology-assisted instruction optional in conjunction with in-person teaching; now, he believes blended learning is here to stay. But he has a question to us: Did that year of innovative teaching result in students learning to be more innovative, too?
Innovative teaching means the teacher is the creator, but unfortunately it does not necessarily mean the same for the students. How can educators like Tyler teach students to become better innovators themselves? There are some key adjustments to traditional lesson planning that help.
Teaching thinking skills explicitly (明确地) is the first one of them. Humans, uniquely, can create models of something that does not yet exist but that one wants to bring into existence. You do not need to use your frontal lobes to make a mental image of a bird, but you do have to use your pre-frontal cortex to think of how to design a way for humans to fly. When we think, we generate new ideas. We innovate.
In their daily lives, students are exposed to volumes of stimulation and information and are already thinking naturally to process the world around them, but many of students’ assignments ask them to remember information, but not to compare, analyze, or make associations about the topics in the same way they do in their daily lives. To teach innovation, teachers can explicitly teach thinking skills by encouraging students to further think about the declarative knowledge within the lesson’s goal.
Adapting this approach, a history teacher like Tyler Douglas might plan a lesson about the settlement of the West in the United States. After the traditional lecture about its basic facts, he could teach students to apply the newly acquired declarative knowledge by using analysis. Tyler could then frame the time period as a system and suggest that certain changes, such as relocating the Transcontinental Railroad, would result in different settlement patterns and the potential influence on the current life. This type of thinking task allows students to deepen their understanding of history while generating different insights about historical concepts.
Of course, teachers from all disciplines can teach thinking skills. A math teacher can use classifying as a method for 1st graders to learn the differences among shapes; a middle school science teacher can teach students to use analogy to describe the endocrine (内分泌) system like a vending machine; in physics, students can be asked to investigate ways people recover from types of exercise and sports injuries.
To think deeply, students should learn to use thinking skills with abundant information about the topics.
1. What is true about teaching innovation according to the passage?A.When teachers becomes innovative, students are sure to learn in a more creative way. |
B.The functions of pre-frontal cortex enable teachers to give lessons on thinking skills directly. |
C.The main purpose of innovative teaching is to bring in reality some imaginary things. |
D.Teachers must change their lesson plans in order to deliver an innovative class. |
A.The procedures of how particular things can be finished. |
B.The information about various categories of facts. |
C.Freshly new ideas about the ways to solve problems. |
D.A mix of decision-making, problem-solving and reasoning. |
A.Ask students to learn several well written and famous essays by heart. |
B.Lecture in the basic points of British and American literature history. |
C.Compare the body immunity to the mechanism of castle defence. |
D.Urge students to do different kinds of maths questions using one skill. |
A.The difference between declarative knowledge and procedural knowledge. |
B.Explore the influence of stimulation of frontal cortex on our learning behavior. |
C.How students access enough information that can lead to deep thinking. |
D.Why innovative teaching is a must in the current school education system. |
Emotions are “the glue” that connects people to one another. They are the foundation of your ability to understand yourself and relate to others. When you are aware of your emotions, you can manage stress and communicate well with others. Without emotions and awareness of them, it’s impossible to build or maintain strong, healthy relationships. The more aware you are of your own emotions, the easier it will be for you to pick up on what others are feeling and accurately read their wants and needs.
Although emotional awareness is so important, many people remain relatively unaware of their main emotional experience. In order to know your level of emotional awareness, ask yourself the following questions. If you answer no, you may need to work on raising your emotional awareness — Can you tolerate strong feelings, such as anger and sadness? Do you feel your emotions in your body? Are you comfortable with all of your emotions? Do you pay attention to your emotions and avoid them guiding your decisions?
Raising your emotional awareness begins with managing stress. The ability to quickly reduce stress allows you to safely face strong emotions, regulate your feelings and behave properly. Also, the process of raising emotional awareness involves reconnecting with all of the main emotions, including anger, sadness, fear, disgust, surprise, and joy. So get back in touch with your emotions and feelings. Another key to raising emotional awareness is practice. Like building muscles in a gym, you wouldn’t expect to be bodybuilder after just five minutes. The more consistently you practice, the greater changes you’ll experience in what you feel, think, and so.
We are all born with a capacity to freely experience the full range of human emotions — joy, anger, sadness, and fear. Yet many people are trying to avoid them rather than experience them. If you avoid emotions, you will lose the good ones, along with the bad ones. Either you fell your emotions or you don’t. When you shut down negative feelings like anger, fear, or sadness, you also shut down your ability to experience positive feelings such as joy, love and happiness. You can change or turn a blind eye to your emotions, but you can’t get rid of them entirely. Moreover, it will totally wear you out, because avoiding emotional experiences usually takes a lot of energy. What’s more, it damages your relationships. The more you distance yourself from your feelings, the more distant you become from others. You lose the ability to build strong relationships and communicate effectively, both of which depend on being in touch with your emotions.
Emotional Awareness
Paragraph Outlines | Supporting Details |
The | *Emotions lay the foundations for having a better *Emotional awareness helps you manage stress, strengthen your |
The evaluation of your emotional awareness | *Many people are relatively of their main emotional experience. *Through answering some related questions, you can know |
The | *Managing stress is the your emotional awareness. *Get back in touch with your emotions and feelings. * your emotional awareness. |
The danger of avoiding your emotions | *You will lose all the emotions altogether. *You will feel extremely *It will be |
【推荐3】Home Laundry Automatic Dryer Product
A full two year warranty (保修)
A limited five year warranty on Cabinet (机箱)
The warranty provides for:
For the first two years Amana will repair or replace any faulty part free of charge.
From the third year to the fifth year Amana will provide free replacement for any cabinet which proves faulty due to rust (生锈).
The warranty limitations:
●The warranty begins at date of original purchase.
● The warranty applies only to product used within the United States or in Canada if product is approved by Canadian Standards Association when shipped from factory.
●Products used on a commercial or rental basis are not covered by this warranty.
●Services must be performed by an Amana servicer.
● Adjustments covered during the first year only.
The warranty does not cover it if:
●The product has damage due to product change and connection to the improper electricity supply or shipping and handling, accidents, fires, floods, lightning or other conditions beyond the control of Amana.
●The product is improperly installed (安装)or applied.
The owner's responsibilities:
● Provide the sales receipt.
● Normal care and repair.
● Making the product easy to reach for services.
● Pay for service calls related to product installation or usage instructions.
● Pay for extra service costs, over normal service charges, if the servicer is requested to perform services outside his normal business hours.
*In no event shall Amana be responsible for consequential damages (间接损坏).
*This warranty gives you specific legal rights, and you may have others which vary from state to state. For example, some states do not allow the exclusion (排除)or limitation of consequential damages, so this exclusion may not apply to you.
1. In which condition can a product be under warranty according to the warranty limitations?A.being used in the U.S.A. |
B.being rented for home use. |
C.being repaired by the user himself. |
D.being shipped from a Canadian factory. |
A.The product installation. |
B.A servicer's overtime work. |
C.The loss of the sales receipt. |
D.A mechanic's transportation. |
A.The consequential damages are excluded across America. |
B.A product damaged in a natural disaster is covered by the warranty. |
C.A faulty cabinet due to rust can be replaced free in the third year. |
D.Free repair is available for a product used improperly in the first year. |
【推荐1】Tom appeared on the sidewalk with a bucket of whitewash and a longhandled brush. He stopped by the fence in front of the house where he lived with his aunt Polly. He looked at it, and all joy left him. The fence was long and high. He put the brush into the whitewash and moved it along the top of the fence. He repeated the operation. He felt he could not continue and sat down.
He knew that his friends would arrive soon with all kinds of interesting plans for the day.
They would walk past him and laugh. They would make jokes about his having to work on a beautiful summer Saturday. The thought burned him like fire.
He put his hand into his pockets and took out all that he owned. Perhaps he could find some way to pay someone to do the whitewashing for him. But there was nothing of value in his pockets—nothing that could buy even half an hour of freedom. So he put the bits of toys back into his pockets and gave up the idea.
At this dark and hopeless moment, a wonderful idea came to him. It filled his mind with a great, bright light. Calmly he picked up the brush and started again to whitewash.
While Tom was working, Ben Rogers appeared. Ben was eating an apple as he walked along the street. As he walked along it, he was making noises like the sound of a riverboat. First he shouted loudly, like a boat captain. Then he said “Ding-Dong-Dong”, “Ding-Dong-Dong” again and again, like the bell of a riverboat. And he made other strange noises. When he came close to Tom, he stopped.
Tom went on whitewashing. He did not look at Ben. Ben stared a moment and then said: “Hello! I'm going swimming, but you can't go, can you?”
No answer. Tom moved his brush carefully along the fence and looked at the result with the eye of an artist. Ben came nearer. Tom's mouth watered for the apple, but he kept on working.
Ben said, “Hello, old fellow, you've got to work, hey?”
Tom turned suddenly and said, “Why, it's you, Ben! I wasn't noticing.”
“Say—I'm going swimming. Don't you wish you could? But of course you'd rather work—wouldn't you? Of course you would.”
Tom looked at the boy a bit, and said, “What do you call work?”
“Why, isn't that work?”
Tom went back to his whitewashing, and answered carelessly.
“Well, maybe it is, and maybe it isn't. All I know is, it suits Tom Sawyer.”
“Oh come, now, you don't mean to say that you like it?”
The brush continued to move.
“Like it? Well, I don't see why I shouldn't like it. Does a boy get a chance to whitewash a fence every day?”
Ben stopped eating his apple. Tom moved his brush back and forth, stepped back to look at the result, added a touch here and there, and stepped back again. Ben watched every move and got more and more interested. Soon he said,“Say, Tom, let me whitewash a little.”
Tom thought for a moment, and was about to agree, but he changed his mind.
“No—no—it won't do, Ben. You see, Aunt Polly wants this fence to be perfect. It has got to be done very carefully. I don't think there is one boy in a thousand, maybe two thousand, that can do it well enough.”
“No—is that so? Oh come, now—let me just try. Only just a little.”
“Ben, I'd like to, but if it isn't done right, I'm afraid Aunt Polly … ”
“Oh, I'll be careful. Now let me try. Say—I'll give you the core of my apple.”
“Well, here—No, Ben, now don't. I'm afraid …”
“I'll give you all of it.”
Tom gave up the brush with unwillingness on his face, but joy in his heart. And while Ben worked at the fence in the hot sun, Tom sat under a tree, eating the apple, and planning how to get more help. There were enough boys. Each one came to laugh, but remained to whitewash. By the time Ben was tired, Tom sold the next chance to Billy for a kite; and when Billy was tired, Johnny bought it for a dead rat—and so on, hour after hour. And when the middle of the afternoon came, Tom had won many treasures.
And he had not worked. He had had a nice idle time all the time, with plenty of company, and the fence had been whitewashed three times. If he hadn't run out of whitewash, Tom would have owned everything belonging to his friends.
He had discovered a great law of human action, namely, that in order to make a man or a boy want a thing, it is only necessary to make the thing difficult to get.
1. How many characters are mentioned in this story?A.4 | B.5 |
C.6 | D.7 |
A.Because he was tired and wanted to play with his toys |
B.Because he wanted to throw his toys away |
C.Because he wanted to know if he could buy help with his toys |
D.Because he wanted to give his toys to his friends |
A.Tom wanted to do the whitewashing by himself |
B.Tom planned to make Ben give up his apple first |
C.Tom was unwilling to let Ben do the whitewashing |
D.Tom was afraid Ben would do the whitewashing better |
A.Tom was interested in whitewashing the fence |
B.Tom had a lot of friends who are ready to help others |
C.Tom was unwilling to whitewash the fence, but he managed to let other boys do it for him |
D.Tom was good at whitewashing the fence, so he looked at the result of work with the eye of an artist |
A.His warm heart and kindness to friends. |
B.His curiosity about Tom's brushing job. |
C.Tom's threat. |
D.Aunt Polly's idea. |
A.The Happy Whitewasher |
B.Tom And His Fellows |
C.Whitewashing A Fence |
D.How To Make The Things Difficult To Get |
Finally, a short, thin man approached the farmer. “Are you a good farmhand?” the farmer asked him.
“Well, I can sleep when the wind blows. ” answered the little man.
Although puzzled by this answer ,the farmer, desperate for help, hired him. The little man worked well around the farm ,busy from dawn to dusk, and the farmer felt satisfied with the man's work.
Then one night the wind howled loudly from offshore. Jumping out of bed,the farmer grabbed a lantern and rushed next door to the hired hand’s sleeping quarters. He shook the little man and yelled, “ Get up! A storm is coming! Tie things down before they are blown away! ”
The little man rolled over in bed and said firmly, “No sir. I told you, I can sleep when the wind blows. ”
Enraged (激怒)by the response, the farmer was tempted to fire him on the spot ,Instead, he hurried outside to prepare for the storm. To his amazement,he discovered that all of the hay had been covered. The cows were in the bam,the chickens were in the coops,and the doors were barred The shutters were tightly secured. Everything was tied down, Nothing could be blown away.
The farmer then understood what his hired hand meant, so he also returned to his bed to sleep while the wind was still blowing.
1. Why did the farmer constantly advertise for hired hands?
A.Because he needed hired hands all. the year round. |
B.Because there was too much work to do on the farm. |
C.Because he could hardly hire a farmhand. |
D.Because he offered poor conditions for the hired hands. |
A.the Little man was sleeping | B.everything was in safety |
C.the wind was too strong | D.he could not open the doors |
A.He needed much sleep after working hard on the farm. |
B.He was very brave and not afraid of wind |
C.He enjoyed sleeping when the wind blew. |
D.He would get everything done before the wind blew. |
A.He was not afraid of storms. |
B.He was a heavy sleeper under any condition |
C.He was hard-working and devoted to his work. |
D.He was fired shortly after he tied everything down. |
【推荐3】When milk arrived on the doorstep
When I was a boy growing up in New Jersey in the 1960s, we had a milkman delivering milk to our doorstep. His name was Mr. Basille. He wore a white cap and drove a white truck. As a 5-year-old boy, I couldn't take my eyes off the coin changer fixed to his belt. He noticed this one day during a delivery and gave me a quarter out of his coin changer.
Of course, he delivered more than milk. There was cheese, eggs and so on. If we needed to change our order, my mother would pen a note— "Please add a bottle of buttermilk next delivery"—and place it in the box along with the empty bottles. And then, the buttermilk would magically appear.
All of this was about more than convenience. There existed a close relationship between families and their milkmen. Mr. Basille even had a key to our house, for those times when it was so cold outside that we put the box indoors, so that the milk wouldn't freeze. And I remember Mr. Basille from time to time taking a break at our kitchen table, having a cup of tea and telling stories about- his delivery.
There is sadly no home milk delivery today. Big companies allowed the production of cheaper milk thus making it difficult for milkmen to compete. Besides, milk is for sale everywhere, and it may just not have been practical to have a delivery service.
Recently, an old milk box in the countryside I saw brought back my childhood memories. I took it home and planted it on the back porch. Every so often my son's friends will ask what it is. So I start telling stories of my boyhood, and of the milkman who brought us friendship along with his milk.
1. Mr. Basille gave the boy a quarter out of his coin changer .A.to satisfy his curiosity | B.to please his mother |
C.to pay for the delivery | D.to show his magical power |
A.He wanted to have tea there. | B.He was a respectable person. |
C.He was fully trusted by the family. | D.He was treated as a family member. |
A.It is forbidden by law. | B.Its service is getting poor. |
C.It has been driven out of the market. | D.Nobody wants to be a milkman now. |