When I start this course I didn’t have any information about that how this class is, is it beneficial or no?
But when some time past I could understand how an interesting and important class, I fell so happy because of that. But if honestly judge about my self at the first it was so difficult and complicated for me but I liked one thing in this course that our book was a Random book and I interest to study this kind of book and I have learn how to make a resume, cover letter, claim letter, business letter, research report, and an oral presentation, and also in modules that were so beneficial lessons such as (Designing Documents, slides and screens), (Communicating across culture), (Adapting your message to your Audience), (Persuasive message), (Informative and Positive message), (Creating goodwill), and more things, that they were important and we can use them in many place I mean for working.
The most important thing that we had learned it was how to communicate with others and have the best communications between people, companies and specially in the society.

I have learn more thing then I expect to learn but till now I don’t thing I have learned every thing completely about business communication because communication is that much extensive if we learn and learn it is going to be wider and wider, but it is so interesting for me I like to have good communication with people, however it was a good situation for having communication between each other.
This book was very beneficial for those people who are working in different companies and organizations because those things that we learn in this class they will help them and those things are often happen in an organization.
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And I want to give this advice to learn these courses they are so interesting and beneficial.
At the end I want to say thanks to our teacher Mr. Dawood Banury that he carry out and help us to accomplish this course successfully and I want to appreciate his helping and also our online teacher Mr. Tom Kozma

Best Regards,
Najiba

Salaam to you alone.

Thank you.

Ehsan

1. Dress right. Jeans, sneakers, and just-out-of-bed hair may be okay for teachers in the U.S., but in many parts of the world, a neat appearance counts far more than credentials. In Korea dark clothes lend an air of authority. Red is to be avoided at all costs. In Morocco female teachers don’t wear pants, sleeveless blouses, or short skirts.
2. Behave appropriately. When Judith Johnson asked 250 students at the Sichuan Institute of Foreign Languages in China what they liked and disliked about native speaker English teachers, the students’ main gripe was the informality of foreign teachers, who often seem to undermine their own authority by acting in undignified ways. In the U.S. teachers go on a first-name basis with students, sit on their desks, sip coffee, and even bounce off the walls without causing student discomfort or losing prestige. But these behaviors don’t export well.
3. Don’t worry if students seem unresponsive at first. Americans are used to participatory classrooms with plenty of teacher-student dialogue. Elsewhere, students are often trained to be silent, good listeners, and memorizers. In my classes in Poland, the Balkans, and Mongolia, students wore impassive classroom masks the first few weeks of class. It’s disconcerting to stand in front of a sea of blank faces, but expecting it reduces the shock. Introduce new concepts, such as discussion and role-play gradually. You’ll be surprised at how students will come to embrace the change.
4. Choose topics carefully. In the 1980s in totalitarian Yugoslavia I made the mistake of asking students to debate the pros and cons of capital punishment. A painful silence fell over the room. What discussion was possible, someone pointed out to me later, when the government’s position was clear? There are still many countries in the world where people are hesitant to voice opinions because of a fear of reprisal. If you’re conducting a classroom debate, remember that there’s a distaste for Western-style argumentation in Middle-Eastern societies, and in Japan it’s offensive for an individual to urge others to accept his opinion.
Certain topics may be taboo for cultural reasons: Most Americans don’t want to discuss their salaries or religious beliefs; Japanese may be disinclined to talk about their inner feelings; the French think questions about their family life are rude.
5. Don’t ask, “Do you understand?” In China and Japan, students will nod yes, even if they’re totally lost, in an attempt to save face for the teacher. Even in a country as far west as Turkey, yes often means no.
Nor should you expect students to ask questions in class if they don’t understand something. A former student of mine told me: “In China, a student who asks questions is considered a pain in the neck.” Check understanding by asking students to paraphrase or write questions they have in groups.
6. Avoid singling students out. Our society fosters a competitive individualism which is clearly manifested in our classrooms. American students are not shy about displaying their knowledge. In classrooms outside the U.S., however, showing solidarity with classmates and conforming to the status quo is often more important than looking good for the teacher. In Turkey and Montenegro students told me they disliked volunteering answers too often because it made them look like show-offs and attracted the evil eye of envy. This holds true in Japan and China, too, where proverbs express the cultural idea in a nutshell: “The clever hawk hides its claws” and “The nail that stands up must be pounded down.”
If you want to play a game, make the competition among groups rather than among individuals. If you need to discipline a student, do so in private.
7. Be aware of cross-cultural communication styles. French students appreciate wit. Venezuelan students like boisterous rapid-fire exchanges. In Japan, where debate is not as valued as in the U.S., students appreciate long pauses in discussions and silent “think time” after you ask a question. “Hollow drums make the most noise” goes a Japanese proverb, and Japanese students are uncomfortable blurting out the first thing that comes to mind. American teachers, who are uncomfortable with silence, tend to anticipate the student’s words or repeat their original question—both irritating interruptions for the Japanese student.
8. Present a rationale for what you do in class. Your pedagogy is going to be very different from what students are used to. They’ll conform much more eagerly to new classroom content and procedures if they understand the benefits.
9. Expect the best of your students. They’ll be serious about learning English because their economic advancement often depends upon mastering it.
10. Relax and enjoy yourself. Happiness in the classroom is contagious.

Actually I liked your comment, utterance and the way you have commented.

Regards,
Sara

Kochi Lodin

Yelda is totally right, If you remove one or all the letters from the postbox, it remains the same postbox.

Regards,
Ahmad

Don’t you think you have copied my comment??

Regards,
Ali Raza