How to Write a Graduation Speech as Valedictorian

The valedictory speech is a staple of graduation ceremonies. It is usually delivered by the valedictorian (the student with the highest grades in the graduating class), although some colleges and high schools have abandoned the practice of naming a valedictorian. The terms valedictory and valedictorian come from the Latin valedicere, meaning a formal farewell, and this is core to what a valedictory speech should be. Understand the Goal The valedictorian speech should fulfill two goals: It should convey a sending off message  to the members of a graduating class, and it should inspire them to leave school ready to embark on an exciting new adventure. You likely have been chosen to deliver this speech because youve proven you are an excellent student who can live up to adult responsibilities. Now its time to make every student in your class feel special. As you prepare your speech, think about your shared experiences with the class and the people with whom you shared them. This should include popular and quiet students, class clowns and brains, teachers, principals, professors, deans, and other school employees. Its important to make everyone feel as if they played an important role in this shared experience. If you have limited experience in certain aspects of school life, ask for help in collecting important names and events you might not know about. Are there clubs or teams that won prizes? Students who volunteered in the community? Compile a List of Highlights Make a list of highlights of your time in school, putting more emphasis on the current year. Start with these brainstorming questions: Who received awards or scholarships?Were any sports records broken?Is a teacher retiring after this year?Did your class have a reputation with teachers, good or bad?How many students remain from freshman year?Was there a dramatic event in the world this year?Was there a dramatic event at your school?Was there a funny moment everyone enjoyed? You might need to conduct personal interviews to learn about these benchmarks. Write the Speech Valedictory speeches often combine humorous and serious elements. Start by greeting your audience with a hook that grabs their attention. For example, you could say, Senior year has been full of surprises, or Were leaving the faculty with lots of interesting memories, or This senior class has set records in some unusual ways. Organize your speech into topics describing these elements. You might want to start with an event thats on everyones mind, such as a championship basketball season, a student featured on a television show, or a tragic event in the community. Then focus on the other highlights, putting them into context and explaining their importance. For example: This year, Jane Smith won a National Merit Scholarship. This may not seem like a big deal, but Jane overcame a year of illness to achieve this goal. Her strength and perseverance are an inspiration to our whole class. Use Anecdotes and Quotes Come up with anecdotes to illustrate your shared experiences. These brief stories can be funny or poignant. You could say, When the student newspaper printed a story about the family who lost their home to a fire, our classmates rallied and organized a series of fundraisers. You can sprinkle in quotes from famous people as well. These quotes work best in the introduction or conclusion and should reflect the theme of your speech. For example: The pain of parting is nothing to the joy of meeting again. (Charles Dickens)You will find the key to success under the alarm clock. (Benjamin Franklin)There is only one success: to be able to spend your life in your own way. (Christopher Morley) Plan for Time Be mindful of the appropriate length of your speech. Most people speak about 175 words per minute, so a 10-minute speech should contain about 1,750 words. You can fit about 250 words onto a double-spaced page, so that translates to seven pages of double-spaced text for 10 minutes of speaking time. Tips for Preparing to Speak Its important to practice your valedictory speech before giving it. This will help you troubleshoot problem spots, cut boring parts, and add elements if youre running short. You should: Practice reading your speech aloud to see how it soundsTime yourself, but remember you may speak faster when youre nervousFocus on remaining calmPut aside comedy if it feels unnaturalBe tactful if broaching a tragic topic you feel needs to be included. Consult a teacher or adviser if you have any doubts. If possible, practice your speech using the microphone in the location where youll be graduating—your best chance might be just before the event. This will give you an opportunity to experience the sound of your magnified voice, figure out how to stand, and get past any butterflies in your stomach.

Essay on Athletes and the Effects of Pre-Game Jitters

Hours before a match, athletes in all corners of the world tend to freak out due to all the psychological factors that accompany performance in sports. Stop for a quick second and imagine becoming a Manchester United Striker or a Denver Broncos Wide-Receiver. For those who did not know already, these two positions are among the hardest in the sports world to play. Not only must the person assigned to these positions stay up until the early hours of the morning studying plays and formations so they might better assist their team come match day, but they also act as the main way the teams they play for get any points. If the expectation of being the team’s top scorers isn’t enough, they must also act as an inspiration to every other†¦show more content†¦It can be determined by the results presented that athletes in one way or another do in fact experience pre-game jitters. In turn, this can negatively impact an athlete’s performance. Secondly, when an athlete first steps on to the pitch they instantly form a bond with every single member of the crowd that came to watch them play. This bond however can not only be good, but it can be bad as well. According to A Psychoanalysis of Sports by Dustin Ervin, â€Å"The sport is the stage, athletes the characters, and crowd the audience† (Ervin 33). In simple terms, the crowd acts as audience that comes to see the athletes â€Å"characters† play. The athletes preform their sport on the field. Now if you ever have been to a play or have seen one in cinemas, you would note that the audience can show multiple attitudes towards the film based upon how it presents itself. This is the same for crowds watching athletes on the field. If the crowd approves of a particular athlete’s performance, or the team as a whole, they will erupt with cheers and applause. However, if they detest the performance that they are given, boos will be heard around the sta dium. The athlete’s performance is also based around this feedback. If the crowd is booing the athlete then he or she might simply perform poorly for the rest of the match. But, if the crowd is cheering the athlete on the urge to keep pleasing the crowd grows as does the performance of the athlete. Finally,Show MoreRelatedNfl and Yoga1502 Words   |  7 Pagesnormal; entire sports teams and all other types of athletes are realizing the benefits of, and therefore adapting yoga to their training programs. Yoga is no longer just a class for women who want to feel more grounded, but reformed into a vital tool for athlete training. The most notable effects can be seen in high-strung, often injured, National Football League players who may not be the first to say Here! on a yoga role call. The athletes, however, will experience benefits, such as quickerRead MoreEnergy Drinks Essay1231 Words   |  5 Pagesthem. These five major ingredients are taurine, vitamin b6, b12, b3, and especially caffeine. Caffeine, however, is the most common stimulant. â€Å"Caffeine is the most widely used drug on the planet and has been used for centuries for its stimulating effects† (energy fiend.com). Most energy drinks contain between seventy to two hundred milligrams of caffeine each. For exa mple, a full can of Rockstar contains one hundred sixty milligrams of caffeine. Caffeine stimulates the central nervous system, whichRead MoreCogave+Energy+Drink+Marketing+Plan7253 Words   |  30 Pagescan adjust to changes in our organizational unit and value chain more dynamically than a larger corporation with methodologies already set in place Weaknesses * Lack of brand awareness - Cogavem is a new brand and company so we will not have any pre-established recognition among consumers. To resolve this issue we will do heavy promoting prior to product launch and during its beginning phase of introduction. * Upward pressure of supply cost - Since our product uses natural ingredients, itRead MoreOverview of Hrm93778 Words   |  376 Pagesfactory, were altered to determine the effects of these changes on productivity. The researchers found no systematic relationship between the factory lighting and production levels. In some cases, productivity continued to increase even when the illumination was reduced to the level of moonlight. The researchers concluded that the workers performed and reacted differently because the researchers were observing them. This reaction is known as the Hawthorne Effect. This conclusion led the researchers

Moral development Free Essays

According to the Social Learning Theory, our moral behavior is shaped by the reinforcement and punishment stimuli through the process of learning. It means that if a child was punished in the past for a certain behavior and is faced with such a situation again, he/she will avoid this behavior. As a social being, a person lives within a group or a community and â€Å"tends to perform actions and behave in a manner conducive to community approval†. We will write a custom essay sample on Moral development or any similar topic only for you Order Now The greatest criticism of this theory is that â€Å"it does not provide a proper overall personality assessment†. â€Å"It focuses more on the factors perceived as negative by the learner – it does not account for what may be considered positive.† (Social Learning Theory) According to Kohlberg’s theory of moral development, â€Å"there are six identifiable stages of moral development† which could be classified into three levels. (Kohlberg’s stages of moral development) The pre-conventional level. In stage 1, â€Å"people behave according to socially acceptable norms because they are told to do so by some authority figure†. â€Å"This obedience is compelled by the threat or application of punishment.† Stage 2 â€Å"is characterized by a view that right behavior means acting in one’s own best interests†. (Barger, Robert N. A Summary Of Lawrence Kohlberg’s Stages Of Moral Development) The conventional level. In stage 3 individuals â€Å"seek approval from other people’. Stage 4 is â€Å"oriented to abiding by the law and responding to the obligations of duty†. (Barger, Robert N. A) The post-conventional level. Stage 5 is â€Å"an understanding of social mutuality and a genuine interest in the welfare of others.† Stage 6 is â€Å"based on respect for universal principles and the demands of individual conscience.† (Barger, Robert N. A) It appears that people rarely reach stage 6 of this model and Kohlberg â€Å"had difficulty finding participants who use it†. (Kohlberg’s stages of moral development) â€Å"One criticism of Kohlberg’s theory is that it emphasizes justice to the exclusion of other values† and â€Å"may not adequately address the arguments of people who value other moral aspects of actions.† Carol Gilligan has argued that the theory is â€Å"male-centric† and â€Å"did not adequately describe the concerns of women†. (Kohlberg’s stages of moral development) Kohlberg claimed his  six stages are cultural-universal. Simpson (1974) argues that â€Å"Kohlberg’s interview employs analytic and theoretical modes of thought and language such as â€Å"justice, equality and reciprocity at a high level of abstraction† which are not valued by many cultures†. According to Bergling (1981), Kohlberg’s stages 1 – 4 are â€Å"empirically supported in western industrialized countries but findings from the Bahamas and British Honduras fail to support even a stage 4†. (Ma, King Keung Problems In The Cro ss-Cultural Study Of Moral Judgment Development) BIBLIOGRAPHY: Barger, Robert N. A Summary Of Lawrence Kohlberg’s Stages Of Moral Development,(August, 23 2005) Kohlberg’s stages of moral development,  http://en.wikipedia.org/wiki/Kohlberg’s_stages_of_moral_development (August, 23 2005) Ma, King Keung Problems In The Cross-Cultural Study Of Moral Judgment Development, http://66.249.93.104/searchq=cache:LAHMEA0UqdAJ:sunzi1.lib.hku.hk/hkjo/view/33/3300251.pdf+weak+points+in+Kohlberg%60s+moral+development+theory+;hl=uk (August, 23 2005) Social Learning Theory, http://www.termpapergenie.com/SocialLearningTheory.html (August,24 2005) How to cite Moral development, Essay examples Moral Development Free Essays Moral development 0-19 There is no moral development between the ages 0 and 18 months. 18mths to 2years- Is sensitive to adult approval and disapproval and will actively seek to make adults happy despite their tantrums. 2 to 3years- appears independent and wants to be good, but is not yet mature enough to be able to carry out most promises they make. We will write a custom essay sample on Moral Development or any similar topic only for you Order Now 3 to 4years- Begins to know right from wrong. Finds other’s opinions of self to be important. Is more self-controlled and less aggressive. Uses extreme verbal threats such as, â€Å"I’ll kill you,† without understanding. 4 to 5years- Is becoming aware of right and wrong; usually has desire to do right; may blame others for own wrongdoing. 5 to 6years- Is interested in being good, but may tell lies or blame others for wrongdoings because of intense desire to please and do right. Wants to do what he/she believes is right and avoid what is wrong. 6 to 7years- Is very concerned with personal behavior, particularly as it affects family and friends; sometimes blames others for own wrongdoing. to 8years- May experience guilt and shame. 8 to 12years- Is very conscious of fairness and is becoming highly competitive. Argues over fairness; has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking responsibility for them. Is clearly acquiring a conscience; is aware of right and wrong; wants to do right, but sometimes overreacts or rebels against a strict conscience. H as strong sense of justice and a strict moral code. More concerned with what is wrong than what is right. Has strong need to fit in with peer-group morals. 12-16years- Knows right and wrong; tries to weigh alternatives and arrive at decisions alone. Is concerned about fair treatment of others; is usually reasonably thoughtful; is unlikely to lie. 16-19years- Is confused and upset about differences between stated values and actual behaviours of family and friends; experiences feelings of frustration, anger, sorrow, and isolation. May be interested in sex as response to physical-emotional urges and as a way to participate in the adult world. How to cite Moral Development, Papers Moral Development Free Essays The elementary years can be considered as a crucial point when it comes to the character formation of a person. This is where he faces new things; knowledge and information that could greatly affect his life in the future. This is the time in the child’s life where he or she develops a concept about what’s good or bad. We will write a custom essay sample on Moral Development or any similar topic only for you Order Now Because of this, adult intervention is necessary; parents as well as teachers should do their best in supervising every step of development their children undergoes. In Kohlberg’s theory, the time when children enter elementary school is his second in three broad levels of moral development (Boeree, 2003). This is the conventional morality level, wherein the definition of right and wrong would usually depend on â€Å"what the people would say† (Colman, 2001). This part is what requires most adult attention, since they are the ones the children look up to, being the basis of what they would follow in the future. This stage is further divided into two sub-stages. The first stage is the good boy/good girl stage, wherein children try to live up to what others expect them to be, as well as seek their approval in everything they do. It is important for adults to show them the â€Å"right things† because everything they do becomes a basis of the children’s actions. Another sub-stage is the law and order stage, where children now takes a perspective that involves the social system as well, taking into consideration the rules and laws of the society they are living in, as well as the authorities they have to follow. At these elementary years, we can address the teaching of moral development in schools by devising or structuring out what should be taught to these children (Nucci, 2002). At this stage, they should be already provided with the basic laws and regulations that they should follow as a â€Å"good citizen†. These could start by introducing the school laws and regulations and relating it to the laws of the society. Another concern also would be about their teacher. These children’s teacher should be a model they could look up to as a person, so that their concept of conventional morality would depend on what their teachers show them. References: Boeree, C. G. (2003). Moral Development.  Ã‚   Retrieved November 10, 2007, from http://webspace.ship.edu/cgboer/genpsymoraldev.html Colman, A. M. (2001). Conventional Morality. In A Dictionary of Psychology: Oxford University Press. Nucci, L. (2002). Moral Development and Moral Education: An Overview.  Ã‚   Retrieved November 10, 2007, from http://tigger.uic.edu/~lnucci/MoralEd/overview.html       How to cite Moral Development, Essay examples

Tbb Culture Part Eleven Fashion and the Image free essay sample

Photography as been seen as lightweight end of photography due to it`s close relationship to the fashion industry, which is dependent on fast turnover; transitory, commercial Fashion advertisement in particular is seen as denying the purity of the image shows the typical, stylised instead of the unique moment/event; has nothing artistic (stylised fashion shoot, controlled, created, unnatural, uniform and monotone, all are essentially the same in their aim to sell clothes) captured moment in â€Å"real† photography is most powerful point in which the real world reproduces itself Walter Benjamin, 1940`ies: Although photography has its origins in reproduction of nature by the machine, fashion and advertisement photography must be studied as a process of mechanical reproduction of the contrived (arrangiert) moment 80`ies/90`ies: Fashion photography reflects segmentation of the fashion market place between mass production and couture: upper end: blurred images which reject garment and human body rely on viewer`s familiarity with designer`s logo (e. We will write a custom essay sample on Tbb Culture Part Eleven: Fashion and the Image or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page g. Yamomoto, Miyake, Comme des Garcons); connection to art mass-production end: mail ordering catalogues; emphasise our awareness of self-image and establish a relationship USA: not â€Å"impressionistic†, but â€Å"lifestyle† images on both ends of the market Brooks is a feminist highlights Power relations and heightened sexuality in work by Newton Bourdin 1970`ies: No recognisable ideal; Models came off an assembly line; No individuality; Converting utopias into dystopias Helmut Newton: manipulating Stereotypes ictures raise questions about what is going on no obvious product pictures are distant from viewer; settings are unusual and strange uses technology / film / art artificiality is emphasised pictures presented as alien rather than as an invitation; they are both: general typical, restricted individual stereotyping through suppression of awareness of stereotype and by identification with the unique model as object; they are so completely stereotyped that they become unreal (e. g. mixing dummies with real models for French Vogue in 1977) poses appear dead and frozen; strange with a discontinuous, fragmented nature (like film stills); completely malleable (nothing to do with reality)