Peer Teaching Observation Report

Observation Report

Teachers : Aashi Joshi, Anu, Katrina, Kankan Das

Observer : Yanuar Dwi Prastyo

Element : Grammar

Sub-Element : Describing and Comparing People

Date : 14 October 2010

Class Level : 6

Duration : 60 minutes

Preparation Stage (Aashi)

Description of the Class Activities

The class started by teacher showing a picture to students and told them that the picture is teacher’s friend. Then teacher wrote the description of the picture on the basis of the characteristics given on the chart. After that teacher put 10 pictures with its details description on her table and asked students to come and pick up one picture as their friend. After students have chosen their friend, teacher asked students to give name to the picture and looked at the details mentioned along with the picture. Next teacher asked one student to show his/her friend to the class and teacher made comparison between student’s picture and teacher’s picture according to the given characteristics. After that teacher divided students in pairs and asked them to compare their picture with their pairs. Then teacher elicited some words used to compare different things like “tall-taller, small-smaller, big-bigger, etc”. Before the end of the stage, teacher gave summary of that stage.

Comments:

Aashi started the class with very nice and warm facial expression, voice and body movement which can motivate students to participate actively in the class. From the very beginning of the class Aashi maintained good eye contact to the students, her voice and body language also showed that she is very confident and willing to teach. The idea of making students came forward and picked up a picture on the table was very good because it can grasp students’ full attention and make students get involve totally to the class activity. Asking students to give name to their picture could make students feel that the picture is really their friend. Making students share their friend in pairs also gave students initial practice on how to describe and compare pictures’ characteristics. The only one problem which I noticed was teacher’s writing on the chart was not clear because the color choice which was similar to the chart color.

Presentation Stage (Katrina)

Description of the Class Activities

This stage was started by the teacher bringing students’ attention to the chart and then using the words on the chart and started to explain the “er” and “ier” form to the students. Teacher also elicited some more words used to compare things which end in “y” sound like “lazy, heavy, happy, etc” then focusing on the different form of “er” and “ier” in comparing things. In this stage, students were very active to participate in class activities. Next, teacher showed a cartoon video and asked the students to give attention to the words used in comparing things. Teacher explained the word “less than” and “more than” to the students and its function in comparing things. Finally teacher gave summary of the lesson on this stage.

Comments

:

Katrina started this stage by bringing students attention to the chart and explained the words. Katrina’s voice and body language was very nice. She also involved students in the class activities by giving some question and eliciting some words from the students. She also gave a good feedback for students’ participation in the class. One problem in this stage was that when eliciting some words from students, although Katrina gave good feedback to the students but she did not write students’ words on the board. There was also problem in audio visual tool which distracted students’ attention.

Practice Stage (Anu G)

Description of the Class Activities

Teacher started this stage by asking students whether they wanted to know their friends’ picture. Then, teacher asked students to stand up and go around seeing their friends’ picture and finding out the exact opposite of their picture based on the characteristics along with their picture. Students went around and compare their picture with their friends’ picture to make comparison. Then, after all students got the exact opposite of their picture, they sat in pairs and wrote down a paragraph which compares their picture. Students were given 5 minutes to write and then they were asked to present their paragraph in front of the class. While the students presented their paragraph, teacher gave feedback and encouragement.

Comments:

Anu started her part by creating curiosity in students’ mind by asking if they wanted to see their friends’ picture. She maintained good eye contact with the students and controlling the class very well. Her voice also good and all students can understand what she is saying. Her instructions to the students were also very clear. She monitored students work very well and always encouraged the students to actively participate in the class and gave good feedback.

Production Stage (Kankan)

Description of the Class Activities

Teacher started this stage by asking students to open their surprise strip in their picture. In that strip students found the number of calories needed by the picture. Then teacher divided students into two groups. After the students settled in two groups, they were asked to choose the healthiest eating habit among their group member based on the characteristics of the picture’s eating habit. Then students discussed in their group of why they chose the particular picture to be the healthiest picture. Students had 5 minutes to discuss with their group member then they compare in debate with other group. And when they were debating, one student from each group wrote down their group good point on the board. The teacher then chose the winner by looking at which group used more comparative sentences in their description.

Comments:

Kankan has a very nice smile while teaching. He was very energetic and active while teaching. But there were some problem that I found in his teaching. First, I noticed that his instruction was not clear to the students so that there were many confusion and question while students doing their task. He also gave the instruction once in each group instead of giving the instruction to the whole class, this made different understanding between the two groups. While the discussion and the debate were going on, there were only two or three students dominate the class.

Overall, the class lesson and activities were successfully done. During the class, students were actively participated and learning was taking place. The level of the lesson is appropriate with the level of the students’ ability which is in 6 grade.

The Acquisition Learning Hypothesis

The acquisition-learning distinction is perhaps the most fundamental of all hypotheses proposed by Stephen Krashen. It states that adults have two distinction and independent ways of developing competence in a second language.
The first way is language acquisition, a process similar, if not identical, to the way children develop ability in their first language. Language acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication. The result of language acquisition, acquired competence, is also subconscious. We are generally not consciously aware of the rules of the languages we have acquired. Instead, we have a “feel” for correctness. Grammatical sentences “sound” right, or “feel” right, and errors feel wrong, even if we do not consciously know what rule was violated.
Other ways of describing acquisition include implicit learning, informal learning, and natural learning. In non-technical language, acquisition is “picking-up” a language.
The second way to develop competence in a second language is by language learning. We will use the term “learning” henceforth to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is “knowing about” a language, known to most people as “grammar” or “rules”. Some synonyms include formal knowledge of a language, or explicit learning.
Some second language theorists have assumed that children acquire, while adults can only learn. The acquisition-learning hypothesis claims, however, that adults also acquire, that the ability to “pick-up” language does not disappear at puberty. This does not mean that adults will always be able to achieve native-like levels in a second language. It does mean that adults can access the same natural “language acquisition device” that children use. As we shall see later acquisition is a very powerful process in the adult.
Error correction has little or no effect on subconscious acquisition, but is thought to be useful for conscious learning. Error correction supposedly helps the learner to induce or “figure out” the right form of a rule. If, for example, a student of English as a second language says “I goes to school every day”, and the teacher corrects him or her by repeating the utterance correctly, the learner is supposed to realize that the /s/ ending goes with the third person and not the first person, and alter his or her conscious mental representation of the rule. This appears reasonable, but it is not clear whether error correction has this impact in actual practice.
Evidence from child language acquisition confirms that error correction does not influence acquisition to any great extent. Brown and his colleagues have shown that parents actually correct only a small portion of the child’s language (occasional pronunciation problems, certain verbs and dirty words). They conclude from their research that parents attend far more to the truth value of what the child is saying rather than to the form. For example: “Her curl my hair” was approved because the mother was in fact curling Eve’s hair. On the other hand, “Walt Disney comes on Tuesday” was corrected, despite its syntactic correctness, since Walt Disney actually came on television on Wednesday. Brown conclude that it seems to be “truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful”.

Taken from: Krashen, S. (1982). Principles & Practice in Second Language Acquisition. Pergamon Press Inc. p.10-11

The Monitor Hypothesis

While the acquisition-learning distinction claims that two separate processes coexist in the adult, it does not state how they are used in second language performance. The monitor hypothesis posits that acquisition and learning are used in very specific ways. Normally, acquisition “initiates” our utterances in a second language and is responsible for our fluency. Learning has only one function, and that is as a monitor, or editor. Learning comes into play only to make changes in the form of our utterance, after it has been “produced” by the acquired system. This can happen before we speak or write, or after (self-correction).
The monitor hypothesis implies that formal rules, or conscious learning, play only a limited role in second language performance. These limitations have become even clearer as research has proceeded in the last few years. This research suggests that second language performers can use conscious rules only when three conditions are met. These conditions are necessary and not sufficient, that is, a performer may not fully utilize his conscious grammar even when all three conditions are met. Those three conditions are:

a) Time
In order to think about and use conscious rules effectively, a second language performer needs to have sufficient time. For most people, normal conversation does not allow enough time to think about and use rules. The over-use of rules in conversation can lead to trouble (a hesitant style of talking and inattention to what the conversational partner is saying).

b) Focus on form
To use the monitor effectively, time is not enough. The performer must also be focused on form, or thinking about correctness. Even when we have time, we may be so involved in what we are saying that we do not attend to how we are saying it.

c) Know the rule
This is a very formidable requirement. Linguistics has taught us that the structure of language is extremely complex, and they claim to have described only a fragment of the best known languages. We can be sure that our students are exposed only to a small part of the total grammar of the language, and we know that even the best students do not learn every rule they are exposed to.

There are some differentials uses of the conscious monitor. Krashen suggests that there may be three basic types of performer.

a) Monitor Over-Users
These are people who attempt to monitor all the time, performers who are constantly checking their output with their conscious knowledge of the second language. As a result, such performers may speak hesitantly, often self-correct in the middle of utterances, and are so concerned with correctness that they cannot speak with any real fluency.
There are may be two different causes for over-user of the grammar. Over-user may first of all drive from the performer’s history of exposure to the second language. Many people, victims of grammar-only type of instruction, have simply no had the chance to acquire much of the second language, and may have no choice but to be dependent on learning. Another type may be related to personality. These over-users have had a chance to acquire, and may actually have acquired a great deal of the second language. They simply do not trust this acquired competence and only feel secure when they refer to their monitor “just to be sure”.

b) Monitor Under-Users
These are performers who have not learned, or if they have learned, prefer not to use their conscious knowledge, even when conditions allow it. Under-users are typically uninfluenced by error correction, can self correct only by using “feel” for correctness and rely completely on the acquired system.

c) The Optimal Monitor Users
Our pedagogical goal is to produce optimal users, performers who use the monitor when it is appropriate and when it does not interfere with communication. Many optimal users will not use grammar in ordinary conversation, where it might interfere. In writing, and in planned speech, however, when there is time, optimal users will typically make whatever correction they can to raise the accuracy or their output.
Optimal monitor users can therefore use their learned competence as a supplement to their acquired competence. Some optimal users who have not completely acquired their second language, who make small and occasional errors in speech, can use their conscious grammar so successfully that they can often produce the illusion of being native in their writing. This does not imply that conscious learning can entirely make up for incomplete acquisition. Some unacquired rules will be learnable and other not. The optimal user is able to fill part of the gap with conscious learning, but not all of it.

Taken from: Krashen, S. (1982). Principles & Practice in Second Language Acquisition. Pergamon Press Inc. p.15-20

SLA and It's Related Disciplines

The study of how second languages are learned is part of the broader study of language and language behavior. It is not more central or peripheral than any other part of linguistics study, which in turn has as its larger goal the study of the nature of the human mind. In fact the mayor goal of second language acquisition research is the determination of linguistic on the formation of second language grammar. Some related discipline of second language acquisition are:
a. Language Pedagogy
Most graduate programs whose goal is to train students in language teaching now have required course work in second language acquisition. People have come to realize that if one is to develop language methodologies, there has to be a firm basis for those methodologies in language learning. It would be counterproductive to base language teaching methodologies on something other than an understanding of how language learning does and does not take place. In other words, pedagogical decision making must reflect what is known about the process of learning, which the domain of second language acquisition. Second, rationale related to language pedagogy has to do with the expectations that teachers have of their students.
b. Cross Culture Communication and Language Use
We have noted some expectation that teachers have about students. Similarly, in interactions with speakers of another language/culture, we have certain expectations and we often produce stereotyped reactions. For example, we may find ourselves making judgments about other people based on their language. It turns out that many stereotypes of people from other cultures (e.g. rudeness, unassertiveness) are based on patterns of nonnative speech. These judgments in many instances are not justified, because many of the speech patterns that nonnative speakers use reflect their nonnativeness rather than characteristics of their personality.
c. Language Policy and Language Planning
Many issues of language policy are dependent on a knowledge of how second languages are learned. For example, issues surrounding bilingualism, such as the English Only Movement in the United States, or the many different types of bilingual education (including immersion program) can only be debated if one is properly informed about the realities and constraints of learning a second language. National language programs often involve decision making that is dependent on a). Information about second language learning, b) the kinds of instruction that can be brought to bear on issues of acquisition, and c) the realities and expectations one can have of such programs. All too often, these issues are debated without a clear understanding of the object of debate, that is, the nature of how second languages are learned.

In sum, second language acquisition is a complex field whose focus the attempt to understand the processes underlying the learning a second language. It is important to reemphasize that the study of second language acquisition is separate from the study of language pedagogy, although this does not imply that there are not implication that can be drawn from second language acquisition to the related discipline of language teaching.

Krashen's Acquisition Learning Hypothesis

The acquisition learning hypothesis is the most fundamental of all hypothesis in Stephen Krashen’s theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: “the acquired system” and “the learned system”.
The acquired system or acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. This involves developing the skills of interacting with foreigners to understand them and speak their language. It requires meaningful interaction in the target language – natural communication – in which speakers are concentrated not in the form of their utterances but in the communicative act.
The learned system or learning is the product of formal instruction and it comprises conscious process which results in conscious knowledge about the language, for example knowledge of grammar rule. This process involves receiving information about the language, transforming it into knowledge through intellectual effort and storing it through memorization. According to Krashen “learning” is less important than “acquisition”.
In this theory Krashen concludes that language acquisition is more efficient than language learning for attaining functional skills in foreign language and that the efficient teaching of language is not that tied to a package course of structured lessons nor is the one that relies on technological resources. Efficient teaching is personalized, based on personal skills of facilitator in creating situations of real communication focusing on the students’ interests and taking place in bicultural environment.

Definition of Second Language Acquistion

Second Language Acquisition (SLA) is the study of how second languages are learned. In other words, it is the study of the acquisition of a non-primary language; that is the acquisition of a language beyond the native language. It is the study of how learners create a new language system with only limited exposure to a second language. It is the study of what is learned of a second language and what is not learned; it is the study of why most second language learners do not achieve the same degree of knowledge and proficiency in a second language as they do in their native language; it is also the study of why only some learners appear to achieve native-like proficiency in more than one language. Additionally, second language acquisition is concerned with the nature of the hypotheses (whether conscious or unconscious) that learners come up with regarding the rules of the second language.
The study of second language acquisition draws from and impacts many other areas of study, among them linguistics, psychology, psycholinguistics, sociology, sociolinguistics, discourse analysis, conversational analysis, and education, and so on. That’s why second language acquisition is truly an interdisciplinary field.

Rahasia Sukses Mencapai Tujuan Hidup

Teman…

“without goal and plans to reach them, you care like a ship that sail with no destination” (Frit hurgh dodson)

Itulah perumpama’an bagi orang yang tidak punya tujuan dalam hidupnya.Banyak orang melakoni peran nya ,tapi tidak tau arah hidup yang ingin di tujunya.Mereka-reka hidup adalah apa yang kemudian di lakukannya, bila suatu hal buruk terjadi, mereka akan berdalih nasib tak berpihak padanya. Tidak jarang seseorang baru menyadari tujuan hidupnya pada usia tua. Sangat di sayangkan memang sering kali orang tidak mau berani melakukan perubahan dalam hidupnya. Dia hanya menunggu dan menunggu adanya perubahan tersebut,,,,,hingga akhirnya tujuan hidupnya tidak tercapai.

Sebenarnya tidak masalah jika kita harus mengubah tujuan hidup beberapa kali. Hal yang terpenting adalah setiap saat kita mempunyai tujuan hidup yang ingin di capai.setidaknya kita tau ke mana kita akan berjalan dan strategi apa yang harus di ambil.

4 cara yang bisa kita pakai untuk menetapkan tujuan hidup:

1. Apa sebenarnya keinginan kita?

Tanyakan pada hati nurani, apa sebenarnya keinginan kita untuk beberapa tahun ke depan, tidak ada salahnya kita bermimpi, kita tidak malu mengakuinya, lagi pula toch tak ada biaya yang harus di keluarkan untuk sekedar bermimpi.

2. Kumpulkan informasi

Dengan mengumpulkan informasi, kita akan bisa lebih mudah mencapai tujuan yang di inginkan .jika ada orang lain yang sudah berhasil melakukan yang kita inginkan, belajarlah dari mereka lakukan apa yang mereka kerjakan.

3. Jangan diam

Lakukan sesuatu dan secara terus menerus yang akan membawa kita pada impian hidup yang di inginkan.

4. Tingkatkan kemampuan

Jika ada cara yang kita lakukan terbukti efektif dan mendekatkan pada tujuan yang ingin di capai, maka alangkah baiknya jika kita berusaha untuk meningkatkan kemampuan dan menambah kinerja agar tujuan hidup kita lebih cepat tercapai.

Jika ke empat hal di atas kita lakukan secara terus menerus tanpa lelah dan bosan insyallah kita akan mendapatkan tujuan hidup yang di inginkan.kita ibaratnya seorang “Pemahat” atas gambaran hidup kita sendiri. Dan seorang pemahat yang baik akan selalu memilki “Planning” terlebih dahulu untuk mendapatkan hasil terbaik dalam hal ini kita hanya bisa sebesar dan sebagian sebagaimana tujuan yang telah kita tentukan, oleh sebab itu pahatlah diri kita sebaik mungkin.

http://filsafat.kompasiana.com/2010/01/15/tetapkan-tujuan-hidup/

9 Tips Pengembangan Kepribadian

Sebelum saya membahasa lebih lanjut tentang pengembangan diri, ijinkan saya untuk memberikan definisi singkat dari pengembangan diri dan apa yang akan kita dapatkan dengan mengetahuinya. Pengembangan diri adalah sebuah alat yang mana dapat mengeluarkan kemampuan nada dan kekuatan anda yang membuat anda sadar akan jati diri anda dan menjadikan anda lebih percaya diri untuk menghadapi dunia luar.

Pengembangan diri akan membuat orang-orang mampu meningkatkan kebutuhan mereka, kesehatan mereka, prospek karir mereka, hubungan mereka, kecantikan mereka dan masih banyak lagi. Sebagaimana kita memiliki banyak sekali daftar hal-hal yang kita inginkan, kita harus berusaha untuk mengetahui apa sebenarnya yang kita butuhkan.

Hal apa dalam hidup anda yang paling ingin anda tingkatkan? Karena ini adalah pertanyaan dasar, anda bisa anda dapat membuat pertanyaan anda sendiri untuk menemukan hal paling penting yang anda ingin tingkatkan dalam kehidupan anda sehari-hari. Ketika anda telah menemukan jawaban atas pertanyaan ini, sekarang anda siap untuk mengikuti tip-tip dibawah ini untuk meningkatkan “jiwa” dalan hidup anda.

Bagaimana cara meningkatkan kepribadian anda?

1. Habiskan waktu dalam kegiatan sehari-hari anda untuk diri anda sendiri. Kebanyakan dari kita memberikan waktu dan usaha kita untuk kebutuhan atau pekerjaan orang lain. Oleh karena itu cobalah anda luangkan waktu beberapa menit untuk diri anda sendiri yang akan membawa perubahan besar bagi anda dalam jangka waktu yang lama.

2. Fikirkan tentang dan temukan jika anda benar-benar sedang melakukan apa yang anda inginkan. Kebanyakan dari kita, disebabkan oleh keadaan, tidak mampu untuk mengerjakan apa yang kita inginkan, mulai sekarang mari kita singkirkan alasan-alasan ini dan memulai melakukan apa yang kita inginkan. Hal ini akan menciptakan tingkat energy baru dalam diri anda ketika anda melakukan sesuatu yang benar-benar anda inginkan.

3. Alasan paling penting yang mencegah kita untuk melakukan hal-hal untuk diri kita sendiri adalah pemahaman dan pandangan kita tentang kesalahan. Jangan pernah takut akan kesalahan, jangan biarkan kegagalan menghentikan anda dari hal-hal yang anda ingin lakukan. Setiap orang dari kita telah belajar pada tingkat-tingkat awal hidup kita bahwa “Kegagalan adalah batu loncatan untuk meraih sukses” tetapi kenyataanya tak satupun dari kita mengikutinya.

4. Anda juga harus fleksibel untuk merubah jalan anda ketika sesuatunya tidak berjalan sesuai dengan keinginan anda. Ketika anda menetapkan fikiran anda terhadap sesuatu, sesuatu itu mungkin tidak akan berjalan lancer seperti keinginan anda, dalam keadaan ini anda harus siap untuk melakukannya dengan cara yang berbeda.

5. Terahir, dalam kegiatan anda sehari-hari temukan waktu dalam kehidupan anda sehari-hari untuk membaca atau mendengar beberapa artikel pengembangan kepribadian yang memberikan anda pelajaran inspirasional yang akan memberikan anda energy positif untuk peningkatan.

6. Otak kita memberikan respon lebih banyak pada gambar dari pada kata-kata. Jadi buatlah beberapa gambar tujuan-tujuan anda dan visualisasikan itu dalam kehidupan sehari-hari anda. Anda dapat mempraktekkan ini dengan menempelkan sebuah gambar di dinding depan tempat tidur anda dan tentunya ini akan membantu anda untuk melihat tujuan anda ketika anda bangun.

7. Jaga kesehatan tubuh dan fikiran untuk melawan pemikiran negatif anda. Yoga akan sangat membantu anda melakukan hal ini. Bangun awal dipagi hari, lakukan latihan pernafasan beberapa saat akan dapat merefresh pikiran anda dan akan memberikan anda hari yang cerah.

8. Buatlah catatan atau diary atas semua hal-hal positif dan negatif yang anda hadapi dalam kehidupan anda sehari-hari. Melihat kembali catatan-catatan dalam diari anda akan membantu anda mengukur perkembangan anda dan ini juga akan membantu anda belajar dari pengalaman hidup pribadi anda.

9. Kapanpun anda mencapai sesuatu, jangan menyimpannya untuk diri anda sendiri, berbagilah dengan teman dekat atau pasangan anda dan rayakan. Hal ini akan memotivasi anda untuk mencapai pencapaian-pencapaian yang lebih dalam hidup anda.

Selamat mencoba tips-tips yang telah saya berikan dan semoga kita selalu mendapat petunjuk dari Allah SWT sehingga kita menjadi orang-orang sukses yang diridhoi-Nya.

How to Reduce Cell Phone Risk for Health

Here are some ways to reduce the amount of radiation you get from cell phones. Even if some final study says there is no danger, there is no risk following these tips. So lets start with the fact that not all cell phones are created equal. Some produce more radiation then other. Use a low radiation phone. Next, consider spending less time on your cell phone. When you knowthe conversation will be long one, use wired phone. The closer your cell phone is to your body, the more radiation you get. Holding a phone 2 inches from your ear dramatically reduces the amount of radiation zapping your brain. You'd think that using a hands-free earpieces is safe, but actually wired earpieces can serve as an antenna that actually concentrates the radiation that your phone received.
The safest way to use a cell phone is tho hold it away from your body and use the speaker phone setting. Almost every one agrees that radiation exposure in that mode is minimal.
Many may not routinely use the speakerphone setting. it eliminates privacy and isn't practical in many situations. But there is still a way to reduce radiation, even when you must hold the cell next to your ear. Simply shift the phone from one ear to the other at regular intervals. That means you are not concentrating all that radiation on one side of your head.
The last tip involves those bars displayed on the cell phone screen. The bars indicate the strength of the signal. Cell phonesare most dangerous when the signal is very weak. Here is why: In weak signal areas the cell phone cranks up its power automatically in an attempt to compensate. So you are exposed to more radiation during times like that.
Use cell phones wisely and take care of your health.

Fujitsu Membuka Beasiswa Manajemen Kepemimpinan Global

Fujitsu membuka pendaftaran program beasiswa manajemen kepemimpinan global di Japan-America Institute of Management Science (JAIMS) periode 2010 yang terbuka bagi seluruh masyarakat Indonesia. Achmad S. Sofwan, Chief Operating Officer Fujitsu Indonesia, mengatakan beasiswa Fujitsu bertujuan memberikan kesempatan bagi seluruh masyarakat di Asia Pasifik untuk memberikan sumbangsihnya pada kawasan ini lewat pembelajaran nilai dan budaya yang berbeda, serta bisnis global.

"Hingga saat ini, sudah ada 370 profesional bisnis termasuk dari Indonesia yang mendapatkan beasiswa Fujitsu. Beasiswa ini terbuka di 18 negara Asia Pasifik," kata Achmad dalam rilis pers Senin (4/1/2010). "Beasiswa ini adalah kontribusi Fujitsu bagi kawasan ini, sekaligus bisa menjadi kesempatan pengembangan kepemimpinan bagi praktisi bisnis di Indonesia."

Fujitsu memberikan beasiswa bagi program baru di JAIMS, yakni East-West Leade rs Program (EWKLP) yang bertujuan menyiapkan generasi baru pemimpin bisnis. Fujitsu akan membuka pendaftaran permohonan beasiswa ini hingga 10 Maret 2010, dilanjutkan dengan wawancara pada April 2010 dan pemilihan peserta pada Mei 2010.

JAIMS EWKLP 2010 Fall Term ini akan berlangsung mulai 11 Oktober 2010 hingga 6 Januari 2011 di Hawaii, AS dan Jepang. Program EWKLP menggabungkan praktik-praktik terbaik dari Timur dan Barat dengan format pembelajaran intensif. Setelah masa perkuliahan di Hawaii, peserta akan diundang ke Jepang untuk mengikuti berbagai kegiatan terkait kebudayaan, pendalaman tentang Fujitsu dan pemberian penghargaan.

Angeline Melissa Simanullang, alumni JAIMS EWKLP Spring 2009, menceritakan seluruh materi diberikan oleh para profesor yang ahli di bidangnya, dari tradisi keilmuan Barat dan Timur. "Melalui program ini saya mendapatkan pengetahuan mendalam tentang bisnis global melalui materi-materi yang singkat namun sangat praktis. Ada juga sejumlah topik khusus menarik karena memberikan perspektif bisnis yang lain dari sudut pandang non-bisnis," katanya.

Angeline yang meraih Student’s Choice Award pada JAIMS-EWKLP saat ini adalah Art Director MAC909.

Atmosfir lintas kultural dalam program ini, lanjut Angeline, sangat terasa karena pada saat itu diikuti siswa dari sembilan negara dengan latar belakang profesi yang berbeda, harus hidup dan bekerja sama setiap hari.

"Secara keseluruhan program ini telah menyatukan para pemuda dari berbagai negara, membentuk komunitas dunia, ikatan yang diharapkan bisa berlangsung selamanya. Melalui program pemberdayaan ini, kami mendapatkan pengetahuan bisnis dan pemahaman lintas kultural yang menjadi aset penting bagi semua orang untuk sukses di era global ini," tuturnya.

Jessica Schwarze, alumni JAIMS-EWKLP 2005, mengatakan kelas-kelas dalam program ini benar-benar berfokus pada skenario-skenario bisnis nyata yang hingga saat ini sangat bisa diterapkan dalam pekerjaannya.

"Manfaat dari pelajaran yang saya dapatkan selama program empat bulan secara intensif di Hawaii dan Tokyo ini sungguh tidak ternilai harganya. Dari beasiswa ini saya juga bisa berinteraksi dengan orang-orang dari berbagai latar belakang budaya, sekaligus mempelajari bisnis global," kata Jessica yang saat ini adalah Head of Marketing SAP Indonesia.

Fujitsu memberikan beasiswa untuk JAIMS EWKLP ini yang mencakup biaya perkuliahan, transportasi, asuransi kesehatan dan uang saku untuk biaya hidup. Persyaratan peserta sarjana dari semua latar belakang, dengan IPK minimal 3.0, mencapai nilai TOEFL minimum 577/233/90 (paper/computer/internet), atau TOEIC minimum 750 atau IELTS 6.5, memiliki pengalaman kerja penuh waktu minimum selama tiga tahun, diutamakan lima tahun.

Beasiswa Fujitsu diselenggarakan sejak 1985 untuk memperingati 50 tahun yayasan Fujitsu. JAIMS didirikan pada 1972 oleh Yoshimitsu Kohra yang saat ini menjabat President Fujitsu Limited. Untuk informasi lebih lanjut mengenai Fujitsu Scholarship, kunjungi http://www.fujitsu.com/scholarship atau kontak ke contact-scholarship@cs.jp.fujitsu.com

diambil dari : kompas.com

Menjadi Pandai dengan Mengerjakan

Roni, seorang karyawan bank swasta, sudah berkali-kali mengikuti seminar tentang wirausaha. Berbagai macam teknik bisnis sudah ia pelajari tapi sampai hari ini ia masih belum berani mengambil tindakan untuk memulai usaha baru.

Banyak diantara kita yang punya “hobby” belajar tapi rasanya kok hidup belum menunjukan perubahan berarti. Berapa banyak buku yang sudah Anda baca, berapa kali sudah Anda pergi ke seminar, berapa kali Anda diminta untuk segera take action tapi sampai detik ini Anda masih belum bergerak. Merasa bersalah?

"The possibilities are numerous once we decide to act and not react." (George Bernard Shaw)

Menurut beliau, begitu kita berhenti berpikir dan segera bertindak kita membuka diri terhadap kesempatan yang jumlahnya banyak sekali, bahkan melebihi dugaan kita. Namun problemnya adalah seakan-akan kita tidak punya alasan yang cukup kuat kenapa kita harus mengambil tindakan. Berikut ini tiga alasan utama yang ingin Anda pertimbangan ketika Anda ragu-ragu untuk bertindak:

1. Hanya Anda yang bisa take action, bukan orang lain

Kalau Anda ditanya, “Siapa yang menjalankan hidup Anda?”, jawabnya pasti mudah: “Anda sendiri!”. Artinya Anda bertanggung jawab atas hidup Anda sendiri, bukan orang lain. Anda memiliki kekuatan untuk mengendalikan dan bahkan meningkatkan kualitas hidup Anda karena Anda sendirilah pilot pesawat hidup Anda.

Kalau Anda punya rencana bisnis, karir, atau rencana untuk merubah hidup maka Anda ingin menyadari bahwa tidak ada orang lain yang akan take the first action, kecuali Anda sendiri. Anda bisa mendapatkan bantuan dari keluarga, teman, buku, blog. Tapi tindakan harus diambil oleh Anda sendiri. Hidup Anda adalah tanggung jawab Anda. Buatlah pilihan dan keputusan yang membawa kebaikan bagi Anda sendiri.

2. Terapkan pengetahuan yang Anda miliki

Pastinya kalau Anda membaca artikel ini Anda seorang pencari ilmu di Internet. Barangkali Anda sudah membaca banyak buku dan blog. Anda mungkin merasa pengetahuan Anda sekarang bertambah. Tidak ada salahnya dengan itu. Saya sendiri mempunyai kebiasan membaca paling tidak 10 halaman sehari. Waktu bagi saya sangat berharga oleh karena itu saya sangat jarang sekali menonton televisi.

Lebih dari itu saya percaya bahwa mengumpulkan pengetahuan tidak bisa menggantikan action. Anda bisa membaca puluhan buku, namun apabila Anda tidak mempraktekkan apa yang Anda pelajari dari buku-buku itu semua pengetahuan yang Anda miliki bisa sia-sia belaka.
Menghadiri pelatihan atau seminar membantu Anda untuk memperoleh inspirasi. Barangkali Anda menjadi bersemangat untuk take action. Semangat ini ingin Anda tindak lanjutin dengan mengambil tindakan nyata dimana Anda betul-betul menerapkan pengetahuan yang Anda miliki.

3. Menjadi lebih pandai dengan mengerjakan

Ada ungkapan “you learn by doing” yang artinya pengetahuan Anda menjadi bertambah seiring Anda menerapkannya dalam tindakan nyata. Apabila Anda seorang yang haus pengetahuan, Anda akan terpacu untuk bereksperimen dengan pengetahuan yang Anda miliki dengan menerapkannya di kehidupan sehari-hari. Dengan menerapkan pengetahuan Anda menjadi semakin pintar dengan memahami hal-hal apa yang cocok bagi Anda dan mana yang tidak.

Dengan mengerjakan Anda barangkali menjadi tahu kalau metode yang Anda baca di buku ternyata lebih rumit ketika dipraktekkan. Hal ini memacu Anda untuk memperbaiki metode tersebut dengan cara yang sesuai dengan kondisi lingkungan disekitar Anda.

Pengalaman adalah guru yang terbaik. Melalui pengalaman Anda menemukan hal-hal baru dan membuktikan sendiri apa yang selama ini dikatakan oleh guru, mentor, pelatih dll. Inilah yang ingin Anda peroleh. Secara analogi: orang lain boleh saja mendeskripsikan bagaimana rasanya apel, tapi untuk merasakan buah apel itu Anda harus makan buahnya sendiri. Sampai Anda merasakan semua sensasinya: segar, manis, asem, berair, dll.

Semoga artikel ini memberikan inspirasi bagi Anda untuk mempraktekkan ide, gagasan, dan pengetahuan yang Anda miliki untuk perbaikan kualitas diri Anda. Hanya dengan take action hidup Anda bisa berubah dan Anda pun menjadi pribadi yang membanggakan bagi diri sendiri dan orang lain.

diambil dari : http://www.pengembangandiri.com/articles/76/1/Berhenti-Berpikir-dan-Take-Action/Page1.html

Selamat Atas Terpilihnya Bapak Fasli Jalal sebagai Wakil Menteri Pendidikan Nasional RI

Rabu, 06 Januari 10

Hari ini (Rabu, 6/1) Bapak Fasli Jalal, Direktur Jenderal Pendidikan Tinggi dilantik oleh Presiden RI sebagai Wakil Menteri Pendidikan Nasional.

Dalam arahannya, bapak Presiden meminta wakil Menteri Pendidikan Nasional dengan kerjasama dan koordinasi bapak Menteri Pendidikan Nasional untuk meneruskan program reformasi pendidikan Jilid kedua, memastikan bahwa pendidikan Indonesia semakin bermutu dan mudah diakses oleh Masyarakat Indonesia. Bapak Presiden juga meminta untuk melakukan revitalisasi perguruan tinggi dengan melihat link and match antara dunia pendidikan dan dunia kerja.

Pada saat yang bersamaan juga dilantik bapak Dipo Alam sebagai Sekretaris Kabinet; bapak Lukita Dinarsyah Tuo sebagai Wakil Menteri Negara Perencanaan Pembangunan Nasional, dan bapak Syafrie Sjamsoeddin sebagai Wakil Menteri Pertahanan

Pada November 2009 yang lalu Presiden juga melantik lima wakil menteri, yakni Wakil Menteri Pertanian bapak Bayu Krisnamurthi, Wakil Menteri Pekerjaan Umum bapak Hermanto Dardak, Wakil Menteri Perhubungan bapak Bambang Susantono, Wakil Menteri Perdagangan bapak Mahendra Siregar, dan Wakil Menteri Perindustrian bapka Alex Retraubun.

sumber : www.unimal.ac.id

How to Motivate Yourself

Andrew Carnegie

People who are unable to motivate themselves must be content with mediocrity, no matter how impressive their other talents.

If you want to excel in life, self motivation is essential. You must know how to motivate yourself. You must be able to keep your spirit high no matter how discouraging a situation is. That’s the only way to get the power you need to overcome difficulties. Those who are discouraged in difficult times are certain to lose even before the battle is over.

The question is: how do you motivate yourself? Here are several tips I’ve found to be effective to build self motivation:

1. Have a cause

I can’t think of a more powerful source of motivation than a cause you care about. Such cause can inspire you to give your best even in the face of difficulties. It can make you do the seemingly impossible things.

While other causes could inspire you temporarily, a cause that matters to you can inspire you indefinitely. It’s a spring of motivation that will never dry. Whenever you think that you run out of motivation, you can always come to your cause to get a fresh dose of motivation.

2. Have a dream. A big dream.

Only as high as I reach can I grow, only as far as I seek can I go, only as deep as I look can I see, only as much as I dream can I be.
Karen Ravn

Your cause is a powerful source of motivation but it’s still abstract in nature. You need to make it concrete in the form of a dream. Imagine how the world will be in the future. Imagine how people will live and work.

Having a dream is important because it’s difficult to be motivated if you don’t have anything to shoot for. Just think about people who play basketball. Will they be motivated to play if there is no basket to aim at? I don’t think so. They need a goal. You need a goal. That’s what your dream is for.

But just having a dream is insufficient. Your dream must be big enough to inspire you. It must be realistic but challenging. It must stretch your ability beyond your comfort zone.

3. Be hungry

Wanting something is not enough. You must hunger for it. Your motivation must be absolutely compelling in order to overcome the obstacles that will invariably come your way.
Les Brown

To be truly motivated, you need to have hunger and not just desire. Having mere desire won’t take you through difficult times since you don’t want things badly enough. In many cases, hunger makes the difference between the best performers and the mediocre ones.

How can you have hunger? Your cause and your dream play a big role here. If you have a cause you care about and a big dream related to it, you should have the hunger inside of you. If you think that you are losing hunger, all you need to do is to connect again to your cause and dream. Let them inspire you and bring the hunger back.

4. Run your own race

I do not try to dance better than anyone else. I only try to dance better than myself.
Mikhail Baryshnikov

Comparing yourself with others is an effective way to demotivate yourself. Even if you start with enthusiasm, you will soon lose your energy when you compare yourself with others.

Don’t let that happen to you. You have your own race so how other people perform is irrelevant. Comparing yourself with others is like comparing the performance of a swimmer with a runner using the same time standard. They are different so how can you compare one with the other?

The only competitor you have is yourself. The only one you need to beat is you. Have you become the best you can be?

5. Take one more step

Success is not final, failure is not fatal: it is the courage to continue that counts.
Winston Churchill

When you meet obstacles along the way, there could be the tendency to quit. You may think that it’s too difficult to move on. You may think that your dream is impossible to achieve. But this is where you can see the difference between winners and losers. Though both of them face the same difficulties, there is one thing that makes the winners different: the courage to continue.

In difficult situations, just focus on taking one more step forward. Don’t think about how to complete the race. Don’t think about how many more obstacles are waiting for you. Just focus on taking the next step.

6. Let go of the past

Finish each day and be done with it. You have done what you could.
Ralph Waldo Emerson

Believe it or not, one of the best demotivators is your past. Your past can drag you down before you realize it. Your past can give you a heavy burden on your shoulders.

The good news is it’s a burden you don’t have to carry. Take it off your shoulder and leave it. You might make mistakes in the past. You might disappoint others with what you did. But it’s over. It’s already in the past and there’s nothing you can do about it.

Today is a new day and you have the chance to start again. No matter how bad your past might be, you still have a bright future ahead waiting for you. Just don’t let the burden of the past stop you.

***

Apply these tips and motivate yourself. Don’t settle for mediocrity. Let your self motivation take you to excellence

Beasiswa Pemerintah India

Sebagaimana tahun-tahun sebelumnya, pada tahun ini pemerintah India, melalui Indian Council for Cultural Relations (ICCR) New Delhi menawarkan beasiswa untuk tahun ajaran 2010-2011 kepada seluruh warga negara Indonesia

Beasiswa yang ditawarkan melalui General Culture Scholarship Scheme ini mencakup strata S1-S3 dengan jurusan seni, arsitek, sastra, bisnis dan science. Terdapat pula jurusan teknik, farmasi, pertanian serta program post doctoral dalam berbagai disiplin.

Beasiswa yang diberikan mencakup seluruh biaya kuliah dan kewajiban perkuliahan lainnya, termasuk biaya hidup, akomodasi, layanan kesehatan, study tour dan lainnya, tetapi tidak termasuk biaya perjalanan ke dan dari India.

Mahasiswa yang lolos dalam seleksi akan mendapatkan visa untuk seluruh masa studi secara gratis, namun mereka yang mendaftar pada jurusan MPhil, PhD dan pasca sarjana lainnya disyaratkan memperoleh visa riset.

Lembar aplikasi dapat dikirimkan ke bagian Pendidikan, kedutaan India, JL HR Rasuna Said, Kav S-1, Kuningan, Jakarta Selatan, 12950 Indonesia, paling lambat Jum’at, 22 Januari 2010. Selanjutnya, mereka yang lolos dalam seleksi awal akan dipanggil mengikuti test bahasa Inggris pada 5 Februari 2010. Perkuliahan dimulai sekitar Juni-Juli.

Form aplikasi bisa didownload di http://www.iccrindia.org/applicationform/pdf/scholarship_form.pdf

Untuk mereka yang ingin mengikuti riset, form bisa didownload di
http://www.iccrindia.org/scholarships/annexure-II.pdf

Terdapat 304 perguruan tinggi di India yang bekerjasama dengan ICCR dalam program beasiswa ini dan calon pemerima bisa memilih sesuai minat dan bakat yang dimilikinya. Seluruh perguruan tinggi tersebut sudah ada dalam daftar yang terdapat dalam form aplikasi.

Untuk informasi lebih lanjut di kedutaan India, bisa menghubungi Mr. A.S. Takhi, Second Secretary (Education), E-mail: ssedu@net-zap.com
telp.021- 5213775, 021- 5204160 HP 081586409866.

Tentang Hidup

Disarikan dari email Om Ghofur, 17 Agustus 2008

Malam ini penulis mencoba mencari dan membuka-buka kembali beberapa email dari Om Ghofur. Om Ghofur adalah paman dari garis Ibu yang selama ini selalu menjadi inspirasi dan motivasi dalam perjalanan hidup penulis. Salah satu email yang penulis temukan adalah email yang berisi tentang prinsip hidup. Kalimat tentang prinsip hidup yang selama ini juga menjadi pegangan dalam kehidupan Om Ghofur. Penulis merasa 4 kalimat ini mengandung arti yang sangat dalam dan mampu memberikan dorongan bagi penulis untuk menjalani hidup yang lebih baik dan lebih bermakna.

Ke-4 kalimat tersebut adalah...

Hidup adalah tantangan,

Hidup adalah tanggungjawab,

Hidup adalah nikmat, dah

Hidup adalah milik kita.

Penulis mencoba menganalisa dan berbagi pemahaman tentang 4 kalimat tersebut.

Hidup adalah tantangan,,

Prinsip pertama ini mengandung arti bahwa dalam hidup, semua yang terjadi adalah tantangan buat kita sebagai pengambil keputusan. Dengan segala tantangan dalam hidup dan segenap kekuatan dan kelemahan yang kita miliki, adalah hak kita untuk memilih mana yang terbaik untuk kita. Apakah kita akan mengambil tantangan kehidupan, berjuang sekuat tenaga dan mencapai sukses? Atau mungkin kita hanya sekedar diam dan tidak berani menanggung resiko dari tantangan yang ada? Tentunya pilihan itu ada ditangan kita, dan kita sendirilah yang harus menanyakan dalam diri kita, apa yang kita inginkan dalam hidup, "Menerima tantangan dan menjadi pemenang, atau lari dari tantangan dan menjadi pecundang".

Hidup adalah tanggungjawab,,

Kalimat ini memiliki makna bahwa kitalah yang harus manjalani dan bertanggungjawab atas perjalanan hidup ini. Dalam setiap langkah yang kita tempuh, dalam setiap tindakan yang kita lakukan, dalam setiap keputusan yang kita ambil dan dalam setiap waktu yang kita habiskan, kita adalah penanggung jawab atas semua itu. Penulis berpandangan bahwa kemanapun kaki ini melangkah, baik ataupun buruk hal yang kita lakukan, semua pasti akan menjadi tanggung jawab kita. Tidak ada orang lain yang harus bertanggung jawab atas apa yang kita lakukan, kitalah sendiri pemegang tanggung jawab itu. Dalam hidup, penulis selalu berusaha melakukan segala sesuatu dengan cara terbaik yang penulis bisa lakukan, dengan cara inilah penulis memiliki keyakinan yang kuat untuk mengambil tanggunjawab atas kehidupan ini. Bagaimanapun hasil perbuatan kita, semua akan kembali kepada kita sebagai penanggungjawabnya.

Hidup adalah nikmat,,

Hidup adalah nikmat. Ya,,apabila kita benar-benar memaknai segala sesuatu yang kita miliki dalam kehidupan ini, kita akan merasakan dan menyadari betapa besar nikmat yang kita terima dariNya. Manusia adalah mahluk yang sempurna. Kita memiliki semua yang dibutuhkan untuk menikmati dunia, kita diberikan fisik yang sempurna, kemampuan berfikir dan menganalisa. Penulis selalu berpandangan bahwa hidup yang kita miliki adalah sebuah nikmat luar biasa yang harus kita syukuri. Dengan begitu, penulis memiliki keyakinan bahwa apapun yang penulis miliki dan hadapi dalam hidup ini, baik itu kebahagiaan ataupun penderitaan, harus selalu penulis syukuri sebagai nikmat yang diberikan Allah dalam menjalani dinamika kehidupan di dunia.

Hidup adalah milik kita,,

Prinsip inilah yang selalu bisa membuat penulis merasa yakin akan segala sesuatu yang penulis lakukan. "Hidup adalah Milik Kita", sebuah kalimat yang memberikan semangat, keberanian, kekuatan dalam menghadapi kehidupan. Kerana dengan prinsip ini, penulis selalu merasa bahwa semua yang ada dalam hidup kita adalah diciptakan oleh Allah hanya untuk kita. Kita yang memiliki semuanya dan merupakan hak kita untuk mengambil yang terbaik, bertanggunjawab atasnya dan menikmati hasil kerja kita. Hidup kita bukanlah milik siapapun tapi hidup adalah milik kita.

Pembaca tentunya memiliki prinsip hidup yang berbeda-beda, namun pada hakikatnya semua orang ingin melakukan yang terbaik dan menikmati hidup dengan gaya masing-masing. Semoga sedikit pemikiran yang bisa penulis berikan dalam tulisan ini memberikan manfaat pada penulis khususnya dan pembaca pada umumnya.

Kepribadian Anda Sesuai Golongan Darah

diambil dari Kompas.com, selasa 5 Januari 2o10

Percaya atau tidak, golongan darah juga dapat memengaruhi kepribadian seseorang. Meski Anda yang gemar berselancar di internet mungkin sudah pernah membacanya, tetap tak ada ruginya bagi kita untuk berbagi info soal golongan darah yang boleh dipercaya boleh pula tidak kepada khalayak yang lebih luas.

Golongan darah A

Biasanya orang yang bergolongan darah A berkepala dingin, serius, sabar dan kalem atau cool, bahasa kerennya. Berkarakter tegas, bisa diandalkan dan dipercaya meski keras kepala. Sebelum melakukan sesuatu dipikirkan terlebih dulu dan direncanakan dengan matang.

Mereka mengerjakan segalanya dengan sungguh-sungguh dan konsisten, berusaha membuat diri sewajar mungkin. Mereka bisa kelihatan menyendiri dan jauh dari orang-orang. Mereka mencoba menekan perasaan mereka dan karena sering melakukannya jadi terlihat tegar kendati sebenarnya punya sisi yang lembek seperti gugup dan lain-lain sebagainya. Mereka cenderung keras terhadap orang-orang yang tak sependapat sehingga cenderung berada di sekitar orang-orang yang ber'temperamen' sama.

Golongan darah B

Orang bergolongan darah B cenderung penasaran dan tertarik pada segalanya. Mereka juga cenderung punya terlalu banyak kegemaran dan hobi. Kalau sedang suka dengan sesuatu biasanya mereka menggebu-gebu tapi cepat juga bosan. Namun mereka bisa memilih mana yang lebih penting dari sekian banyak hal yang dikerjakannya. Mereka cenderung ingin jadi nomor satu dalam berbagai hal ketimbang hanya dianggap rata-rata. Tapi biasanya mereka cenderung melalaikan sesuatu jika terfokus dengan kesibukan yang lain. Dengan kata lain, mereka tak bisa mengerjakan sesuatu secara berbarengan.

Mereka dari luar terlihat cemerlang, riang, bersemangat dan antusias. Namun sebenarnya hal itu semua sama sekali berbeda dengan yang ada dalam diri mereka. Mereka bisa dikatakan sebagai orang yang tak ingin bergaul dengan banyak orang.

Golongan darah AB

Orang bergolongan darah AB ini punya perasaan sensitif dan lembut. Mereka penuh perhatian dengan perasaan orang lain dan selalu menghadapi orang lain dengan kepedulian serta hati-hati.

Di samping itu mereka keras dengan diri sendiri, pun dengan orang-orang yang dekat dengannya. Mereka jadi cenderung kelihatan mempunyai dua kepribadian, sering menjadi orang yang sentimen dan memikirkan sesuatu terlalu dalam.

Mereka punya banyak teman, tapi mereka butuh waktu untuk menyendiri untuk memikirkan persoalan-persoalan mereka .

Golongan darah O

Orang yang bergolongan darah O biasanya berperan dalam menciptakan gairah untuk suatu grup selain menciptakan keharmonisan di antara para anggota grup tersebut. Figur mereka terlihat sebagai orang yang menerima dan melaksanakan sesuatu dengan tenang.

Mereka pandai menutupi sesuatu sehingga kelihatan selalu riang, damai dan tak punya masalah sama sekali. Tapi kalau tak tahan, mereka pasti akan mencari tempat atau orang untuk curhat (tempat mengadu).

Mereka biasanya pemurah (baik hati), senang berbuat kebajikan dan tak segan-segan mengeluarkan uang untuk orang lain. Mereka sebenarnya keras kepala juga, dan secara rahasia punya pendapatnya sendiri tentang berbagai hal. Di lain pihak, mereka sangat fleksibel dan mudah menerima hal-hal baru.

Mereka cenderung mudah dipengaruhi oleh orang lain, begitu juga yang mereka lihat dari TV. Terlihat berkepala dingin dan terpercaya tapi sering tergelincir dan membuat kesalahan besar karena kurang hati-hati. Tapi hal itu yang menyebabkan orang yang bergolongan darah O ini dicintai.

9 Personality Development Tips

Before moving deep into Personality development, let me first give a brief definition of personality development and what do we get on knowing about it.

“Personality Development is a tool through which you bring out your capabilities and your strengths making yourself aware of your inner self and become more confident to face the outside world”.

Personality development will enable people to improve their financial needs, their health, their career prospectus, their relationship, their beauty and so many to go on. As we have many things in our queue to choose, we should try to know what we actually need.

What is the first thing in your life that you want to improve? As this is a basic question, you can make up your own questions to find the actual thing you want to improve in your daily system. Once you have got the answer for this, now get ready to follow the below tips to improve that “the thing” in your life.

How to enhance personality?

1. Spend time on your daily routine for yourself. Many of us give our time and efforts to other people need or to one’s job. Therefore just try to spend some minutes of yours to focus on you which will bring a great change to yourself in long run.

2. Think about and find if you are really doing what you want. Most of us due to circumstance are not able to do what we want, but let us put of these kinds of excuses and start doing what we want. This will create a new energy level in you when you are doing something which you really wanted to do.

3. The most important reason which stops us from doing something on our own is our mentality towards mistakes. Never get scared of mistakes, don’t ever let failures stop you from what you really want to do. Every one of us has learnt in our earlier stages that “Failures are the stepping stones of success” but no one follows it.

4. You should also be flexible to change the way you go when things are not working in the way you want. When you set up your mind towards something, things may not run smoothly the way you want, in such cases you must get ready to approach it in a different way.

5. Finally, in your daily routine find some time in your daily life to read/listen through some personality development articles which gives you some inspirational lessons which will provide you some positive energy for improvement.

6. Our brains mostly respond to pictures more than words. So have some pictures of your goals and visualize them on a daily basis. You can follow this by sticking a picture in the wall front of your bed and this will help you in knowing your goal as soon as you wake up.

7. Keep your body and mind fit to fight over your negative thoughts. Yoga will surely help you in doing this. Wake up early in the morning, do some breathing exercise which will refresh your mind and will give you a bright day ahead.

8. Take a diary and note all your positive and negatives things you face on your daily life. Looking back at those jotted points in the diary will help you measure your progress and it will even help you learn lessons from your own life.

9. Whenever you achieve something do not just keep it to yourself, share it with your near and dear ones and celebrate it. This will motivate you to achieve more achievements in your life.