Theme: Children's Socio-Emotional Development

Sub-theme: Mutual cooperation

Topic: Developing Cooporation in high school students through project

work.

Developing Cooporation in high school students through

project work.

Name of the School (where the action research was conducted):

Hafiz Model School Khokherki Gujranwala

Overall background of the participants of the project; area / school: (socio-economic
status, occupation / profession – earning trends of majority of the Teachers, literacy
rate, academic quality, and any other special trait of the community where the school is
situated).
Action research encompasses small scale systematic inquiry and contains of a number of
stages which frequently persist in cycles. Like planning, action, observation and reflection.
This type of research has become gradually widespread all over the world as a method of
professional learning. It has been especially well developed in education, specifically in
teaching, and is now used broadly across the professions. This Action research was
conducted in Hafiz Model School Khokherki Gujranwala. It’s conducted in district
Gujranwala.
School Background:
The school is such a sweet heaven on earth that prepares the small minds for great tasks. The
school provides education to live better and make progress for tomorrow. Not only it
provides education but it is a tool of character building of a nation. The good schools are true
assets of a nation. I am blessed to study in such a great school. My school is the best school
in our entire city. The school is divided into 3 blocks – Primary which has 5 classrooms and a
large Outdoor Play area. Class one which has 2 classrooms. Key Stage elementary which has
3 classrooms. A central block houses the Offices, Staffroom, and Assembly Hall. There is a
Library and a Computer Suite complete.
Participants Background:
The participants of study were class 9 th class students who were enrolled in Hafiz Model
School Khokherki of District Gujranwala. I selected class 9 students which are considered in
total 60 in members.
Socio-economic Status:
Most of students from this area are farmers but some of them are shopkeeper or work in
private offices. Most of parents do not afford children education due to their family expenses
and their low income but some parents support their children at higher level in well reputed
universities. But due to the lack of higher educational institute and low income of their
parents, more than 60% children stop their education after matriculation. Overall the
financial status of this area is good.
Occupation & Earning Trend:
Parents with Govt. jobs and small businessman are in a better condition to help and support
their children educationally, mentally and profoundly. However, Parents with low income
because of expenses and low salaries issues can't give satisfactory to up level their children
education. The control of the Parents in this research from this area is normal. A part of the
Parents are not monetarily so good. The children who Parents with government jobs are more
verified and their family finds a sense of contentment moderately contrasted with the
individuals who work in private association. They are consistently in dissatisfaction. Due to
low earning trend of this area, the children face a great deal of difficulties both at home and
school, which block them from taking an interest completely in classroom exercises. In
present some parents drop their children at different shop for learning work and for earning
but today due to free education in Pakistan more than 80% children go to school till then
matriculation.
Literacy Rate:
In 2020, Gujranwala literacy rate of 76% for females was noticeably lower than the 82% for
males. District Gujranwala has several religious and educational institutions, both public and
private. Overall literacy rate of Gujranwala is 79%.

Q.1 Why did you select this specific sub-theme and topic? Relate it to your
experience / problem in your classroom / institution. (Give the background and
rationale of the study)
I am student of B.Ed. from Gujranwala and I choose my research topic “Developing
Cooperation in high school students through project works.". I choose this topic Mutual
cooperation is a positive attitude that supports the development in the countryside and also
need and must be maintained as a manifestation of the habit of doing a job together for the
same purpose (Irfan, 2016). Mutual cooperation is a value that is still held firm by rural
communities as well as very different from urban communities that tend to individualist
(Subagyo, 2012).
The objective of this research is to study the effect of mutual cooperation towards
people’s individual behavior in the form of maps and its effect towards the individual
behavior of the community. The research method used is qualitative and quantitative
methods (mixed method).
The concept of mutual cooperation can also be interpreted in the context of community
empowerment, because it can be a social capital to establish institutional strength at
community, state, and community level across nations and countries in realizing common
prosperity. It is also due to mutual assistance contained in the meaning of collective action to
struggle, self-governing, common goal, and sovereignty (Koentjaraningrat, 2004; and
Kemenkumham RI, 2013). In a sociocultural perspective, the value of mutual cooperation is
a spirit that is manifested in the form of individual behavior or action that is done
unconditionally or expecting rewards to do something together for the sake of mutual interest
or a particular individual. For example, farmers jointly clean the irrigation channels that led
to his rice field, the community worked together to build houses affected by tornadoes, and
various other activities (Pranadji, 2009:62).
Mutual cooperation is a cultural characteristic of the Indonesian nation that prevailed through
generations to form a real social behavior in the social life value system. This value makes
mutual cooperation activities always built in the life of the community as a cultural heritage
that deserves to be preserved, but now it looks faded, let alone rural in the city began to arise
symptoms (Koentjaraningrat, 2004).
We propose that knowledge, considered as an output in the present study, is a function of
learning mechanisms occurring when people interact and discuss their task. Interactions and
common experience are therefore necessary but not sufficient conditions for high knowledge
because people have to learn from them to manage their knowledge and expertise more
effectively.

Q.2What was your discussion with your colleague / friend / senior teacher or supervisor
regarding the problem? (Provide your discussion with your colleague or supervisor for
better understanding of the problem and alternate solutions).
I talked about his problem with my colleague, friends and senior teachers. The time spent on
each of these tasks may not be great, but together they are significant. Cooperation can’t be
eliminated, nor should they be: after all, coordinating the efforts of respecting is an important
skill.
Discussion with supervisor:
My supervisor told me that each project is the result of a lot of hard work. The authors of the
projects have found information about their topic, collected or drawn pictures, written down
their ideas, and then put all the parts together to form a coherent presentation. Project work is
not a soft option. Working with others often increases involvement in learning. Sharing one's
own ideas and responding to others' reactions improves thinking and deepens understanding.
Discussion with Friends:
My friend told me that these benefits include increased student ownership of subject matter
and the opportunity for struggling students to get help from stronger students without having
to ask. In group work settings, students can reinforce skills like planning and communication.
They can also learn accountability, problem solving and project management. For the
teacher, projects and group work allow for complex subject matter to be broken up into
smaller parts. Project-based learning also creates the opportunity for students of different
learning styles to collaborate while still interacting with the material in the way that is most
beneficial to them.
Discussion with Teachers:
My teacher told me that Project work is not a new methodology. Its benefits have been
widely recognized for many years in the teaching of subjects like Science, Geography, and
History. Some teachers have also been doing project work in their language lessons for a
long time, but for others it is a new way of working. Teachers must be careful to design
project work so that all participants will be engaged. Teachers also have to carefully align
project work to learning objectives and standards. Some learning objectives pair better with
group work than others, so teachers should be cognizant of forging project-based learning
when it's not the most effective learning strategy for the course objective.
Discussion with Parents:
One of student’s parents told me that another aspect of project design in need of careful
planning is assessment and feedback. Grading projects and active group work can prove
challenging, especially when it comes to fairness in assessing student performance. One way
teachers can address this challenge is to create rubrics for their projects and go over the
rubric with the class so that expectations are clear. For students, one of the disadvantages of
respecting work in school is its increased emphasis on group work decision-making.
Conclusion:
I concluded that
1. Cooperation is important because it allows people and groups to work together to achieve
a common goal or derive mutual benefits.
2. Projects allow students to use their imagination and the information they contain does not
always have to be factual.
3. Project work Increases motivation because learners become personally involved in the
project.

Q.3 What did you find about the problem in the existing literature (books / articles /
websites)? (Explore books and online resources to know what and how has been already
done regarding this problem)
The concept of mutual cooperation can also be interpreted in the context of community
empowerment, because it can be a social capital to establish institutional strength at
community, state, and community level across nations and countries in realizing common
prosperity. It is also due to mutual assistance contained in the meaning of collective action to
struggle, self-governing, common goal, and sovereignty (Koentjaraningrat, 2004).
Mutual cooperation helps to bring those shared interests together productively, without
alienating through over-management. Efficiency through cost sharing: mutual cooperation
within communities implies that some pay the costs of others’ convenience, and in difficult
financial times, goodwill is the first thing to cut.
Cooperation can make the difference between success and failure for many businesses. When
employees dedicate more time to their duties in a cooperative workplace, they are more
productive and things get done more quickly and efficiently.
Cooperation between and among parties is often referred to as a cooperative relationship.
Participants in these relationships often share vital resources and knowledge as well as staff
and personnel to accomplish a specific task. An example of cooperation is demonstrated
through the coordination of a local school and a community soup kitchen to provide basic
services to area residents in need. The school might provide basic supplies, such as student
volunteers and food, while the soup kitchen provides a facility and furniture. The two parties
work together to set up tables with food, staffed by student volunteers, who greet and serve
clients as they walk in the door. This act of cooperation benefits the students with experience,
the soup kitchen with a day of business and the clients with food. Cooperative relationships
can result in a one-time collaboration between parties to achieve a goal or can involve
recurring meetings and events to allow the parties to continue working with each other.
Working in a team builds confidence in any setting, and in team cooperation, it creates strong
relationships among employees.
In as much as employees argue, disagree and even fight, at the end of the day they learn to
accommodate each other’s characters, strengths, and weakness to be able to work together.
When employees trust each other in a team, they establish a strong foundation of
relationships that endure minor conflicts especially those that arise due to individual
differences. Trust in a team also tends to allow a brilliant flow of ideas. This helps team
members to share their thoughts and encourage each other during and after work.
Team cooperation, in general, allows employees to learn its importance and that losses and
wins affect each member of the team. This in turn instills confidence in them about the other
teammates.
Team cooperation is a lot of fun and quite advantageous. If a team is good, then you can
expect good results and better profits. It increases the success rate of the organization and
helps to achieve the common goals. That is perhaps one of the best advantages of team
cooperation. Working together and in cooperation is better that working competitively. When
employees are encouraged to cooperate in an organization, their output tends to multiply. In
actuality, you also maximize productivity and profits when you embrace team cooperation in
your organization.
Project work challenges students to think beyond the boundaries of the classroom, helping
them develop the skills, behaviors, and confidence necessary for success in the 21st-century.
Designing learning environments that help students question, analyze, evaluate, and
extrapolate their plans, conclusions, and ideas, leading them to higher–order thinking,
requires feedback and evaluation that goes beyond a letter or number grade. The term
“authentic assessment” is used to describe assessment that evaluates content knowledge as
well as additional skills like creativity, collaboration, problem-solving, and innovation.
(Thomas. (2013)
Interdisciplinary Project Work is a learning experience that provides primary and secondary
school students with the opportunity to synthesize knowledge from various areas of learning
and apply it to real-life situations. Students collaborate with their peers and communicate
their ideas effectively to achieve a common objective.

Q.4 What were the major variables / construct of your project? Give definitions /
description from literature. (What are the key terms in your topic or study? what do
you mean of these terms? What particular meaning you will attach to the term when
used in this project?)
Cooperation:
Cooperation is a process by which the components of a system work together to achieve the
global properties. It is the actions of someone who is being helpful by doing what is wanted or
asked for common effort. It is the process of groups of organisms working or acting together
for common, mutual, or some underlying benefit, as opposed to working in competition for
selfish benefit
Socio-emotional development:
Social and emotional development means how children start to understand who they are,
what they are feeling and what to expect when interacting with others. It is the development
of being able to:
Form and sustain positive relationships.
Experience, manage and express emotions.
Explore and engage with the environment.
Project work:
Project work is work which focuses on completing a task. Project work normally involves a
lot of resources - time, people and materials - and learners practise a range of skills and
language systems. In the classroom Project work may provide many opportunities to meet a
variety of learning aims but it requires strong classroom management skills. Learners need
independence in planning and realizing the work but they also need the teacher to act as a
driver in ensuring it is carried out in a way that meets learning aims.

Q.5 What did you want to achieve in this research project? (Objective / purpose of
the study; what was the critical question that was tried to be answered in this project).
Purposes of the Study:
This study aim is determining the developing mutual cooperation among students of grade 9
through Group projects. The main purpose of all reading is generally to get new information
and/or for knowledge. The process of group work implies the use of various strategies so
reading strategies give both teachers and students a chance to evaluate the degree of students’
work.
Objective of the study:
Objective of this study is to develop mutual cooperation among students of grade 9 through
Group projects. It is also considered to check their own understanding, monitor their own
respecting, summarize the major ideas, and paraphrase the text they have learnt, expand on
new ideas and words, and unite new information and previous one. Objectives are:
1. To develop mutual cooperation among high school students.
2. To arouse the element of learning through project work.
3. To give awareness to high school students about project work and helping other.
Research Question:
The research question to be investigated in this study was as follows:
1. To identify influence of cooperation in high school students?
2. To examine teacher strategy to develop cooperation among students during project
work?
3. To identify useful strategy that contributes in project work?

Q.6 Who were the participants in your project? (Give details of the individuals or
group work who were focused in this project e.g. the early-grade students whose
handwriting in Urdu was not good or the students of class VIII who did not have good
communication skills).
In order to understand the complexities of many validities, researchers' participation in and
observation of the phenomenon should be the appropriate approach for more authentic
understanding and explanation of the qualitative data. This study employed semi construction
strategy to observe students' reasoning skills and attitudes in response to discussion topics
and their peers' opinions. The targeted population were students enrolled in secondary level
of HafiZ Model School Khokherki Gujranwala . However, in this questionnaire, 60 students,
taking a related course, were selected in a HafiZ Model School Khokherki located of District
Gujranwala as a sample while considering the research control and validity of this study.

Q.7 How did you try to solve the problem? (Narrate the process step-wise. Procedure
of intervention and data collection).
Action research encompasses small scale systematic inquiry and contains a number of stages
which frequently persist in cycles. Like planning, action, observation and reflection. This
type of research has become gradually widespread all over the world as a method of special
uses. It has been especially developed in education, specifically in teaching, and is now used
broadly across the professions.
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the
issue. The social wonder under investigation was the developing mutual cooperation among
students of grade 9 through Group projects.. Survey, interviews, field notes and perceptions
were utilized to gather the information expected to give the data knowledge important to
respond to the research questions.
Population:
The entire group work from which a sample is chosen is known as the population and we
choose the students of HafiZ Model School Khokherki Gujranwala. It was quite convenient
for the researcher, being a resident of District Gujranwala to accumulate quality data from
chosen city and school.
Sample and Sample Size:
Sample is smaller representation of large data. Generally, it consists of all the observation
that represents the whole population. The number of observation included in a sample is
called size of sample. The students of HafiZ Model School Khokherki and their Teachers
were selected for this class based action research.
Ethical Considerations:
From the inception of this research I was extremely particular to carry out an ethical inquiry
and therefore gave serious thought to all ethical aspects this study would entail. As teacher-
researchers, my primary responsibility was to my children. An action research is considered
„ethical’ if research design, interpretation and practical development produced by it have
been negotiated with all parties directly concerned with the situation under
research. Permission to conduct the study was first sought from the principal and area
governing body. Permission was sought from area peoples. The rights of the participants
(secondary level children) were spelled out clearly i.e. they could refuse to be audio recorded
and they could demand to see any notes or recordings.
Collection of Data:
The term questionnaire is often used interchangeably with survey. It is common and easy
method of data collection in action research. Similarly, it is quickest, cheapest, confidential
method of collecting data from respondents. So in such type studies, it is very necessary
during development of measurement tool for quality data to keep all aspects in mind.
Quantitative method was used to get important and meticulous information. Information was
collected through questionnaire consisting only close ended questions relative to research
objectives. The close ended questionnaire was made for data collection.

Q.8 What kind of instrument was used to collect the data? How was the instrument
developed? (For example: observation, rating scale, interview, student work, portfolio,
test, etc.)
Questionnaire was used to collect the data needed to provide the information insight
necessary to answer the research questions. In this technique a number of questions were
designed according to requirement and relevancy of researcher being conducted. The
questionnaire was prepared to attain study objectives.
Quantitative research
Quantitative research is explaining phenomena by collecting numerical data that are analyzed
using based methods (in particular statistics)’. Quantitative data contains Closed ended
information such as that found on attitude positive behavior and performance instruments. In
this study the children have been given a questionnaire to find out the developing of
educational apps uses through motivation activity and this questionnaire has been derived
and analyzed in terms of numerical data. This is why the research falls under quantitative
category.
Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the purpose of
gathering information from respondent’s statistical society. Usually a questionnaire consists
of a number of questions that the respondent has to answer in a set format. A distinction
made between open ended and closed ended questions an open ended question ask the
respondent to formulate his own answer, whereas a closed ended question has the respondent
pick an answer from given number of options.
Questionnaire is:
Q. Which one is most important skill that teachers try to develop cooperation
among students?
Q. Are you satisfied when participating in learning process through project
work?
Q. Which of method do you like good for project work with teachers?
Q. Perceptions of students on role of their education in developing mutual
cooperation.
 There are lots of activities during teaching.
 A teacher helps in many ways during teaching.
 Activities outside classroom are more effective for improving student’s
ability in project work.
 Teacher feedback is skilled to plan and implement activities.

Q.9 What were the findings and conclusion? (Provide instruments and analysis as
appendix)
Findings:
Students' study is fundamentally intended to investigate significance of Teacher’s preparing,
troubles they experience and their discernment and familiarity with understudy's job in
improving their presentation.

Q. Which one is most important skill that teachers try to develop cooperation among
students?
 Skills Respondents
Reading 8
Learning 7
Listening 15
Gaming 30
Total 60
For this inquiry, we requested that the students pick the aptitude that educators need to
improve most. 30 of the members picked gaming, while eight of them picked reading.
Learning ability is viewed as the first by the seven respondents, while listening in by 15.
Q. Are you satisfied when participating in learning process through project work?
Answer Respondents
Yes 42
No 13
Don’t Know 5
Total 60
This inquiry expects to find what number of the respondents feels frightened for participating
in group work with teachers. What's more, this table uncovers that most of them feel reluctant
to participating in group work with teachers, though; thirteen of them state they don't feel so
they take an interest in most talking exercises.
Q. Which of method do you like good for project work with teachers?
Options Respondents
Role plays 13
Group work 12
Discussions 17
Problem solving 8
Story telling 9
Other 1
Total 60

In the present table, we proposed to find the strategies that the students like most. It shows
the strategies that teachers can use in talking works out. It might be found in this table there
are no remarkable differentiations between imagines (n, 13), bundle work (n, 12) and
discoursed (n, 17). In any case, students consider the discussion like the best activity in
getting the hang of talking. This finding similarly supports various investigates which
estimate that English is best learnt through collaboration. As it might be seen nine of the
respondents consider describing as the loveliest strategy while eight of them support basic
reasoning best. These revelations exhibit that respondents certainly know those
methodologies and educators should think about those activities that the students slant toward
most for the perfect intrigue.
Perceptions of students on role of their educators in Respondents Mean
developing mutual cooperation. Value
1. There are lots of activities during teaching. 60 2.75
2. A teacher helps in many ways during 60 3
teaching. 60 3.75
3. Activities outside classroom are more
effective for improving student’s ability in 60 2.75
project work.
4. Teacher feedback is skilled to plan and
implement activities.
The above table exhibits that most students believe that feedback exercises in their classroom
are deficient, with the mean of 2.75, while "exercises outside the classroom are increasingly
powerful" got the mean of 3.75. "I can learn" got minimal mean of 2.5 with "Educator
preparing is gifted to plan and execute exercises". With respect to the announcement
"Educators help us from numerous points of view during instructing", we recorded the mean
of 3. Concerning jobs of educators, students concurred that teacher act as an eyewitness with
the mean of 3.5, as a criticism supplier with the mean of 3.75, as a screen with the mean of
3.75, as a help 3.25, as an assessor 3.5, as a guide and member with the mean of both 3 and
arranger with the mean of 2.75.
Discussion:
From the trade along these lines, the examination contemplated those planning impacts
execution as mean difference in execution of readied and untrained teachers stayed at 2.7.
The examination deduced that educators' readiness played a huge effect in students'
introduction. Results got by the relationship exhibited that Teachers' Feedback and Students'
Learning are related to each other. Which predicts a positive association among Students’
Learning and Teachers’ Feedback a direct result of relationship examination of these two
components? In this manner, in the light of above revelations it would be said that Students'
Learning is affected by Teachers' Feedback. As, values got for centrality level make certain
along these lines, these results showed that basic beneficial outcome on Students' Learning.

Q.10 Summary of the Project. (What and how was the research conducted – main
objective, process and findings)
This Action research was conducted in HafiZ Model School Khokherki . It’s conducted in
district Gujranwala. I am student of B.Ed. from Gujranwala and I choose my research topic
"Developing mutual cooperation among students of grade 9 at HafiZ Model School
Khokherki Gujranwala through Group projects." I choose this topic because Cooperative
learning is a learning model that focuses on the use of small groups of students to work
together to maximize the learning conditions to achieve the learning objectives, so that it will
appear on mutual respect, mutual help, and mutual describes the contents of learning.
Objective of this study is to develop mutual cooperation among students of grade 9 through
Group projects. It is also considered to check their own understanding, monitor their own
respecting, summarize the major ideas, and paraphrase the text they have learnt, expand on
new ideas and words, and unite new information and previous one. These are:
1. To develop mutual cooperation among high school students.
2. To arouse the element of learning through project work.
3. To give awareness to high school students about project work and helping other.
The targeted population were students enrolled in secondary level of HafiZ Model School
Khokherki . However, in this questionnaire, 60 students, taking a related course, were
selected from HafiZ Model School Khokherki located in district Gujranwala as a sample
while considering the research control and validity of this study.
Questionnaire was used to collect the data needed to provide the information insight
necessary to answer the research questions. In this technique a number of questions were
designed according to requirement and relevancy of researcher being conducted. The
questionnaire was prepared to attain study objectives. From the trade along these lines, the
examination contemplated those planning impacts execution as mean difference in execution
of readied and untrained teachers stayed at 2.7. The examination deduced that educators'
readiness played a huge effect in students' introduction. Results got by the relationship
exhibited that Teachers' Feedback and Students' Learning are related to each other. The
above table exhibits that most students believe that feedback exercises in their classroom are
deficient, with the mean of 2.75, while "exercises outside the classroom are increasingly
powerful" got the mean of 3.75. "I can learn" got minimal mean of 2.5 with "Educator
preparing is gifted to plan and execute exercises". With respect to the announcement
"Educators help us from numerous points of view during instructing", we recorded the mean
of 3. Concerning jobs of educators, students concurred that teacher act as an eyewitness with
the mean of 3.5, as a criticism supplier with the mean of 3.75, as a screen with the mean of
3.75, as a help 3.25, as an assessor 3.5, as a guide and member with the mean of both 3 and
arranger with the mean of 2.75.

Q.11 How do you feel about this practice? What have you learnt? (Self-reflection)
I am feeling very satisfied and glad after my research. It was quite interesting and Conflict
management experience. Now I am confident after this research. Now I am able to do these
all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of
new things which I never learnt in my previous life. For example when I talked with senior
Parents and expert people I learnt a lot of skills of writing. When i taught the children then
me counsel dictionary and great writers, businessmen and novels .These all things increased
my Conflict management also showed them video lesson of some expert and creative writers
to teach them. It also helped me to learn new things. This practice also improved my writing
skills too. I also learnt how to write effectively and accurately I have improved my English
grimmer. My work has been improved. I learnt new methods of improving writing. I learnt
how to write stories in appropriate way. Overall it helped me to develop new writing skills,
new way of teaching writing skills. So I am glad to say that it was unforgettable experience
of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when
we do this research we can also end up numbing our other emotions like joy, peace,
happiness, and pleasure. We can’t fully have one without the other. The first step is always
awareness, because once we have awareness we can start to do something about it.
Awareness alone won’t help us stop using Conflict management. Awareness after the fact is
what I’m talking about here. Starting anything new and trying to create a habit out of it takes
work and time. This is one of the reasons I love researching and attending classes as it’s
basically a scheduled time in the day, where I have no other distractions, to just be in my
routine and notice how I’m feeling. That being said I rarely make it to a class once a week
these days, so I do have to find simple and quick ways to connect.
Q.12 What has it added to your professional skills as a teacher?
It added a lot of new skills in my teaching .It improved my way of teaching. For example
when I talked with senior Parents and expert student I learnt a lot of skills of conflict:
1. Whether I teach high area subject or kindergarten, nothing is more effective tool than
using my imagination to create new and interesting ways for my children to learn. I
may be inspired by the work of another teacher, mentor or a TV commercial - it
doesn't matter. All that matters is that I take the initiative to find new ways for my
kids to learn the material.
2. Parents could have a hard time without a wide variety of support peoples around
them. If I feel alone, y area principal, administrative peoples, parent-teacher
committee, and more are often available to provide me to help. By working as a team,
I have an easier time increasing my children' ability to learn and have fun.
3. Sometimes to get the big reward, I need to take a risk. Being a teacher is about
finding a way to get kids to learn, and sometimes these new methods can be risky.
Stick to it and I'll soon find that others are following my teaching example.
4. I can never know too much when I am a teacher, especially when it comes to the best
way to teach my children. Great Parents are constantly looking for ways to expand
their horizons with courses, workshops, and seminars. Make sure you I don't become
stagnant by taking courses to keep the content fresh in your mind.
5. No teacher will succeed if they don't have good communication skills. Clear, concise,
and to the point - the better your communication skills are, the easier our lessons will
be. There are many different types of classes available to help some Parents who may
need help improving their skills.
6. Every teacher needs to have confidence, not only in themselves but in their children
and their colleagues. A confident person inspires others to be confident, and a
teacher’s confidence can help influence others to be a better person.
7. Modern Parents know how to find engaging resources. In this digital age, it is
essential to find materials and resources for children that will keep them interested.
This means keeping up to date on new technologies and apps, and browsing the web
and connecting to fellow Parents. Anyway that I can engage children and keep things
interesting is a must.

Q.13 List the works you cited in your project (follow the APA manual – 5th Edition).
References:
i. Phillips D, S Burwood & H Dunford (1999) Projects with Young Learners Oxford:
OUP
ii. Effendi. (2013). "The culture of mutual cooperation in the current social change".
Journal of Sociology Thinking, 2(1).
iii. Fried-Booth D (1986) Project Work Oxford: OUP
iv. Wicks. M (2000) Imaginative Projects: CUP
v. Anggorowati, P., Sarmini. (2015). Implementation of mutual cooperation in the
global era (Case Study in Balun Village, Turi District, Lamongan Regency).
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