![]() If you want to get more cloud storage space, then WebDrive is the best platform for that purpose that will assist you in managing all data over the clouds. All of your clubbed local and clod files will remain accessible via this standalone program. WebDrive also allows its users to edit the files on corporate SharePoint and SFTP servers as well, just like editing the data on the PC. WebDrive comes with preconfigured settings, so it is easy for nontechnical users to manage the complex issues of IPs. If we talk about the data security of this program, then the data protection system of WebDrive is protected through the banking-level security system.Īll you need to remember the login information and rest will be done via the simple to use interface of this program. WebDrive ensures to its users that there is no data leakage at all. S3 Browser is an easy and simple to use Amazon S3 client for the Windows operating systems. For the readers’ information, this program is not designed to manage the accounts of multiple clouds, so if you want to manage the Amazon S3 only, this Browser is best for you. This freeware program offers simple web-based management services to its users that can be used to store and retrieve data from anywhere and anytime. This application can be used to deliver the files via a global network of edge location systems. In the past, when my high school students shared some good news-they’d aced the interview or made the team-I’d answer, beaming, “I’m so proud of you.” I was genuinely happy for them, but something about my response felt off. First, it tended to end the conversation. Second, it shifted attention away from the student and onto me, as if my approval were the goal. I wanted my students to spend more time basking in their accomplishments and taking ownership for their successes. Me: “Congratulations! Tell me everything.” Student: “I got my driver’s license yesterday.” Me: “I’m so happy for you! Tell me more.” Student: “I got a solo in the choir show.” My favorite phrase to help students slow down and savor a particular achievement is a simple “Tell me more.” If I have a talkative student and plenty of time to listen, I might even open with a cheerful, “Tell me everything!” As I experimented with how I responded to their achievements, I discovered four simple strategies. This strategy allows students to relive the moment and magnify their happiness through sharing. I also like the way the open-ended phrase gives students control over the details they choose to share. Turning your students’ attention to their emotions also helps them more fully inhabit a moment. To support this, I often make a guess about their feelings. Instead of telling them I’m proud, I might say, “Wow! That’s so exciting. I still remember the first time I used this technique. ![]() In my study skills class, I leaned down to talk to a student who shyly shared that he had done well on a test in a class in which he usually struggled. Instead of answering, “I’m proud of you,” I said, “I know how hard you worked. That must feel so satisfying.” “Yes,” he answered. And then he held my gaze with a well of emotion in his eyes. “Yes, it does.”Īlthough naming students’ emotions sounds as if it might shut down conversation, it generally has the opposite effect. In fact, asking students “How does that make you feel?” about a happy moment can sound unnatural (“Good, duh”)-or like a TV therapist. Also, because some students are just building their emotional awareness and vocabulary, offering them some language can be a powerful opening. 3. ‘What Did You Do to Make That Happen?’ The trick is to make sure we pause afterward to allow space for students to confirm, elaborate, modify, or correct the guess-and to be alert to what they communicate with their tone and body language. One of my primary goals is to help students become conscious of choices and patterns that lead to success. So when a student achieves a goal, I often follow up with variations on the question, “How did you make that happen?” I might say,“You got an A on your math test! That’s fantastic. Some students can easily list all the steps. Others, less practiced in self-reflection, might answer with “I don’t know” or “I guess the test was just easy.” In that case, I often add my own observations, or questions, to help them build self-awareness: “I noticed that this week you worked with a math tutor and finished three out of five of your math assignments. ![]() ![]() This gives students the opportunity to own their experience and see the teacher not as someone they are in danger of disappointing but as an ally.
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