2. Contents Page
Chapter 1 – Why this DFC journey?
1.1 Why DFC?
1.2 Research objectives of and changes we want to bring about
1.3 Overview of our solution
Chapter 2 – Background Research
2.1 Issues involved
2.2 Background research
2.3 Analysis of severity of current situation
2.4 Solutions to the problem and arrival at the final solution
Chapter 3 – Preparation for Action Week
3.1 Procedures
3.2 Interview transcript
3.3 Survey results
3.4 Interpretation of results and implications
3.5 Alternative explanations for findings
3.6 Interview analysis
Chapter 4 – Action Week
Chapter 5 – Reflection
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3. Why this DFC journey?
1.1 Why DFC?
Design for Change (DFC) is a world wide effort to find solutions to daily problems that affect
people around the world. This competition has been implemented in over 100 countries and
it was started since 2009. This year in 2011, DFC has arrived in Raffles Institution for the
first time to allow students to try their hand at tackling daily problems and be the change that
Singapore needs. Children around the world in places like India, Thailand and even all the
way to Brazil and Canada are doing it, dreaming up of big ideas, designing an ideal future. So
why not us? As students of Raffles Institution, we can and may be the best minds of the
country. But as future leaders, people who would be looked up to for guidance, it would
require more than brains and smarts. It would require compassion. We must feel for the
community around us. Initiative must be taken to be the change, and to help those around us.
We, as students of this school with a long and rich history, filled with students who are
destined to do great things. There is no lack of problems around, only the lack of solutions to
these problems. People are constantly plagued by them, unable to fully enjoy life, constantly
bogged down by these problems. As such, the first step must be taken, a helping hand
stretched out, and an open heart and mind to be willing to commit oneself to solving these
problems, for the betterment of others’ lives and society. We feel that we have a duty to serve,
to live up to our school motto: Auspicium Melioris Aevi. We must lead in serving, helping
those around us, for us to truly be the hope of a better age.
1.2 Research objectives and changes that we want to bring about
The cleaners play a very big part in everybody’s lives. They are one of the many things that
are taken for granted and constantly being mistreated and under-appreciated, despite all that
they have done. Hence, we felt the need to expose and to bring to the light the harsh and not-
so-pleasant lives that cleaners, not only in our school but everywhere in the world, lead. We
wanted to incorporate a few changes that would allow for the cleaners to receive more
appreciation and thanks for their work. Firstly, we aimed at encouraging students to
acknowledge the cleaners in our school. Many students do not even look at the cleaners, nor
greet them at all, because of their elitist attitude. They think that they are better than everyone,
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4. and that they have the right to treat anyone any way they like. Hence, for our project, we aim
to raise awareness of the cleaners’ contributions to our school, and also to encourage all
students to greet and acknowledge the cleaners’ presence, allowing the cleaner to feel more
appreciated for her work. We want to bring about changes in the mindset of all staff and
student in the school toward the cleaners. We want to, through interviews targeted at the
cleaners, to effectively conclude that the cleaners indeed do not lead very pleasant lives, and
deserve respect, recognition, and appreciation for their efforts.
1.3 Justification for topic
Cleaners are everywhere, from the biggest company, to the smallest compound of any kind.
They are not something that is unusual to anyone. They are constantly seen holding a rag, or
a broom or a mop, or any other cleaning device, doubled over, and working very hard at the
stain that they have spotted. They are an important part in our lives, not only as students, but
anyone. Yet, few, if any, have spared them a thought or a moment, appreciating their efforts
and all that they have done. In modern day society, cleaners have become a common sight,
and so has ignoring them. People are often seen walking right past them without even
glancing at them, but walking right on, as if the cleaner was invisible. And perhaps they are.
People are getting colder towards cleaners, expecting them to clean up whatever mess that
they have made, walking away disdainfully, and leaving the poor cleaner to struggle alone
with the mess. This gives our group a world of reason to start a movement to encourage the
appreciation of the cleaners’ efforts and just to acknowledge them by smiling. A smile is a
simple gesture, but a cheerful and sincere smile, a heartfelt “thank you”, can go a long way to
making the cleaner enjoy his job and to enjoy serving someone. Everyone knows how it feels
like to be under-appreciated for their efforts, including the cleaners. But they have no choice,
no way to opt out of cleaning, because it is their livelihood. Hence, they suffer their constant
torment in silence, never complaining, but the feeling is there, the hurt and the growing anger
at all those who had scorned their efforts. All in all, our group feels that it is crucial for us to
stand up now and tell the world that cleaners are people too. They work hard, work long
hours, all just to provide society with a clean and comfortable place to live in. They deserve
all our respect, all our heartfelt thanks for all that they have done for us.
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5. 1.4 Overview of the solution
We are implementing a solution to help to solve this problem and try to raise awareness for
and increase the appreciation for the contributions and works of the cleaners in our school.
Firstly, we plan to put up profiles of some of the cleaners in the form of posters. Besides their
age, we will also put in the cleaners’ pay. Some other posters would be simpler, just simply
encouraging all, doesn’t matter whether student or staff, to smile for the cleaners. We felt that
these posters would be effective especially for the students, as most of the cleaners are as old
as their parents. Hence the students can picture their parents in the cleaner’s place, hunched
over, sweeping the floor, constantly being ignored. This will encourage students to
sympathize with the cleaners, and hence appreciating their efforts and making life easier for
them.
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6. Background Research
2.1 Issues involved
Our topic deals with one major issue. Respect. Respect, as defined by the Free Online
Dictionary, is feeling or showing deferential regard for something or somebody. But in much
simpler terms, it is the value which the person or thing at hand is held. Tied in tightly with
respect is courtesy. Courtesy is defined as polite behavior. These 2 issues are closely linked,
and are an inherent part of our project.
2.2 Background research
This blatant disregard for cleaners is a problem that cropped up only in recent years. Many
others also feel for the very much under-appreciated cleaners. Sue Nelson, vice-chair of The
British Cleaning Council, was quoted saying that “the cleaning industry had been in decline
since the 1950s. But in those days there were few mod cons, cleaning appliances or chemicals,
so scrubbing up was hard work and everyone who did it was greatly respected.”, but now,
“cleaners are not so well regarded by society as the common belief is that better equipment
has made the cleaner's job easier. Apart from being really hard physical graft, cleaning has its
unsavory side and people such as street sweepers endure verbal and even physical abuse from
drunks and other yobs. They also have to clean away vomit, condoms, human faeces, blood,
and drug needles, often without specialist equipment or training.” 1 This is a very clear
example of what the cleaners have to endure, just to get by. They have to withstand constant
abuse, both physical and verbal. For all they have to put up with, they definitely deserve our
gratitude for enduring this torment just to let us have a clean and comfortable environment to
live in.
1
Undefined. (June 15, 2004). News. In Manchester Evening News. Retrieved September 1, 2011, from
http://menmedia.co.uk/manchestereveningnews/news/s/121/121260_call_to_appreciate_cleaners.html.
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7. 2.3 Severity of current situation
We as children are taught the values of respect towards everyone, no matter whom. Yet, these
cleaners have served you diligently without complaint, but not a single thank you is said.
Gratitude, in current society, is highly over-rated. In the past, when someone did something
for you, thanking the person would be a natural reaction, no matter the status of that person.
However, nowadays, people have taken to ignoring those whose status they deem to be lower
than their own. As such, many unsung heroes such as the cleaners, never receive their due
respect and gratitude. As students of Raffles Institution, one of the top schools in Singapore,
we feel that basic respect is a value that should be inherent in our very character. And yet,
students have been seen walking around with an upturned nose, not greeting, much less look
at the cleaners, the cleaners who have worked so hard to keep the school clean, and keep the
school looking like what it is now. It is not school pride if we are not even willing to
acknowledge the people who have contributed to making the school look like what it is. But
rather, it is blatant disregard for others’ contributions, and is completely unbecoming of a
Rafflesian. This scene is highly disturbing as it proves one fact: that most people are
hypocrites. They constantly preach the values of respect, courtesy and gratitude, and yet, they
themselves are not setting the example.
2.4 Solutions to the problem and arrival at the final solution
This problem had escalated to the point that, if not solved, the disrespect and disregard for the
cleaners would spread to even those who opposed the convention of disrespect for the
cleaners. Hence, we had to solve the problem quickly. We then decided on how to carry out
our project as there were many ways to help get the students to respect the cleaners. We
thought of many solutions, but only a few were possible. This included placing posters
around the school and into the letter racks of classes. We also wanted to hold a class
cleanliness competition, as it would reduce the amount of work the cleaners need to do, and
also help students to understand the enormity of the task that the cleaners had. However,
there was already such a competition being held, and too many of these sorts of competitions
would reduce the effectiveness, and thus we felt that it was not advisable to proceed with it.
We finally decided on holding a campaign, to advocate the respect and gratitude towards the
cleaners. We wanted to go around holding talks, trying to instill others with the same passion
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8. we have for this cause, encouraging them to support us. However, we found that it was too
large scale an operation, and we did not have the manpower. After our plan for the talks had
failed, we briefly considered videoing our speech and giving it to all class monitors to show
to their classes. This would be efficient. But we phased that out too, as a speech through a
video would be much less effective, as the video itself would dampen the emotions that we
would want to show. After much negotiation and discussion, we settled on a poster as part of
our campaign. We wanted to have 3 types of posters. One would show a simple profile of a
cleaner in our school, with details like their pay, age and name. The second type would show
a cleaner working hard, trying to keep the school clean, while the third type would simply
encourage all to smile for the cleaners.
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9. Preparation for Action Week
3.1 Procedures
Our Procedure is mainly split into 3 parts: Our views, the Social Survey and the Interview.
Firstly, we had to establish that we truly felt for the cleaners’ plight, and that we earnestly
empathized with them. This allowed us to have the passion to argue for the cleaners’ cause,
bringing to light their situation, convincing and persuading others to support our cause, and
empathize with the cleaners.
Secondly, our Social Survey, which was split into 2 parts: a pre-survey, and a post-survey.
The pre-survey would be issued before our action week, to allow us to test the validity and
truth of our hypothesis. This also allowed us to formulate our Action Week plan. The post-
survey, which was to be issued on the last day of the Action Week, would allow us to check
the effectiveness of our action plan. For both surveys, we wanted to limit the number of
questions to as little as possible. This is due to the fact that students and teachers may not
have a lot of time, and would not want to do such a long survey. We also did not want any
open-ended questions in our survey, as people might be too lazy to answer them.
Thirdly, our interview was quite hard to arrange, as not many cleaners were willing to
respond to our request to interview them. The interview questions had been came up with as
the group came together as there are a limited number of questions we can ask. Therefore, we
had to pick out the most important questions to ask.
3.2 Interview transcript
Key: Bracketed is for Lee Chan Wai
Un-bracketed is for the Mrs. Chua Lee Lay, the cleaner in charge of cleaning the
Junior Block
(Good morning, Aunty.)
Good Morning.
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10. (I am from a group of year 2 students doing a project regarding the cleaners and how they
feel about the way they are treated and if they are respected by the students or not. Do you
mind answering a few questions?)
Sure.
(Thank you very much for your time Aunty! As a group, we wanted to find out roughly how
is it like working as a cleaner? How is your pay like? How many hours do you work a day?
How do staff and students treat you in general?)
Wow, so many questions! Ok, I will answer them one by one. As a cleaner, my working
hours are quite long. I come to school at about 5.50 in the morning, or earlier, and work until
about 6 to 7 in the evening. So I am usually in school before most students, and leave school
every day after most students. As for pay, I get about $200 a month, which is not a lot, barely
enough really. The price of living in Singapore isn’t very cheap you know. I don’t have much
money, so I bring food for lunch instead f buying. It’s cheaper that way. We have lunch at
about 1.30 in the afternoon, where a few of us cleaners will take our lunchboxes and go
somewhere quiet to eat. It’s tiring work. And very boring.
(Yes, I understand.)
Normally, I start with cleaning the ground floor rooms. You know, the rooms on the ground
floor…
(The seminar rooms? Is that what you’re referring to?)
Yes, yes. That’s it. I start with cleaning those first. The students don’t always use it, but for
some reason, they’re always dusty. So, sweeping the floor there is always one of my priorities.
I sometimes clear the dustbins first also. But generally, I clear the dustbins first. And no, not
many people greet me. It’s actually those students on the 3rd and second floor, which greet me
or thank me [refers to the Gifted Education classes and 2H]. The students on the first floor,
especially those in that class over there [points to 2A] are very rowdy all the time, and they
always ignore me when I go into their class to change their rubbish bin plastic bags. They
always seem to have a lot of rubbish. Teachers who pass by generally don’t greet me, they
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11. just walk on. Only a few, maybe about 2 or 3 teachers even smile at me or ask me how I am. I
am happy when they do that. Very few students greet me also. But I really like it when people,
no matter if its teachers or students, greet me.
(Oh, I see. What do you think of the level of cleanliness of the classes around in the Junior
Block? Do you think they are very dirty?)
Actually, I feel that the standard of cleanliness here is terrible. My job is never-ending, class
after class, room after room. Not to mention the toilets, always flooded, and people urinate
everywhere, and it runs all over the floor. People also don’t flush after they use the toilet, so
it’s always very smelly and unsightly and very, very unpleasant. Bur I have to clean them. I
have no choice. And the students leave scraps of paper lying around and leftover food crumbs
or unfinished food everywhere, in the toilets, the classrooms, under tables… It’s a very
unpleasant job, which is why I am leaving the school.
(Oh… Why? And where are you going next?)
I am actually going for an office job, as in to clean offices. The pay is better there; it’s much
cleaner and more comfortable to work in. I will also be much more appreciated there. It’s a
much better life, and work is much easier with higher pay, so I’m leaving next Friday, at the
beginning of the month. I’ve been working here for quite some time already, I can’t
remember how long though… But I hope that answers all your questions.
(Yes, thank you very much for your time, Aunty!)
{This interview was translated from Chinese to English for the purpose of this report. Note
that all of the interviewee’s statements are personal opinions and should not be held against
her.}
After the interview was carried out, the aforementioned cleaner, Mrs. Chua left the school for
a cleaning job at an office on the 5th of August.
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12. 3.3 Interpretations of results and implications
From the survey, we can see that only about 8% of the students claim they know how many
cleaners there are in the junior block, but out of all the 8%, none of them got the number right.
Thus, in short, none of the students actually know that there is only one cleaner taking care of
the entire junior block. This is very troubling as it shows that students do not even notice the
cleaners. They just treat them as lower class people and do not bother to greet them. This is
further supported by question 3, as about 50% of the students never greet the cleaner.
From question 4, we can see that about 80% of the students rate their class 3 and below on
the cleanliness scale. This only makes things worse as it shows that despite knowing the
effort needed to clean their classrooms, they still do not greet the cleaner and appreciate her
efforts.
How would the public see us? If they catch wind of the current situation of ingratitude the
students at Raffles Institution have, our reputation is sure to fall.
3.4 Alternative explanations for findings
Other than pure lack of gratitude, we feel that there is another possible reason for students to
not greet the cleaner.
We feel that students at RI are also too proud, thus they might feel embarrassed if they greet
the cleaner. Being in an elite school, students might feel that they are much more important
and thus there is no need to greet the cleaner. What they fail to realize is that cleaners are just
as important as the students themselves. Imagine if RI had no cleaners. What would happen?
It would surely not be the elite school that it is today. Thus, we feel that pride might be a
contributing factor towards the lack of appreciation that the cleaner receives.
3.5 Interview analysis
From the interview, we can see that the cleaner works very hard to keep the Junior Block
clean, working for 12 hours every day. Furthermore, the pay she receives is barely enough,
considering the high cost of living in Singapore.
The cleaner has to clean all four floors of the junior block, including the 15 classrooms, the
toilets and the computer labs by herself. The classrooms are always dirty, as students often
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13. eat in class and leave food wrappers and litter lying around. Students also do not have the
initiative to clear the dustbin themselves when they are full, thus the dustbins are always
overflowing and there would be a mound of rubbish around the dustbin. Therefore cleaning
the classrooms alone requires a lot of effort.
And that was just the beginning. The cleaner also has to clean the toilets, which are extremely
dirty, as students do not even have the basic decency to flush after usage, leaving the cubicles
smelly and disgusting.
However, despite having to go through all of those, the cleaner does not even get a simple
“Thank You” from the students. Even teachers, who are supposed to be setting a good
example for students to follow, do not greet the cleaner. This is very worrying as we are an
elite school, a school with the highest standards possible. We are winning competitions here
and there and yet we do not even have the basic respect for people within our school.
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14. Action Week
During this week we placed posters (annex B) all around the junior block, trying to get more
students to respect the cleaners and greet them. The posters included a profile of the cleaners,
presenting facts about them. These facts included information such as the amount of money
the cleaners earned in a month or how old they are. However, we had to get permission from
the cleaners and from the school before we were allowed to put up the posters. We were
trying to inform the students about how hard the cleaner’s life could be and how we could do
our part to make the cleaners happy each day. We also placed the posters into each class’s
letter racks. This not only helped our promote our campaign, but also served as a reminder
that, even through all our studying and hectic school life, we must not forget our priorities,
and what we should be doing for others, not just for one’s own selfish gain.
We also conducted a post survey on the same students to see how effective our project has
been and the results were quite promising. About 70% of the respondents replied that they
greeted the cleaners whenever they saw them, up from 20%. This shows a great improvement
as we managed to get more students to greet and show respect to the cleaners. We also
checked the classrooms and surprisingly, the classrooms were also cleaner. When we
conducted the post survey, more students felt that their classes were cleaner and we also
asked the cleaners some simple questions and they replied that they also felt that the
classrooms had less litter. Most felt that they felt very sorry for the cleaner, and decided to
keep their classrooms clean. In a way, we had achieved a class cleanliness competition, albeit
without the competitive factor.
From this, we felt that our project was a success as we managed to get more students to greet
the cleaners every time we met them. We also had to seek plenty of guidance from our
teacher mentor involving our surveys as to get an appropriate amount of completed surveys.
We also believed that our project was able to help the cleaners be happier as they would be
greeted more often and would not be ignored by students walking past them.
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15. Reflection
No project is perfect, and ours is no exception. With regards to our project’s limitations and
weaknesses, there are four main factors. Firstly, we have limited time. As our project’s topic
is very wide and it needs lots of information from both teachers and students of different
levels, we would need lots of time. However, we just do not have that much time in our data
analysis, surveys and interviews. This is because as we have mentioned our project needs
both information and point-of-views from teachers and students, not to mention that we still
ought to analyse that huge amount of data, we are actually doing two sets of research under
the same topic. The limited time also contributes to that extra pressure that is being put on us.
We are pressured to complete the project quickly and well, lest we get retained. We are
forced to rush our research and our interviews, and we are not given much time to actually
learn and absorb any of the material before rushing off to the next phase of our research
education
Secondly, we are only doing this type of Research Education, Design for Change for the first
time; we do not have the ability and capability of organizing enough time for each phase of
our project. Also, we do not have the skills and the experience to know what to do and how to
do it. Even though the talks may have helped, but experience is also one of the key factors
leading to a good and well done project. If we had more experience, it is believed that this
project would be much more successful. Also, we are the first batch of students doing this
Research Education, so we do not have any past references to make use of, and thus, we are
venturing into uncharted waters, having to take a lot of risks and gambles, because we have
no real idea how it is supposed to be done. We also have pressure to do well; we would be
laying the foundations for future batched who wish to pursue this form of Research Education.
Thirdly, we had limited contacts. Although this might not seem important in other projects,
this is certainly very important for us. As our topic targeted students and teachers, we needed
lots of people to complete our surveys. Since we are first-timers for this project, we have no
idea how we should go about getting responses, as our subject-matter is very ideals and
morals based, and as such, finding a suitable interviewee was no mean feat. Thus we have to
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16. go out of our way to find as people who were willing to be interviewed by us. This is also a
result of our time constraint.
Fourthly, we had to restart our project and re-pick a topic very near to the deadline. Our first
project was to try and paint glow strips along the doors and steps of the HDB flats of the
elderly. This was to help save energy, and also to reduce accidents involving the elderly
because they could not see. We did a survey and found out that the old folks have trouble
seeing in the dark and so by carrying out this project, we wanted to allow the old folks to see
where the door and any steps were that could cause them to fall, while saving energy by using
strips painted with glow-in-the-dark paint. All this fell apart when a year 3 Research
Education group, the Home Creation group, was delayed by about 1 month, and thus we were
unable to pursue this project any further due to our inability to finish the project in time. This
happened during the June holidays, and so we had to embark on a new project topic. Our next
project was inspired by one of our teachers. She felt sympathy for the cleaners our school,
sparking off our next project title. Our objective was to try and get students to respect and
greet the cleaners more as they keep our school clean. Therefore, we wanted to get more
students to greet the cleaners. Our final aim was to encourage more students to sympathize
with the cleaners as they do not earn very much and they are in an unavoidable situation.
The fourth factor would be limited resources. Our limited resources include educational
databases and reference materials from libraries. Since our topic regarded morals and ideals,
it was very opinion-based. As such, there were few documents written readily available on
the matter, and it also slowed down the speed of development of the project by that fact and
took a long time finding appropriate articles to formulate our survey questions.
Finally, the fifth and the last factor is the limitation of abilities. It is our first time doing this
project, leading to the lack of abilities in the various areas of the project. The lack of a
previous experience is also what that affected us. Not enough ideas were generated for
preliminary reports and wasted quite a bit of time already before actually starting our project.
This was a new experience for the students, and because of the lack of previous experience,
there was difficulty solving many small problems and the project was hampered by the fact.
Lacking the necessary time management skill and were unable to efficiently and quickly plan
out sufficient time for each component, the result of the project was of course not as good as
planned. The lack of skills is also another weakness, among other things. Despite being
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17. taught how to do it, with lack of experience in doing an holding an actual campaign was far
removed from the comfort of our talks and brainstorming sessions. Hence, there were many
difficulties. As for the actual project, our data collating skills were very weak. Much time was
spent a lot of time gathering and drawing out conclusions from the gathered results from the
surveys.
All in all, the lack of experience was a main factor that limited us in what could be
accomplish. Good organizational skill was also lacking from the project and the group either
spent too much or too little time on a certain component, causing some components to require
additional and heavy editing. However, some factors leading to our rushed project was not
through any fault of our own, and hence, should not be fully blamed for all the events and
hiccups that have taken place.
Despite the many setbacks that we have faced and weaknesses that our project may have, we
have also had many things that give a cause for celebration. Our project title in itself was not
completely original, but it went straight to the heart of the matter. As the saying goes,
“charity starts at home”. Many of the other DFC groups have targeted people all around the
island, battling many problems. That is admirable of them; however problems exist right at
home in our school, and with our own problems, we can hardly be of much use to them, with
our attention and focus and energy only half-heartedly spent on them. It also, frankly
speaking, a truly well-done piece of work, and we deserve to be proud of it. Despite a very
late change of topic due to unforeseen circumstances, we still managed to throw a project
together, despite all our setbacks and obstacles. It is truly worth congratulating. On top of that,
it is also a very earnest from-the-bottom-of-our-heart project. We truly feel for the cleaners,
and we feel that true passion is something that is an inherent part of DFC.
Our project, however rushed it may be, has also shown potential. As a DFC project, it has the
ability to change lives and touch people’s hearts. Cleaners are not the unsung heroes in our
school. In fact, teachers, and perhaps even inspirational people like prefects and class
monitors can also be targeted. They serve us whole-heartedly without fail. They could also be
helped, their ceaseless and tireless efforts brought to light. But this may not be restricted to
our school. Our project can extend to all around Singapore who have served or helped, but
have not been shown their due gratitude and respect. Many unsung heroes are out there. They
never stop serving, and yet they are not shown the appreciation that they so rightly deserve.
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18. As such, we feel that this effort should not stop here, but the wheel should be taken over by
others who succeed us, carrying on this effort and this worthwhile cause, fighting for the
appreciation of all who deserve it.
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19. Annexes
A) Pre-survey
We are a group of Secondary 2 students conducting some
research for RE. Please help us fill in this survey. Thank you!
Q1) Do you know the number of cleaners in charge of the cleanliness of the
Junior Block? (If no, skip to question 3)
Yes No
Q2) If so, how many?
Ans: ___________
Q3) How often do you greet the cleaners?
Never Daily Weekly Monthly
Q4) How clean is your class?
1(very dirty) 2 3 4 5(very clean)
Q5) What is your preferred way of raising awareness and respect towards the
cleaners among students?
Placing posters around the Junior Block
Holding a cleanliness competition
Introduce the cleaners to each class
Placing the cleaners profile into each classes letter racks
Others
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20. B) Post-survey
We are a group of Secondary 2 students conducting some
research for RE. Please help us fill in this survey. Thank you!
Did you happen to come across a poster involving cleaners in the junior block?
Yes No
Did your mindset towards the cleaners change?
Yes No
How often do you greet the cleaners whenever you meet them?
Ans:
How effective do you think our posters have been? (On a scale of 1 to 10 with 1
being the least effective and 10 being the most effective)
Ans:
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21. C)Poster
Age: 55
Monthly pay: $200
Job: Clean the whole junior block
Works about 13 hours a day
She feels that the classrooms in the
junior block is especially dirty and that
only 2 or 3 students greet her a day.
Please greet the cleaners if you see them
to make their day!! Thank you!
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