Personal Leadership Development Strategy Research Paper - 1

Personal Leadership Development Strategy - Research Paper Example The vision of leadership therefore places more attention on the relationship between an individual leader and the groups, while at the same time placing more emphasis on collective development. In these contexts, leadership’s relationship to capacity development is often viewed in three levels: individual, organizational and societal. Of these three main levels, societal leadership development often offers the most sustainable change, but also the most difficult to reach, monitor and by an extension evaluate. This paper analyzes personal leadership development, my current leadership state, weaknesses and strengths and it will take to reach an ideal leadership state. Success does not come on a silver platter. It only comes when you are able to face your challenges obstacles which are associated with being a leader. This process entails having adequate information of your strengths and the weaknesses that are inherent within you. Listed are my weaknesses which have contributed o r hindered my personal leadership growth, skills which I intend to enhance my course at the end of my studies; Being compassionate Hardworking Sociable Action oriented and practical High level of integrity Forgiving Having a high level of personal and social intelligence. Leadership Reviewed When looked from an organizational perspective, leadership is the ability of guiding a group of individuals that are in the organization, and thus involves creating and instituting a very clear vision and outline for an organization (Grohmann & Kauffeld, 2013). In this context, sharing a vision with other people or employees in the company aims at creating a unified platform so that fellow organizational employees can follow the company’s objectives without any compromise, and offering information, and other parameters and methods that are required for the accomplishment of the company’s vision. Additionally, leadership involves the process of organizing and coordinating various pr ogram actions and activities, and other inherent conflicting positions that may derail workers and organizational stakeholders from achieving the desired organizational levels. On the other hand, leadership management involves the process of planning, organizing, directing, coordinating, and control both human and non-human resources in an organization so as to achieve the required organizational levels. Management of people in the organization therefore is the art of planning, organizing and coordinating people and resources in the organization without compromising organizational goals and resources (John, 2002). When examined exclusively, management bears certain characteristics that define organizational efficiency and effectiveness: it involves a continuous process that is often in motion; the leader has to undertake certain functions and responsibilities in an ongoing process and allocating resources to ensure that organizational objectives are met without compromising the obje ctives of individual employees in the organization. The modern concept of organizational management views management and leadership as synonymous. In this understanding Neirott & Paolucci (2013) contend that leadership is a result driven process that is multidisciplinary in nature; it is a process that embraces focus in achieving the intended organizational goals and results through working with and by people that have diverse

Consumer behaviours Term Paper Example | Topics and Well Written Essays - 1000 words

Consumer behaviours - Term Paper Example Brand image – Definitely, BlackBerry has its very own strong brand image in the mobile phone market. Especially, having a BlackBerry is perfect for professional and business – minded people. As suggested by Morisy in 2008, its features catering for business world are its strength as BlackBerry is a phone highly recommended by IT professionals.2 Product Features – BlackBerry has an easy – to – use QWERTY keyboard. Apart from that, BlackBerry has coverage in lots of countries, hence used around the globe. One of its strongest features is its strong email capabilities3 which keeps one connected and does well in providing an email mobile environment. In addition to that, its mobile email provider is fast. Undeniably, BlackBerry has a strong business class features (Barker, 2011).4 On the one hand, this mobile phone has showed its usefulness in being connected in social networking sites like Facebook and Twitter as well. Hence, BlackBerry gives an edge on its utmost functionality. Absence of Innovation – BlackBerry is not an innovative phone which causes consumers to abandon it for iPhone and other android phones. According to Hansberry (2009), this is for the reason that the BlackBerry IT department is not that much interested to media, web browsing and other applications that the others can perform better.7 BlackBerry is more often than not behind the new technological innovations of phones. Limited Applications – Unlike iPhone and other android phones, BlackBerry does not have much selection of applications. It does not have the trendy applications like Instagram of which gives artsy snapshots in social networking sites and games in iPhone, and much more applications provided by the android market.8 Lacks Style and Aesthetics – In contrast to other phones, BlackBerry is not stylish and aesthetically appealing enough to a wide array of consumers because of its no more than sleek professional

NEGOTIATION AND CONFLICT RESOLUTION Essay Example | Topics and Well Written Essays - 750 words

NEGOTIATION AND CONFLICT RESOLUTION - Essay Example This strategy will look useful when it is evident to one party that there are specific laws regarding the matter. In addition, it is clear that the other party is not willing to accommodate the interests of the party. Thus, if it is seen that the cost and time involved in litigation are worth putting in considering the issue, the party may resort to litigation. For example, a serious breach of contract often calls for litigation in the form of a lawsuit. On the other hand, mediation is rather voluntary in nature and hence, it has no binding impact on the parties involved. Mediation requires the help of an impartial third party acceptable to all the parties involved. The benefit is that the decision is quick, and satisfactory to all the parties involved. This helps save cost and time. As is seen, the benefit of mediation is that the parties control the outcome unlike arbitration and litigation. So, it is highly useful in areas like renegotiating the various aspects of an existing agre ement. The fact is that there is no point in dragging such an issue to a court or litigator causing unnecessary delay and complexity. Both the parties fully understand the fact that the interests of the other party should also be accommodated in order to continue the agreement. In such situations, it is seen that the parties will use negotiation as the best strategy. Similarly, it is sometimes necessary to negotiate an agreement when two parties come together to form a new business venture. In such a situation, there is no point in depending on litigation and arbitration. In order to reach a solution which satisfies the interests of all the parties involved, the best strategy adopted is mediation. Arbitration involves solving a dispute with the help of a knowledgeable third party. This is binding on the parties, and most of the time, the decisions will not be reviewed by a court. That means the parties are surrendering their right for resolution through courts when they resort to ar bitration. The bright side of arbitration is that there are no formal pleading rules, and it is easier to communicate industry practices and complex damage models to a knowledgeable arbitrator than to a jury. In addition, it helps save time and cost involved in litigation and consequent appeal. It is seen that arbitration is the most effective strategy when the issues are consumer-related or industry-internal subjects. The mere fact is that when there is a dispute between a business and a consumer, there is no point in resorting to mediation if the parties feel that the interests of the other parties in the dispute do not need to be entertained. In such cases, the issue is better handled by an arbitrator who is knowledgeable in the area. Admittedly, this is useful when the issue can only be solved by a person or a board with knowledge in the industry. 2. I would like to have two-step dispute resolution clauses included in the agreement. It seems necessary to have mediation or negoti ation as the step before arbitration because they are less time consuming and more effective. Also, this gives both the parties a chance to listen to the position of the other party, and may give valuable insight about the weakness in ones own position. Anyway, as Friedland (2007, Ch 7) points out, it is necessary to have negotiation regarding the acceptability of mediators, negotiator, the binding nature

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

Markting - Essay Example The J & J’s company structure mainly revolves along its services to pharmaceuticals, consumer Medicare and health equipment diagnostics. The company brings forth a range of products for the care of the skin; infants, self-inflicted injury and oral care, as well as the ladies’ care (Form 10-K 2). There is a range of functionalities of the products produced from those of skin, baby, and oral, among others. The skin products are utilized to augment and maintain the skin’s natural protection against germs and other skin infections; baby for reducing the irritations on the baby’s skin and for the well being of the infant’s health. The Johnson & Johnson Company is a well-known company, due to the company’s great history in quality consumer products. The sales of J&J products are ever in the rise, thanks to the company’s positive responses from patients and physicians. (Datamonitor 35). J & J has high profiled brands in the market. It has a number of strong products. They include, Aveeno, Band-Aid, Carefree, Clean & Clear, Johnson’s baby and kids care, Neutrogena and Stayfree. These brands enabled the company to attain 7.5% growth revenue in the year 2008. (Datamonitor 35). The strong brand image by J&J products comes in handy when the company launches a new product to the market, because people trust most of their products. (Datamonitor 35). J&J revenue has been growing consistently from 2002 to 2006. This consistent growth has made the company be in a financially strong position. (Datamonitor 36). The healthy financial position has enabled the company to grow, and provide necessary resources for exploitation of opportunities such as promotions and in licensing. (Datamonitor 36). It has maintained a stabilized financial environment. J & J has enjoyed strategic product marketing stewardship, organizational management and structure, an efficient product supply chains, stakeholder engagement, proper public policies in marketing its products and steady

Love indicates peace in anti-war films Essay Example | Topics and Well Written Essays - 1250 words

Love indicates peace in anti-war films - Essay Example tuation during the American war that had tore the country down the middle into the confederates and the union patriots, the â€Å"the grand illusion† (1937) depicts the situation of the First World War, where the French and the German are enemies in the war (Nugent, 1938). Nevertheless, while there is antagonism in the two films, love remains the only bond that reunites the different factions into one core interest groups, through overcoming the ethnic and the territorial boundary restrictions, to make such factions unite. The two films are characterized by war in the bulk of their scenes, and only in few scenes do we have the theme of love demonstrated. However, despite the scanty of love theme in these films, love eventually manages to overcome the dominant theme of war by the end of the films, and consequently the different warring factions in the two films end up as one society that is united by friendship and love. Therefore, love is a tool that has been applied to indica te peace in the two anti-war films. The film "the grand illusion† (1937) is characterized by the notable cordial relationship that is established between two French aviators namely de Boeldieu who is an aristocratic Captain and Lieutenant Marà ©chal, who is a member of the working-class (Nugent, 1938). The two aviators set on a journey to discover a certain photo spot from an earlier air reconnaissance mission, and in the process they are shot down by a German aviator, who is also an aristocrat (Roger, 1999). While the French and the Germans are warring parties and enemies, the fact that both von Rauffenstein and the Frenchman Captain de Boeldieu are aristocrats, melts down their enmity and differences, and they establish a strong friendship that sustains their relationship amidst numerous nationality and ethnic challenges. Therefore, the two characters eventually develop a connection that makes them sideline their own countrymen, for the sake of their friendship that is built on the basis of

Importance of parental involvement in their children education Essay Example for Free

Importance of parental involvement in their children education Essay Substantial quantity of research has been conducted in the area of parental role in their children academic achievement and adjustment. Parental involvement in their children educational activities at early stages involves both creating an enabling environment at home that foster academic attainment and direct involvement in literal skills (Gillian and Bernadette 2006). This is in a view that pupils have two categories of teachers: parents and teachers at school. Generally, research show that there is an increased parental involvement in their children’s education at early stages of about 92 percent, with women showing more commitment as compared to men (Maxwell and Johnson 2002). However, the outstanding question remains to be how parental involvement is done best to facilitate children achievement. In response to this question, Moore and Wade (2000) states that parents as prime educators of a child have a significant influence on the children’s learning in schools and beyond schooling to social, economical mindset and cognitive development. The parent involvement at school level includes assisting children during lunch times and providing necessary study materials for their children such as chats. While at home parents get involved in their children’s educational activities by teaching their children nursery rhymes or/and songs, reading together, narrating poems or stories together and assist with assignments or homework. This learning activities to a great extend do help the children attain literacy skills, discipline due to association and modeling from parents, socialization benefits and the boost in their cognitive abilities especially memory (Moore and Wade 2000). The body of research available indicates that parental involvement in their children learning activities influences their learning positively. The areas that are greatly affected positively are outstanding: overall academic performance, cognitive competence; fewer indiscipline problems due to low delinquency level and discipline maintenance by parents; problem solving-skills resulting from parental guidance in problem solving skills; and fewer cases of absenteeism due to greater school enjoyment (Gillian and Bernadette 2006). Research conducted by Sammons et al. (2001), found out that the learning activities that the parents engage in with their children at home have a positive impact on the children’s social and cognitive or intellectual development as a result of child-parent attachment (Sammons et al. 2001). Therefore, this finding implies that what parents do to their children in terms of their learning whether formal or informal is better than what they are to their children. Hence, it is inherent that parental income, educational background or parental occupation does not precede their contribution to their children intellectual development. Similarly, research on children’s literal skills in relation to their parent involvement in their education activities overwhelmingly supports positive influence (Porsche, Jordan and Snow 2000). Child-parent involvement in reading activities at home has impact on two dimensions about language aspects. First, the impact on learning activities usually includes attainment of language expressive skills, achievement in reading tasks and language comprehension (Moore and Wade 2000). Second dimension, involves cultivation and facilitation of the child’s attentiveness in reading lessons or sessions, reading interest and a positive attitude for reading (Gillian and Bernadette 2006). These two achievable dimensions through child-parent involvement create an incentive for reading skills and the necessary mechanisms that help support the incentive for reading. Parental involvement in their children academic activities is linked to the child’s benefit in terms of formal literacy learning. The leading child-parent academic activity like reading is an important determinant of child’s emergent literacy and language attainment. Moreover, the children introduced to books by their parents early ages they usually have a good head start and an overall advantage over their counterparts in primary (Porsche, Jordan and Snow 2000; Moore and Wade 2000). More empathically, the research shows the more the children and their parent are involved in literacy skills like speaking, reading, writing of language and numbers, and listening; the more long-lasting effect of retention to the child. Furthermore, parental influence is strongest in the reading subject to young pupils as compared to other subject as children demonstrate they can imitate their parent’s voices and pronunciations while reading (Moore and Wade 2000). Therefore, it should be seen that this strong reading influence is important in the sense that reading skill is basic to all subjects successful understanding and learning. Additionally, the parental influence demonstrated through their interest in their children’s education has a positive influence for teenage age of 16 (Gillian and Bernadette 2006). Findings by Sammons et al. (2001) reveals that parental involvement in their children’s learning environment and support go beyond educational and literacy attainment. This finding demonstrate that children that and good intimacy, attachment and interaction with their parents exhibited greater emotional and social development especially in a nuclear family set up. Most of the areas of emotional and social development are life satisfaction, self-control and self-direction, good mental health, resilience to stress, stable and positive relationships resulting to stable marriages and social adjustment is excellent. Conclusion In conclusion, this paper indicate that parents involvement in their children’s education activities has positive influence on the children’s educational outcomes; the view widely supported by research. The major dimension that child-parent interaction in educational activities are: academic performance, cognitive competence, fewer indiscipline problems, problem solving-skills, and fewer cases of absenteeism. Moreover, the strongest and important influence is the long-lasting reading skill that is crucial excelling in other subject areas. Therefore, parents ought to encourage continuing their involvement in their children’s learning. Bibliography Gillian P, Bernadette D 2006, Contemporary Issues in the Early Year, SAGE, London Maxwell S. Johnson, L 2002, â€Å"A five-year longitudinal study on Parental involvement in the development of childrens reading skill† Child Development, 74, (12), 442-456. Moore, M Wade, B 2000, A sure start with books, Early Years, 21, 33-48 Porsche, MV, Jordan, GE, Snow, CE 2000, â€Å"The effect of a family literacy project on kindergarten students early literacy skills: Project EASE†, Reading Research Quarterly, 36, 521-531. Sammons, P et al. 2001, EPPE project on Cognitive, Behavioral and Social development at 3 to 4 years in relation to family background. The effective provision of pre-school education, The Institute of Education, London

Benefits of Multiple Intelligences

Benefits of Multiple Intelligences As there is no standard definition of intelligence, it remains one of the most controversial subjects in psychology as well as education. While some researchers suggested that intelligence is a general ability; other believe that it is a combination of various ranges of skills and talents. Based on the theories of seeing intelligence as a general ability, IQ (Intelligence Quotient) tests which evaluate abilities as problem-solving, memory, learning, and pattern recognition have been widely popular in diagnosing learners abilities and potential, especially among young learners. However, some indicated that the tests were disputable and limited, as non-cognitive factors such as emotions also play an important role in peoples lives, which the IQ tests do not include. Also, the IQ tests were unable to reflect on how people learn and acquire knowledge. A successful language learner requires a wide variety of abilities which an IQ test is unable to diagnosis. (Lightbown Spada, 2002) It wa s until the introduction of Multiple Intelligences (MI) by Howard Gardner in 1983 that emotional intelligences were formally acknowledged and intelligences were seen as a range of interconnected abilities and talents (Gardner, 1983). Gardners theories revolutionize the intellectual world, brought new insights into education as MI theories seek to help students identify and develop their strengths; discovering more effective ways of teaching as well as learning. This article gives a brief introduction on the development of intelligence theories and MI theories. Then it focuses on the benefits of MI theories and how it could be accommodated with English language teaching methods. 2 Theories of Intelligence According to the Merriam-Webster Dictionary, the word intelligence means: the ability to learn or understand or to deal with new or trying situations or the ability to apply knowledge to manipulate ones environment or to think abstractly as measured by objective criteria (Retrieved May 18th, 2010, from http://www.merriam-webster.com/dictionary/intelligence). Historically, the first people who studied intelligence were neither psychologists nor educators but philosophers such as Plato who linked peoples intelligence to blocks of wax, differing in size and purity (Cianciolo Sternberg, 2004). It was in the early twentieth century that Charles Spearman, a British psychologist proposed the theory of general intelligence (or the g factor) which brought light into modern theories of intelligence. Spearman compared a number of mental aptitude tests and found similarities in the results. Therefore, he concluded that intelligence is a general cognitive ability which could be measured and anal yzed (Spearman, 1904). Later on, the French psychologist Alfred Binet invented the first intelligence test, known as todays IQ (Intelligence Quotient) test (Cianciolo Sternberg, 2004). However, as scholars began to realize that the general intelligence theory emphasized only on cognitive aspects such as problem-solving, the need for a new intelligence emerged. In the 1920s, Edward Thorndike described the term social intelligence as the ability to manage and understand people and to act wisely in human relations (Matthews et al., 2004). Similarly, in 1940, David Wechsler argued that conative non-intelligent factors which contribute strongly to intelligent behavior are essential to success in life and that the intelligence model would not be complete unless such factors are included (Boyatzis, 2007). In 1983, Gardner introduced the theory of Multiple Intelligence which included both Interpersonal intelligence (the ability to understand the inner feelings of other people) and Intrapersonal intelligence (the ability to understand oneself) which deals with emotions (Gardner, 1983). Gardner believed that the general intelligence was unable to fully explain cognitive ability and performance outcomes, and that intelligence is too complicated to be restricted in one concept. 3 The theory of Multiple Intelligences Originally, Gardner identified seven types of intelligence in 1983, which includes: Verbal/linguistic, Logical/mathematical, Musical, Bodily/kinesthetic, Spatial/visual, Interpersonal and Intrapersonal intelligence (Gardner, 1983). The first two have been highly valued in schools; the next three are often associated with arts; and the final two are what Gardner referred to as personal intelligences, dealing with feelings and emotions. An eighth intelligence, naturalistic, was added latter (Gardner, 1999). In Frames of Mind, Gardner pointed out that the traditional intelligence which school systems normally emphasis on is mainly based on a narrow range of verbal/linguistic and logical/mathematical skills. As though such skills are important to an individuals studies and future career; other types of intelligences, especially the personal intelligences are also essential to human development and almost impossible to live without (Gardner, 1983). Good interpersonal skills are of significant value to an enjoyable social life. For many children, the strongest skills lie in the other areas than verbal and logical intelligence, which tend to be frequently neglected according to the traditional intelligence theory. MI theories provide students an opportunity to learn through their strengths, become more successful at learning all subjects and even improving the traditionally highly valued basic skills. According to Gardner, the eight intelligences are separate and independent. Each individual possess a basic set of intelligences which develop at different times to different degrees (Gardner, 1999). However, Gardner also stated that the intelligences are closely related to each other and rarely operate independently. They are used at the same time and tend to complement each other (Gardner, 1983). For example, a dancer requires musical skills to follow the rhythm, but also kinesthetic skills to move properly and interpersonal skills to attract the audience and intrapersonal skills to express her emotions. As the different intelligences are closely connected; when proficiency in one area develops, another area or even the whole constellation of intelligence may be enhanced (Gardner, 1983). Therefore, it is important to encourage students to explore and exercise all of their intelligences. Gardner also emphasized that there is not one intelligence superior than the other; all the intelligences are equally important and essential to an individuals development (Gardner, 1983). Most people tend to neglect kinesthetic intelligence and limit it to athletes. However, many highly professional occupations require people with good kinesthetic skills, such as electronics, mechanics and surgeons. A surgeon must acquire the ability to control his muscles very finely. As Gardner stated, the eight intelligences are amoral; which could be put to constructive or destructive use (Gardner, 1999). Therefore, it is important for teachers to understand MI theories and use it positively in their classes. 4 The benefits of MI theories Though there are certain criticisms concerned on Gardners theory of MI, it received positive response from many educators and has been widely applied to schooling. On first thought, the idea of teaching different intelligences sounds impossible for formal education; teaching one is hard enough already, let alone eight. Gardner responds to this by clarifying that psychology does not necessarily dictate education; it helps to understand its conditions instead (Gardner, 1999). Also, eight types of intelligence could be seen as eight ways of teaching instead of one; which could be more accessible to learners one way or another. On a general basis, MI theories have three benefits: Self-development and formation. MI theories can help students and teachers better understand their abilities. It helps students to build up confidence as it demonstrates how they can use their strengths to address their weaknesses. It motivates students to find where their interest and strength lies and push their abilities further. A broader choice of schooling. All intelligences are required for an individual to live a full life. Therefore, teachers need to attend to all intelligences, not just the ones that the traditional intelligence focuses on. MI theories are suitable for differentiated and individualize learning; providing teachers the potential to develop new and flexible programs which might better meet the learners needs. Teachers could also redesign old courses to suit new requirements (Green Tanner, 2005). A variety of activities could be included in the new curriculum, which would easily motivate and attract learners. MI theories also look into morality. Gardner once considered adding a moral intelligence to the MI theories. But he later came to the conclusion that Morality is a complex concept combined with numerous psychological aspects such as personality, will and character. Therefore it is not an intelligence in itself (Gardner, 1999). But he did not give up on the idea of moral intelligence and stated that we must figure out how intelligence and morality can work together to create a world in which a great variety of people will want to live (Gardner, 1999). Sometimes teachers unconsciously adapt MI theories into their teaching program such as using visual support or playing a song. When they fully understand MI theories and its benefits; it could be more beneficial to them in their teaching process. Therefore, it is essential to include MI theories in teacher education. 5 Accommodating MI theories in ELT MI theories have the potential to be adapted into all teaching methods, although there are three main approaches which collaborate with MI theories constructively. They are the Communicative Language Teaching Approach (CLT), Task-based Learning (TBL) and the SAFER model. The Communicative Language Teaching Approach (CLT) The definition of CLT differs among different people; a narrow interpretation of is that it is a teaching approach used in second or foreign language education which sees communication as the method and the goal of learning a language. Activities in CLT typically involves student making conversations, role-plan and simulation being popular ones (Harmer, 2007). CLT considers learners needs and different requirements just as MI do, also being flexible in nature. CLT is a typical approach which combines different intelligences together. By making conversations, students have the opportunity to practice their verbal and logical skills. When talking to each other, they also practice their interpersonal skills. By asking students to make a conversation regarding a picture or ones own experience, visual and intrapersonal skills could also be developed. Students could also be asked to sing or dance along songs to practice their musical and kinesthetic skills. Task-based Learning (TBL) TBL is a teaching approach of making meaningful tasks the focus of the learning process. It is formed on the assumption that students will naturally acquire the language focused on tasks instead of language forms (Harmer, 2007). Willis (1994) suggested that TBL usually contains three stages: Pre-task, the Task cycle and the Language focus (cited from Harmer, 2007). Like CLT, TBL also frees the students from limited language control. In all three stages students are encouraged to use their own language rather than practicing one pre-selected item. The language explored arises from the students needs which are personalized and relevant to them. They will be exposed to a wide range of phrases, collocations as well as language forms. A TBL class also gives the students plenty of opportunities to communicate, bringing a large variety of enjoyable and motivating activities which could be combined with MI theories into the classroom. The SAFER approach Unlike the previous two, the SAFER approach is less popular and used by teachers. SAFER was proposed by Berman, indicating that this model is an alternative to the traditional ELT classroom pedagogy. Berman stated that the SAFER model incorporated former models such as PPP (Present Practice Produce) and TBL; combining educational kinesiology and Suggestopaedia techniques (Berman, 1998). The steps in SAFER includes: S: Setting the scene A: Authenticity F: Focusing on main features of each intelligence type E: Error correction R: Review (Berman, 1998) Berman believed that the SAFER method could help to create better learning conditions and enhance the learning process through revision. However, his approach is considered quite specified and not widely adapted. But Berman has indeed made a great effort in applying contemporary pedagogical thought to ELT, brining new insights to the application of MI theories. 6 Conclusions Among the two main theories of intelligence: general and multiple intelligence; MI theories have been generally considered more scientific, including non-cognitive factors such as emotions. Gardners MI theories brought new insights into education, helping students to identify and develop their strengths and discovering more effective teaching methods. Gardner stated that all the eight intelligences are equally important and essential to an individuals development. As though the intelligences are separate, they seldom operate independently. Therefore, development in one area often increases the development of another (Gardner, 1983). The intelligences could work positively and negatively, consequently, it is important for teachers to understand MI theories and how to apply it to their teaching methods. MI theories have the potential to be adapted to all teaching methods; although there are three main approaches which collaborate with MI theories constructively. Which are the Communica tive Language Teaching Approach (CLT), Task-based Learning (TBL) and the SAFER model. MI theories are of wide adaptability and flexibility, to use MI theories effectively, teachers should always remain open-minded and creative, prepared to make changes in their teaching methodology.