Q1.

Case Study
Pete is the lead teacher of a five- teacher school teaching team. Recently
he has noticed that Sarah, a teacher from across the hall has been
dropping in in Linda, the reading teacher in Petes team, alomist every
fifth period to borrow something and chat a few minutes. Its only for a
short time, but class noise and attention appear to be worsening. Others
on the team seem to have some resentment of the minor intrusion. If you
were Pete what would you have done? (500 words)
Answer
Being Pete I would
a. Talk to Linda and tell her to limit her conversations to break
periods and other free time she has got with her. I would remind
her of her duties she has got being the teacher of teaching team and
be responsible for her actions and her code of conduct during the
working hours. I would ask her to do what she preaches in class
that is, self-discipline.
b. I would ask the principal to tell the other team leaders to keep their
teachers in their own classrooms and maintain proper discipline in
their respective classes. I would take full responsibility myself and
will talk to other team heads and ask them to talk to their team
members and ask them to maintain the decorum of their respective
classes. I would also ask other team members to take the
responsibility of their respective team members deeds and the
misconduct shown by them.
c. I would confront both teachers the next time I would see them
together, find out what they are up to, and inform them of the
problem as I see it. I wont make an issue out of it but a warning
would be given to both of them and both of them will be asked to
be careful in future.

d. I would try to keep the rest of the team at ease; as it is important

that they all work well together. I will call for the meeting and ask
every member to attend it and discuss the issues they are facing
and ask for their opinion for the proper solution to the specific
problems they have regarding any problem they are facing.
e. And I am thinking to introduce a fifteen minutes interaction time
where team members of different groups can interact with each
other and discuss about the various pros and cons of the teaching
and other aspects related to teaching and would ask them to
confine their personal talks to free time only.

Q2. How can curriculum implementation be improved in your

institution? AS a leader how will you involve teachers and students if at
all in curriculum making? What criteria for selecting content do you feel
are important? (450 words)
Good teachers want to do their best for all students. This, of course,
reflects our society's commitment to equity, fairness, and justice. But, if
this commitment is to be meaningful, it cannot be approached
simplistically. (It was said of the legendary coach Vince Lomardi that he
was always fair because he treated all his players the same like dogs!)
For schools and teachers to be equitable, fair, and just involves
designing instruction in ways that accounts for a wide range of
individual differences and circumstances.
Most public school curriculum guides and manuals reflect efforts to
prepare youngsters to cope with what may be called developmental or
life tasks. Reading, math, biology, chemistry, social studies, history,
government, physical education, sex education all are seen as
preparing an individual to take an appropriate role in society as a
worker, citizen, community member, and parent.

Positive classroom social climate that

a. personalizes contacts and supports
b. offers accommodation so all students have an equal opportunity to
learn
c. adjusts class size and groupings to optimize learning
d. engages students through dialogue and decision making
e. incorporates parents in multiple ways
f. addresses social-emotional development
Designing and implementing quality instructional experiences that
a. involve students in decision making
b. contextualize and make learning authentic,
c. including use of real life situations and mentors
d. are appropriately cognitively complex and challenging
e. enhance language/literacy
f. foster joint student products
g. extend the time students engage in learning
h. through designing motivated practice
i. ensure students learn how to learn and are
j. prepared for lifelong learning
k. ensure use of prereferral intervention strategies
l. use advanced technology to enhance learning
APPLICATIONS OF TECHNOLOGY TO BASIC SKILLS

Using educational technology for drill and practice of basic skills can be
highly effective according to a large body of data and a long history of
use (Kulik, 1994). Students usually learn more, and learn more rapidly,
in courses that use computer assisted instruction (CAI). This has been
shown to be the case across all subject areas, from preschool to higher
education, and in both regular and special education classes. Drill and
practice is the most common application of CAI in elementary
education, the military, and in adult educational settings