THE MANAGEMENT CYCLE IN

LANGUAGE AND LITERATURE

PROGRAMS

Reporter:
Maria Jannettes B. Renegado
The Systems Model – is the
model that may be profitably used
in considering the management
cycle for language and literature
programs. (Drucker 1983: 495)
 A Systems Model describes the
components or elements in a process and
how these components interrelate and
interconnect to produce a product.

 Figure 1 illustrates the main parts of the

 process
Scanning the Setting the Programming
Environment Objectives

Measuring Learning Implementing

The Results
& Adjusting
 The System must take into account the
environment or setting.
 Such considerations as:
◦ the prestige of the languages
◦ the tradition and corpus of the literature
◦ the traditional set-up in the school system
◦ the type of learner and his ethnic background
◦ as well as social circumstances
- the interrelations of the society across
social classes and across regions
- as well as contacts with the outside
world, its diplomatic and trade
relations
“What am I trying to do?”
“What are my objectives?”
“What are my goals?”
 it would mean learning a language or
acquiring competence in the language,
including an appreciation of its literature.
 the specific needs of the learner and his
own time availability, concepts, attitudes,
and skills.
 In initial language learning, the components
will be mostly skills of listening, speaking,
reading and writing, or a combination of
these; whereas in literature programs,
which assume prior mastery of basic skills,
the targets will be concepts and attitudes
as well as models of literary analysis and
criticism.
 The programming phase will contain the
design itself, born of needs and spelled
out by objectives base on mutual
planning.
 In the language and literature field, within a
school setting, this will be spelled out in
terms of a curriculum or a course of
studies.
 The implementing phase must be done
first of all by the learners themselves,
made possible by their own language
aptitudes, their attitudes and
motivation, the implementers of the
design, the teachers and instructors and
their auxiliary staff, including technicians
and assistants, as well as the actual day to
day, period by period planning of lessons
and tasks.
 Learning results from the teaching program
and its implementation and is manifested
in terms of knowledge attained,
attitudes built up, and skills mastered.
In a language program, knowledge consists
of internalized structures and literature
programs, of concepts and principles of
literary appreciation.
 Specific objectives will set up quite definite
goals which will be stated through
measurable indicators. Translated into
language and literature learning, specific
objectives will be realized by acquisition and
learning measured by instruments or
tests as well as by a grid which will
qualitatively and quantitatively evaluate the
program and its implementation.
 Translated into literary knowledge and
appreciation, specific objectives will be
realized by learning and appreciation
measured by instruments or tests and
scales which will be qualitatively and
quantitatively (mostly the former) evaluate
the program and its implementation.
 Based on these measurements, the
objectives will either have been fully or
only partially attained. If fully attained,
which is a near impossibility, then little
change need be introduced into the system,
and the system may continue for every
new batch or generation of learners.
 Often, however, even with the best
programs, some adjustments have to be
made in one or more components.
 The results will indicate where the
adjustment is to be made, by how
much, or, where necessary, even radical
change or a total re-planning.
 Program revisions,
 restated objectives,
 modified programs and materials and
 differentiated strategies of teaching,
realized as procedures and techniques
based on current theories or approaches
and methods, will then be tried out.
 Thisprocess is cyclical and never
ending, since there is always
room for improvement and
since there is a new generation
of learners who must go through
the system each new semester
or school year or term, if one is
situated within some kind of
formal school setting.
 POLYPROGRAMMING or programming
for various needs and many clients.

 Filipino learners at various levels,

within and without the school system,
must be programmed for to meet
differentiated needs in Philippine
society.
 Design lessons based on students’ learning
styles.
 Group students by shared interest, topic, or
ability for assignments.
 Assess students’ learning using formative
assessment.
 Manage the classroom to create a safe and
supportive environment.
 Continually assess and adjust lesson
content to meet students’ needs.
 THANK YOU
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