Course: Educational Leadership and Management (8605)

Level: B.Ed (1.5 Years)

Semester: Autumn, 2017]
ASSIGNMENT No. 2

Q.1 How do the classroom management issues influence the learning process at
elementary level? Discuss some of the essential principles of classroom
management in detail.

Answer:

The term "classroom management" doesn't have just one definition. However, it most
generally refers to the way in which a teacher or instructor sets up the classroom so that
students can learn most effectively. Setting up the classroom can mean both physically and
how the teacher structures the day. If you're thinking about how to manage your classroom
better, be aware of the some of the things that may affect the way you can manage it.

Environment
The environment can have both noticeable and unnoticeable effects on how well you can
manage the classroom and how well the students listen. For example, if you have a full
classroom of 30 students, then the students in the back will not hear you as well. The
environment doesn't allow them to sit closer. This also accounts for windows and other
students that can cause distractions. While you can't predict every distraction, you can set up
the classroom to encourage students to look where they need to. For example, pull the blinds
and shut off some lights without completely darkening the room. Make it brightest at the
white board or on you. Students will then focus on that area.

Your Approach

How you set up rules in your classroom will determine if students keep those rules or not. For
example, instead of telling the students what the rules are, develop an activity that lets them
create the rules. It's a lot easier for you to call a student on a rule if the student helped create
it, as opposed to if you just told the student to follow it. This goes the same for assignments.
While you can't let students decide the guidelines, you can talk to them about what your
guidelines mean. This will help them feel like they had a say in creating the assignment.

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Disabilities
Students with disabilities, leaning or otherwise, will always affect the way you manage the
classroom. If one student has a learning disability, you may need to spend more one-on-one
time with this student or allow a development technician to work with him. There is no one
way you can handle these situations.

Good classroom management goes hand-in-hand with student discipline. Educators from the
novice to the experienced need to consistently practice good classroom management to
reduce student behavioral problems.

To achieve good classroom management, educators must understand how social and
emotional learning (SEL) influences the quality of teacher-student relationships and how that
relationship influences classroom management design. The Collaborative for Academic,
Social, and Emotional Learning describes SEL as "the process through which children and
adults acquire and effectively apply the knowledge, attitudes, and skills necessary to
understand and manage emotions, set and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and make responsible decisions."

Classrooms with management that meets academic and SEL goals require less disciplinary
action. However, even the best classroom manager can use a few tips at times to compare his
or her process with evidence-based examples of success. These seven classroom
management tactics reduce misbehavior so teachers can focus their energy on making
effective use of their instructional time.

A typical school day is loaded with disruptions, from announcements on the PA system to a
student acting out in class. Teachers need to be flexible and develop a series of plans to deal
with anticipated classroom disruptions, which rob students of precious in-class time.

Prepare for transitions and potential disruptions. Consider the following suggestions:

 Place lesson objectives and resources in an area of the classroom where students can
see them. Tell students where they can find lesson information online. In the event of a
fire drill or lockdown, students know where to access information.

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  Identify the typical times for student disruptions and misbehavior, usually at the start
of the lesson or class period, when topics change or at the conclusion of a lesson or
class period. Be ready to re-task students when they get off the established routine(s).

 Greet students by name at the door to get a feel for their moods/temperament.
Engage students immediately with independent opening activities.

 Diffuse conflicts (student-to-student or student-to-teacher) in the classroom with a

series of steps: by re-tasking, by engaging in dialogue, by temporarily relocating
a student to a designated "cooling off" area or, if a situation warrants, by speaking to
a student as privately as possible. Teachers should use a non-threatening tone in
private talks with misbehaving students.

 As a last resort, consider removing a student from the classroom. But first alert the
main office or guidance department. Removing a student from the classroom gives
both parties a chance to cool off, but it should never become a routine practice.

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Q.2 Highlight the importance of managing physical, learning and financial resources
for running a school affectively. Compare the management problems of public
and private sector school in Pakistan.

Answer:

Imagine you are a kindergarten teacher and you have a room full of young students. It is craft
time and two of the children begin fighting over a glue stick. They soon become a distraction
to other surrounding children, who then begin to feed off of this negative interaction.
Pandemonium quickly breaks out.

This same scenario has happened a number of times in recent weeks. You decide to
permanently move the two children to opposite sides of the room, and that immediately
makes a world of difference. Your classroom as a whole becomes much more peaceful and
manageable.

Managing a classroom of young children can be particularly challenging, but there are
practical steps you can take to make it a positive learning environment. As a classroom

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instructor, you have the unique ability to strategically design and manage physical space. By
doing this effectively, you help ensure the needs of all students are being met, including
those with exceptionalities.

The Importance of Safety, Functionality, and Age-Appropriateness

Safety and functionality are essential components in setting up and managing a physical
classroom space. Be sure that sharp objects and hazardous substances (such as cleaning
products) are put out of reach. Be sure that your classroom space lines up with your local fire
and safety regulations. If you work with infants and toddlers, it is wise to ensure that all
electrical outlets are covered with child safety plug-ins. Remember, you are responsible for
these young lives - they are in your care. Because of this, you should constantly assess the
safety of the physical space you are managing.

Functionality in this context refers to the way in which your classroom space is able to be
used for practical and appropriate purposes. If you plan on doing a lot of crafts, you'll want to
make sure you have adequate space. And don't put an expensive antique decoration in that
area, because a student could easily knock it over! If you have students that take naps in class,
functionality might involve creating a cozy area with pillows and mats. Functionality just
means your physical space lines up with the ways you intend to use it.

It is also important that the toys, objects, and resources in your classroom are age-
appropriate. You probably wouldn't have detailed world maps in a classroom for four-year-
olds. Be mindful of providing toys and resources that correspond to the developmental level
of your students.

The Role of Aesthetics in the Classroom

It is important to consider aesthetics, or how your classroom looks. Aesthetics refers to the
overall beauty, symmetry, brightness, orderliness, cleanliness, and appeal of the classroom.

Think about this: a teacher would be doing students a disservice if his or her classroom were
drab, dull, and unwelcoming. Imagine walking into a preschool classroom to find the blinds

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closed, nothing on the walls, and messes everywhere. It might feel more like a prison than an
early childhood learning environment.

On the other hand, imagine a preschool classroom with shelves filled with tactile objects,
books, and toys that are just waiting to be used. Imagine desks arranged neatly in groups of
four placed strategically around the room. Imagine brightly colored posters showing off the
seasons, ABC's, numbers, and other age-appropriate content. An orderly, aesthetically
pleasing classroom will help foster an environment conducive to learning.

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Q.3 What is the significance of financial record keeping in schools? Discuss different
types of schools records in detail.

Answer:

DEFINITION OF CONCEPTS

School records keeping: This concept according to NTI (2000:12) is the history of the school
kept systematically. This means that the systematic growth of the school at various points in
time need to be thoroughly recorded and kept by school administrators. it is the authentic
register of instruments of officials accounts of transaction or accurance which are preserved in
the schools office (Olanrewaju 200S).

Aleiyideino SC et al (202) defined record as a written statement about a happening. School

record keeping according to these scholars are records that give a lot of information about
the school that will enable the authority to take decisions and asses the progress of the
school. Head of School shall refer to both head teacher and principal.

Student: It shall be used to refer to both pupils and students. These records according to
Dibu-Ojerinde,00 and Tukur(ed) (2005:21) classified school records into (a) Statutory Records
(b) Academic Records (c) Finance Records (d) Staff Record(e) General Records.

Also linking Muslim schools to the category of voluntary agencies interested in educational
development, Eke, et al (2000:46) explained that the Izalatil bid'a Wa Iqamatis Sunnah group,
the Jama'atu Nasrul Islam, is the Islamic Trust of Nigeria (ITN) among others have contributed
immensely not only to the development of education but also to proper school records
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keeping in Nigeria. Here cognitive and effective domains are highly exhibited unlike public
schools that deal with only cognitive domain.

FILES FOR ACADEMIC RECORDS OF DIFFERENT SUBJECT MATTERS NEED TO BE KEPT

C). FINANCE RECORD

The school needs account records such as:

i. Salary and payment voucher:- these are kept in labeled files to show salary payment and
other payments made in the school.

it School fees register:- It is kept to give the financial transactions in the school. It gives
information about income and expenditure items. It promotes accountability and prevents
corrupt and sharp practices.

iii. Fees receipts:- It is issued to students as they pay fees while the duplicates is kept for
auditor and inspectors.

iv. Cash Book:- It shows the receipts and payments of the school.

v. Ledger Book:- It is used to record all the debit and credit transacts of the school.

vi. Bank Reconciliation to Reconcile the School Transaction with the bank (to come into
agreement)

vii. Stock Book:- It is used to keep the inventory of the landed property and other assets of
the school with liabilities shown.

viii. I.O.U Book:- This is used to service short term financial assistance to staff, payable on
payment of salary.

(i) Schools keep an account of each pupil on its roll and submit periodic reports, which
contain all the necessary information about the pupils.

(ii) The school records help to submit to the Department of Education (he budgetary
statement of financial needs in the beginning of the session.

(iii) School records help to judge the progress of the pupil on rolls, their strength and
weakness and help the teachers and parents to bring about desirable changes.
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(iv) The records also help to know the educational achievements of a particular locality and
even of the stale.

(v) School records help for the development of healthy relationship between the school and
home. From the progress report, both the teachers and parents evaluate the pupil's
achievement and progress.

(vi) School records help for undertaking educational research. Research scholars get a
complete picture on pupil progress, instructional materials, physical development, promotion
practices, different tests etc. The research findings also help the school authorities to
introduce new educational reforms.

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Q.4 Compare the functions of the Federal Ministry of Education with its ongoing
activities. Highlight the responsibilities of Provincial Department of Education in
improving the school education and some steps taken by your provincial
education department in this context.

Answer:

Ministry of Professional and Technical Training was established in July 2011 in the wake of
18th Amendment. Some of the Departments/Organizations previously under MOLM and MOE
were placed under this Ministry. Supreme Court of Pakistan in its Judgment dated 25th
November, 2011 directed that in view of insertion of Article 25-A in the Constitution, the
Federal Government cannot absolve itself from the responsibility of providing Education to its
citizens.’

In the light of Supreme Court Judgment, a Summary was moved to Prime Minister of Pakistan
who was pleased to approve the renaming of Ministry as “Ministry of Education and Training”
which was duly notified by the Cabinet Division on 24th July, 2012.Subsequently, the Council
of Common Interest (CCI) in its meeting held on 8th November, 2012 endorsed the renaming
of Ministry and approved its functioning with the subjects already assigned to it.

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On reorganization of Federal Secretariat the Ministry renamed as Ministry of Education,
Trainings & Standards in Higher Education vide Cabinet Division’s notification No. 4-8/2013-
Min-I dated: 07th June, 2013.

On 19th June, 2014 Ministry has now renamed as Ministry of Federal Education anf
Professional Training vide Cabinet Division’s notification No. 4-10/2011-Min-I dated: 19th
June, 2014.

Vision

“Developing Pakistan as a progressive and prosperous country by providing equal

opportunities to all citizens enabling them to acquire knowledge through Primary, Secondary,
and Higher Education including Technical and Professional training; creating a knowledge
society leading to knowledge economy”

Mission Statement

“Endeavour to create conducive environment for teaching-learning and to promote

affordable quality education, in all academic disciplines to ensure holistic growth and
sustainable socio economic development of Islamic Republic of Pakistan”

Functions

As per the Constitutional provisions (25-A and Federal Legislative List part-I and II) the
Ministry has to function in the following fields:

• Higher Education and Standards in Higher Education

• Technical Education and Vocational/Professional Training

• Non Formal Basic Education

• Adult Literacy

• Coordination with Provinces/ Areas

• Secretariat of Inter Provincial Education Ministers’ Conference (IPEMC)

• National Curriculum Council (NCC)

• National Education Policy (NEP)

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• International Cooperation

The functions include coordination, facilitation, Technical and Financial Assistance as well as
taking care of International obligations and commitments.

Responsibilities of Provincial Department of Education:

The 18th Constitutional Amendment has significantly changed the way education will be
planned, managed and financed in Pakistan. The Amendment acknowledges provision of free
and compulsory education to all children of the age (5-16) as a fundamental right. And with
abolition of Concurrent Legislative List, the mandate for curriculum, syllabus, planning, policy,
centers of excellence and standards of education, now exclusively falls in provincial domain.
However, a new entry in Federal Legislative List Part-II retains ‘standards in institutions for
higher education and research, scientific and technical institutions’ to be handled by the
Council of Common Interests.

In fact even before the passing of the eighteenth amendment the provinces were largely
independent in planning, management and delivery of education but the centre had the
authority and responsibility of designing and developing education policy and curriculum for
all the federating units to be introduced in the public schools. None of the provinces had the
authority to amend, add or delete any of the items of the prescribed curriculum. This was
entirely the domain of the Federal Ministry of Education. However, the provincial Text Book
Board had the space to translate the standard curriculum into books to be taught in nation’s
class rooms.

The other area where the provinces have been given autonomy is the sphere of Higher
Education. Earlier, the higher education for provinces meant only college education though
provinces had the authority to award charter to the universities as per criteria of the Higher
Education Commission, and provincial governors were chancellors of the public sector
universities. Provincial universities, though had administrative freedom, but were highly
dependent on the federal government for finances and grants. Now the provinces would have
to foot the bill for development of universities.

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On one hand this new scenario provides an exciting new opportunity to the provinces to
make new advancements in the education sector and develop improved curricula according
to the need, priority and ideals of their own regions and on the other hand this also adds to
responsibilities of the provinces in terms of better education management and delivery. The
provinces also need to allocate more financial resources in the education sector in order to
bring improvement in it.

The Roundtable was attended by a large number of participants from all over the country.
Federal minister for education, a former education minister of the Punjab; provincial
secretaries of education departments from Punjab, Sindh, Khyber Pakhtunkhwa and
Balochistan and officials of the Federal Ministry of Education; vice chancellors of four
universities and pro-vice chancellor of another university; officials of Higher Education
Commission and Federal Directorate of Education; president of Private School Network (PSN);
sixteen educationists/scholars from various universities/institutes, five research scholars, and
representatives of eleven civil society organizations from across the country attended the
conference. The chief guest was Sardar Asif Ahmed Ali, the Federal Minister for Education.

Federal Minister for Education, Sardar Asseff Ahmed Ali, in his keynote address stated that
minimum national standards in curriculum and textbooks are essential for building national
identity. He held a personal opinion quite in contrast to the government’s official point of
view and said that the total autonomy of the provinces with regard to development of
curricula was not appreciable and unless there is a minimum standardization in the curriculum
it would do “incalculable damage” to the federation of Pakistan.

He also said that there is an inherent danger to the country itself if the basis of commonality,
that is the Urdu language, is removed. He said that the government in Khyber Pakhtunkhwa is
already changing the medium of instruction from Urdu to Pashto which in his opinion was a
regressive step. The federal Minister also opined that the provinces were ill equipped to
change the medium of instruction from Urdu to regional languages and that they would be at
a disadvantage in case they did it.

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However, pro-provincial autonomy intellectuals and educationists did not agree with the
Minister and with examples from other federations argued that stronger provinces were vital
for a stable Pakistan.

The first session was themed “Reflections on the way education has been planned, financed
and managed in Pakistan and analysis of post 18th Amendment scenario”. Participants
discussed the challenges for provinces after adoption of 18th amendment. Questions
regarding issuance of charter to universities, difference of curriculum and uniformity,
standardization and quality of education were raised. It was discussed that Universities need
to be creative and innovative to generate their funds through inventions and publications.
Questions regarding developing of curriculum and syllabus by the provinces came also under
discussion.

Dr. Rasul Bakhsh Rais commented that we need to look at the spirit of the 18th Amendment.
It is a shift from a unitary to federal system. There is need to change the mindset and shed
fear syndrome. Provinces should be free and have liberty to develop their educational
systems and programs according to their socio-economic and development needs.

Former education Minister Punjab Mian Imran Masood briefly described the system of
education management and governance in Punjab and said that even prior to the passing of
the eighteenth amendment the provinces were largely independent in the policy and
planning regarding education in their provinces. The federal government had very little
interference in the micromanagement of education except for the curriculum. He said that it
is not a big issue to devolve more authority to the provinces as they are already used to it. As
far as the curriculum is concerned it will only matter in the subjects of Pakistan Studies or
History otherwise there would be little changes made by the provinces in the rest of the
subjects.

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Q.5 Discuss the need and importance of evaluation in decision making process for a
school management. Criticize the use of CIPP model in making evaluation of an
educational programme.

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Answer:

Making decisions for your small business might seem to require wisdom beyond your
capabilities. However, if you are methodical about your decision-making process, there is a
better chance that your resulting determinations will lead to success. To ensure that your
decisions benefit your company, properly evaluating their effectiveness will help you know if
you should stay on track or make subsequent changes.

Pinpoint the Issue

As a business owner, you are faced with a variety of decisions every day. Some are important
and affect the course of your company's future, while others are not as vital but must be
acknowledged. For minor issues, quick thinking and experience can direct your response.
However, matters needing more thought and discernment should be closely analyzed. You
must pinpoint the issue requiring a decision. You may have found a problem that needs
resolving, but upon closer analysis, you've identified an underlying situation needing to be
addressed. For example, if a customer complains about inadequate service, it may not be the
fault of your employee but rather the poor implementation of a company policy.

Determine Solutions

Once you have adequately identified the decision that must be made, determine if the
solution will be isolated to one situation or become a company-wide policy. If your decision
will affect employees and customers through comprehensive changes in systems or
processes, ask for input from management. Make a list of the advantages and disadvantages
of viable decisions. Project the impact of the decision to your sales, revenues and profits. Even
minor decisions that are not far-reaching should be considered carefully in case
implementation affects other areas of business.

Implement Decision

You may be tempted to implement an important decision before conducting an analysis of its
merits. Your insight as an experienced small business owner can give you confidence that you
are making the right decision without thinking of the ramifications. Instead of being hasty,
carefully consider all aspects of your decision and its application. If you are changing a
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company policy, notify your employees and meet with them to answer questions and discuss
the implementation strategy. If customers are affected, send letters and post a notice on your
website explaining the changes and benefits involved. Be confident in your decision so others
will not question its validity.

Evaluate Effectiveness

Perform online surveys and ask customers to answers questions to evaluate the effectiveness
of your decisions. Document workplace data if your decision involves employees,
manufacturing, or processes and systems. Expect complaints from customers and employees.
Determine if they do not like changes in general and eventually will adapt to them or if you
have made a mistake that needs further analysis to resolve. Don't overlook serious feedback
that can have a negative impact on your profits, but be open to suggestions and continue the
process of decision-making and implementation until all departments run smoothly.

Quite literally, organizations operate by people making decisions. A manager plans,

organizes, staffs, leads, and controls her team by executing decisions. The effectiveness and
quality of those decisions determine how successful a manager will be.

Managers are constantly called upon to make decisions in order to solve problems. Decision
making and problem solving are ongoing processes of evaluating situations or problems,
considering alternatives, making choices, and following them up with the necessary actions.
Sometimes the decision-making process is extremely short, and mental reflection is
essentially instantaneous. In other situations, the process can drag on for weeks or even
months. The entire decision-making process is dependent upon the right information being
available to the right people at the right times.

All managers want to make the best decisions. To do so, managers need to have the ideal
resources — information, time, personnel, equipment, and supplies — and identify any
limiting factors. Realistically, managers operate in an environment that normally doesn't
provide ideal resources. For example, they may lack the proper budget or may not have the
most accurate information or any extra time. So, they must choose to satisfice — to make the
best decision possible with the information, resources, and time available.

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Time pressures frequently cause a manager to move forward after considering only the first
or most obvious answers. However, successful problem solving requires thorough
examination of the challenge, and a quick answer may not result in a permanent solution.
Thus, a manager should think through and investigate several alternative solutions to a single
problem before making a quick decision.

One of the best known methods for developing alternatives is through brainstorming, where
a group works together to generate ideas and alternative solutions. The assumption behind
brainstorming is that the group dynamic stimulates thinking — one person's ideas, no matter
how outrageous, can generate ideas from the others in the group. Ideally, this spawning of
ideas is contagious, and before long, lots of suggestions and ideas flow. Brainstorming usually
requires 30 minutes to an hour. The following specific rules should be followed during
brainstorming sessions:

Concentrate on the problem at hand. This rule keeps the discussion very specific and avoids
the group's tendency to address the events leading up to the current problem.

Entertain all ideas. In fact, the more ideas that come up, the better. In other words, there are
no bad ideas. Encouragement of the group to freely offer all thoughts on the subject is
important. Participants should be encouraged to present ideas no matter how ridiculous they
seem, because such ideas may spark a creative thought on the part of someone else.

Refrain from allowing members to evaluate others' ideas on the spot. All judgments
should be deferred until all thoughts are presented, and the group concurs on the best ideas.

Although brainstorming is the most common technique to develop alternative solutions,

managers can use several other ways to help develop solutions. Here are some examples:

Nominal group technique. This method involves the use of a highly structured meeting,
complete with an agenda, and restricts discussion or interpersonal communication during the
decision-making process. This technique is useful because it ensures that every group
member has equal input in the decision-making process. It also avoids some of the pitfalls,
such as pressure to conform, group dominance, hostility, and conflict, that can plague a more
interactive, spontaneous, unstructured forum such as brainstorming.
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Use of CIPP model in making evaluation:

Extracting actionable results from a project's results can be challenging. The CIPP models
considers four factors in evaluation -- Context, Input, Process, Product -- from which it derives
its name. Daniel Stufflebeam created the CIPP model in 1966 to evaluate federally funded
projects and it has grown into a general evaluation method across all industries. The goal of
CIPP analysis is to use the observable information about context, input and product to
evaluate the efficiency of your process.

1. Evaluate the Context in which the project was executed. Consider the effects of other
projects and the budget in your division, changes within your company as a whole, the overall
health of the industry as well as the national and global economy, to the extent that they may
be relevant to your project's results. A new marketing strategy may be very effective but show
poor results if the industry is in decline or consumer spending is down during a recession.

2. Evaluate the Inputs to the project. Take a second look at the information you used and the
assumptions you made when planning the project. Your process could be very effective but
the project may have been planned with flawed or incomplete information. Also look at the
raw materials put into the project, including both commodities and human capital. Evaluate
whether the team that executed the project had the expertise needed to make the project
succeed.

3. Evaluate the Product, or the results, of your project. A project is not simply a success or a
failure. Evaluate customer feedback on the product or service. Determine whether or not the
actual product met design specifications. Compare the actual to the estimated and budgeted
costs.

4. Determine what the information from Context, Input and Product tells you about how you
can improve your process. The Process component of CISS includes identifying problems in
your analysis of context, input and product and following them to the source.

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