African Negro Art Essay

In †Walker Evans: The Hungry Eye†, author Gilles Mora attempts to capture and represent every significant aspect of the photographer’s life and times via his art work. Evans was a Depression-era photographer with the Farm Security Administration and later editor of Fortune magazine. His work was featured in Time magazine and he was the first photographer to be given a solo show at New York’s Museum of Modern Art in 1938. In 1935, he had his first photograph display at the museum, a series he called â€Å"African Negro Art. † Evans did not initially set out to be a photographer, but ended up as part of a class of FSA photographers that included such greats as Dorothea Lange and Ansel Adams. He was born to well-to-do parents in St. Louis in 1903 and attend college in New York for a year before going to Paris to see the world. In 1927, he returned to the New York literary scene making friends with others who would go on to have a huge impact on his career. He first began taking photographs in 1928 and worked on Wall Street as a clerk to a stockbroker until the stock market crash in 1929. A year later his first photographs, of the Brooklyn Bridge, were published in a book of poetry by Hart Crane. During the Depression, Evans toured Cuba where he met Earnest Hemingway and worked for the Resettlement Administration in West Virginia before joining the FSA. He spent a great deal of time shooting American architecture as a manner of recording history and life and also spent 3 weeks living with sharecroppers in Alabama for a piece for Time magazine that James Agee was supposed to write. The piece did not meet Time’s standards, but he and Agee would publish the story and photos in 1941 in Let Us Now Praise Famous Men† Evans primarily used an 8† by 10† large format camera for his Depression era work, though he would switch to 35 mm in his later years. He is primarily known for his attempt to document life as it was without the influence of the photographer being felt in the photographs. This was, of course, impossible given the medium that he was using. The large size format combine with the film type meant that often his subjects would have to remain motionless for several minutes while the film was exposing. Still, even his staged photographs appeared to be accurate scenes of life in the South in the Depression. During World War II, Evans was a regular contributor to Time magazine and after the war he joined the staff of Fortune magazine where he was a regular contributor until 1965. In 1965, he left the magazine to become a professor of graphic design at Yale Univeristy in New Haven, Conn., where he remained until his death in 1975. Evans is best known for his Depression era work, but he also did several series after the war attempting to document American life. He did a series about American industrialization s shot from a moving train and about the people of New York City that he shot on the subway with a camera hidden in his coat. Evans is credited with having a strong influence on several American artists most notably Andy Warhol, who may have gotten the idea for his photo-booth series from work that Evans had done in a photo-booth. It is believed that Evans began experimenting with the use of photo booth imagery as early as 1929 in an attempt to divest himself from the role of artist in the taking of the photograph. Evans argued throughout most of his life in favor of the idea that photography should be a record of what was and not an artistic medium. Mora attempts to depict Evans’ work in a manner as closely as possible to the way they were originally presented, meaning some reproductions in the book are small and difficult to appreciate, but as a whole Evans’ body of work is amazing for its depiction of the human spirit.

Open Letter Assignment Essay

I have dreamt of graduating college since I began school. By the time I was your age, I had been practicing my college acceptance speech to my parents for many years. I understand that it can be difficult to imagine another four years of schooling. When you look at the alternative, however, you will find that you must work hard now to enjoy the rest of your life. When you are a middle-aged person, you will have been enjoying weekends off and family vacations for so long you won’t even think back about regretting college. In the grand scheme of things, it is only four years of your life. The first thing to do is look at places you’d like to live. If you already know what you want to do then you should choose a school that offers studying in that subject. However, don’t be alarmed if you don’t know what you want to do. Some people pick schools for a certain subject that they end up wanting nothing to do with. Even I have thought of several things I wanted to do and still have not come to a decision. Having a foundation of education is what is most important. You can always change your mind and get difference experience through different internships and jobs. By the time you graduate college, you will have had plenty of opportunities come your way. Another piece of advice is to take one week at a time. College work can be overwhelming, but not as overwhelming as working a full time job that doesn’t pay well or that doesn’t make you feel good going to it. If you’re worried about your math or writing skills, there are lots of ways to get help in college. There are writing centers, math tutors, and much more assistance available to you. Not everyone in college is good at every subject, so don’t worry!

Social Security Essay Example | Topics and Well Written Essays - 750 words - 1

Social Security - Essay Example The funds are formally entrusted to the Federal Disability Insurance Trust Fund, the Federal Old Age and Survivors Insurance Trust Fund, Federal Supplementary Medical Insurance Trust Fund and the Federal Medical Insurance Trust Fund. These bodies comprise the Social Security Trust Funds. Only with a few exceptions, all salaried incomes in the United States have SECA taxes or FICA taxes collected on them. In addition, all legal residents of the United States working within its boundaries now have a Social Security Number and are beneficiaries of the trust fund with just a few exceptions. In essence, almost all legal residents of the United States, both working and non-working, have the Social Security Number. This is because the number is needed to do almost all basic things in the states; from acquiring a job to paying taxes to IRS (Harbotle & Weigand, 2013). Social Security Program did not arrive in America until 1935. There was, however, one precursor that signified the current Social Security Program to a section of Americans before the arrival of the contemporary program of social security. Following the Civil War in the country, there were thousands of disabled war veterans, orphans and widows. Immediately after the war, a majority of Americans were either disabled or helpless dependents of diseased breadwinners. The situation led to the development of a generosity pension program with the same features as Social Security Program that would later develop. For soldiers, a pension program was passed long before the establishment of the Social Security Program (in 1776 even before the signing of Declaration of Independence). All through the country’s ante-bellum period, the government paid pensions of limited types to all veterans of various wars. The first fully fledged pension developed in America for the maiden time upon the creation of Civil War Pensions. In January 1935, Committee on Economic Security introduced

Strategies for Parent Training in Families of Children with Autism Research Paper

Strategies for Parent Training in Families of Children with Autism - Research Paper Example As parents start the journey into the autism world, they are always faced with the challenge of understanding why their children are not able to develop normally. They start asking myriad questions that they cannot easily find answers to. When they are not able to cope with the stress, it becomes very difficult for them to help and raise their children normally. Researchers have shown great interest in the role of parental involvement in managing the condition. The main question in such studies has been on the best strategies to carry out parent training to facilitate behavior change and impact on the social skills of both the parents and the children with autism. Although previous studies have shown that parental training improves and influences outcomes in both the children and parent, there is still the need to explore how different strategies impact on the behavior of the parents and children.AutismRogers (2011) defines autism to be a childhood disordered that affects the normal development of the child. The condition has also been defined as a developmental disease that affects the verbal and non-verbal ability of children while also impacting on their social interaction capability and educational performance. It appears during the first three years of an individual’s life. Autism has several symptoms whose severity varies from individual to individual. In children who are aged between one and three years, one of the autistic behaviors is usually the lack of social skills and play development.

Firearm and Tort Litigation Research Paper Example | Topics and Well Written Essays - 250 words

Firearm and Tort Litigation - Research Paper Example The right to keep and bear arms is afforded by the Second Amendment, and is given Constitutional Protection since it enjoys the first-tier level of scrutiny (Equal Protection, 2011). Any attempt to infringe this right, as was the case in Bloomberg (City of New York v. Beretta U.S.A. Corp), should be considered a repealing of the Second Amendment, and, hence, unlawful. Suing the arms suppliers and stores is a direct act of this infringement (Burch, 2006); making it difficult to purchase arms by levying a hefty permit fee in the state (O’Connor, 2011) is an indirect, yet equally unlawful act against the Constitution and civil rights of the citizens. Both acts aim to discourage the public from practicing their legal right of bearing arms, and the argument that this could somehow prevent the rampant criminal activities (Burch, 2006) is but weak; the infringement of social rights under Constitutional protection is itself a criminal activity, and to suppress one such act with anothe r is a destabilization of the legal framework (Burch, 2006). The need to protect this right by Law and through the involvement of the Court is well-founded and justifiable.

Assigment Assignment Example | Topics and Well Written Essays - 750 words

Assigment - Assignment Example Personality is made up of Id, Ego and Super Ego. For some humans like Tom the Id takes over the Ego and especially Self Ego (voice of conscious that focuses on how we have to behave). Id is the energy constantly striving to satisfy the basic driver i.e. the principle of pleasure. This Principle drives a human being to fulfill our desires, even if it is by selfish means. (Atkinson, 1987) C. It is the interaction one has with his or her environment. Peeping Tom may have not received the right environment according to Carl Rogers and never realized his full potential. He was involved in wrong doings from his childhood, and the reason for these wrong doings can be associated with his friends and peers. He is just doing what he enjoys doing without considering the feelings of others.(Atkinson, 1987) 2.) A. In doing an experiment to test the effects of caffeine on a 20 word list, I would set up a control group and an experimental group. The control group will not be treated with caffeine a nd the experimental group will be given caffeine. The independent variable will be the amount of caffeine given and the dependent variable will be the memory of people after consuming caffeine. B. Two things that could act as extraneous variables might be eating something else in between and the environmental conditions. A very cool or a very hot environment can also affect any person’s behavior. C. ... E. Experimental Bias could be operating in this instance if some people are given little amounts of caffeine as compared to other in the experimental group. F. If results are statistically significant, it means caffeine have a good impact on the learning of people. It enhances their memory and learning power. (Plotnik, 2002) 3.) A. Students’ sleepiness or dizziness rate- When they consume more caffeine they don’t sleep in class and stay awake throughout the lecture. They tend to be more vigilant during classroom and hence productivity is enhanced. Active- They tend to be more active during classroom and class room participation is enhanced. Students participate more in class activities. (Hilgard, 1967) B. Consuming caffeine makes them stay awake late at night completing assignments due to which they are sluggish during university hours. Even though they can consume more caffeine, their health is negatively affected. Headaches are common in university students. Also due to caffeine consumption, they do stay awake but addiction causes them to go to sleep whenever its affect is perished. (Hilgard, 1967) 4.) There are processes involved in memory as levels of processing theory say. According to this theory, a person has to pass through a series of processes to actually recall a memory and permanently recall it. It then becomes a well recalled memory eventually. However, according to information processing theory, the mind of human being is like a computer. It can recall any memory it wants to at any time and can permanently recall it, it then becomes a well recalled memory that cannot be forgotten. (Hilgard, 1967) 5.) A. Classical conditioning is the basic form of

Leadership and Management Issues Assignment Example | Topics and Well Written Essays - 1500 words

Leadership and Management Issues - Assignment Example Some famous quotations are even written about the meaning of leadership like Warren Bennis saying that â€Å"leadership is the capacity to translate vision into reality,† (Corocran 2008, p. 3). The image is very important in leadership as it guides the core values of the leader and the activities and strategies to turn the vision or goal into reality (Anthonissen 2008, p. 48). Another way of defining leadership is according to Gardner that President Harry Truman defines leadership as to â€Å"get other people do what they don’t want to do and like it,†. It means that a good leader should be able to understand his members in the team or organization and he knows how to deal with them. If problems arise, he can think quickly of ways on hot to solve them. He really understands human motivation. It is defined by Hoy and Miskel as cited in Chelladurai (2006, p. 100) as the â€Å"activating forces [†¦] within individuals† which consist of â€Å"memory, aff ective responses, and pleasure-seeking tendencies† as they affect human behaviors and actions with â€Å"a goal orientation.† It can be said that together with leadership and motivation comes management. Management is an old concept. It originated from the Latin word manus which means by hand or power. Management may also come from the Italian word managers are pertaining to officers in charge of a certain production facility. It evolved then into the French manager and later on, it became the English term management.... In the concept of English people, management pertains to business organizations with people working as guides and to supervise the performance of others (Witzel 2004, pp. 1-2). American Management Association in 1980 defined the concept of management and according to the group, â€Å"management is getting things done through other people,† (Montana and Charnov 2008, p. 2). It means the efforts of other people are involved and the management is just the supervision and guidance on the efficiency of the whole group. Currently management can be defined as â€Å"working with and through other people to accomplish the objectives of both the organization and its members† (Montana and Charnov 2008, p. 2). According to Montana and Charnov (2008, p.2), there are three key differences between the two definitions: the employees play the great part in the organization, the focus is the result to be obtained and personal goals are aligned with the organizational goals. The practice of managing people in the organization is called the management process. The management process has six fundamental functions: planning, organizing, staffing, directing, coordinating and controlling. Planning is the most basic function of management. It is concerned with what, how and when the activities or performance be carried out by an organization. The course of actions is created in the process of planning. It involves the identification of long-term and short-term objectives, creation of strategies and formation of policies and rules to be followed by the members of the organization. Usually the top management creates the initial planning and identification of long-range objectives but the planning function is being done by all managers from all

Credible and Reliable Sources Essay Example | Topics and Well Written Essays - 500 words

Credible and Reliable Sources - Essay Example Thus, those who have traditionally been university educated, were white males from privilaged backgrounds. This demographic has changed, and so to should the language conventions that reflect an era when only white males attended university – the very individuals or group that established past conventions. Thus, one important tip, is not to use 'gendered pronouns', rather, one ought to use 'gender neutral' pronouns like they, or their. One of the other elements that makes APA a desirable or optimal format, is the brevity of the style. With regard to the notion of APA Abbreviations, one of the important goals stressed, is that the style or format should do as little as possible to distract the reader from the content of what is being read. It is maintained by the APA that the less style formatting that is used, the better. The less there is formatting, the less attention a reader is going to spend paying attention to anything other than the basic text. So, for example, wherever possible, information is abbreviated. One good example of doing this, is with author's names. Author first names are not given either with 'in text' citations, which is normal for a lot of style conventions, or with bibliographical information.

Management Essay Example | Topics and Well Written Essays - 1500 words - 1

Management - Essay Example f Brazil. This retail sector organization is considered as one of the leading retailers as well as largest employers in private sector of Australia (Coles Myer Ltd 2000). The origin of Coles Myer was around 100 years ago was from the two Australian retailers namely â€Å"G. J. Coles & Coy and The Myer Emporium† (Coles Myer Ltd 2000). They have their operations in Australia along with New Zealand and possess about 2,000 retail stores in those places. Coles Myer has shareholders numbering above 380,000 (Coles Myer Ltd 2000). The organization’s businesses are generally classified into five groups which include Food & Liquor, Myer Grace Bros, General Merchandize, e.colesmyer and Apparel & Home. The retail stores have an annual sale of more than $24 billion. The various brand of Coles Myer are Grace Bros, Coles, Myer, Target, Bi-Lo, Kmart, Liquor land, Fosseys and Officeworks. This retail sector organization has provided employment to over 167,000 staffs (Plunkett 2005). Col es Myer has adopted wide communication strategies in order to contact with their staffs, suppliers, customers, stakeholders, shareholders by replying through letters and intranet site. They believe that satisfying customers will bring their success and collecting customers’ feedback will help them to make necessary improvements if it is needed. They want to provide best services to the customers and preserve good relationship with them (Coles Myer Ltd 2000). Coles Myer provides ongoing practical training to the staff in order to facilitate them to handle properly the customers and provide quality services to them. The training is provided with a basis of making their staff to have an actual understanding of their compliance responsibilities (Coles Myer Ltd 2000). Coles Myer is entering into the retail market of Brazil with the aim of business expansion as well as spreading their brand name beyond the Oceania region. As Brazil is considered as one of the world’s largest retail markets, thus Coles Myer can get scope of extension of their retail business. Though the store will be located in Brazil but the services will be provided by the Australian organization. However, several Brazilian staffs will be hired for the retail store but the training will be provided by the Australian managers since they are extremely customer oriented. They want to provide best services to the customers of Brazil to build their brand name. The main purpose of the report is to prepare an environmental analysis of the Brazil’s business environment for an Australian retail sector organization Coles Myer who wants to enter in the market of Brazil. The company faces various challenges and can gain opportunities while expanding its business in new Brazilian market. In this paper the PESTL analysis along with SWOT analysis of Coles Myer is conducted and subsequently recommendations are provided for the organization for entering into the

Explain how the U.S. attitude towards European integration has evolved Essay

Explain how the U.S. attitude towards European integration has evolved between 1945 and the enlargement of the EU to 25 members in 2004 - Essay Example The growth of European unity from a six nation trading block in the 1940s to the 25 nation political, military and economic confederation that exists today has been accompanied by a similar evolution in America’s attitude toward the integration of Europe. There are as many reasons for the US to view the European Union as a threat as there are to view it as a beneficial force. Economically, the EU exceeds the US in population and therefore has the potential to become an economic rival, if it has not done so already. The extent to which the EU has come to coordinate common defense policies and structures also poses a potential challenge to NATO, the primary vehicle by which the US has been able to project military influence throughout the world. Further, a key factor precipitating European integration has been an anti-Americanism born of Europe’s desire to become independent from US influence and to stand on the same stage in exerting its own geo-political influence. Ultimately, the official position of the United States has generally been positive toward the European integration project that has taken place over the past several decades. Official American foreign policy has commonly encouraged and praised European efforts to form cooperative economic, political and military institutions to which its constituent nations subscribe. Nevertheless, the challenge that a unified Europe poses for the United States has made unofficial attitudes somewhat less enthusiastic. In the end, whether American attitudes toward European integration are positive or negative will depend largely on whether Europe rises to become a true global challenge to the U.S. World War II devastated Europe and provided an impetus for the concept of integration as a pragmatic approach to avoiding similar destructive conflicts in the future. Making the countries of Europe economically interdependent, starting with the traditionally fiercest antagonists, France and

To Read without Being Lost Essay Example for Free

To Read without Being Lost Essay Human beings are almost always positive about knowing where they are in their life. But, they may never exactly know for certain where they maybe going or what their life will lead to. Billy Collins, the author of numerous poems including Introduction to Poetry and Schoolsville shows the aspects of this theory throughout his works. Collins provides enough details and description to let the reader know where they are when reading his poems, but not necessarily always where he is going with them. While most poets hide information or the fine points from us, Billy Collins does not. Instead, he indulges the reader with his clear topics, literary devices and precise imagery throughout the poems. In the poem, Introduction to Poetry, Collins chooses to use a personal experience of his own to form the topic. The poem describes him teaching to his students and telling them precisely how to write and find out the analytical meaning of a poem. Collins does this by telling his students to not express or say the underlying meaning in plain words. He suggests discovering the meaning of the words and phrases of the poem by â€Å"holding it up to the light like a color slide† (2-3). In a literal explanation, when a person holds a colored slide up to the light they see a great diversity of colors. Similarly, when looking at a poem differently, the poem conveys multiple important messages. Poet, Billy Collins, uses various literary devices to create a purpose for the reader. The desire Billy Collins has for the reader is to illustrate the picture he is painting for them and to comprehend his style. For instance, metaphors in the Introduction to Poetry make it almost painless for the reader to understand what is in fact being said: â€Å"I want them to water-ski across the surface of a poem† (9-10). This metaphor clearly explains that Collins wants the reader to have words to ponder, but the poem should flow smooth for them like water skiing across calm water. An additional literary device Collins makes relevant is personification. He gives living characteristics to a non-living object— a poem. When Collins says, â€Å"they begin beating it with a hose† (15) he does not literally mean that the students beat the poem with a hose. In reality, he is saying that the students get so frustrated that they can’t understand the concept. If they could they would beat it with a hose to get a meaning out. All Collins wants  is for them to treat the poem with loving attention and find the underlying significance for themselves. Imagery is also a key component when reading the Introduction to Poetry. Throughout the poem, Collins includes descriptive words to form mental images of a scene in the reader’s head. He makes it so clear that when he says they â€Å"torture a confession out of it† (14) a literal picture comes to my head. I see a student strangling the poem with a rope to force the meaning out of it. Imagery is presented again when Collins states: â€Å"drop a mouse into a poem and watch him probe his way out† (5-6). As I read this I pictured a mouse scattering through a poem like he would a maze, trying to find the piece of cheese. What the author is actually trying to declare is that he wants the students to have their poems not speak the meaning in plain words. Instead the poem should have the reader engaged in the work and wanting to find the way out, or meaning. In addition to the work, Introduction to Poetry, the poem Schoolsville also provides one of Billy Collins’ personal experiences when teaching as the topic. In the poem Collins informs the reader of how he reflects on the importance and meanings of his past. â€Å"Glancing over my shoulder at the past, I realize the number of students I have taught is enough to populate a small town† (1-3). Billy Collins means what he says word for word in these lines. This is the general idea for the poem. The topic also revolved around reminiscing and revisiting the past. Such as when Collins says, â€Å"I can see it nestled in a paper landscape† (4) he is referring to the past he had with his students. He stresses for the reader to understand that when he taught it was seen from his viewpoint only. It shows that traveling through one’s memory will eventually come to the reality of the present. Literary devices in the poem Schoolsville not only create a purpose, but they also make the poem interesting to read when depicting them. The reader is automatically grasped to the style of the poem by Collins’ literary devices. To be specific, when the author describes the girl at the drug store â€Å"brushing her hair like a machine† (19) he gives an example of a simile. In an analysis of this, he is saying the girl is brushing her hair furious, like a machine does work furiously. Another example of a literary device in Schoolsville is how the girl â€Å"signed her papers in lipstick† (17) is an allusion to â€Å"references to Hawthrone† (21). Hawthorne was the author of the  Scarlet Letter, which was a romantic novel. Therefore, the girl signing her papers in lipstick was also directed towards a romantic scene. Although I could not relate to this poem, it hooked my imagination through the imagery. The illusion of the teacher’s town, Schoolsville, is what made it almost real by Collins’ intricate description of the population. â€Å"The A’s stroll along with other A’s† (22) was a mental sketch of A plus students dressed tidy and carrying their books walking along with others of their kind. Another illustration of imagery is when Billy Collins writes, â€Å"a bell rings on the hour and everybody zigzags† (11). Immediately, I vision myself personally in high school waiting impatiently for class to end. As Collins did say, as soon as that bell chimes everyone from my class bolts out the door and â€Å"zigzags† through the hallways. The believability of the imaginary town is alluring to the reader. As Billy Collins writes his poetry he does so without losing the reader intentionally. The poems Introduction to Poetry and Schoolsville are descriptive, but yet easy to comprehend. The literary devices, apparent topics, and life-like imagery all contribute to what makes Billy Collins’ poems enjoyable and entertaining to read. Works Cited Collins, Billy. Introduction to Poetry. 1988. Print. Collins, Billy. Schoolsville. 1999. Print.

The Effects Of Globalisation On Indonesia Politics Essay

The Effects Of Globalisation On Indonesia Politics Essay Over the course of this paper, I will discuss how globalization has not been good for Indonesia. I will support this position by showing how population and consumption, hunger and poverty, the environment, disease and healthcare, disappearing indigenous populations and protest have been negatively changed in the country of Indonesia. History The Republic of Indonesia is located near Southeast Asia, with the Pacific Ocean to the northeast, Southern China Sea to the northwest, Indian Ocean in the southwest, and Australia lies southeast. Indonesia is made up of 13,677 islands with 6,000 inhabited and a population of 240,271,522 (I-4). It is one of the most culturally diverse and ethnically tolerant countries in the world (Robbins, p. 268). The vast number of languages and religions practiced on the islands demonstrates this point. Though Bahasa Indonesia is the official language of the Republic, there are 583 languages (Lyle, p. 22). Muslim is the most commonly practiced religion, though Roman Catholic, Protestant, Hindu and Buddhism are also regularly practiced (p. 9, 40). Indonesia has a strong Dutch influence. Indonesian spices brought the Dutch to the country looking to make a profit on the European market. The Dutch remained in control of Indonesia for the greater part of four hundred years. Throughout that time, the Dutch, the British, and the Japanese have had control over parts of Indonesia. After World War II, The Republic of Indonesia was born. The fight for Independence, freedom and diplomacy was a long hard road. As the nation was growing, globalism played a major role in how Indonesia became was it is today (Asian Info.org, 2010). Population and Consumption In 1979, under the leadership of General Suharto, president of Indonesia, a transmigration program was established to help poor and landless families in overpopulated areas of the country, find work and land to farm. This program took people from overcrowded areas, usually Java or Madura, and relocated them to less populated areas. Through transmigration, a labor force of farmers, miners, and loggers would be formed to work in these labor-intensive fields. Over a five-year span, from 1979-1984, 535,000 people were relocated. The government gave landless families unused farmland and a house on a less populated island, providing food until the family produced a self-sustainable crop. This program gave unemployed, hungry people in Java and Madura, a job, food and a better chance at surviving. Also, every family that transmigrated to a less populated island helped to feed the remaining people a slightly bigger portion of rice (Lamoureux, p. 77-78). From 1984, the transmigration program began to deteriorate until it was ended by the Indonesian Government in August 2000. The program failed because of resentment between the trans-migrants and indigenous peoples, lack of funding, and the distance placed between friends and families with strong multi-generational connections (p. 77-78). Overpopulation has still placed stress on the countrys resources, despite some success Indonesia has had in reducing its birthrate. Family land is divided over and over again as new generations inherit acreage from their parents, the plots given for rice fields become smaller and smaller. Large numbers of the younger generations consequently have moved to the cities looking for employment. An extensive labor force accumulating in the cities has resulted in devastating unemployment (p. 81; 83). Hunger and Poverty According to Economic Reform Today (2000), the Indonesian government has to take initiative to be more proactive in making industries and businesses competitive worldwide. Globalization has given Indonesia responsibility for development in the business sector internationally and locally. However, the negative image of globalization has presented major challenges for Indonesia to manage. The income gap and instable access to economic opportunity between different societal groups, regions and smaller-scaled businesses, has lead to an impression of reinforcement exaggerated by globalization, rather than justification for reform (Soesastro, p. 51, 53, 54). The growing population of Indonesia has placed increased pressure on the countrys access to food and water supplies. According to, Indonesia: A Global Studies Handbook, the population of Indonesia from 1929 to 1938 increased by 15 percent. However, food production only increased 3.5 percent (Lamoureux, p. 59). Approximately 225 million people lived in Indonesia in July 2001, with a 1.6 percent annual growth rate (p. 7). According to IndexMundi.com (2010), Indonesia has, as of July, 2009, a population of 240,271,522. July 2009 showed a 1.16 percent change over the same time in 2008. Large families were needed to work the fields; therefore it was common for women to give birth to ten or more children. However, several wouldnt live to be adults (p. 130). After World War II, infant mortality decreased largely due to antibiotics and other medicines, allowing more babies and children to survive. Less children dying resulted in an increase of population and an increase in government dependent resources, as well as, international aid, forcing Indonesia to import food (i.e. rice) (p. 130). In the 1970s, in response to the rice shortage, the International Rice Research Institute (IRRI) developed a strain of rice plants that produced more rice per plant. This development helped alleviate the problem of self-sufficient rice production. However, fewer people were needed to work the rice fields, resulting in younger generations migrating to the cities for work (p. 130). Today, Indonesia is more dependent on imported foods, fruits and other manufactured goods produced by farmers and Java manufactures, because they cannot compete successfully with the imported goods (Nasution, p. 2). At the same time, due to a deficiency of raw materials, labor costs must be kept minimal to be able to compete in the global market (Soewandi, p. 6). Reducing the inflation and instability of the cost of food supplies coupled with agricultural investments to increase productivity, has encouraged rural incomes to grow and rice prices to stabilize. This in turn has allowed farmers to become self-sufficient on rice (Kartasasmita, p. 7). According to Weatherhead Center for International Affairs (2001), Indonesias national poverty line fell from 60 percent in 1970 to 40 percent six years later. The year 1990 showed a decrease to 15 percent to 11.5 percent another six years later (p. 8). Environment The most devastating amount of damage globalization has done to impair the environment in Indonesia is the destruction of the rainforests. Logging companies have destroyed the delicately balanced rainforest by over-logging to sell overseas. Forest fires have also become a concern. Fires have originated in the logging company camps, as well as, naturally (i.e. lightning), burning acres of timber and land. Many animals and species have become endangered due to over-logging and expanding villages due to population and for farming. Illegal animal traffickers of the orangutan, the Javan rhinoceros, and the Sumatran tiger have helped to bring these animals close to extinction. Rare orchids and exotic plants have also become endangered due to the rapid elimination of the rainforest. More recently, pharmaceutical companies are interested in the potential for new medicines in the rainforests (Lamoureux, p. 159-161). Also, slash-and-burn techniques that are practiced by villages with larger populations leave the region when soil is drained of nutrients to grow crops. The villagers clear trees and vegetation and burn it over the area to be planted. The plots are used for one to three years and then vacated to regrow with natural vegetation. A new area is then chosen. As they relocate the slash-and-burn technique is repeated as the forest area shrinks (Robbins, 2008, p. 179). In response, the Indonesian government has protected a number of areas: Komodo National Park, Gunung Leusser National Park, as well as a number of nature and game reserves; marine, forest and recreation parks; hunting and marine nature reserves; and national parks (Lamoureux, p. 161). Disease and Healthcare Increased globalization in Indonesia has also led to an increase in HIV and AIDS. The virus is most commonly found in women involved in the sex trade. Among prostitutes in Jakarta, the percentage of HIV/AIDS reported is about 17 percent. Among village women in some regions of Papua, not involved in prostitution, the percentage reported is as high as 26 percent. Many Muslim men refuse to wear condoms, exacerbating the spread of this disease (Lamoureux, p. 133). Intravenous drug users also encourage the spread of HIV/AIDS. According to an article in the Jakarta Post in December 1, 2002, it was reported that 43,000 people out of 120,000 people infected with HIV/AIDS were intravenous drug users (p. 140). In 1997, forest fires ravaged Sumatera and Kalimanta, destroying hectares of forests by the thousands. This created additional hazards, health and environmental, to existing problems in Indonesia (Kartasasmita, p. 10-11). Indigenous Populations Richard Robbins (2008) uses an example of the Meratus Dyak people living isolated in the Meratus Mountains of Indonesia to show hoe the indigenous people are effected by global. The Meratus have remained hunters and gathers and are dependent on slash-and-burn agriculture, traveling to fertile land within the mountains. The Indonesian government believes their culture makes them uncivilized and a threat to national security. The government has created a program, Management of Isolated Populations, to help discipline the 1.5 million groups of Indonesians, including the Meratus, and control their way of life (p. 269-270). The government has built housing settlements close together to relocate these groups to. They have also implemented nutrition and family plan programs to educate them on what the government feels they should consume and how and to limit the size of their families (p. 270). This concept of government has helped to eliminate the cultures of indigenous people. Protest In 1997, the International Monetary Fund (IMF) approved a loan of $42 billion to help the bleak financial outlook of Indonesia. Two months later General Suharto, president of Indonesia, irritated the IMF by presenting a budget that went against the IMFs loan criteria. This angered many Indonesians. As food prices soared in 1998, riots erupted across Indonesia. General Suharto was re-elected causing great disapproval throughout the country. Protests broke out on college campuses as students showed their disapproval of Suharto being re-elected (Lamoureux, p. 80). The Chinese, having been wealthier under Dutch rule in colonial times, is often a target for brutality when Indonesians are experiencing difficult times (p. 82). Rioters robbed and burned Chinese shops. The Chinese were allowed to be merchants and own shops, separating them from the Indonesian farmers during colonial Dutch rule. Very few Chinese were farmers, therefore not subject to the large amount of farming needed to meet Dutch quotas, as the Indonesians were. Violent riots and rapes occurred in Jakarta during the protests in 1998 (p. 82). The combination of a growing population and diminishing resources and environment, have put immense pressure on food and water supplies. As previously discussed, the IRRI and technology have helped to alleviate some pressure on the food supply. However, the diminishing water supply has potential to be a source of tension and conflict in the future (Johnstone, 1999). Conclusion All the different aspects of globalization covered are all intra-related and have had a negative effect on Indonesia. Overcrowded islands, such as Java, have a high unemployment rate due to too many inhabitants and too few jobs. People transmigrated to less populated islands by the government in hopes of alleviating the stress of over-population to become self-sufficient farmers. This had a negative effect on both the original inhabitants and the newcomers to the islands. The growing population has put tremendous stress on the food and water supply of Indonesia, creating a need for imports, which takes money out of the country. The environment has been destroyed as rainforests are cut down for precious timber, animals, and plants. The disruption of the delicate balance that is the rainforest has created an unbalance of resources and health conditions. The introduction of tourism has brought outside diseases, such as HIV/AIDS that have detrimental to women and children in Indonesia. I ndigenous populations being forced to conform to the norm according to the Indonesian government has destroyed cultures. Protest has been an outlet for the disgruntled citizens of Indonesia. The Chinese have been targeted based on entitlements given in the past. All of these have come about because of globalism; therefore, I believe that globalism has affected Indonesia negatively.

Theories and Approaches to Learning

Theories and Approaches to Learning Write about helpful and unhelpful approaches to learning during your own education. What was positive about those approaches? Did they reflect or express any particular theories of learning? Life is a learning experience. When I was a young girl I was so confident and positive about what I wanted. Maths and Science were my favourite subjects but I was not given freedom to learn as I wanted to learn these subjects. I realized this after I gained a very good experience in teaching primary school children. Student motivation is rooted in students subjective experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so. (Brophy, 2004, p. 4) According to Brophy, I must say learning is, interesting fun and exciting when the curriculum is well matched to students interests and abilities and the teacher emphasizes hands-on activities in order to keep the students busy and engaged. When the teacher teaches the right things the right way, motivation takes place by itself. If students are not enjoying learning, something is wrong with the curriculum and teachers instruction. At times I felt my school life was boring and frustrating because I hated all subjects except Maths and Science. I had to sit and listen to longtime instructions and copy the notes from the chalk board. I managed myself for learning because I had to show the Progress Report with good grades to my dad. Ê »Science is like everything, I guess and I think everything has a science to it. [When] baking cookies you have to add the right amount of eggs and milk and stuff like that (Kaufman, Moss, Osborn, 2003, p. 48) As I agree with Kaufman, Moss Osborns point of view, these two subjects add lot of fun to learning as they contain lot of practical activities which are conducted in the school laboratory. I loved to learn through doing and touching, it is because I had trouble sitting still and learning. My worst day during Science period was when my teacher said no when I offered him my help to fix the Bunsen burner to the gas cylinder. He said ‘you are still young so must stay away. Now I understand that I was a kinaesthetic learner that time, my teacher could have engaged me in his work because I could be better able to understand information by doing hands-on activities. I am not going to blame my teacher for this because at the time of my learning teacher centred education was given importance by educators. If teachers are able to understand childrens learning needs, it will reduce lot of frustration like homework incompletion, failures in assessments and sports and speaking in public. A s long as I know sometimes kids are just doing what works for them but, the curriculum in practice when I was in school did not cater the childs individual needs and the educators did not consider the childs learning style. I know that cognitive focuses on the inner mental activities such as thinking, memory, knowing, and problem-solving so, I think at cognitive stage the children should be catered carefully according to their learning needs. I gained lot of experience in teaching, today I am an experienced teacher, I wish I was my teacher when I was in school because when I was a child I did not get what I give to the pupils in my classroom now. As a teacher, I work in my classroom according to my childrens expectations. I believe in group work, differentiated planning, reading a lot for fun, guided reading, shared reading, classroom policies, and ongoing assessments which help me know the level of progress frequently. The few hyperactive boys in my classroom are always my helpers; they are always engaged in classroom jobs. In a typical classroom, some children process information best by hearing the teacher explain it, some learn by seeing whats on the chalkboard, and others learn through hands-on exercises. Nowadays colleges have increasingly begun teaching new students about learning styles so they can develop effective study habits. Three basic learning styles are auditory, kinaesthetic, and visual. Auditory learners prefer listening to explanations over reading them and like to study by reciting information aloud. These types of learners may want to have background music while studying, or they may be distracted by noises and need a quiet space to study. Kinaesthetic learners learn by doing and touching. They may have trouble sitting still while studying, and they are better able to understand information by writing it down or doing hands on activities. Visual learners process new information by reading, looking at pictures, or watching a demonstration but, they may grow impatient listening to an explanation. I still remember the learning style and classroom setting when I was small which is mostly similar to what shown on the video clip of ‘The four UK teachers experience in a Kenyan school. At least for ten years my classroom strength was 35-40 children, our tables and chairs were laid in rows, teachers table and the chalk board was at the front of the class. The classroom layout was so congested, though we learnt how to move around without any incidents, our teachers never approached each table in order to assist the individual needs. Teacher instruction was mostly lecture based and activities contained more board work. We were never treated according to our learning styles which are auditory, kinaesthetic, and visual instead the whole class was given the same type of activities only the able children understood them and completed on time and the rest were neglected. Regret to say that our teachers failed to realise that all of us are designed to absorb information differently; each learning style results in people with various interests, desires and talents and learning is more fun and effective when the teachers look into multiple learning styles. Children learn more efficiently on their own way and can reach their potential by working smarter. Once a teacher identifies the childs learning style, she can give that child the freedom to learn which will support his work at home, at school, and in life. Once my English language teacher asked us to write a simple paragraph on ‘Good Schools, since I like role play activities, I wrote the paragraph and drew pictures of girls and wrote two dialogues in the speech bubbles as they speak the positive things in the school. My teacher saw my work and crossed out the picture and said ‘this is not required here. That time I took this as my teachers valid point of view but later when I became a te acher I thought my teacher should have appreciated my speech bubbles and corrected the sentences or showed me what rules I should follow when I write statements in the speech bubbles. In this way the teacher put a full stop to my desire in learning or trying new concepts. The educators should be able to understand the learning styles of the learners and should provide opportunities accordingly. A kinaesthetic learner should be given more activity based work, for an example- in maths lesson for addition; this type of a learner can be given counters rather than asking him to work out the sums mentally. Kinaesthetic learners should be able to experience and explore the learning aids/ models which are available in the classroom or lab. Learners with strength for visual learning tend to process information by visualizing and seeing it. During a PD training which I attended recently I learnt that about 65% of the population prefers to learn visually. Visual learners in schools can be given opportunities to use colors to organize, receive written instructions and lists, look at graphics like film, flow charts, or diagrams, use visualization when memorizing information, take detailed notes and draw graphics as they learn by looking. People with strength for a uditory learning tend to remember information they hear and discuss. According to what I learnt, about 30% of the population prefers learning with an auditory style. Auditory learners in the classroom can be given recordings of materials like video clips of rhymes or documentaries to be learned; can participate in discussions or discussion groups, have questions read out loud, receive verbal instructions and read written information out loud. It is very sad to say at the time of my learning in the schools I did not see teachers had any knowledge of the types of learners and teach them according to their needs but learning was on going in the classroom. If this is the case how did I learn? This is a very difficult question for me to answer. The learning theories of the school where I studied were forced me to learn in the way I did not want to, the classroom instruction in my school life was mostly suitable for visual learners as there were activities like reading text with pictures, key points of the lesson given on the chalk board and copying texts from the chalk board to the note books. There were hardly any resources around the classrooms; the teaching aids were the text books, chalk board and the chalks. I liked to spend more time in the Science lab its because of the laboratory equipment which our Science/Maths teacher used during practical lessons. I enjoyed these subjects though there were limited resources available in the school lab; the teachers conducted the lessons as for the whole class without realizing the individual needs of the children. I did not study the English language as the way I studied Maths/Science. English was taught through visualizing things, long instructions and reading paragraphs in tex ts. If teachers use a lecture style for instruction, the English language learner will not receive as much comprehensible input. (Haynes, 2007, p. 6) Haynes argument is right. I became impatient listening for long periods during English. Once my English teacher caught me reading my favourite story book in the class and said ‘you must spend time with your text books, you should never read story books it is a waste of time. I followed her instructions and never read story books ever since she told me. Why did not this teacher realize that reading open doors for many worlds? Had I read a lot or be encouraged to read that time I would have had a rich vocabulary when I entered the High school. Another day a story teller visited our school to read stories to each year group and involved the students in making story props and acting out the stories. This was the most enjoyable moment during my English lesson; I had an opportunity to learn new vocabularies too. Everyone had fun during this lesson because the story teller involved each and every student in a kind of activity. Another issue was no school policies were read to us on the first day of school as there were no many policies constructed for the school at that time. We knew how to go in a line to the library, hitting and verbally abusing the peers not allowed, wore neat uniform every day, respect the teachers and so on but we were never taught any of these. I think the hidden curriculum in my school was stronger than the curriculum which was in use that time. Then I moved to a college for my higher education. I can say from my college experience that many higher education instructors still do not realize that students vary in the way that they process and understand information or attempt to respond to those differences in their pedagogical efforts. Effective teaching cannot be limited to the delivery of information; instead it needs to be based on a model of minds at work. Effective instructors are those who understand the importance of involving all of their students in learning how to learn. Effective learners are created when instructors affirm the presence and validity of diverse learning. At the college level the cognitive development occurs at the same pace but the learners experience different kind of problems or issues due to many changes. One of them is ‘culture shock. Newcomers have usually left behind family members, friends, teachers, and pets. They are no longer surrounded by a familiar language and culture. Children often do not have the full support of their parents because the parents are experiencing culture shock, too. (Haynes, 2007, p. 2) I agree with Hayens because the greater the difference between the students new culture and the students primary culture, the greater the shock. During this stage, I as a newcomer was excited about the new lives. Everything was wonderful and we were having great time learning about the environment. For me the differences between the new culture and the old one become more apparent. I rejected my new surroundings because there was so much that I did not understand. At times I felt sleepy, irritable, uninterested, or depressed; there were few more students who felt the same as I did. In my college the English language learners were frustrated because they could not communicate and are bombarded with unfamiliar surroundings, unreadable social signals, and an unrelenting barrage of new sounds. I was homesick and missed my family, friends, and familiar sights and sounds but, our instructors failed to realise this and started their duty stuffing our brain with Physics, Chemistry and Biolo gy. I was compelled to listen and follow what they instructed but, I did not know how much I learnt at that stage. In fact, I was surprised and overwhelmed by the lectures though we were forced to learn what we were supposed to, because the instructors knew so much about the subject taught. At times I asked myself, how did the instructors prepare themselves so well in order to answer all types of questions asked by the students? I saw them as good role models from the way they socialized with others, and delivered the content of the subjects during lectures. Listening to a lecture involves active attempts to construct new knowledge but, most of the time I felt that the instructors could have included videos to their instructions, involved us in presentations or group discussions as I loved these types of activities. ACTIVITY 2: Why are theories of learning important? Write down some initial thoughts about your own priorities at this stage of your development as a (head) teacher. To what extent do your own current priorities coincide with the priorities mentioned above? There are many different theories of how people learn. What important and useful is to consider their application to how our students learn and we teach our educational programs. It is interesting to think about our own particular way of learning and to recognize that everyone does not learn the way we do. In my opinion one of the main points is a teacher should know that each student does not learn in the same way others do. This means if the teacher chooses just one style of teaching such as direct instruction or collaborative learning or inquiry learning the students will not be maximizing their learning potential. For sure a teacher cannot reach every student on the same level during one lesson, but implementing a variety of learning styles throughout the course allows all the students to experience the chance to learn in at least a way that matches their learning style. Most of the materials used to educate students beyond primary school are largely text and lecture based, which have significant limitations. Those students are not involved in group work or discussion activities. Reading is a very important learning mode but, not all students learn effectively from reading. There are students who do not like reading a lot but, respond better to visual and audio stimuli of lecture but often get lost in the material or lose interest in the presentation. In this type of a learning environment, students have limited opportunity to ask questions or may be uncomfortable asking a question in front of the class. So the learning theories we have should cater the individual needs of the children. I believe student learn best by trying to make sense of something on their own with the help of the teacher along the way. Therefore the learners should be involved in activity based learning and given the freedom to use the classroom resources around them. Another im portant point is that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. For an example, for giving them the concept of Addition they should be given counters or an abacus to find the sum of two numbers rather than explaining this on the chalk board. For the language development they should be given activities for listening and writing which will be an interesting activity too. Science and Geography can be taught through pictures, video clips, lab work with a lot of experiments and the use of internet. At times I did not get the clear concepts of the subject taught when I attended the lecture type classes but I had an opportunity to understand better when I was asked to teach the same concept to someone else on my own. An experienced teacher should always use cognitive terminology such as classify, analyze, predict, and create when assigning tasks to the students, this helps the students to explore and research to find lot of information about the subject. We should encourage student critical thinking and inquiry by asking them thoughtful, open-ended questions, and encourage them to ask questions to each other. Further, we should provide enough time for students to construct their own meaning when learning something new. We should acknowledge that, students understanding and prior experiences about a concept before teaching them, which is as vital as breathing. Group discussions that we organize should encourage communication between the teacher and the students and also between the students. All learning and some elements of non-learning begin with situations where there is a disjuncture between a learners biography (past experiences) and their construction of present experience. (Jarvis, Holford Griffin, 2003, p. 70) As Jarvis, Holford Griffin explain educators should pay importance to the childs prior learning experience in order to give them the proper foundation on learning. In the school where I work the children speak English as a second language therefore I had to construct my learning theories according to their past experience with the language of English. One of the word level objectives of English for first graders is ‘to represent in writing the three phonemes in CVC words, spelling them first in rhyming sets, then in non-rhyming sets. This is a very simple objective but difficult for a first grader in my school as their prior knowledge in English is zero due to use of no English at home. In that case if I as a teacher insist them to learn this objective then I will be committing a crime for not having any knowledge on their biography. So it is vital for me to spend correcting prior knowledge before new learning can occur, in fact we in our school where I work now spend at least 2-3 weeks at the beginning of the first term to learn the biography of the children. Teachers must be fair in distributing their praise and all students should receive praise. They should look for positive things to say about a students work even when pointing out problems or mistakes during lesson. Some might receive praise for bigger achievements than others but, even the lower performer needs a regular pat on the back. Teacher should also give praise or verbal rewards to the class as a whole to encourage the class and build team unity. True, the learning theories help support planning and teaching, help to critically evaluate classroom practice and help in the diagnosis of classroom problems but in my opinion the important person who constructs the learning theories in the classroom is the teacher who is not given enough opportunities to implement these in her classroom to experience the consequences. I hear teachers of other schools say that excess amount of paper work and work load do not provide enough time to engage the children on learning. In the school where I work our teachers are not given extra duties such as after school duty, snack duty etc in order to make sure that they spend more time in the classroom and prepare for students learning. We have special subject teachers for ICT, Physical Education and second languages so the class teachers can concentrate only on the core subjects like Literacy, Numeracy, Science and Geography. One may ask, why do our teachers are kept away from teaching ICT? In my opi nion ICT should be integrated in learning however, in some cases, teachers feel ICT increases their workload, with some tasks taking longer time to complete. This can often be traced to one or more of: a lack confidence or lack of ICT skills, ineffective networks or a lack of appropriate training or technical support. To reduce teacher workloads in our schools in future, ICT strategies will be included specific workload aims although this should not be at the impression of continuing to find ways in which ICT can raise quality and pupil performance. (We are planning to improve ICT strategic planning through strategic aims, hardware, software, connectivity, technical support and staff training and development in future and involve the teachers in integrating ICT to learning). Staff meeting or Curriculum meeting is conducted only once a week, which helps the teachers to spend more time with their work in the classroom and during their non contact periods they are supposed to prepare additional activities for the lesson they have planned. Progress Report for the pupils are being sent only thrice a year rather than every month, the teachers in our school have to spend less time dealing with behavioural issues because we have well constructed standardized policies for discipline, behaviour, uniform, food and bus and the Social worker is highly involved in implementing the policies. In our school calendar there are few days allocated as ‘Staff in Students out for professional development which is very important for the educators to upgrade their skills. I have seen few schools in this country utilize the student time I mean have shortened day in order to organise PD for the staff. In some schools teachers spend most of their time on disciplining the children and dealing with behavioural issues because of the weak hidden curriculum in place and no proper plan or policies to manage these types of issues there. Some educators want to expose themselves as good teachers or professional and show that they can manage the children very well, so they spend more time on putting up class displays, classroom management and less time on teaching the children. I have seen educators who work only for survival, their aim is to spend the days in the school and get monthly wage on time. The overall goal of the teachers should be to help and support students develop into self motivating learners. Students who are encouraged to become motivated lifelong learners will be more successful in and out of the classroom. When I worked as a teacher in other schools I had to teach all the subjects including IT and Physical Education, send monthly progress report home, prepare student portfolio for each child in my class, do after school duties and attend meetings with the Principal for four days in a week. I must say at that time I was frustrated for not having enough time to concentrate on the learning of my students and I was able to realise that they were not gaining anything according to their learning style. So, when I became as a head of a school I made sure that the teachers are given more time to spend for the children not with paper work and so on. The Social Worker and I are directly involved in solving behavioural issues in the school so the teachers will not have to spend time on this issue. The school policies and curriculum should be child centred and focus only on their learning. Educators should spend more time on pupils learning for which the strong hidden curriculum of the school should be helpful so that the teachers can construct proper planning for their teaching rather than wasting their time on other issues like behaviour and discipline. What I am trying to explain is that the learning theories we construct should focus on the childs academic and intellectual development. ACTIVITY 3: Intrinsic and Extrinsic Motivation List eight ways in which you motivate pupils in your classroom and school. Explain which motivational forms are intrinsic and which extrinsic. We know nothing about motivation. All we can do is write books about it. Peter Drucker I have read a lot about ‘Motivation in books and on websites. I think Drucker is concerned about the nature of understanding the term ‘Motivation. I know what motivation is but, I do not think that I have made a closer inspection to it ever in my career. I have motivated the learners to read a lot, work smarter, behave well and be a good role model through rewards and appreciation as the way the factory workers are encouraged by ‘end of year bonus so that production improves and absenteeism falls. No one can know the future at least in any detail. In preparing the future, students should be able to develop viable occupational skills. Learning a discipline and doing it well provides the foundation for a sense of purpose, security and confidence in adulthood. In addition to this the students should prepare for change. As we see, change is best handled and even welcomed, when individuals possess a well developed mental skills associated with original creative and independent thinking. Further, according to Martin V. Cavington, the greatest legacy of education is to encourage in our students a will to learn and to continue learning as personal circumstances-change in short to promote a capacity for self renewal. Today many students drop out of school without a single achievement for which they can feel uniquely responsible for it. More ever the majority of the students fail achieve their potential due to lack of motivation in schools and home. How to always be motivated? Keeping our motivation high is the key factor to achieve our goals. We all face setbacks in life but, the ability to turn it into a lesson and move through a positive direction should be our aim for which motivation is highly required. If we are not motivated, we will experience difficulties in turning our great ideas into great results, wake up in the morning without any desire, ask people around us for support, give up our tasks before finishing them, postpone important decisions and wish that we will have a set of helping tips to overcome our setbacks. If we as adults will have to face a great deal of inconveniences due to lack of motivation, what will happen to those who just started their life in schools as children? What will be the consequences for being not motivated by important factors? How motivation takes place in classrooms and schools? A primary concern for educators is how to balance the use of extrinsic incentives as needed to promote student task engagement while establishing a climate that also fosters intrinsic motivation. (Alderman, 1999, p. 213) The motivation comes from the pleasure one gets from the task he does or from the sense of satisfaction in completing or even working on it. As Alderman explains, we should equally balance extrinsic and intrinsic motivation in order to promote engaging students on task. According to what I understood intrinsic motivation means motivation which comes from inside an individual rather than from any external or outside rewards, such as money, trophies or grades. Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money, trophies or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Is intrinsic motivation the solution for increasing student engagement? One perspective is that intrinsic motivation to learn is a necessary, but insufficient, component for academic achievement in classrooms; that is, one can enjoy learning or have an interest in a subject, but lack the strategies necessary for continuing motivation (Alderman, 1999, p. 218) According to Aldermans argument, an extrinsically motivated student will work on a task even when he has little interest in it because of the anticipated satisfaction he will get from some rewards. The rewards can be something as minor as a smiley face to something major like a trophy or free computer game. For example, an extrinsically motivated child who dislikes maths may work hard on maths problems because he wants the reward for completing it right. For me it is very difficult to agree with Aldermans point of views on ‘motivating extrinsically will result positively as I have teaching experience with children of some (sorry to say) arrogant parents, rich parents who are proud of their wealth and children who enjoy the most lavish life in this country which is completely different where I come from. I have implemented many strategies for motivating children in my class; I never had an opportunity to discriminate intrinsic and extrinsic motivation until I come across some readings on these topics by Jerome S. Bruner and Alderman. All I knew were about motivating children to be engaged on task. Two years back I had few children in my class, whose parents especially the mothers were not supportive at all; their children most of the time turned in completed homework, they had poor reading skills and had unacceptable behaviour in the classroom. In order to motivate them towards task, I used to tell them if they complete work on time or behave well they will get a smiley sticker or a badge but, I always had reply from these kids ‘I dont need I can buy them when I go out with my driver or ‘who cares of those cheap stickers or ‘I have got plenty of them at home. In such a place where I am in, most of the children are not attracted by those extrinsic motivations rather they would like to get motivated by intrinsic factors. I have spent a lot of time trying to think of ways to motivate my more reluctant students. I have tried fear† If you are late again, I will call home†. I have tried rewards â€Å"If you follow the classroom code of conduct you will earn points that you can redeem for a free homework pass or computer game. As a motivational support fear and rewards do work, for a while but, I did not want to threaten my students, and I did not want to bribe them. I want them to develop a will to come to class and learn. I wanted their motivation to be intrinsic. The question then was how I get my students to become more intrinsically motivated so that the classroom experience is more enjoyable for everyone. When Iencouraged mystudents self motivation by structuringmy class and my teaching I met their needs which are love, respect, emotional support and to move about the classroom freely. I followed many ways to motivate the children but now, I can differentiate them according to intrinsic and extrinsic motivational factors. Intrinsic motivation takes place when there is a positive relationship between the learners and the educators. As Jerome Bruner (1966), explains that extrinsic reinforcement may lead to a desirable kind of activity and cause its repetition but will not ultimately encourage sound learning. His belief was that intrinsic rewards are more important than extrinsic rewards in the long term. Intrinsic motivational factors I implemented in my classroom and school were, 1- When I asked my students to volunteer to be my assistant and assigned jobs for them more learning went on than if I did all the teaching myself. 2- When I had those students who could not sit still for very long and lose focus easily did their maths questions on the board, they were more likely to stay focused and learn which develop the interest of involvement. 3- When I greeted my students at the classroomdoor early morning with a smile and allocate games and puzzles for them to d Theories and Approaches to Learning Theories and Approaches to Learning Write about helpful and unhelpful approaches to learning during your own education. What was positive about those approaches? Did they reflect or express any particular theories of learning? Life is a learning experience. When I was a young girl I was so confident and positive about what I wanted. Maths and Science were my favourite subjects but I was not given freedom to learn as I wanted to learn these subjects. I realized this after I gained a very good experience in teaching primary school children. Student motivation is rooted in students subjective experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so. (Brophy, 2004, p. 4) According to Brophy, I must say learning is, interesting fun and exciting when the curriculum is well matched to students interests and abilities and the teacher emphasizes hands-on activities in order to keep the students busy and engaged. When the teacher teaches the right things the right way, motivation takes place by itself. If students are not enjoying learning, something is wrong with the curriculum and teachers instruction. At times I felt my school life was boring and frustrating because I hated all subjects except Maths and Science. I had to sit and listen to longtime instructions and copy the notes from the chalk board. I managed myself for learning because I had to show the Progress Report with good grades to my dad. Ê »Science is like everything, I guess and I think everything has a science to it. [When] baking cookies you have to add the right amount of eggs and milk and stuff like that (Kaufman, Moss, Osborn, 2003, p. 48) As I agree with Kaufman, Moss Osborns point of view, these two subjects add lot of fun to learning as they contain lot of practical activities which are conducted in the school laboratory. I loved to learn through doing and touching, it is because I had trouble sitting still and learning. My worst day during Science period was when my teacher said no when I offered him my help to fix the Bunsen burner to the gas cylinder. He said ‘you are still young so must stay away. Now I understand that I was a kinaesthetic learner that time, my teacher could have engaged me in his work because I could be better able to understand information by doing hands-on activities. I am not going to blame my teacher for this because at the time of my learning teacher centred education was given importance by educators. If teachers are able to understand childrens learning needs, it will reduce lot of frustration like homework incompletion, failures in assessments and sports and speaking in public. A s long as I know sometimes kids are just doing what works for them but, the curriculum in practice when I was in school did not cater the childs individual needs and the educators did not consider the childs learning style. I know that cognitive focuses on the inner mental activities such as thinking, memory, knowing, and problem-solving so, I think at cognitive stage the children should be catered carefully according to their learning needs. I gained lot of experience in teaching, today I am an experienced teacher, I wish I was my teacher when I was in school because when I was a child I did not get what I give to the pupils in my classroom now. As a teacher, I work in my classroom according to my childrens expectations. I believe in group work, differentiated planning, reading a lot for fun, guided reading, shared reading, classroom policies, and ongoing assessments which help me know the level of progress frequently. The few hyperactive boys in my classroom are always my helpers; they are always engaged in classroom jobs. In a typical classroom, some children process information best by hearing the teacher explain it, some learn by seeing whats on the chalkboard, and others learn through hands-on exercises. Nowadays colleges have increasingly begun teaching new students about learning styles so they can develop effective study habits. Three basic learning styles are auditory, kinaesthetic, and visual. Auditory learners prefer listening to explanations over reading them and like to study by reciting information aloud. These types of learners may want to have background music while studying, or they may be distracted by noises and need a quiet space to study. Kinaesthetic learners learn by doing and touching. They may have trouble sitting still while studying, and they are better able to understand information by writing it down or doing hands on activities. Visual learners process new information by reading, looking at pictures, or watching a demonstration but, they may grow impatient listening to an explanation. I still remember the learning style and classroom setting when I was small which is mostly similar to what shown on the video clip of ‘The four UK teachers experience in a Kenyan school. At least for ten years my classroom strength was 35-40 children, our tables and chairs were laid in rows, teachers table and the chalk board was at the front of the class. The classroom layout was so congested, though we learnt how to move around without any incidents, our teachers never approached each table in order to assist the individual needs. Teacher instruction was mostly lecture based and activities contained more board work. We were never treated according to our learning styles which are auditory, kinaesthetic, and visual instead the whole class was given the same type of activities only the able children understood them and completed on time and the rest were neglected. Regret to say that our teachers failed to realise that all of us are designed to absorb information differently; each learning style results in people with various interests, desires and talents and learning is more fun and effective when the teachers look into multiple learning styles. Children learn more efficiently on their own way and can reach their potential by working smarter. Once a teacher identifies the childs learning style, she can give that child the freedom to learn which will support his work at home, at school, and in life. Once my English language teacher asked us to write a simple paragraph on ‘Good Schools, since I like role play activities, I wrote the paragraph and drew pictures of girls and wrote two dialogues in the speech bubbles as they speak the positive things in the school. My teacher saw my work and crossed out the picture and said ‘this is not required here. That time I took this as my teachers valid point of view but later when I became a te acher I thought my teacher should have appreciated my speech bubbles and corrected the sentences or showed me what rules I should follow when I write statements in the speech bubbles. In this way the teacher put a full stop to my desire in learning or trying new concepts. The educators should be able to understand the learning styles of the learners and should provide opportunities accordingly. A kinaesthetic learner should be given more activity based work, for an example- in maths lesson for addition; this type of a learner can be given counters rather than asking him to work out the sums mentally. Kinaesthetic learners should be able to experience and explore the learning aids/ models which are available in the classroom or lab. Learners with strength for visual learning tend to process information by visualizing and seeing it. During a PD training which I attended recently I learnt that about 65% of the population prefers to learn visually. Visual learners in schools can be given opportunities to use colors to organize, receive written instructions and lists, look at graphics like film, flow charts, or diagrams, use visualization when memorizing information, take detailed notes and draw graphics as they learn by looking. People with strength for a uditory learning tend to remember information they hear and discuss. According to what I learnt, about 30% of the population prefers learning with an auditory style. Auditory learners in the classroom can be given recordings of materials like video clips of rhymes or documentaries to be learned; can participate in discussions or discussion groups, have questions read out loud, receive verbal instructions and read written information out loud. It is very sad to say at the time of my learning in the schools I did not see teachers had any knowledge of the types of learners and teach them according to their needs but learning was on going in the classroom. If this is the case how did I learn? This is a very difficult question for me to answer. The learning theories of the school where I studied were forced me to learn in the way I did not want to, the classroom instruction in my school life was mostly suitable for visual learners as there were activities like reading text with pictures, key points of the lesson given on the chalk board and copying texts from the chalk board to the note books. There were hardly any resources around the classrooms; the teaching aids were the text books, chalk board and the chalks. I liked to spend more time in the Science lab its because of the laboratory equipment which our Science/Maths teacher used during practical lessons. I enjoyed these subjects though there were limited resources available in the school lab; the teachers conducted the lessons as for the whole class without realizing the individual needs of the children. I did not study the English language as the way I studied Maths/Science. English was taught through visualizing things, long instructions and reading paragraphs in tex ts. If teachers use a lecture style for instruction, the English language learner will not receive as much comprehensible input. (Haynes, 2007, p. 6) Haynes argument is right. I became impatient listening for long periods during English. Once my English teacher caught me reading my favourite story book in the class and said ‘you must spend time with your text books, you should never read story books it is a waste of time. I followed her instructions and never read story books ever since she told me. Why did not this teacher realize that reading open doors for many worlds? Had I read a lot or be encouraged to read that time I would have had a rich vocabulary when I entered the High school. Another day a story teller visited our school to read stories to each year group and involved the students in making story props and acting out the stories. This was the most enjoyable moment during my English lesson; I had an opportunity to learn new vocabularies too. Everyone had fun during this lesson because the story teller involved each and every student in a kind of activity. Another issue was no school policies were read to us on the first day of school as there were no many policies constructed for the school at that time. We knew how to go in a line to the library, hitting and verbally abusing the peers not allowed, wore neat uniform every day, respect the teachers and so on but we were never taught any of these. I think the hidden curriculum in my school was stronger than the curriculum which was in use that time. Then I moved to a college for my higher education. I can say from my college experience that many higher education instructors still do not realize that students vary in the way that they process and understand information or attempt to respond to those differences in their pedagogical efforts. Effective teaching cannot be limited to the delivery of information; instead it needs to be based on a model of minds at work. Effective instructors are those who understand the importance of involving all of their students in learning how to learn. Effective learners are created when instructors affirm the presence and validity of diverse learning. At the college level the cognitive development occurs at the same pace but the learners experience different kind of problems or issues due to many changes. One of them is ‘culture shock. Newcomers have usually left behind family members, friends, teachers, and pets. They are no longer surrounded by a familiar language and culture. Children often do not have the full support of their parents because the parents are experiencing culture shock, too. (Haynes, 2007, p. 2) I agree with Hayens because the greater the difference between the students new culture and the students primary culture, the greater the shock. During this stage, I as a newcomer was excited about the new lives. Everything was wonderful and we were having great time learning about the environment. For me the differences between the new culture and the old one become more apparent. I rejected my new surroundings because there was so much that I did not understand. At times I felt sleepy, irritable, uninterested, or depressed; there were few more students who felt the same as I did. In my college the English language learners were frustrated because they could not communicate and are bombarded with unfamiliar surroundings, unreadable social signals, and an unrelenting barrage of new sounds. I was homesick and missed my family, friends, and familiar sights and sounds but, our instructors failed to realise this and started their duty stuffing our brain with Physics, Chemistry and Biolo gy. I was compelled to listen and follow what they instructed but, I did not know how much I learnt at that stage. In fact, I was surprised and overwhelmed by the lectures though we were forced to learn what we were supposed to, because the instructors knew so much about the subject taught. At times I asked myself, how did the instructors prepare themselves so well in order to answer all types of questions asked by the students? I saw them as good role models from the way they socialized with others, and delivered the content of the subjects during lectures. Listening to a lecture involves active attempts to construct new knowledge but, most of the time I felt that the instructors could have included videos to their instructions, involved us in presentations or group discussions as I loved these types of activities. ACTIVITY 2: Why are theories of learning important? Write down some initial thoughts about your own priorities at this stage of your development as a (head) teacher. To what extent do your own current priorities coincide with the priorities mentioned above? There are many different theories of how people learn. What important and useful is to consider their application to how our students learn and we teach our educational programs. It is interesting to think about our own particular way of learning and to recognize that everyone does not learn the way we do. In my opinion one of the main points is a teacher should know that each student does not learn in the same way others do. This means if the teacher chooses just one style of teaching such as direct instruction or collaborative learning or inquiry learning the students will not be maximizing their learning potential. For sure a teacher cannot reach every student on the same level during one lesson, but implementing a variety of learning styles throughout the course allows all the students to experience the chance to learn in at least a way that matches their learning style. Most of the materials used to educate students beyond primary school are largely text and lecture based, which have significant limitations. Those students are not involved in group work or discussion activities. Reading is a very important learning mode but, not all students learn effectively from reading. There are students who do not like reading a lot but, respond better to visual and audio stimuli of lecture but often get lost in the material or lose interest in the presentation. In this type of a learning environment, students have limited opportunity to ask questions or may be uncomfortable asking a question in front of the class. So the learning theories we have should cater the individual needs of the children. I believe student learn best by trying to make sense of something on their own with the help of the teacher along the way. Therefore the learners should be involved in activity based learning and given the freedom to use the classroom resources around them. Another im portant point is that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. For an example, for giving them the concept of Addition they should be given counters or an abacus to find the sum of two numbers rather than explaining this on the chalk board. For the language development they should be given activities for listening and writing which will be an interesting activity too. Science and Geography can be taught through pictures, video clips, lab work with a lot of experiments and the use of internet. At times I did not get the clear concepts of the subject taught when I attended the lecture type classes but I had an opportunity to understand better when I was asked to teach the same concept to someone else on my own. An experienced teacher should always use cognitive terminology such as classify, analyze, predict, and create when assigning tasks to the students, this helps the students to explore and research to find lot of information about the subject. We should encourage student critical thinking and inquiry by asking them thoughtful, open-ended questions, and encourage them to ask questions to each other. Further, we should provide enough time for students to construct their own meaning when learning something new. We should acknowledge that, students understanding and prior experiences about a concept before teaching them, which is as vital as breathing. Group discussions that we organize should encourage communication between the teacher and the students and also between the students. All learning and some elements of non-learning begin with situations where there is a disjuncture between a learners biography (past experiences) and their construction of present experience. (Jarvis, Holford Griffin, 2003, p. 70) As Jarvis, Holford Griffin explain educators should pay importance to the childs prior learning experience in order to give them the proper foundation on learning. In the school where I work the children speak English as a second language therefore I had to construct my learning theories according to their past experience with the language of English. One of the word level objectives of English for first graders is ‘to represent in writing the three phonemes in CVC words, spelling them first in rhyming sets, then in non-rhyming sets. This is a very simple objective but difficult for a first grader in my school as their prior knowledge in English is zero due to use of no English at home. In that case if I as a teacher insist them to learn this objective then I will be committing a crime for not having any knowledge on their biography. So it is vital for me to spend correcting prior knowledge before new learning can occur, in fact we in our school where I work now spend at least 2-3 weeks at the beginning of the first term to learn the biography of the children. Teachers must be fair in distributing their praise and all students should receive praise. They should look for positive things to say about a students work even when pointing out problems or mistakes during lesson. Some might receive praise for bigger achievements than others but, even the lower performer needs a regular pat on the back. Teacher should also give praise or verbal rewards to the class as a whole to encourage the class and build team unity. True, the learning theories help support planning and teaching, help to critically evaluate classroom practice and help in the diagnosis of classroom problems but in my opinion the important person who constructs the learning theories in the classroom is the teacher who is not given enough opportunities to implement these in her classroom to experience the consequences. I hear teachers of other schools say that excess amount of paper work and work load do not provide enough time to engage the children on learning. In the school where I work our teachers are not given extra duties such as after school duty, snack duty etc in order to make sure that they spend more time in the classroom and prepare for students learning. We have special subject teachers for ICT, Physical Education and second languages so the class teachers can concentrate only on the core subjects like Literacy, Numeracy, Science and Geography. One may ask, why do our teachers are kept away from teaching ICT? In my opi nion ICT should be integrated in learning however, in some cases, teachers feel ICT increases their workload, with some tasks taking longer time to complete. This can often be traced to one or more of: a lack confidence or lack of ICT skills, ineffective networks or a lack of appropriate training or technical support. To reduce teacher workloads in our schools in future, ICT strategies will be included specific workload aims although this should not be at the impression of continuing to find ways in which ICT can raise quality and pupil performance. (We are planning to improve ICT strategic planning through strategic aims, hardware, software, connectivity, technical support and staff training and development in future and involve the teachers in integrating ICT to learning). Staff meeting or Curriculum meeting is conducted only once a week, which helps the teachers to spend more time with their work in the classroom and during their non contact periods they are supposed to prepare additional activities for the lesson they have planned. Progress Report for the pupils are being sent only thrice a year rather than every month, the teachers in our school have to spend less time dealing with behavioural issues because we have well constructed standardized policies for discipline, behaviour, uniform, food and bus and the Social worker is highly involved in implementing the policies. In our school calendar there are few days allocated as ‘Staff in Students out for professional development which is very important for the educators to upgrade their skills. I have seen few schools in this country utilize the student time I mean have shortened day in order to organise PD for the staff. In some schools teachers spend most of their time on disciplining the children and dealing with behavioural issues because of the weak hidden curriculum in place and no proper plan or policies to manage these types of issues there. Some educators want to expose themselves as good teachers or professional and show that they can manage the children very well, so they spend more time on putting up class displays, classroom management and less time on teaching the children. I have seen educators who work only for survival, their aim is to spend the days in the school and get monthly wage on time. The overall goal of the teachers should be to help and support students develop into self motivating learners. Students who are encouraged to become motivated lifelong learners will be more successful in and out of the classroom. When I worked as a teacher in other schools I had to teach all the subjects including IT and Physical Education, send monthly progress report home, prepare student portfolio for each child in my class, do after school duties and attend meetings with the Principal for four days in a week. I must say at that time I was frustrated for not having enough time to concentrate on the learning of my students and I was able to realise that they were not gaining anything according to their learning style. So, when I became as a head of a school I made sure that the teachers are given more time to spend for the children not with paper work and so on. The Social Worker and I are directly involved in solving behavioural issues in the school so the teachers will not have to spend time on this issue. The school policies and curriculum should be child centred and focus only on their learning. Educators should spend more time on pupils learning for which the strong hidden curriculum of the school should be helpful so that the teachers can construct proper planning for their teaching rather than wasting their time on other issues like behaviour and discipline. What I am trying to explain is that the learning theories we construct should focus on the childs academic and intellectual development. ACTIVITY 3: Intrinsic and Extrinsic Motivation List eight ways in which you motivate pupils in your classroom and school. Explain which motivational forms are intrinsic and which extrinsic. We know nothing about motivation. All we can do is write books about it. Peter Drucker I have read a lot about ‘Motivation in books and on websites. I think Drucker is concerned about the nature of understanding the term ‘Motivation. I know what motivation is but, I do not think that I have made a closer inspection to it ever in my career. I have motivated the learners to read a lot, work smarter, behave well and be a good role model through rewards and appreciation as the way the factory workers are encouraged by ‘end of year bonus so that production improves and absenteeism falls. No one can know the future at least in any detail. In preparing the future, students should be able to develop viable occupational skills. Learning a discipline and doing it well provides the foundation for a sense of purpose, security and confidence in adulthood. In addition to this the students should prepare for change. As we see, change is best handled and even welcomed, when individuals possess a well developed mental skills associated with original creative and independent thinking. Further, according to Martin V. Cavington, the greatest legacy of education is to encourage in our students a will to learn and to continue learning as personal circumstances-change in short to promote a capacity for self renewal. Today many students drop out of school without a single achievement for which they can feel uniquely responsible for it. More ever the majority of the students fail achieve their potential due to lack of motivation in schools and home. How to always be motivated? Keeping our motivation high is the key factor to achieve our goals. We all face setbacks in life but, the ability to turn it into a lesson and move through a positive direction should be our aim for which motivation is highly required. If we are not motivated, we will experience difficulties in turning our great ideas into great results, wake up in the morning without any desire, ask people around us for support, give up our tasks before finishing them, postpone important decisions and wish that we will have a set of helping tips to overcome our setbacks. If we as adults will have to face a great deal of inconveniences due to lack of motivation, what will happen to those who just started their life in schools as children? What will be the consequences for being not motivated by important factors? How motivation takes place in classrooms and schools? A primary concern for educators is how to balance the use of extrinsic incentives as needed to promote student task engagement while establishing a climate that also fosters intrinsic motivation. (Alderman, 1999, p. 213) The motivation comes from the pleasure one gets from the task he does or from the sense of satisfaction in completing or even working on it. As Alderman explains, we should equally balance extrinsic and intrinsic motivation in order to promote engaging students on task. According to what I understood intrinsic motivation means motivation which comes from inside an individual rather than from any external or outside rewards, such as money, trophies or grades. Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money, trophies or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Is intrinsic motivation the solution for increasing student engagement? One perspective is that intrinsic motivation to learn is a necessary, but insufficient, component for academic achievement in classrooms; that is, one can enjoy learning or have an interest in a subject, but lack the strategies necessary for continuing motivation (Alderman, 1999, p. 218) According to Aldermans argument, an extrinsically motivated student will work on a task even when he has little interest in it because of the anticipated satisfaction he will get from some rewards. The rewards can be something as minor as a smiley face to something major like a trophy or free computer game. For example, an extrinsically motivated child who dislikes maths may work hard on maths problems because he wants the reward for completing it right. For me it is very difficult to agree with Aldermans point of views on ‘motivating extrinsically will result positively as I have teaching experience with children of some (sorry to say) arrogant parents, rich parents who are proud of their wealth and children who enjoy the most lavish life in this country which is completely different where I come from. I have implemented many strategies for motivating children in my class; I never had an opportunity to discriminate intrinsic and extrinsic motivation until I come across some readings on these topics by Jerome S. Bruner and Alderman. All I knew were about motivating children to be engaged on task. Two years back I had few children in my class, whose parents especially the mothers were not supportive at all; their children most of the time turned in completed homework, they had poor reading skills and had unacceptable behaviour in the classroom. In order to motivate them towards task, I used to tell them if they complete work on time or behave well they will get a smiley sticker or a badge but, I always had reply from these kids ‘I dont need I can buy them when I go out with my driver or ‘who cares of those cheap stickers or ‘I have got plenty of them at home. In such a place where I am in, most of the children are not attracted by those extrinsic motivations rather they would like to get motivated by intrinsic factors. I have spent a lot of time trying to think of ways to motivate my more reluctant students. I have tried fear† If you are late again, I will call home†. I have tried rewards â€Å"If you follow the classroom code of conduct you will earn points that you can redeem for a free homework pass or computer game. As a motivational support fear and rewards do work, for a while but, I did not want to threaten my students, and I did not want to bribe them. I want them to develop a will to come to class and learn. I wanted their motivation to be intrinsic. The question then was how I get my students to become more intrinsically motivated so that the classroom experience is more enjoyable for everyone. When Iencouraged mystudents self motivation by structuringmy class and my teaching I met their needs which are love, respect, emotional support and to move about the classroom freely. I followed many ways to motivate the children but now, I can differentiate them according to intrinsic and extrinsic motivational factors. Intrinsic motivation takes place when there is a positive relationship between the learners and the educators. As Jerome Bruner (1966), explains that extrinsic reinforcement may lead to a desirable kind of activity and cause its repetition but will not ultimately encourage sound learning. His belief was that intrinsic rewards are more important than extrinsic rewards in the long term. Intrinsic motivational factors I implemented in my classroom and school were, 1- When I asked my students to volunteer to be my assistant and assigned jobs for them more learning went on than if I did all the teaching myself. 2- When I had those students who could not sit still for very long and lose focus easily did their maths questions on the board, they were more likely to stay focused and learn which develop the interest of involvement. 3- When I greeted my students at the classroomdoor early morning with a smile and allocate games and puzzles for them to d