Yanomamo Tribe Essays - Yanomami, Hei T Bebi, Hedu K Misi, War

Yanomamo Tribe Essays - Yanomami, Hei T Bebi, Hedu K Misi, War Yanomamo Tribe The Yanomamo My name is Eric Dunning and this is my proposal to go and study the Yanomamo tribe in the rain forests of Brazil. I have compiled a historical outline of the Yanomamo tribe and some of their religion and culture, ranging from marital status to the type of food they eat. I have chosen this tribe because according to many anthropologists the Yanomamo are perhaps the last culture to have come in contact with the modern world. The Yanomamo people of Central Brazil are one of the oldest examples of the classic pre-Columbian forest footmen. The Yanomamo live in almost complete seclusion in the Amazon rain forests of South America. The Yanomamo live in small bands or tribes and live in round communal huts called shabonos, which are actually made up of individual living quarters. The Yanomamo language consists of a variety of dialect, but no real written language. Clothes are minimal, and much of their daily life revolves around gardening, hunting, gathering, making crafts and visiting with one another. These small tribes hold their men in high ranks. Chiefs are always men who are held responsible for the general knowledge and safety of the group's women. The men are able to beat their wives if they feel the need to and are able to marry more than one woman at a time. This loose form of polygamy is a way of increasing the population of the tribe. Yanomamo people rely heavily on a system of political alliances based upon relationship. As part of that system, they have incorporated a complex feasting and trading system into their culture. One of these methods of forming political alliances is feasting. Feasting is when one village invites another village for a feast or dinner. During the feast there is a lot of social activity. The Yanomamo dance and mingle with each other along with eating a different variety of foods. The only catch is the other village must reciprocate a feast by one village. This feast is more like an American dinner party in which members of family or social group invite others to attend. A feast however can be dangerous and or fatal for those who attend. The Yanomamo can be very conniving and deceiving. They pretend to be loyal friends and invite the other village for a feast. The other very village very trustfully attends the feast not knowing that this might be their last meal. After the feast when the guests are helplessly resting in their hammocks they are attack ed and brutally beaten to death. The Yanomamo live in a constant state of warfare with other tribes and even within their own groups. Marriages are often arranged according to performances of one's relatives in battles. Ideal marriages are thought to consist of cross cousin marriages and the males of the family and the religious leaders of the tribe perform all marriages. In addition to their strong kinship ties, political alliances and thirst for revenge, the Yanomamo have a detailed religion, based on the use of hallucinogenic drugs and the telling of mythical tales. The religious beliefs of the Yanomamo are quite complex. According to Yanomamo wise men, there are four levels of reality. Through them, the Yanomamo believe that things tend to fall or descend downward to a lower layer is demonstrated. The uppermost layer of the four is thought to be pristine and tender. It is called duku ka misi and the Yanomamo believe that many things originated in this area. This layer does not play much of a role in the everyday life of the Yanomamo. It is considered to be just there, once having some vague function. The next layer down is called hedu ka misi and is known as the sky layer. The top surface is supposedly invisible, but is believed to be similar to earth. It has trees, gardens, villages, animals, plants and most importantly, the souls of the deceased. These souls are said to be similar to mortals because they garden, eat and sleep. Everything that exists on earth is said to have a counterpart on this level. The bottom surface of the layer is said to be what the Yanomamo on earth actually see:

ENGLISH ESSAY WRITING for Students

ENGLISH ESSAY WRITING for Students Students often receive assignments to do creative writing. Majority of our clients feel insecure about their creative writing skills. It is easy to get off track and jump from one topic to another. For that matter a strong English essay writing structure must be applied. All creative writings start with an idea. If you don’t know what to write about, do a list of ideas and see which one you feel most passionate about. Do a thorough research on a topic. Do you best to find all most interesting topic details to make your writing more exciting and bright for reader. Other way to go is to trust your writing to the hands of the professional writer. Find an online writing service you can trust and then place an order. If you have questions, talk to the Customer Support representative who work around the clock and she will address your issue. After the order placement, you can always message the writer directly to monitor the writing process. Also, you can request a draft to be written within 48 hours. Put your draft request directly into the order instructions.

Public health and road saftey Essay Example | Topics and Well Written Essays - 1000 words

Public health and road saftey - Essay Example This report will discuss the roles of public health in road safety with other sectors to achieve better solutions. The main purposes of public health are to protect, to prevent illness and injuries and to promote healthy lifestyle for the public sector (NPHP, 1997). It has sought to decrease the number of deaths and injuries of communicable and non-communicable diseases among the population, through not merely treating but also reducing the risk factor, education, screening, and other intervention (Wilson A., 2000). Therefore, public health has an essential function to play in road traffic to reduce these risks (WHO, 2004). These functions include: collecting data and evidence, analysing the causes, prevention, protection and promotion. Collecting data and evidence: The hospitals collect specific data in a systematic way as much as possible, on the road crashes injuries, and the methods to conduct the injuries observations and surveys. They have also focused on amount, range, charact eristics and consequences of the road traffic injuries (WHO, 2004). Obviously, it should be mentioned in this point that each sector, such as the police department, has different data needs and the collaboration between these data is important to cover all aspects of this issue to find better results (Binder. S., Runge J., 2004). Analysing the data The reason of studying the data of road traffic trauma in public health is to define the cause of mortality, morbidity and the effect of road traffic injuries on their family and the economy (WHO, 2004, Sleet D., Dinh-Zarr, T., Dellinger A., 2007). This can help the other sectors to determine where the real causes of accidents are. For example, road design, drivers’ behavior, etc., and thus obtains a comprehensive perception of this issue. Prevention and protection: Prevent and protect injuries in road traffic are the central aims of public health which can be achieved through enforcement of the decision-makers to consider the inju ries as an important issue and seek improved safety approaches for road traffic (Boss, A., Pikora, T., Daube, M.,2010). Experimental new methods that prevent and reduce the severity of injuries on road crashes are evaluated by the influences of these actions in them (World Report, WHO, 2004). In an example of this action, by using a speed camera, the use of seatbelts and motorcycle helmets increased. Moreover, participation in disseminating effective interventions (Binder. S, Runge J., 2004) establishes an awareness programs in human behavior, such as short broad cast about the impact of wrong behavioral action on roads. (EMSRRS1 report, 2009). Promotion: In this stage, public health allows all people to achieve healthy lifestyles and decrease the road risk to human health which occurs from environmental, economic, social and behavioral causes (Ottawa Charter, 1986). Conclusion Overall, public health should be in alliance with other sectors for share goal. Works cited Binder S., Run ge J., Road Safety and Public Health: A U. S. Perspective and the Global Challenge. Vol. 10, p 68-69. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, United States Department of Health and Human Services, USA, 2004. Print. Boss, A., Pikora, T., Daube, M. Road Safety and Public Health Advocacy: The Way Forward. Public Health Adv

Diabetic Retinopathy Essay Example | Topics and Well Written Essays - 750 words

Diabetic Retinopathy - Essay Example Results from numerous clinical trials of laser photocoagulation and various other treatments and a good understanding of the pathogenesis would have a huge impact on blindness in the diabetic population. [PubMed - indexed for MEDLINE] The prevalence of retinopathy is strongly linked to the duration of diabetes. A stringent control of blood sugar levels delays the onset of diabetes. Vision loss with diabetic retinopathy may occur from several different mechanisms such as Macular oedema or ischemia which may impair central vision. Extensive studies have reported the cost effectiveness of screening for diabetic retinopathy as it saves vision at reduced costs. The cost of screening modalities depends largely on various factors such as trained professionals and accessibility of screening equipment. Current management of diabetic retinopathy includes systematic control of blood pressure and glucose levels, surgery including laser photocoagulation or pars plana vitrectomy; and currently developed pharmacologic interventions. Vitrectomy is capable of restoring useful vision to patients suffering from severe diabetic retinopathy and vitreous hemorrhage either with or without an accompanying traction retinal detachment. [PubMed - indexed for MEDLINE] Systemic Control: Development and progression of diabetic retinopathyis delayed by glycemic control. Laser photocoagulation, which represents the only treatment modality in large, controlled, prospective randomized, clinical trials, shows limited efficacy. Currently, new pharmacologic modalities now being evaluated show promise, but should undergo rigorous prospective randomized clinical trial in order to gain widespread acceptance. Intensive therapy brought down the risk of developing diabetic retinopathy by 76% and reduced the risk of progression of already existing retinopathy by 54%. Maintaining a strict and systematic control of blood pressure and glucose has proven to be difficult for many patients with diabetes. A good number of them will still develop progressive retinopathy and would require either vitrectomy or laser photocoagulation [PubMed - indexed for MEDLINE] Surgery: The latest in surgical techniques is the use of the "Pulse Electron Avalanche Knife" (PEAK-fc, Carl Zeiss Meditec, Jena, Germany) (British Journal of Ophthalmology 2007;91:949-954) which is a new pulsed electrosurgical device that helps in the precise "cold" traction- free tissue dissection. It is very useful in all complicated eye surgeries. For late stages of retinopathy, current laser or surgical treatments are applicable. It also includes proliferative diabetic retinopathy or sight-threatening ME. The study that was conducted proved that photocoagulation can reduce the risk of severe visual loss by about 50%. [PubMed - indexed for MEDLINE]In this process, laser photocoagulation leads to decreased oxygen levels by the retina due to the destruction of the photoreceptor. Anakinra, which is a drug used in arthritis has tested favorably for reducing blood sugar levels. Benfotiamine is a fat-soluble form of vitamin B1 has proved effective by reversing the damage done to the retina due to high blood sugar in the cells. Another surgical research is the

Appearance of Pre-Hispanic Filipinos Essay Example for Free

Appearance of Pre-Hispanic Filipinos Essay The natives of the Philippine islands already wore different types of clothing and ornaments before the arrival of Spanish colonizers. The men usually wore short-sleeved, collarless jackets that reached just below the waste. The jackets were also symbols of their status in the community. The chief usually wore red, for example. The bahag was worn for the lower part. It is a strip of cloth wrapped around the waist which passes between the things, leaving the thighs and legs exposed. A head gear or a putong is a piece of cloth wrapped around the head. This is also important like the color of the jacket. A red putong meant that the wearer has already gone to war and killed an enemy. An embroidered putong meant that the wearer has killed at least seven enemies. Adornments such as necklaces, armlets or kalombiga, anklets, earrings and rings were also worn. These were usually made of gold and other precious stones. Women also wore sleeved jackets called baro and skirts called saya or patadyong. Women fancied wearing ornaments as well such as gem-studded bracelets, necklaces, earrings, and rings. Tattoos Tattoos played an important part in the appearance of pre-Hispanic Filipinos both for the men and women. Tattoos were considered to be the equivalent of medals, one had to work for and earn it. The more tattoos a person had, the more impressive was his or her war record. The Visayas was known to be the Islas del Pintados or Islands of the Painted People because it was the there that the early Spanish colonizers observed very tattooed people and Spanish writers referred to them as the pintados, meaning â€Å"painted†.

Chaucers The Franklins Tale from the Canterbury Tales Essay -- Chauc

Chaucer's The Franklin's Tale from the Canterbury Tales The Franklin’s Tale, one of the many stories comprising the Canterbury Tales, is one of Chaucer’s most celebrated and most contradictory works. This tale set in medieval Brittany narrates the uncanny marriage of the knight Arveragus and his lady Dorigen. This unlikely union was based on mutual trust, love and truthfulness and knew neither the rule of the lady that was typical of courtly love, nor the domination by the husband that was expected of a traditional marriage. In the controversial scene that will be discussed here, Arveragus orders Dorigen to give herself to a man to whom she had made the reckless promise of giving her love if he could accomplish an impossible deed. Critics have argued back and forth for centuries on the topic of knowing whether this scene (and the tale’s outcome) showed the validity of the marriage agreement or, on the contrary, its total utopia. Indeed, how should Arveragus’ reaction be interpreted? Does he stay true to his mar riage vow by sending his wife to a forced adultery? And what does it say about the couples’ values and the validity of their engagement? In my opinion, Arveragus violated the marriage agreement because he valued trouthe to others and knightly honor before trouthe to his wife and to his own promise. His actions were motivated not by the mutual promise the loving couple had made to each other but by the desire to save the couple’s honor in the face of society and to abide by the principle of trouthe, not truthfulness. In order to answer the question of whether Arveragus violates his marriage vows by ordering his wife to Aurelius, one must first carefully analyze said vows and determine exactly what kind of marr... ...2. Chaucer, Geoffrey. â€Å"The Franklin’s Tale†. The Canterbury Tales. Pages 337-358. Flake, Timothy H. â€Å"Love, Trouthe, and the Happy Ending of the Franklin’s Tale†. English Studies. 1996, 3. Pages 209-226. Kaske R.E. â€Å"Chaucer’s Marriage Group†. Chaucer the Love Poet. Edited by Jerome Mitchell and William Provost. University of Georgia Press, 1973. Lawler, Traugott. â€Å"Delicacy vs. Truth†. New Readings of Chaucer’s Poetry. Edited by Robert G. Benson and Susan J. Ridyard. Cambridge: D.S. Brewer, 2003. Schwartz, Debora B. â€Å"Backgrounds to Romance: Courtly Love†. Medieval Literature class. California Polytechnic State University, March 2001. http://cla.calpoly.edu/~dschwart/engl513/courtly/courtly.htm Severs, J. Burke. â€Å"The Tales of Romance†. Companion to Chaucer Studies. Edited by Beryl Rowland. Toronto: New York University Press, 1968. Pages 229-246.

ESL teacher classroom techniques Essay

The purpose of this study was to assess the specific classroom techniques used by ESL teachers to prevent /solve possible discipline related problems while employing cooperative activities with students. In this Enriched ESL cooperative classroom the teacher integrates instructional strategies that facilitate and encourage interaction, collaboration and investigation in the learning environment. The students in the class are not passive learners but are actively involved in the learning process, taking responsibility for their own learning. One of the major aspects of a cooperative learning environment is oral communication between and among students and with the classroom teacher. Students get a chance to discuss a multiplicity of issues that are relevant to the class and explore new concepts in their interactions. This type of learning and peer-to-peer interaction allow students to be engaged in the decision making process of their education and to contribute meaningfully to their own learning and that of their peers. In the cooperative ESL classroom interaction is unavoidable. Students have to work with each other in order to make learning meaningful and to develop the communicative skills necessary for useful function in the real-world language setting. Students need to feel comfortable interacting with each other, sharing ideas, investigating and exploring their language environment and working out solutions to problems. Thus on the road to developing competency in English students will have to make both an individual and a collaborative effort since one of the characteristics of language learning is to develop the social techniques that will help the learner understand how to use the language in a variety of cultural settings. Of course since interaction is intrinsic to the ESL classroom so is the potential for conflict and disciplinary concerns in the classroom. The ESL teacher needs to develop the right skills overtime to manage interactive behaviors in the classroom so that objectives are accomplished and indiscipline and other disruptive behaviors are avoided. In the current study the researcher wanted to determine the behaviors most frequently employed by ESL teachers within the cooperative learning context in response to or as a way of thwarting any potential disciplinary or non-task-related matters. The research questions that guided this research were therefore: . What classroom management techniques are ESL teachers using in the classroom in order to maintain discipline while implementing cooperative learning activities? 2. Can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within groups? In order to accomplish the objectives of the study and to respond to the research questions a mixed methods research approach was taken. This involved the gathering of both qua litative and quantitative data. A questionnaire survey, administered to the ESL teacher, was used to gather the qualitative data. The quantitative data was obtained through observations of the teacher’s classroom behavior in cooperative learning sessions. Participants This study was conducted in a classroom setting and involved an ESL teacher and 28 students, in a francophone private school in Quebec City, Canada. The ESL teacher is a fairly young teacher who has been working at this private school for the past 9 years. The students are primarily from very affluent backgrounds. This is probably because the school charges a very high fee for students wishing to attend and thus only the children of parents of a high socio-economic status, who can afford those fees, are able to attend. The students were observed in their ESL class. They were taking the ELA program in grade 5. ELA is a program for high school students in grade 4 and 5. Students in this program would have completed the EESL program and succeeded the ESL core examination at the end of grade 3. The demographics of the students were 16 girls and 12 boys. They were aged between 15 and 17 years old. This group of students and the ESL teacher were selected because they were utilizing cooperative learning strategies at the time of the research. In fact, the students observed in this study had been taking part in cooperative learning for quite some time. Data collection instrument: A variety of instruments were used in the process of data collection. An initial set of data was collected from the ESL teacher using a telephone interview. The interview included a series of question on how the teacher implemented cooperative learning in her classroom (Appendix 1). The 11 questions on the interview were formulated by the researcher. Another instrument used was the Communicative Orientation of Language Teaching, (COLT) observation scheme by Spada and Frohlich (1995) for the periods of observation in the classroom (Appendix 2). The COLT scheme has been used for decades by classroom researchers in examining interactive classroom behaviors. The COLT scheme was used in its original format, without any modifications, except that the researcher used only the sections on activities and episodes, participant organization and content for the purposes of the research. Data collection procedure The study was conducted at the end of February, at the beginning of the last term of the school year. The students were expected to graduate at the end of the term. In the initial phase of the study the researcher contacted the ESL teacher to respond to the interview questions over the phone. This conversation was also used to make arrangements for a meeting at the school to discuss a few things that needed clarification. The purpose of the interview was to discover the teacher’s attitude towards cooperative working activities, how the teacher used cooperative learning in her classroom, the kind of classroom management techniques she used to instill discipline while implementing cooperative activities and students’ participation in group work activities. The second part of the study involved classroom observations of the same teacher, interacting with a group of 28 students enrolled in the ELA program in grade 5 of high school. The purpose of the observations was to validate the information gathered during the interview. The COLT scheme (Spada, & Frolich, 1995) was used to collect this data. The classroom observations were conducted during three (3) separate classroom periods of 75 minutes duration each while the students were involved in cooperative activities. The research made the checks and marks under the appropriate categories of the COLT. The researcher checked each time the ESL teacher had to intervene in order to direct the students back to their work. The participants were observed three times on three different days of the week in ESL classes where the students where involved in cooperative activities. One of the observations weas done during the first period of the morning, the second was done during the second period and the third observation was done during the last period on Friday afternoon. In the classroom the teacher assigned the students to groups of 4. There were 7 groups. Each student chose one of four topics for a project and they were grouped based on their choice. The teacher provided students with 4 different topics which were then numbered. She finally set up the groups by placing the students together trying to respect, as much as possible, the student’s personal choice. The teacher and students arranged the desks arranged in pairs side-by-side opposite another pair. Such arrangement enabled students to talk to each other with ease. The main characteristics observed by the researcher were students’ behavior and teacher’s interventions during the cooperative learning. This kind of observation was chosen because it gave an idea of the actual classroom practice in terms of students’ behavior and the teacher’s interventions. This may allow some generalization of the results to other classes and teachers that use cooperative learning. Data analysis procedure When all the data were collected the information collected from the COLT (Spada & Frohlich, 1995) was analyzed. The teacher’s interventions were tallied for each observation period and the three periods were compared. The teacher’s responses during the telephone interview, and the information from the COLT scheme, as gathered through observations, were also compared. The purpose of this comparison was to determine the correlation between the reported classroom management techniques that the teacher mentioned during the interview and the actual practices used in the classroom. Results and analysis The data reveal the nature of teachers’ interventions and the students’ behavior during cooperative learning activities. The researcher observed the ESL teacher three times. During the first observation, the teacher had to intervene a total of 12 times. The teacher intervened 3 times to give group feedback and remind the students that they were to read and follow instructions in their booklet, 3 times to refocus students on the task because they were doing something besides their project, 3 times to remind students to communicate in the target language and three times 3 times when she noticed that some students were not working on their projects. During the second period of observation, the teacher had to spend some time reminding students that they were expected to play the roles they had been assigned by the group. Also, she reminded them that everyone was to contribute to the success of their project. The teacher intervened 8 times during this period – 3 times to remind students to communicate in the target language, twice to give feedback to some groups, 3 times to counter inappropriate behavior among certain groups where the students did not display behavior appropriate to the classroom. During the third period of observation, the teacher had to intervene 15 times. of the interventions were to remind students to use the target language in the classroom, 3 times to refocus students on the task because they were doing something besides their project, 4 times for displaying behavior inappropriate to the classroom and 4 times because students were not fulfilling their roles in the group. Some of the more common disrup tive behaviors that were noted include drawing obscenities, spending too much time sharpening their pencils, browsing fancy magazines and passing objects other than their project amongst the groups members. Students sometimes were talking to another group. During the third period one important observation was that students stopped working and arranged their bag while there was still about 8 minutes left in the period. The teacher used that time to settle students and remind them that they had only two periods left to finish their project. In examining the teacher’s reported estimation of the frequency of interventions during cooperative activities as stated during the interview and comparing them to the classroom observation, the results showed that the reported and actual practices were closely aligned. With respect to the techniques used to instill discipline during cooperative learning activities the classroom observations and the telephone interview also demonstrate a positive relationship. For the most part the groups were cooperative. Only 42. 86% of the students, 3 out of 7 groups, displayed problems staying on task. These groups appeared not to have shared the tasks amongst themselves fairly. The teacher had to visit this group very often to ensure that they were working. Observations of the ESL teacher revealed that she used effective cooperative activities which decreased the problems of classroom management to a tolerable level which led students to effectively work in cooperative activities in the classroom. In order to create a successful environment so that students could work effectively in groups, the observed teacher tried many techniques to manage cooperative learning. From the interview she indicated that she used cooperative activities quite frequently. She gave students roles such as ‘Captain English’. This student was to ensure that the entire group used only English in the class. The secretary had to note decisions and ideas during brainstorming and other activities. The president was in charge of seeing that everyone had been working and checking that all the documents were submitted on time. Finally, there was ‘Captain Cheer-up’. This person’s duty was to cheer up the team, motivating them whenever they had successfully accomplished a task and was ready to go forward in the project. The ELS teacher assigned the students to group using the student’s choice of a topic. Based on the report from the teacher group formation has an important role in the success of cooperative activities and students would make the best of their experience in cooperative working if the groups were heterogeneous. The students were quite comfortable working with each other and the teacher. They had been taking the same level English course and they had been studying together for two year. Many of them knew each other very well and were close friends. This is also true of the ESL teacher who had been teaching the same group for come time. According to the teacher, students should not be allowed to choose their peers to form their own teams to do cooperative working otherwise they might not work well and spend the time to talk about things out of the subject. The observed teacher had already explained to the students the most important points in order to obtain better results when working in cooperative learning. She had also explained the different roles the students should hold while working in teams. She had also taught the students how to share the task within the group members and she had emphasized the importance of grouping making. Correct choice of group size was one of the techniques that the teacher used to ensure that the teacher was able to effectively manage student behavior during cooperative working. Research suggests that group sizes should not be too big, a reasonable size being two to four students. The teacher also walked among the groups to ensure that they stayed on task and even offered them needed feedback. According to the teacher, feedback is extremely important for the success of cooperative working as it gives the students the opportunity to adapt themselves according to the teacher’s instructions. The teacher randomly selected a student from each team to present his or her group results. It was a good strategy to make sure that students had worked effectively and that everyone in the team was prepared give respond in case he or she was selected. Reward was primordial in order to raise motivation amongst the groups. The teacher rewarded every team that had worked hard. She also asked students to divide the work into parts and write their names according to what each student’s responsibilities were. Discussion There are limited studies examining effective classroom management techniques for cooperative learning activities in ESL classrooms. The purpose of this study was to fill the gap in the existing literature by discovering and highlighting the specific classroom techniques used by ESL teachers to manage cooperative learning activities successfully by addressing the questions: what management classroom techniques can teachers use in the classroom in order to instill discipline and implement cooperative learning activities? nd can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within the groups? This study has attempted to show different ways in which the cooperative teaching method could improve students’ behavior and help classroom discipline. With principles such as positive interdependence, face-to-face promoting interactions, individual and group accountability, interpersonal, small group skills and grou p processing, cooperative learning has all the necessary elements to ensure that discipline is maintained in the classroom. The current research conforms to existing research paradigms on classroom management and the results are representative of previous findings in this area. In examining the effect of classroom management on the success of cooperative learning, this study, like others before it, showed that group formation is an effective classroom management tool for cooperative learning activities. Research recommends randomly assigned heterogeneous groups of students to form success cooperative groups. This study supported the finding that these groups are successfully managed in the classroom and are preferred to homogenous, self-selected groups (Emmer, Gerwels & Austin, 2005). The students in this group performed well because groups were heterogeneous so the students were able to profit from everybody’s contribution. The data collected also showed that group size was a very important factor in helping to ensure classroom management success in cooperative learning strategies. Studies also support that assigning specific roles to each student in a group ensures that everyone stays on task and that cooperative learning strategies would be more successful. This success is even further assured when students respect the roles they have in the group. Researchers have suggested the use of rewards to help motivate students to stay on task and to successfully complete activities in cooperative learning groups. The teacher in this study employed rewards to hardworking groups and this was able to motivate them to perform well. When members of the group look forward to a reward they will ensure that each works in completing the task so that all the members would benefit, they are aware that failure of one person to do what is required would result in the failure of the entire group. One thing that was immediately obvious from the observations was that students were, for the most part, aware of good cooperative skills. The students in this group have been involved in cooperative learning for quite a while and thus this exposure might have helped them to develop proper cooperative learning strategies. While there were some disruptions during the class, these were not significant enough to take away from the cooperative task and students by and large appeared to understand what was required in the cooperative groups and the proper procedures they needed to follow. Overall, the study has shown that it is possible to use cooperative learning and manage the classroom successfully. Nevertheless, all the elements of successful cooperative learning have to be adhered to in order to obtain good results. Moreover, the students must be aware of what is expected in cooperative activities. This study fits well in the existing literature on cooperative learning and classroom management. It could help ESL teacher with their classroom management while doing cooperative learning and administrators when they are examining, planning and implementing alternative teaching strategies and approaches. Conclusion This study supported the idea that cooperative learning, if used effectively, can help teachers manage their classes. If cooperative learning is implemented effectively, it could facilitate the effective management of the classroom. However, there are many elements that should be taken into consideration to attain such result. Based on these finding, teachers need to pay more attention to the classroom management techniques they use during cooperative learning. This study showed that it is possible for ESL teachers to implement cooperative learning and manage their classroom successfully if they have effective classroom management techniques. Knowing that classroom management is an important element for the success of cooperative learning, this study aimed to help teachers who implement this method for the first time to better manage their classes. This study has many limitations. Only one ESL teacher and one group of high school students in grade 5 participated in the study. Moreover, the research group was already organized when the research did the observation. Due to time constraints, the researcher could not observe the ESL teacher with her students more than three times. The results of this study provide a description of the implementation of cooperative learning that is specific to the participating teacher. Amongst all the techniques used by the ESL teacher during the observation, there is one that the teachers did not implement in her classroom. She did not have the students write a daily report to inform what they had done on that day and who had done what in the project. Therefore, more research is needed to determine the extent to which these results could be if such technique should be applied. This study showed how the ESL teacher managed her classroom and how the students behaved during cooperative learning. However, it is not easy to generalize the results because the observations were done by only one researcher. The results needed to be validated by another observer.