Pedagogy and Classroom Management 2

PEDAGOGY CLASSROOM MANAGEMENT
PEDAGOGY AND CLASSROOM MANAGEMENT

For SST (G&SCIENCE)
Prepared by: FAIZ ULLAH MARRI

Table of Content
S.NO TOPIC PAGE

1 Education Transforms Lives 1
2 What Is Education 1
3 Etymology Of Education 1
4 Meaning Of Education 2
5 Types Of Education 2
6 Importance Of Education 4
7 Various Perspectives Of Education 4

8 Destiny Of A Nation Is Shaped In Its Classrooms 5
9 What Is Quality Education 6

10 What Is Quality Education 6
11 Why Is It A Human Right 6
12 Role Of Quality Education 7

13 10 Characteristics Of A Highly Effective Learning Environment 7
14 Role Of A Teacher In A Society 8
15 What A Modern Teacher Should Be Like 8

16 A Teacher Plays A Key Role In Students’ Life 9
17 Qualities Of A Great Teacher 9
18 What Is Pedagogy? 12
19 Types Of Pedagogy 12
20 21st Century Creative Pedagogy: Its Importance In Teacher Education 13

21 What Is Educational Psychology? 13
22 Topics Of Interest Within Educational Psychology 13
23 Major Perspectives In Educational Psychology 14
24 Significant Figures In Educational Psychology History 14
25 What Is Philosophy Of Education? 15

26 Educational Philosophies 15
27 Various Concepts of Education Philosophy. 16

28 What Is Teaching Strategy 17
29 Various Teaching Strategies 17

30 What Is Teaching Approach 19
31 What Are The Pedagogical Approaches 19
32 What Is Teaching Method 21

33 Types Of Teaching Methods 21
34 Teaching Style/Methods 22
35 Teaching Methods And Their Applications 28

36 What Is The Difference Between A Teaching Strategy And Teaching 33
Methods
37 Effective Lesson Planning, Delivery Techniques And Classroom 34

Management Suggestions
38 What Is Management 37
39 Major Functions Of Management 37

40 What Is School Management 39
41 What Is The Difference Between Classroom Management & 39

Discipline
42 Why Classroom Management Is Important 40

43 What Do We Mean By Management Theories 40
44 The Functions Of Management 43
45 What Is Classroom Management 43
46 Definitions Of Classroom Management 44
47 Why Is Classroom Management Important 45

48 Characteristics Of A Well-Managed Classroom 45
49 Six Functions Of The Classroom Setting 45

50 Classroom Management Techniques 47
51 Classroom Management Tools 47

52 Key Elements Of Classroom Management 48
53 Create And Maintain Conditions In Which Students Can Learn 49

Efficiently
54 Dimensions Of Classroom Organization 49
55 Approaches Of Classroom Management 50
56 Three Models Of Classroom Management 50

57 Classroom Management Strategies 54
58 Factors That Set Up Safe And Productive Classroom 55

59 Theories Of Classroom Management 58
60 Effective Rules For The Classroom Management 59
61 Common Problems And Challenges Of Classroom Management 63

62 What Is A School Records Management System (SRMS) 63
63 Importance Of Record Keeping 64

64 Types Of School Records 65
65 Characteristics Of Good Record Management 67

66 School Records Management Process 68
67 Roles, Responsibilities And Authority Of Heads Of Schools 69
68 Basic Skills For The Heads 70
69 Duties And Responsibilities Of Teachers 70
70 What Is Time Management In Classroom? 71

71 General Rules Of Time Management 71
72 What Is Professionalism? 73
73 Some Basic Attributes Of Professionalism 73
74 What Is Professionalism In Education. 73

75 National Professional Standards For Teachers In Pakistan 75
76 Ten Standards Under National Professional Standards for Teachers 76

EDUCATION
Sustainable Development Begins with Education. UNESCO
1.1 Education Transforms Lives
Education transforms lives and is at the heart of UNESCO’s mission to build
peace, eradicate poverty and drive sustainable development. UNESCO believes that
education is a human right for all throughout life and that access must be matched by
quality. The Organization is the only United Nations agency with a mandate to cover
all aspects of education. It has been entrusted to lead the Global Education 2030
Agenda through Sustainable Development Goal 4. Education liberates the intellect,
unlocks the imagination and is fundamental for self-respect. It is the key to prosperity
and opens a world of opportunities, making it possible for each of us to contribute to
a progressive, healthy society. Learning benefits every human being and should be
available to all.
1.2 What is Education

“Plants are developed by cultivation and men by Education” -J.J. Rousseau
Education is the most important discovery of mankind. Education is the
guiding to light in the path of our success. Education is the basic factor which counts
for the development of our civilization. Generally, Education is the process of
acquisition of knowledge, skill, beliefs, values and habits. According to Aristotle,”
Education is the creation of a sound mind in a sound body.’ According to John
Dewey,” Education is the process of continuous reconstruction of experience.
Therefore, education can be termed as the basic needs of one’s life. Education
cures the different social evils and discrimination from the society. An educated
person contributes great share in the national development. Education promotes
brotherhood, fraternity, liberty and establishes justice. It is a process of rediscovering
oneself and contributes to bring peace and harmony in the society.
1.3
Education is a lifelong process which brings change of behaviour in a desired
way. Different scholars have different opinion regarding origin of the term education.
The term education is believed to be derived from the following Latin words.
(i) Educare which means “bring up” or “rise up”
(ii) Educere which means “lead out” or “draw out”
(iii) E & Duco where “E” means “out of” and “Duco” means “to draw out”
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(iv) Educatum which means “Act of Teaching/Training”

&
Education is a gradual process which brings positive changes in human life and
behavior. We can also define education as “a process of acquiring knowledge through
study or imparting the knowledge by way of instructions or some other practical
procedure”. Education brings a natural and lasting change in an individual’s reasoning
and ability to achieve the targeted goal. It facilitates us to investigate our own
considerations and thoughts and makes it ready to express it in various shapes.
Education is the main thing that encourages us to distinguish between right and wrong
because in absence of education, we can’t do what we need or we can’t achieve our
goal.
1. Formal Education Or Formal Learning

Usually takes place in the premises of school, where a person may learn basic,
academic, or trade skills. Small children often attend a nursery or kindergarten but
often formal education begins in elementary school and continues with secondary
school.
Characteristics Of Formal Education
1. Formal education is structured hierarchically.
2. It is planned and deliberate.
3. Scheduled fees are paid regularly.
4. It has a chronological grading system.
5. It has a syllabus and subject oriented. The syllabus has to be covered within a
specific time period.
6. The child is taught by the teachers
Advantages Of Formal Education

i. An organized educational model and up to date course contents.
ii. Students acquire knowledge from trained and professional teachers.
iii. Structured and systematic learning process.
iv. Intermediate and final assessments are ensured to advance students to the next
learning phase.
v. Institution are managerially and physically organized.
vi. Leads to a formally recognized certificate.
vii. Easy access to jobs.
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Disadvantages Of Formal Education

i. Sometimes, brilliant students are bored due to long wait for expiry of the
academic session to promote to the next stage
ii. Chance of bad habits’ adoption may be alarming due to the presence of both
good and bad students in classroom
iii. Wastage of time as some lazy students may fail to learn properly in spite of
motivation by the professional trainers.
iv. Some unprofessional and non-standard education system may cause the
wastage of time and money of the students which leads to the disappointment
from formal education and argue them to go for non-formal education.
v. Costly and rigid education as compare to other form of learning
2. Informal Education
Informal education may be a parent teaching a child how to prepare a meal or
ride a bicycle. In Informal Education there is no any physical structure and rule and
regulations. People can also get an informal education by reading many books from
a library or educational websites.
Characteristics of Informal Education

1. It is independent of boundary walls.
2. It has no definite syllabus.
3. It is not pre-planned and has no timetable.
4. No fees are required as we get the informal education through daily experience
and by learning new things.
5. It is a lifelong process in a natural way.
6. The certificates/degrees are not involved and one has no stress for learning the
new things.
7. You can get from any source such as media, life experiences, friends, family
etc.
Advantages of Informal Education
i. More naturally learning process as you can learn at anywhere and at any time
from your daily experience.
ii. It involves activities like individual and personal research on a topic or interest
for themselves by utilizing books, libraries, social media, internet or getting
assistance from informal trainers.
iii. Utilizes a variety of techniques.
iv. No specific time span.
v. Less costly and time efficient learning process.
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vi. No need to hire experts as most of professionals may be willing to share their
precious knowledge with students/public through social media and internet.
vii. Learners can be picked up the requisite information from books, TV, radio
or conversations with their friends/family members.
Disadvantages of Informal Education

i. Information acquired from internet, social media, TV, radio or conversations
with friends/family members may lead to the disinformation.
ii. Utilized techniques may not be appropriate.
iii. No proper schedule/time span.
iv. Unpredictable results which simply the wastage of time.
v. Lack of confidence in learner.
vi. Absence of discipline, attitude and good habits.
An investment in knowledge pays the best interest. Benjamin Franklin

Education is very important for every country. Education begins at home and
continues throughout our life. There are many reasons why people need education.
It helps them to learn new things, find good jobs and lead a respectable life in the
society. The more educated a person the higher is the chances of her or his success
in life.
Education is also important for other reasons. Education helps us to lead a
good and healthy life. Education helps us to know uses of various types of food and
how to consume them. It also educates us about how to protect ourselves from
diseases and stay away from bad habits. Education is also important for us to defend
ourselves and our country. Our first teachers are our parents. They teach us how to
speak our native tongue and identify things around us. Teachers and professors play
a very important role in our life by teaching us various important and specialized
subjects. Education helps us to know rules and regulations and makes us responsible
citizens of our country.
1.7
In present era, there are various perspectives of Education and the
philosophers and thinkers of each subject give their own perspective such as;
1. Political Science Perspective of Education
2. Economics Perspectives of Education
3. Geographical Perspectives of Education
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4. Sociological Perspectives of Education

5. Social Work Perspectives of Education
6. International Relations Perspectives of Education
7. Legal (Law) Perspectives of Education
8. Scientific Perspectives of Education
9. Religious Perspectives of Education
10. Educational Perspectives of Education
11. Criminological Perspectives of Education
‘If you’re thinking a year ahead, plant a seed. If you’re thinking a decade ahead,
plant a tree. If you’re thinking a century ahead, educate the people.’
Nations are built over generations by blood and sweat of its leaders,
businessmen, scientists, and more importantly by ordinary citizens. The future of any
nation depends on its children who are the potential torch bearers. Thus their growth
and development of physical, intellectual and moral is a priority for any nation.
Classrooms are the first learning space outside the house. It is here the
foundation for educational achievements is laid. It is the classrooms which are
factories of potential engineers, doctors, architects who shape physical infrastructure
and quality of life in a nation. An illiterate population becomes a burden on the nation
and its growth. Quality primary and secondary education is necessary for formation
of human capital. Apart from professional development of youth, classrooms have
major role to play in shaping the outlook of students.
Classrooms provide platforms to students to interact. The students in
classrooms come from diverse backgrounds in terms of religion, language caste,
economic status. A healthy interaction in the classrooms forms the base for a citizen
with tolerant and secular outlook especially in a country which has multiple religion,
languages etc.
Classrooms are essential for instilling right values like kindness, cleanliness,
gender equality necessary for making good and responsible citizens. Students learn
discipline in schools which guide them throughout their professional and personal
life. Nations with excellent classrooms have always remained on the track of social
and development.
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Quality Education
The right to a quality education is, I believe, the perfect path to bridge the
gap between different cultures and to reconcile various civilizations.
Without such a right, the values of liberty, justice and equality will have no
meaning. Ignorance is by far the biggest danger and threat to humankind.
Moza bint Nasser
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Quality education enables people to develop all of their attributes and skills to
achieve their potential as human beings and members of society. In the words of the
Delors Commission (UNESCO, 1996): “Education is at the heart of both personal
and community development; its mission is to enable each of us, without exception,
to develop all our talents to the full and to realize our creative potential, including
responsibility for our own lives and achievement of our personal aims.”
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Quality education emphasizes holistic development, equips students with the
knowledge and skills for the future, inculcates students with the right values and
imbues students with a positive learning attitude. Quality education is delivered by
good teachers, enabled by good teaching and learning processes and facilitated by a
conducive learning environment. The challenge of achieving quality education is to
find the balance between lofty ideals and ground realities.
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According to UNESCO;
 Quality education is a human right and a public good.

 Governments and other public authorities should ensure that a quality education
service is available freely to all citizens from early childhood into adulthood.
 Quality education provides the foundation for equity in society.
 Quality education is one of the most basic public services. It not only enlightens
but also empowers citizens and enables them to contribute to the maximum extent
possible to the social and economic development of their communities.
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Quality Education should be a means to empower children and adults alike to

become active participants in the transformation of their societies. Learning should
also focus on the values, attitudes and behaviors which enable individuals to learn to
live together in a world characterized by diversity and pluralism.
1. The students ask the questions—good questions

2. Questions are valued over answers
3. A variety of learning models are used
4. Classroom learning “empties” into a connected community
5. Learning is personalized by a variety of criteria
6. Assessment is persistent, authentic, transparent, and never punitive
7. Criteria for success is balanced and transparent.
8. Learning habits are constantly modeled
9. There are constant opportunities for practice
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Teacher
“A good teacher is like a candle, it consumes itself to light the way to others”.
"Teachers, I believe, are the most responsible and important members of society
because their professional efforts affect the fate of the earth”.
Today a teacher has become a mentor who should guide students through the
thorns of education. A teacher plays a key role in the society growth, as they help to
shape the mindset of the nation. Teachers are an extremely important facet of any
society for a number of reasons and their role in society is both significant and
valuable. Teachers are the people who educate the youth of society who in turn
become the leaders of the next generation of people. Teachers are the people who
are teaching children and imparting knowledge upon them in their most
impressionable years. What children learn from their teachers at a young age will
most likely stay with them in some facet for the rest of their lives Teachers play an
extraordinary part in the lives of children for the formative years of their development
and the importance of teachers is something that cannot be understated. They involve
themselves in moulding their students into responsible citizens of their country.
Within a school, if teachers are well educated and if they are intellectually alive and
take keen interest in their job, then only success is ensured.
As it has been already said, a modern teacher is a mentor. This should be a

person with a vision and determination to dedicate themselves to educating the future
generation. It is not enough to deliver information, as all information now can be
found online. The main teacher’s job is to show how to use this information and why
to use it. Below is the list of main qualities a modern teacher should have.
 A great teacher should be determined to their goal. The goal is to assure
that students get the education and understand why they need it. A teacher
without a passion cannot succeed, as only passion can sparkle the interest in
student’s minds.
 Adapted to change. Nowadays everything is changing in seconds. For this
reason, teaching methods are becoming old and need to be revised. A great
teacher should constantly adapt to change in a society and particularly adapt
to the way young learners perceive the world.
 Self-development. A modern teacher cannot allow themselves to stop
learning. If you want to keep up with development of the world, and if you
want to be a great teacher, you should never stop learning.
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 Open to feedback. Teachers should be open to comments on their methods

and strategy. This can help them to see the weaknesses and avoid them in
future.
’
It is often believed that a student’s interest in education has much to do with a
teacher. A good teacher shows the students what they can do and what they need to
learn to do what they cannot do at the moment. Teaching should be gradual, letting
the students see their progress in achieving higher and higher levels.
Not only a teacher needs to deliver the information, but they also need to help
students see their future prospects. Teachers should encourage students. Learners
should feel free to open discussions and present their points of view. In the long run,
a teacher needs to inform students about different possibilities open to them at
college. Learners often do not know what is best for them.
The teacher’s role in students’ life is also defined as psychological. A teacher is also
an educator and psychologist who has to read children emotions. A teacher should
help students overcome their fears. Teachers shape learners’ mind and the way they
see the world. A good teacher can inspire, while a bad one can kill the inspiration.
For this reason, the role of a teacher is even more significant than we can imagine.
A great teacher is one a student remembers and cherishes forever. Teachers

have long-lasting impacts on the lives of their students, and the greatest teachers
inspire students toward greatness. There are many characteristics, techniques, etc. that
make for a successful teacher. These may be as varied as the teachers themselves.
However, there are certain time-tested attributes, characteristics, and practices which
contribute immensely to teacher success. The following list contains items that
students have used to describe their best teachers.
Specific Qualities:
1. An Engaging Personality and Teaching Style: A great teacher is very
engaging and holds the attention of students in all discussions.
2. Clear Objectives for Lessons: A great teacher establishes clear objectives
for each lesson and works to meet those specific objectives during each
class.
3. Effective Discipline Skills: A great teacher has effective discipline skills
and can promote positive behaviors and change in the classroom.
4. Good Classroom Management Skills: A great teacher has good classroom
management skills and can ensure good student behavior, effective study
and work habits, and an overall sense of respect in the classroom.
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5. Good Communication with Parents: A great teacher maintains open

communication with parents and keeps them informed of what is going
on in the classroom as far as curriculum, discipline, and other issues. They
make themselves available for phone calls, meetings, and email.
6. High Expectations: A great teacher has high expectations of their students
and encourages everyone to always work at their best level.
7. Knowledge of Curriculum and Standards: A great teacher has thorough
knowledge of the school's curriculum and other standards they must
uphold in the classroom. They ensure their teaching meets those
standards.
8. Knowledge of Subject Matter: This may seem obvious, but is sometimes
overlooked. A great teacher has incredible knowledge of and enthusiasm
for the subject matter they are teaching. They are prepared to answer
questions and keep the material interesting for the students.
9. Passion and Love for Children and Teaching: A great teacher is
passionate about teaching and working with children. They are excited
about influencing students' lives and understand the impact they have.
10. Strong Rapport with Students: A great teacher develops a strong rapport
with students and establishes trusting relationships.
11. Keeps accurate records of: Work completed, Attendance, Test results
and Grades
General Qualities:
1. A good teacher is always humble
2. A good teacher Is fair in dealing
3. A good teacher Uses variety
4. A good teacher Accepts individual differences
5. A good teacher has Enthusiasm
6. Students can feel the excitement
7. A good teacher has Punctuality
8. A good teacher Always arrives on time
9. A good teacher Begins and ends class on time
10. A good teacher Support and concern for others
11. A good teacher Takes time with students
12. Allows for creativity
13. A good teacher is friendly and courteous
14. A good teacher Is supportive and encouraging
15. A good teacher Is smiling, caring, and loving
16. A good teacher has Consistency
17. A good teacher Does not miss class
18. A good teacher is consistent in attitude and dealings with students
19. A good teacher is always well prepared to teach class
20. A good teacher has Politeness
21. A good teacher Treats students with respect
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22. A good teacher Avoids embarrassing students in class

23. A good teacher has Firmness and control
24. A good teacher Is firm in a kind manner
25. A good teacher Does not play favorites
26. A good teacher Provides personal help
27. A good teacher Takes time to explain concepts
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PEDAGOGY
‘The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher inspires.’ ― William Arthur
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Simply Science and art of Teaching is known as Pedagogy. It Is the study
of teaching methods, including the aims of education and the ways in which such
goals may be achieved. The field relies heavily on educational psychology,
which encompasses scientific theories of learning, and to some extent on
the philosophy of education, which considers the aims and value of education from a
philosophical perspective.
There are Three types of Pedagogy those are;

Teacher-Centred Pedagogy: Teacher-centred pedagogy positions the teacher at the
Centre of the learning process and typically relies on methods such as whole-class
lecture, rote memorization, and chorus answers. This approach is often criticized,
especially when students complete only lower-order tasks and are afraid of the
teacher. However, whole-class teaching can be effective when teachers frequently ask
students to explain and elaborate key ideas, rather than merely lecture.
Learner-Centred Pedagogy: This pedagogical approach has many associated terms
(e.g., constructivist, student-centred, participatory, active), but generally draws on
learning theories suggesting learners should play an active role in the learning process.
Students therefore use prior knowledge and new experiences to create knowledge.
The teacher facilitates this process, but also creates and structures the conditions for
learning. Considerable research and advocacy has promoted learner-centred
pedagogy in recent years for economic, cognitive, and political reasons. Some
research suggests this approach can be very effective but it is also difficult to measure
consistently. It is often challenging for teachers to shift from teacher-centred pedagogy
to learner-centred pedagogy, and so considerable support may be needed if this is an
important goal for a given education system.
Learning-Centred Pedagogy: “Learning-centred pedagogy” is a relatively new term

that acknowledges both learner-centred and teacher-centred pedagogy can be
effective, but teachers must consider the local context, including the number of
students in the class, the physical environment, the availability of teaching and learning
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materials, etc. It suggests that teachers should be flexible and carefully adapt their
pedagogical approaches based upon the school environment.
We need to develop teachers who have the critical expertise to appreciate the need
for progress measures and outcome accountability, but not at the expense of
creative, ‘outside of the box’ learning approaches
21st century English school-based education and learning debatably needs
rethinking. Our classrooms repeatedly still mirror those of the Victorian era and
education may be viewed as ‘traditional’ and ‘boring’ with pupil motivation and
engagement frequently a problem. Lessons are often not reflective of a rapidly
developing 21st century landscape. Performativity, accountability and compliance
founded upon drilled learning and continuous testing as the measure of successful
pupil progression is arguably the dominant discourse for an ‘effective’ teacher.
However, this does not educate and prepare our children for the 21st century they
occupy. To be successful contributors to a 21st century society and economy, children
should be encouraged to take risks with their learning, challenge conventional
boundaries, critically engage with the world around them, solve problems, develop
resilience, be innovative and imaginative, make mistakes and have the freedom to
express themselves. Exposure to creative scholarly pedagogy that inspire these
learning facets is vital. ‘Teaching to the test’, simply establishing who has ‘done’ what
in class and regurgitating knowledge and facts in public examinations may increase
our standing in world education league tables but it will not be sufficient in developing
the skillset and expertise our young people now need to engage with their 21st century
futures.
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Educational psychology involves the study of how people learn, including
topics such as student outcomes, the instructional process, individual differences in
learning, gifted learners, and learning disabilities. Psychologists who work in this field
are interested in how people learn and retain new information. The field of
educational psychology incorporates a number of other disciplines,
including developmental psychology, behavioral psychology, and cognitive psychology.
Some of the different topics that educational psychologists are interested in include:
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1. Educational Technology: Looking at how different types of technology can help

students learn
2. Instructional Design: Designing learning materials
3. Special Education: Helping students who may need specialized instruction
4. Curriculum Development: Creating curriculums can maximize learning
5. Organizational Learning: Studying how people learn in organizational settings
6. Gifted Learners: Helping students who are identified as gifted learners
1. The Behavioral Perspective: suggests that all behaviors are learned through
conditioning.
2. The Developmental Perspective: focuses on how children acquire new skills
and knowledge as they develop.
3. The Cognitive Perspective: has become much more widespread in recent
decades, mainly because it accounts for how things such as memories,
beliefs, emotions, and motivations contribute to the learning process.
4. The Constructivist Approach: is one of the most recent learning theories that
focus on how children actively construct their knowledge of the world.
1. John Locke: An English philosopher who suggested the concept of tabula rasa,
or the idea that the mind is essentially a blank slate at birth that knowledge is
then developed through experience and learning.
2. William James: An American psychologist who was also known for his series
of lectures titled "Talks to Teachers on Psychology," which focused on how
teachers could help students learn.
3. Alfred Binet: A French psychologist who developed the first intelligence tests.
4. John Dewey: An influential American psychologist and educational reformer
who wrote extensively about progressive education and the importance of
learning through doing.
5. Jean Piaget: A Swiss psychologist who is best-known for his highly influential
theory of cognitive development.
6. B.F. Skinner: An American behaviorist who introduced the concept of
operational conditioning. His research on reinforcement and punishment
continue to play an important role in education today.
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?
The word philosophy is derived from two Greek words. The first word, philo,
means “love.” The second, sophy, means “wisdom.” Literally, then, philosophy
means “love of wisdom”. Each individual has an attitude toward life, children,
politics, learning, and previous personal experiences that informs and shapes their set
of beliefs. Although you may not be conscious of it, this set of beliefs, or personal
philosophy, informs how you live, work, and interact with others. What you believe
is directly reflected in both your teaching and learning processes OR Philosophy of
education is the branch of applied or practical philosophy concerned with the nature
and aims of education and the philosophical problems arising from educational
theory and practice. Here, it will be tried to explore the various philosophical views
influence the teaching profession.
Within the epistemological frame that focuses on the nature of knowledge and
how we come to know, there are four major educational philosophies, each related
to one or more of the general or world philosophies just discussed. These educational
philosophical approaches are currently used in classrooms the world over. They are
Perennialism, Essentialism, Progressivism, and Reconstructionism. These
educational philosophies focus heavily on WHAT we should teach, the curriculum
aspect.
1. Perennialism
For Perennialists, the aim of education is to ensure that students acquire
understandings about the great ideas of Western civilization. These ideas have the
potential for solving problems in any era. The focus is to teach ideas that are
everlasting, to seek enduring truths which are constant, not changing, as the natural
and human worlds at their most essential level, do not change. Teaching these
unchanging principles is critical. Humans are rational beings, and their minds need
to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile
education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind
are emphasized– the great works of literature and art, the laws or principles of science.
Advocates of this educational philosophy are Robert Maynard Hutchins who
developed a Great Books program in 1963 and Mortimer Adler, who further
developed this curriculum based on 100 great books of western civilization.
2. Essentialism
Essentialists believe that there is a common core of knowledge that needs to be
transmitted to students in a systematic, disciplined way. The emphasis in this
conservative perspective is on intellectual and moral standards that schools should
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teach. The core of the curriculum is essential knowledge and skills and academic
rigor. Although this educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change. Schooling should
be practical, preparing students to become valuable members of society. It should
focus on facts-the objective reality out there--and "the basics," training students to read,
write, speak, and compute clearly and logically. Schools should not try to set or
influence policies. Students should be taught hard work, respect for authority, and
discipline. Teachers are to help students keep their non-productive instincts in check,
such as aggression or mindlessness.
3. Progressivism
Progressivists believe that education should focus on the whole child, rather than
on the content or the teacher. This educational philosophy stresses that students
should test ideas by active experimentation. Learning is rooted in the questions of
learners that arise through experiencing the world. It is active, not passive. The learner
is a problem solver and thinker who makes meaning through his or her individual
experience in the physical and cultural context. Effective teachers provide experiences
so that students can learn by doing. Curriculum content is derived from student
interests and questions. The scientific method is used by progressivist educators so
that students can study matter and events systematically and first hand. The emphasis
is on process-how one comes to know.
4. Reconstructionism/Critical Theory
Social Reconstructionism is a philosophy that emphasizes the addressing of social
questions and a quest to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social reform as the
aim of education.
5. Critical theorists.
like social reconstructionist, Critical theorists believe that systems must be changed
to overcome oppression and improve human conditions. Paulo Freire (1921-1997)
was a Brazilian whose experiences living in poverty led him to champion education
and literacy as the vehicle for social change. In his view, humans must learn to resist
oppression and not become its victims, nor oppress others. To do so requires dialog
and critical consciousness, the development of awareness to overcome domination
and oppression. Rather than "teaching as banking," in which the educator deposits
information into students' heads, Freire saw teaching and learning as a process of
inquiry in which the child must invent and reinvent the world.
1. Western Concept of Education (Materialism)
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2. Easter Concept of Education

3. Islamic Concept of Education (Spiritualism)
4. Modern Concept of Education (Business oriented)
?
Teaching strategies refer to the structure, system, methods, techniques,
procedures and processes that a teacher uses during instruction. It is a long term plan
of action designed to achieve a particular goal. Strategies can be an overall or general
design of how the lesson will be executed or delivered. Teaching strategy would be
the methods of instruction used by the teacher to help students to learn and to apply
their knowledge to achieve their academic goals. The teacher must take into account
the age of the students, their level, the setting of the class, the length of the class and
the curriculum. The teacher might use different teaching aids to reach all students
with different learning styles and abilities.
?
Classroom is a dynamic environment, bringing together students from
different backgrounds with various abilities and personalities. Being an effective
teacher therefore requires the implementation of creative and innovative teaching
strategies in order to meet students’ individual needs.
Whether you’ve been teaching two months or twenty years, it can be difficult
to know which teaching strategies will work best with your students. As a teacher there
is no ‘one size fits all’ solution, so here is a range of effective teaching strategies you
can use to inspire your classroom practice.
1. Visualization
Bring dull academic concepts to life with visual and practical learning
experiences, helping your students to understand how their schooling applies in the
real-world. Examples include using the interactive whiteboard to display photos,
audio clips and videos, as well as encouraging your students to get out of their seats
with classroom experiments and local field trips.
2. Cooperative learning
Encourage students of mixed abilities to work together by promoting small
group or whole class activities. Through verbally expressing their ideas and
responding to others. students will develop their self-confidence, as well as enhance
their communication and critical thinking skills which are vital throughout life. Solving
mathematical puzzles, conducting scientific experiments and acting out short drama
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sketches are just a few examples of how cooperative learning can be incorporated into
classroom lessons.
3. Inquiry-based instruction
Pose thought-provoking questions which inspire your students to think for
themselves and become more independent learners. Encouraging students to ask
questions and investigate their own ideas helps improve their problem-solving skills
as well as gain a deeper understanding of academic concepts. Both of which are
important life skills. Inquiries can be science or math-based such as ‘why does my
shadow change size?’ or ‘is the sum of two odd numbers always an even number?’.
However, they can also be subjective and encourage students to express their unique
views, e.g. ‘do poems have to rhyme?’ or ‘should all students wear uniform?’.
4. Differentiated Instruction: Learning Stations

Differentiate your teaching by allocating tasks based on students’ abilities, to
ensure no one gets left behind. Assigning classroom activities according to students’
unique learning needs means individuals with higher academic capabilities are
stretched and those who are struggling get the appropriate support. This can involve
handing out worksheets that vary in complexity to different groups of students,
or setting up a range of work stations around the classroom which contain an
assortment of tasks for students to choose from.
5. Technology in the classroom

Incorporating technology into your teaching is a great way to actively engage
your students, especially as digital media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos,
which helps students visualize new academic concepts. Learning can become more
interactive when technology is used as students can physically engage during lessons
as well as instantly research their ideas, which develops autonomy. Mobile devices,
such as iPads and/or tablets, can be used in the classroom for students to record
results, take photos/videos or simply as a behaviour management technique.
6. Behavior Management
Implementing an effective behavior Management strategy is crucial to gain
your students respect and ensure students have an equal chance of reaching their full
potential. Noisy, disruptive classrooms do no encourage a productive learning
environment, therefore developing an atmosphere of mutual respect through a
combination of discipline and reward can be beneficial for both you and your
students. Examples include fun and interactive reward charts for younger students,
where individuals move up or down based on behavior with the top student receiving
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a prize at the end of the week. ‘Golden time’ can also work for students of all ages,
with a choice of various activities such as games or no homework in reward for their
hard work.
7. Professional development
Engaging in regular professional development programmes is a great way to
enhance teaching and learning in your classroom. With educational policies
constantly changing it is extremely useful to attend events where you can gain
inspiration from other teachers and academics. It’s also a great excuse to get out of
the classroom and work alongside other teachers just like you.
?
Teaching Approach is set of Principles, believes, or ideas about the nature of
learning which is translated into classroom.
4.14 What Are the Pedagogical Approaches?
The different pedagogical approaches could be broken down into four
categories: behaviourism, constructivism, social constructivism, and liberationist.
1. Behaviorism
A behaviourist pedagogy uses the theory of behaviourism to inform its
approach. A behaviourist pedagogical approach would say learning is teacher centred.
It would advocate the use of direct instruction, and lecture based lessons.
The theory of Behaviourism in a classroom setting came from pedagogical

research. Behaviourist pedagogy is the theory that the teacher should be the sole
authority figure, and leads the lesson. Knowledge should be delivered in a curriculum
where each subject is taught discretely (as opposed to topic based learning, for
example).
In a lesson using a behaviourist pedagogical approach, you could expect to see
a mixture of lecturing, modelling and demonstration, rote learning, and choral
repetition. All of these activities are ‘visible’ and structured, as well as being led by the
teacher. However, during the course of the lesson, the shift may come where the
student is the Centre of the activity, and demonstrates their learning. Behaviourism is
also described as a traditional teaching style.
2. Constructivism
Constructivism is a theory that people learn through experiences and
reflection. A Constructivist pedagogy puts the child at the Centre of the learning, and
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is sometimes called ‘invisible pedagogy’. A constructivist approach would incorporate

project work, inquiry based learning, and might adopt a Montessori or Steiner
method. Constructivism is based on the pedagogical research of Piaget (1896-1890).
Piaget wrote extensively about ‘schemas’, an idea that learners come ready to learn,
and the teacher must build activities to facilitate their learning. Younger children work
things through physically, whereas older children tackle symbolic and abstract ideas.
A lesson might include individualization, a slower pace, hidden outcomes, the mantle
of the expert, and less teacher talk. Some adopters of this pedagogy would also place
emphasis on being outdoors, and engaging with nature. Constructivism is also
described as a progressive teaching style.
3. Social constructivism
A Social constructivism pedagogy could be considered to be a blend of two
priorities: teacher guided, and student centred. Cognitive psychologist, Lev Vygotsky
developed social constructivism, building on the work of Piaget, but argued against
the ideas of Piaget that learning could only happen in its social context, and believed
that learning was a collaborative process between student and teacher.
The teacher would use group work elements, but would use smaller group
sizes, and limit the choice in topics. The teacher might also use teacher modelling,
questioning, and a mixture of individual, pair, and whole class instruction.
4. Liberationism
Liberationism is a critical pedagogy developed by the Brazilian educator, Paulo
Freire. Freire was the Director of the Department of Education, and developed an
approach of teaching where he was able to teach illiterate adults to read in just 45
days. Freire focused on removing the two barriers to learning: poverty and hunger.
Freire was then imprisoned following a military coup. Once he was released, he wrote
a book called 'Pedagogy of the Oppressed' where Freire wrote about the
dehumanization of students in schools, and argued for cooperation and unity. A
liberationist approach is one where the student voice is placed at the Centre, and a
democracy is put into the classroom. Value is placed on having the teacher as a
learner, and the class discovering subjects together.
The teacher might use examples of literature that contain non-standard
constructions, such as hip-hop, or graffiti. Students may take on the role of the
teacher, and decide upon the topic of the lesson. The teacher should provide space
and opportunity for the students to showcase their learning, and this can take the form
of a performance, speech, or dance.
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?
Teaching Method is a systematic way of doing something. It implies an orderly
logical arrangement of steps and it is procedural. A teaching method comprises the
principles and methods used by teachers to enable student learning.
"A thousand teachers, a thousand methods" - Chinese Proverb.

There are different types of teaching methods which can be categorized into
three broad types. These are teacher-centred methods, learner-centred methods,
content-focused methods and interactive/participative methods.
(A) Instructor/Teacher Centred Methods
Here the teacher casts himself/herself in the role of being a master of the
subject matter. The teacher is looked upon by the learners as an expert or an
authority. Learners on the other hand are presumed to be passive and copious
recipients of knowledge from the teacher. Examples of such methods are expository
or lecture methods - which require little or no involvement of learners in the teaching
process. It is also for this lack of involvement of the learners in what they are taught,
that such methods are called “closed-ended”.
(B) Learner-Centred Methods
In learner-centred methods, the teacher/instructor is both a teacher and a

learner at the same time. In the words of Lawrence Stenhouse, the teacher plays a
dual role as a learner as well “so that in his classroom extends rather than constricts
his intellectual horizons”. The teacher also learns new things everyday which he/she
didn’t know in the process of teaching. The teacher, “becomes a resource rather than
an authority”. Examples of learner-centred methods are discussion method, discovery
or inquiry based approach and the Hill’s model of learning through discussion.
(C) Content-Focused Methods
In this category of methods, both the teacher and the learners have to fit into
the content that is taught. Generally, this means the information and skills to be taught
are regarded as revered or very important. A lot of emphasis is laid on the clarity and
careful analyses of content. Both the teacher and the learners cannot alter or become
critical of anything to do with the content. An example of a method which
subordinates the interests of the teacher and learners to the content is the
programmed learning approach.
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(D) Interactive/Participative Methods
This fourth category borrows a bit from the three other methods without
necessarily laying emphasis unduly on either the learner, content or teacher. These
methods are driven by the situational analysis of what is the most appropriate thing
for us to learn/do now given the situation of learners and the teacher. They require a
participatory understanding of varied domains and factors.
We can now consider a number of specific methods which can be drawn from
in the course of classroom instruction. It is however, important to note that the choice
of any form of methods should not be arbitrary, but needs to be governed by the
criteria we have already examined. At the same time each method is not fool-proof,
but has its own advantages and disadvantages. That is why I would recommend the
use of complementary methods rather than one method.
1. Lecture Method
A lecture is an oral presentation of information by the instructor. It is the

method of relaying factual information which includes principles, concepts, ideas and
all THEORETICAL KNOWLEDGE about a given topic. In a lecture the teacher
tells, explains, describes or relates whatever information the learners are required to
learn through listening and understanding. It is therefore teacher-centred. The
instructor is very active, doing all the talking. Learners on the other hand are very
inactive, doing all the listening. Despite the popularity of lectures, the lack of active
involvement of students limits its usefulness as a method of instruction.
The lecture method of instruction is recommended for learners with very little
knowledge or limited background knowledge on the topic. It is also useful for
presenting an organized body of new information to the learner. To be effective in
promoting learning, the lecture must involve some discussions and, question and
answer period to allow learners to be involved actively.
Preparation and Delivery of a Lecture
As stated earlier, during the lecture, the trainees merely listen to the instructor.
It is therefore very important to consider the attention span of trainees when preparing
a lecture. The attention span is the period of time during which the trainees are able
to pay full attention to what the instructor is talking about. It is estimated to be 15-25
minutes only. It is difficult to hold the trainee’s attention for a long period of time and
careful preparation of lectures is very necessary. The instructor should have a clear,
logical plan of presentation. He/she should work out the essentials of the topic,
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organize them according to priorities and logical connections, and establish

relationships between the various items. Careful organization of content helps the
trainees to structure and hence, to store or remember it. When developing a theme
in a lecture, the instructor should use a variety of approaches. A useful principle in
any instruction is to go from the KNOWN to UNKNOWN;
from SIMPLE to COMPLEX, or from PARTS to a WHOLE.
Knowing the learners and addressing their needs and interests is very
important. For example, in explaining technical processes the instructor should
search for illustrations that will be familiar to the trainees. Unfamiliar technical words
should be introduced cautiously. New terminologies should be defined and explained
and examples given. In order to gain and focus the attention of learners, the instructor
should be adequately prepared, fluent in his/her presentation and should use various
teaching aids and illustrations such as charts, transparencies, codes and even the real
objects during presentation. Question and Answer periods should be included in the
lecture.
Qualities of A Good Lecture
1. A good lecture should not be too long as to exceed the learners’ attention span (up
to 25 minutes).
2. A good lecture should address a single theme.
3. In a good lecture technical terms are carefully explained.
4. Familiar examples and analogies are given.
5. A good lecture establishes fluency in technical content.
6. A good lecture uses illustrations and examples.
7. A good lecture builds on existing knowledge.
8. A good lecture employs a variety of approaches.
2. The Discussion Method
Discussion involves two-way communication between participants. In the

classroom situation an instructor and learners all participate in discussion. During
discussion, the instructor spends some time listening while the learners spend
sometimes talking. The discussion is, therefore, a more active learning experience for
the trainees than the lecture.
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A discussion is the means by which people share experiences, ideas and

attitudes. As it helps to foster students’ involvement in what they are learning, it may
contribute to desired attitudinal changes. Discussion may be used in the classroom
for the purpose of lesson development, making trainees apply what they have learnt
or to monitor trainees learning by way of feedback.
LESSON DEVELOPMENT
In areas in which learners already have some knowledge or experience,

discussion may be used to develop the main points to be covered in a lesson. For
example, in safety training many of the procedures and behaviour that should be
observed can be established through discussion with learners. Learners can draw on
their experience of working in workshops contract sites to contribute to the
discussion. In discussing some issues, differences of opinion arise. The discussion can
help to clarify the different points of view and may assist each trainee to define his or
her own opinion. Used in this way, discussion may be more effective in motivating
trainees than lectures. Trainees can see that some importance is attached to their
contributions.
APPLICATION
Discussion may also be used, following a lecture or demonstration, to help

learners apply what they have learned. The instructor can ask questions, that help
trainees to relate concepts and principles to contexts that are familiar to the trainees
or in which they will ultimately be needed. For example, following a lecture on “types
of wood joint”, the instructor may, lead a discussion directing trainees’ attention to
the places or pieces of furniture where each type is found, and the reasons for using
one type than the other. Used in this way discussion contributes to the transfer of
learning.
Feedback
The discussion method also provides an opportunity to monitor learners

learning. The answers provided by trainees and the questions they ask, reveal the
extent and quality of learning taking place. Instructors can use this information to
repeat or modify an explanation to improve learning. They can also provide feedback
to learners, thereby helping to reinforce learning that has taken place. Discussion used
in this way should follow after other methods of classroom instruction such as
lectures, demonstration or practice sessions.
Conducting A Discussion
Discussion sessions can be led by the teacher, or can take place in groups. In
either case, the goal is to meet the lesson objectives by allowing the learners to: -
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a) Relate relevant personal experiences or events which have occurred in the work
setting.
b) Contribute ideas or personal opinions.
c) Apply what has been learned to familiar situations or solving problems.
d) Express what had been learned.
Whether the discussion is teacher led or takes place in groups it must be

guided by the teacher. It must be focused on the objectives of the lesson: it is the
teachers’ responsibility to see that the objectives are met. If it is not properly guided,
a discussion can degenerate into a consideration of inappropriate or unimportant
topics adding confusion rather than clarification to the lesson.
3. The Demonstration Method
Demonstration means any planned performance of an occupation skill,

scientific principle or experiment. The most effective way to teach an occupational
skill is to demonstrate it. one of the two most essential teaching skills is the ability to
demonstrate; the other is the ability to explain. Both are vital to the success of either
an operation lesson or an information lesson”.
Teacher Preparation
1. Rehearse your presentation in advance of the lesson.
2. Anticipate any difficult steps, possible interruptions etc.
3. Obtain all materials, tools, equipment, visual and teaching aids in advance and
check their useful condition.
4. Have all materials within reach and conveniently arranged.
5. Time the demonstration NOT to exceed 15 minutes.
6. Remove all extraneous materials; check lighting, visibility, student grouping, and
proximity to electric, gas and water outlets.
7. Plan to use a skill or method to advantage; work from simple to complex, one step
at a time.
Presentation
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1. Make sure all students can see and hear the lesson.
2. Be enthusiastic, professional, effective but not dramatic.
3. Relax; use any mishaps or humour to YOUR advantage.
4. Observe all safety rules and procedures.
5. Keep eye-contact with the class; ask and encourage class questions.
6. Explain WHY and HOW: use the techniques of SHOW and TELL.
7. Use a medial summary to strengthen your explanation.
Precautions
1. Avoid interruptions; keep demonstration smooth and continuous.
2. Never demonstrate on a student’s material.
3. Work towards one aim.
4. Allow time for possible student participation.
Carrying Out A Demonstration
1. Give a good performance. Remember that the trainees learn by your good
example.
2. Explain each step or process as you proceed. Follow your lesson plan.
3. Make sure the trainees see the demonstration from the angle they will perform it
themselves.
4. Be sure everyone can see and hear. Maintain eye contact.
5. Emphasize key points, and if possible prepare before hand ask key questions as
you go along and allow learners to ask questions.
6. Observe all safety rules, precautions and procedures; and emphasize them.
7. Use proper instructions, aids such as chalkboard, charts, handouts etc. to support
your demonstration.
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8. Provide for learners’ participation where possible, during and after demonstration.
9. Demonstrate the correct way only. First impressions are important, therefore, make
them correct ones.
10. Always summarize the steps and emphasize key points again.
After Demonstration
1. Return all items used during demonstration to their storage places.
2. Make arrangements to have the trainees practice the skill as soon as possible in a
practical class session.
3. Observe and analysis learner(s) performance and correct mistakes.
4. Offer reinforcement where necessary.
5. Coach weak or slow trainees.
6. Check trainee’s completed work for accurate performance and record.
7. Allow sufficient time interval before demonstrating another operation.
4. Buzz Groups
Another method of instruction is the buzz group. During a longer session, the
plenary group can break into sub-groups to discuss one or two specific questions or
issues. The room soon fills with noise as each sub-group ‘buzzes’ in discussion. If
appropriate, after the discussion one member of each group can report its findings
back to the plenary. Buzz groups can be in pairs, trios, or more depending on the
activity. People turn to their neighbors for a quick buzz, or form larger groups of three
or more. This allows almost every one to express an opinion. While they are buzzing,
participants are able to exchange ideas and draw on their wide collective experience.
It may provide a good opportunity for trainees to reflect on the content of a lecture.
A good buzz session will generate many ideas, comments and opinion, the most
important of which will be reported back.
5. Brainstorming
The purpose of a brainstorming session is to discover new ideas and responses

very quickly. It is particularly a good way of getting bright ideas. It differs from the
buzz groups discussion in that the focus is on generating as many ideas as possible
without judging them. In this technique, all ideas are given equal credence.
27
Participants are encouraged to let ideas flow freely, building on and improving from
previous ideas. No idea, however crazy, should be rejected. These ideas are listed
exactly as they are expressed on a board or flipchart, or written on bits of paper. The
combination of swiftly generated ideas usually leads to a very animated and energizing
session. Even the more reserved participants should feel bold enough to contribute.
The purpose of listing responses is to collect existing experiences and thoughts. It is
useful to collect answers to questions when you expect much repetition in the
responses.
After a brainstorm session, the ideas can be discussed further and evaluated,
for example listing the best options in a systematic way. Ideas can be grouped and
analyzed so that they belong to the group rather than individuals. Unlike a buzz
session, a brainstorm session can work well with a large group and usually takes less
time. It is best to limit the time for plenary brainstorms, as you might lose the attention
of some participants.
6. Role Plays
In role plays, participants use their own experiences to play a real life situation.
When done well, role plays increase the participants’ self-confidence, give them the
opportunity to understand or even feel empathy for other people’s viewpoints or
roles, and usually end with practical answers, solutions or guidelines. Role plays are
useful for exploring and improving interviewing techniques and examining the
complexities and potential conflicts of group meetings. They help participants to
consolidate different lessons in one setting and are good energizers.
However, role plays can be time-consuming and their success depends on the
willingness of participants to take active part. Some trainees may feel a role play is too
exposing, threatening or embarrassing. This reluctance may be overcome at the outset
by careful explanation of the objectives and the outcome. Some role plays can
generate strong emotions amongst the participants. It is therefore essential that a role
play is followed by a thorough debriefing. This provides the opportunity for the
trainer and the participants to raise and assess new issues.
METHOD USES ADVANTAGES DISADVANTAGES

THE LECTURE 1. To orient 1. Saves time. 1. Involves one way
METHOD students. 2. Permits communication.
A formal or semi- 2. To introduce flexibility. 2. Poses problems in skill
formal discourse is a subject. 3. Requires less teaching.
which the instructor 3. To give rigid space 3. Encourages student
presents a series of directions on requirement. passiveness.
28
events, facts, or procedures. 4. Permits 4. Poses difficulty in gauging

principles, explores a 4. To present adaptability. student reaction.
problem or explains basic material. 5. Permits 5. Require highly skilled
relationships 5. To introduce versatility. instructors
a demonstration, 6. Permits better
discussion, or centre over
performance. contact and
6. To illustrate sequence.
application of
rules, principles,
or concepts.
7. To review,
clarify,
emphasize or
summarise
THE DISCUSSION 1. To develop 1. Increase 1. Require highly skilled
METHOD imaginative students interest instructor.
A method in which solutions to 2. Increases 2. Requires preparation by
group discussion problems. students student.
techniques are used to 2. To stimulate acceptance and 3. Limits content.
reach instructional thinking and commitments. 4. Consumes time.
objectives. interest and to 3. Utilizes student 5. Restricts size of groups.
secure student knowledge and
participation. experience.
3. To emphasize 4. Results in more
main teaching permanent
points. learning because
4. To of high degree of
supplement student
lectures, reading, participation.
or laboratory
exercises.
5. To determine
how well student
understands
concepts and
principles.
6. To prepare
students for
application of
theory of
procedure.
7. To
29
summarise,
clarify points or
review
THE 1. To provide 1. Reduce failure 1. Require local or
PROGRAMMED remedial rate. commercial preparation.
INSTRUCTION instruction. 2. Improves end- 2. Requires lengthy
METHOD 2. To provide of-course programmer training.
A method of self- make-up proficiency. 3. Increases expenses.
instruction instruction for 3. Saves time. 4. Requires considerable
late arrivals, 4. Provides for lead time
absentees, or self-instruction
translents.
3. To maintain
previously
learned skills
which are not
performed
frequently
enough.
4. To provide
retraining on
equipment and
procedures
which have
become
obsolete.
5. To upgrade
production.
6. To accelerate
capable students.
7. To provide
enough common
background
among students.
8. To provide
the review and
practice of
knowledge and
skills.
THE STUDY 1. To orient 1. Increase 1. Require careful planning
ASSIGNMENT students to a coverage of and follow up.
METHOD topic prior to material. 2. Poses evaluation
A method in which the classroom or 2. Reduce problem.
30
instructor assigns Laboratory work. classroom time. 3. Produce non-standard

reading to books, 2. To set the 3. Permits results
periodicals, project or stage for a individual
research papers or lecture attention.
exercises for the demonstration or
practice. discussion.
3. To provide for
or capitalise on
individual
differences in
ability,
background, or
experience
through
differentiated
assignments.
4. To provide for
the review of
material covered
in class or to give
practice.
5. To provide
enrichment
material.
THE TUTORIAL 1. To reach 1. Permits 1. Requires highly
METHOD highly adaptive competent instructor.
A method of complicated instruction. 2. Demands time and
instruction in which an skills operations 2. Stimulates money.
instructor works or operations active
directly with an involving danger participation.
individual student. or expensive 3. Promotes safety
equipment.
2. To provide
individualised
remedial
assistance.
THE SEMINAR 1. To provide 1. Provides 1. Requires highly
METHOD general guidance motivation and competent instructor.
A tutorial arrangement for a group report. 2. Poses evaluation
involving the instructor working on an 2. Stimulates problems.
and groups, rather than advanced study active 3. Is more costly than most
instructor and or research participation. other methods
individual. project. 3. Permits
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2. To exchange adaptive
information on instruction.
techniques and
approaches
being explored
by members of a
study or research
group.
3. To develop
new and
imaginative
solutions to
problems under
study by the
group.
THE 1. To teach 1. Minimise 1. Require careful
DEMONSTRATION manipulative damage and waste preparation and rehearsal.
METHOD operations or 2. Saves time 2. Requires special
A method of procedures. 3. Can be classroom arrangements
instruction where the 2. To teach presented to large
instructor by actually troubleshooting. groups.
performing an 3. To illustrate
operation or doing a principles.
job shows the students 4. To teach
what to do, how to do operation or
it, and through functioning of
explanations brings out equipment.
why, whe re, and 5. To teach
when it is done. teamwork.
6. To set
standards of
workmanship.
7. To teach
safety
procedures.
THE 1. To teach 1. Builds 1. Requires tools and
DEMONSTRATION manipulative confidence. equipment.
METHOD operations or 2. Enable learning 2. Requires large block.
A method of procedures. evaluation. 3. Requires more
instruction is required 2. To teach 3. Reduces instructors.
to perform under operation or damages and
controlled conditions functioning of waste.
the operations, skills or equipment.
32
movement being 3. To teach team 4. Promotes

taught. skills safety.
4. To teach
safety
procedures.
THE BUZZ GROUP 1. To develop 1. Help trainers to 1. Unfamiliarity in use.
and express draw breath. 2. Time required.
imaginative 2. Gauge the 3. Need for group leaders.
ideas, opinions. mood by listening
2. Stimulate to some
thinking. discussion.
3. Change pace of
discussion.
4. Encourage
participants to
reflect what was
learnt
BRAINSTORMING 1. Discover new 1. Leads to a very 1. It takes time particularly if
ideas, thoughts animated and it is a large group.
and responses energising session. 2. May consume a lot of
very quickly. 2. More reserved material e.g. flipcharts or
participants feel writing materials.
free to contribute. 3. Requires high level
facilitation skills
ROLE PLAYS 1. Exploring and 1. Good 1. Participants might be
improving energizers. reluctant.
interviewing 2. Promotes 2. May not work with
techniques and empathy of trainees who do not know
examining trainees for other each other well.
complexities and situation.
potential 3. Encourrages
conflicts of creativity in
groups. learning.
2. To
consolidate
different lessons
in one setting.
?
Methods are what you do. Strategy is how you implement them. Teaching
strategy and teaching method are understood as synonym but there exists some
33
difference between the two terms. Teaching method is based on classical human
organization theory, whereas teaching methodology is based upon modern human
organization theory. In teaching method, completion of content is assessed, while in
teaching strategy achievement of objectives are assessed.
Example: Delivering a lecture by the student is a teaching method, when the lecture
is delivered to achieve the specific objectives it become a teaching strategy. When we
talk about teaching strategy or strategies, we use teaching techniques.
Difference between a "teaching strategy" and "teaching methods

Teaching Methods Teaching Strategies
It is limited to the presentation of subject When we try to achieve some objectives
Matter. by any methods it become a strategy.
Methods come under strategies Strategy is actually a combination of
different methods
It is a micro Approach It is a macro Approach
Effective presentation of subject Matter It consider teaching as a science
Good lesson planning is essential to the process of teaching and learning. A

teacher who is prepared is well on his/her way to a successful instructional
experience. The development of interesting lessons takes a great deal of time and
effort. As a new teacher you must be committed to spending the necessary time in
this endeavor.
It is also important to realize that the best planned lesson is worthless if

interesting delivery procedures, along with good classroom management techniques,
are not in evidence. There is a large body of research available pertaining to lesson
development and delivery and the significance of classroom management. They are
skills that must be researched, structured to your individual style, implemented in a
teacher/learning situation, and constantly evaluated and revamped when
necessary. Consistency is of the utmost importance in the implementation of a
classroom management plan.
All teachers should understand that they are not an island unto
themselves. The educational philosophy of the district and the uniqueness of their
schools should be the guiding force behind what takes place in the classroom. The
school’s code of discipline, which should be fair, responsible and meaningful, must
be reflected in every teacher’s classroom management efforts.
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SUGGESTED PRACTICES
 Establish a positive classroom environment
 Make the classroom a pleasant, friendly place
 Accept individual differences
 Learning activities should be cooperative and supportive
 Create a non-threatening learning environment
 Organize physical space; eliminate situations that may be dangerous or disruptive
Establish classroom rules and procedures and consistently reinforce them
 Begin lessons by giving clear instructions
 State desired quality of work
 Have students paraphrase directions
 Ensure that everyone is paying attention
 Ensure that all distractions have been removed
Describe expectations, activities and evaluation procedures
 Start with a highly motivating activity
 Build lesson upon prior student knowledge
 Maintain student attention
 Use random selection in calling upon students
 Vary who you call on and how you call on them
 Ask questions before calling on a student; wait at least five seconds for a
response
 Be animated; show enthusiasm and interest
 Reinforce student efforts with praise
 Vary instructional methods
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 Provide work of appropriate difficulty
 Demonstrate and model the types of responses or tasks you want students to
perform
 Provide guided practice for students; monitor responses and deliver immediate
corrective feedback
Summarize the lesson and focus on positive gains made by students; use surprise
reinforces as a direct result of their good behavior
 Determine if the lesson was successful; were goals accomplished?
 Make a smooth transition into next subject
 Have materials ready for next lesson
 Maintain attention of students until you have given clear instructions for the
next activity
Do not do tasks that can be done by students (i.e. passing out paper or
collecting assignments); use monitors
 Move around and attend to individual needs
 Provide simple, step-by-step instructions
 Utilize a freeze and listen signal, when necessary
 Develop positive teacher/student relationships
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MANAGEMENT
Good Management Consists In Showing Average People How To Do The Work
Of Superior People
Management is the organization and coordination of the activities of an

organization in order to achieve defined objectives. Management is essential for
organized life and necessary to run all types of management. Good management is
the backbone of successful organizations. Managing life means getting things done to
achieve life’s objectives and managing an organization means getting things done with
and through other people to achieve its objectives.
According to F.W. Taylor, ‘Management is an art of knowing what to do, when to do

and see that it is done in the best and cheapest way ‘.
Management can be defined in the following categories:
1. Management as a Process
2. Management as an Activity
3. Management as a Discipline
4. Management as a Group
5. Management as a Science
6. Management as an Art
7. Management as a Profession
In most cases, Management functions include:
1. Applying and distributing organizational resources effectively
2. Acquiring new resources when necessary
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3. Analyzing and adapting to the ever-changing environment in which the

organization operates
4. Complying with legal, ethical, and social responsibilities of the community
5. Developing relationships with and among people to execute the strategies and
plans
In simple words, Management functions can be described by POSDCORB.

POSDCORB is an acronym which means Planning, Organizing, Staffing, Directing,
Coordinating, Reporting and Budgeting.
1. Planning: This essentially refers to establishing a broad sketch of the work to be

completed and the procedures incorporated to implement them.
2. Organizing: Organizing involves formally classifying, defining and synchronizing

the various sub-processes or subdivisions of the work to be done.
3. Staffing: This involves recruiting and selecting the right candidates for the job and
facilitating their orientation and training while maintaining a favorable work
environment.
4. Directing: This entails decision making and delegating structured instructions and
orders to execute them.
5. Coordinating: This basically refers to orchestrating and interlinking the various

components of the work.
6. Reporting: Reporting involves regularly updating the superior about the progress
or the work related activities. The information dissemination can be through records
or inspection.
7. Budgeting: Budgeting involves all the activities that under Auditing, Accounting,
Fiscal Planning and Control.
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Flow Chart of POSDCORB
A school management system is the main system for professionally functioning

schools, and contains applications like. Registration, Enrollment, Attendance,
Scheduling, School management includes every information of a student like student
information, examination management, teacher and children attendance, managing
fees and accounts, library management. Every department of these and object has
various types of transaction in campus which requires to be recorded and managed
for clear information which can be delivered to parents, principal, government and
management in essential format which is done through good education ERP.
&
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Classroom Management refers to your role as a teacher in creating a classroom

environment where success is possible. It refers to how order is established and
maintained in the classroom. On the other hand, Classroom Discipline is defined as
the actions that facilitate the development of self-control, responsibility, and character.
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Discipline Classroom Management
 Discipline is all about how students  Management deals with how

behave. students do their work.
 Rules are used to control how  Procedures are used to ensure
students behave. students are productive and
 Discipline plans have rules. successful.
 Classroom management plans
have procedures.
?
Effective classroom management:
1. Establishes and sustains an orderly environment in the classroom.
2. Increases meaningful academic learning and facilitates social and emotional
growth.
3. Decreases negative behaviors and increases time spent academically
engaged.
Although effective classroom management produces a variety of positive
outcomes for students, according to a 2006 survey of pre-K through grade 12
teachers conducted by APA, teachers report a lack of support in implementing
classroom management strategies. Chaotic classroom environments are a large
issue for teachers and can contribute to high teacher stress and burnout rates.
Therefore, it is important to use effective classroom management strategies at
the universal level in a tiered model, as they serve as both prevention and
intervention methods that promote positive outcomes for students.
?
Management theories are the set of general rules that guide the managers to
manage an organization. Theories are an explanation to assist employees to effectively
relate to the business goals and implement effective means to achieve the same. There
are following theories of the Management
General Management Theories
There are four general management theories;
1. Frederick Taylor – Theory of Scientific Management.
2. Henri Fayol – Administrative Management Theory.
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3. Max Weber - Bureaucratic Theory of Management.
4. Elton Mayo – Behavioral Theory of Management (Hawthorne Effect).
1. Frederick Taylor’s Theory of Scientific Management:
The scientific management theory focused on improving the efficiency of each

individual in the organization. Taylor’s theory of scientific management aimed at,
improving economic efficiency, especially labor productivity. Taylor had a simple
view about, what motivated people at work, - money. He felt that, workers should get
a, fair day's pay for a fair day's work, and that pay, should be linked to the amount
produced. Therefore, he introduced the, DIFFERENTIAL PIECE RATE
SYSTEM, of paying wages to the workers.
Taylor's Differential Piece Rate Plan:
If Efficiency is greater than the defined Standard, then workers should be paid 120 %
of Normal Piece Rate.
If Efficiency is less than standard, then workers should be paid 80% of Normal Piece
Rate.
Principles of Scientific Management.
Four Principles of Scientific Management are:
1. Time and motion study: Study the way jobs are performed and find new ways to
do them.
2. Teach, train and develop the workman with improved methods of doing work.
Codify the new methods into rules.
3. Interest of employer & employees should be fully harmonized so as to secure

mutually understanding relations between them.
4. Establish fair levels of performance and pay a premium for higher performance.
2. Henri Fayol’s Administrative Management Theory
Henri Fayol known as the Father Of Management laid down the 14 principles
of Management that are;
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1. Division of Work.
2. Equity.
3. Discipline.
4. Initiative.
5. Authority and Responsibility.
6. Esprit De Corps.
7. Subordination of Individual Interest to General Interest.
8. Stability of Tenure.
9. Remuneration.
10. Unity of Direction.
11. Centralization.
12. Scalar Chain.
14. Unity of Command.
3. Max Weber’s Bureaucratic Theory of Management
Weber made a distinction between authority and power. Weber believed that
power obtains obedience through force or the threat of force which induces
individuals to adhere to regulations. According to Max Weber, there are three types
of power in an organization
1. Traditional Power
2. Charismatic Power
3. Bureaucratic Power or Legal Power.
Features of Bureaucracy:
1. Division of Labor.
2. Formal Hierarchical Structure.
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3. Selection based on Technical Expertise.
4. Management by Rules.
5. Written Documents.
6. Only Legal Power is Important.
7. Formal and Impersonal relations.
4. Elton Mayo’s Behavioral Theory of Management
Elton Mayo's experiments showed an increase in worker productivity was

produced by the psychological stimulus of being singled out, involved, and made to
feel important. Hawthorne Effect, can be summarized as “Employees will respond
positively to any novel change in work environment like better illumination, clean
work stations, relocating workstations etc. Employees are more productive because
they know they are being studied.
1. Planning: When you think of planning in a management role, think about it as the
process of choosing appropriate goals and actions to pursue and then determining
what strategies to use, what actions to take, and deciding what resources are
needed to achieve the goals.
2. Organizing: This process of establishing worker relationships allows workers to
work together to achieve their organizational goals.
3. Leading: This function involves articulating a vision, energizing employees,
inspiring and motivating people using vision, influence, persuasion, and effective
communication skills.
4. Staffing: Recruiting and selecting employees for positions within the company
(within teams and departments).
5. Controlling: Evaluate how well you are achieving your goals, improving
performance, taking actions. Put processes in place to help you establish
standards, so you can measure, compare, and make decisions.
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If Pilots have flight plans, Coaches have game plans, Executives have
business plans, then Effective teachers must have a Classroom
Management Action Plan.
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 It’s effective discipline
 It’s being prepared for class
 It’s motivating your students
 It’s providing a safe, comfortable learning environment
 It’s building your students’ self esteem
 It’s being creative and imaginative in daily lessons
Classroom management is the most important factor governing student

learning. Classroom management is a system of bribes and threats used to manipulate
student behavior. Classroom management refers to the wide variety of skills and
techniques that teachers use to keep students organized, orderly, focused, attentive,
on task, and academically productive during a class. Classroom management is the
process by which teachers and schools create and maintain appropriate behavior of
students in classroom settings. The purpose of implementing classroom management
strategies is to enhance prosocial behavior and increase student academic
engagement. Effective classroom management principles work across almost all
subject areas and grade levels.
Classroom management embodies:
Everything a teacher does to organize students, space, time, and materials so

that instruction in content and student learning can take place.
1. Effective teaching of content (classroom management problems arises because a

teacher is sometimes not sure of what he/she is teaching)
2. Powerful teaching strategies (It is extremely important to use effective teaching
strategies so that less classroom management problems arise. Sometimes, the
problems in classroom arises because teacher do not know the teaching
strategies)
3. An organizational structure to support productive learning (the sitting
arrangement of classroom, are students sitting in rows or groups?)
4. Effective use of social-emotional domains of learning
5. The most successful teachers approach management as a process of establishing
and maintaining effective learning environments OR
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6. Everything a teacher does to organize students, space, time, and materials so that
instruction in content and student learning can take place.
Classroom Management is Different for EVERYONE!
WHY?
1. Teaching Styles
2. Personality/Attitudes
3. Student population
4. Not all management strategies are effective for every teacher
?
Effective classroom management:
1. Establishes and sustains an orderly environment in the classroom.
2. Increases meaningful academic learning and facilitates social and emotional
growth.
3. Decreases negative behaviors and increases time spent academically engaged.
Students, as well as teachers, spend a majority of their time in classrooms and in

school. The classroom should, therefore, be a stress-free environment where students
and teachers feel comfortable spending so much time. It is essential to have a well-
managed classroom to improve classroom efficiency and create an environment
conducive to learning. A well-managed classroom is not limited to discipline, unlike
the popular belief that discipline is the only vital management skill a teacher must
have. There are various characteristics that describe a well-managed and efficient
classroom those are following.
1. Student Engagement
2. Clear Expectations
3. Effective Time Management
4. Positive Work Environment
5. Firm Discipline
Functions Implications for Classroom Management
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I. Security and The classroom setting Physical Security, the condition of having a
Shelter provides physical and physically safe, functional classroom, is the
psychological security and most basic functional criterion that must be
comfort. met in order for students to learn.
Psychological Security is the feeling that the

classroom is a secure, comfortable place to
be. Establishing a warm psychological
climate is a prerequisite for a focused
learning environment.
II. Task The classroom setting You can avoid many management problems
Completion supports the specific learning by setting up the classroom appropriately
tasks to be carried out there. for the specific tasks students and teachers
need to accomplish.
III. Social The classroom setting is Every room sends a message to students
Contact arranged to suit the amount about whether or not it's okay for them to
of student interaction desired. communicate with one another. It's
important to make sure that the message
sent by your room matches your desired
level of student-to-student interaction. You
can avoid many classroom management
struggles when the physical environment
you've created is congruent with your goals
for social contact.
IV. Personal The classroom setting reflects Displaying students' work and items they
Expression the teacher's and students' find meaningful communicates to them that
backgrounds, activities, they are important and special. Students are
accomplishments and more likely to take care of a classroom that
preferences. Simply stated, it they think of as theirs. Personalizing the
means personalizing a classroom with information about yourself
classroom. communicates to your students that in
addition to being a teacher, you are a real
person.
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V. Pleasure The classroom setting is Studies suggest that students learn best in
attractive and aesthetically attractive classrooms. Aesthetically pleasing
pleasing. classrooms have been shown to positively
influence students' behavior, including
improving attendance and feelings of group
cohesion as well as increasing persistence
on tasks and class participation.
VI. Growth A learning-enriched Students are more likely to be engaged if

(Intellectual environment—one that is they find the classroom stimulating and
Development) equipped with materials and interesting. When engaged, they are
resources—encourages learning rather than disrupting.
intellectual growth and
development.
1. Build relationships.
2. Celebrate hard work.
3. Maintain authority all year long.
4. Make sure that students know what your rules mean.
5. Accommodate all learners.
6. Be prepared.
7. Respect
8. Welcome feedback from your students.
9. Create a safe learning environment
10. Praise is a powerful tool.
If a teacher is looking to keep your students on task and learning, then you
need helpful classroom management resources. Here are a few of the most effective
classroom management tools that every clever elementary teachers needs to have.
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Time Management Classroom Management Tools

1. 60 Minute Visual Analog Timer
2. Time Tracker Mini
3. Digital Timer
4. Sand Timers Combo Pack
Attention-Grabbing Classroom Management Tools
1. Woodstock Solo Silver Zenergy Chime
2. No Yell Bell Classroom Attention Getter
3. Wireless Doorbell for the Classroom
Visual Cues Classroom Management Tools
1. Yacker Tracker Noise Level Monitor Detector
2. Handy Signs
Flexible Seating Classroom Management Tools
1. Learniture Active Learning Chair
2. Trideer Inflated Stability Wobble Cushion
3. Trideer Exercise Ball Chair
4. Plastic Stack Stools
5. Sit Marker Spots
Student Engagement Classroom Management Tools
1. Learning Resources Light & Sound Buzzers
2. Sensory Fidgets
3. Learning Resources Student Grouping Pencils
4. Early Finisher task cards or box
5. Calm Down Kit
Positive Behavior Classroom Management Tools
1. Mini Treasure Chest
2. Prize Toys for Classroom
3. Calming Music
4. Praise Words ‘n Stars Incentive Chart
5. Novelty Teacher Stickers
6. Class Dojo
7. Brag Tags & Awards
1. School wide discipline through curriculum: classroom discipline is not possible

without school wide discipline, so it is very important to make classroom
management a part of curriculum.
2. Classroom discipline: Both the teacher and students must know how to behave
in classroom environment. Schools discipline is such element which the
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teachers must teach the students at the very start of their schooling. It is only
possible through curriculum and school wide discipline.
3. Classroom based rules: Classroom discipline is made through classroom rules.
There are certain rules for both students and the teachers to follow in
classroom. We have ti had some boundaries and we need to respect the rules
in order to learn in the classroom.
4. Identification of needs of students: It is very important for the teacher to identify
the needs of the students. Management issues in classroom arise because
sometimes teacher do not know the student needs. Teacher must know
students’ interests and their individual needs. It is very important for the teacher
to have age appropriate and need based rules in classroom so that students can
follow them easily.
5. Involvement of major stakeholders: All stakeholders who are involved in the
education of a student must be made aware of the phenomenon of classroom
management. The major stakeholders are students themselves, teacher,
parents, school administration, principals, coordinators, classroom community.
6. Importance to social-emotional learning
7. Physical seating in the classroom: Are students sitting in rows, groups or pairs?
8. Role modeling by teachers and caregivers: Students learn from the teachers so
it is important to have proper behaviors in the classroom so both the teachers
and the students have good reputation.
1. Set a positive classroom climate.

2. Organize classroom area.
3. Establish group norms.
4. Layout routines and procedures.
5. Monitor learning.
6. Maintain good student behavior.
1. Seating: Are students seated in rows, pairs or groups?

2. Teacher position: Is the teacher standing at a position where he/she is visible
to all?
3. Bulletin boards: Are there enough bulletin boards in the classroom?
4. Display of student work: Is student work displayed on bulletin boards?
5. Blackboards: Is the blackboard visible to all students?
6. Student corner: Is there a student corner where students can go to read, draw
or do other work?
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Noninterventionist
This approach postulates that a student’s potential for success is
predetermined. A noninterventionist teacher will aid a student in meeting his potential
by enhancing personal growth, building a strong, positive relationship, and assisting a
student with developing problem-solving abilities that ultimately can be executed
independent of a teacher’s direction.
Interventionist
This approach suggests that student development is a product of
environmental conditions brought on by intervention in a student’s daily
surroundings. This approach can typically be seen in a positive reinforcement
classroom, one in which rules are established and communicated and students are
either rewarded or given consequences based on their adherence to these rules
Interactivist
This approach asks that each teacher attempt to understand the behavior of their
students and to help students understand their actions and consequences. By getting
students to understand the rules of the classroom environment, they are given the
onus of managing themselves.
1. Assertive discipline
2. Logical consequences
3. Teacher effectiveness training
1. Assertive discipline
This model was developed by Lee Canter in the 1970s. The premise of assertive
discipline is that teachers should establish a systematic discipline plan prior to the start
of the school year and then communicate expectations and consequences to the
students immediately. This approach is often characterized as focusing on rewards
and punishment.
Consistent, firm and fair rules
Rules must be set keeping in mind keeping the age and grade level of students.
Different rules should be made for different set of behaviors.
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Rules must be mutually agreed upon.

Rules can be different for:
1. Classroom
2. Laboratories
3. Playgrounds
4. Walkways
5. Auditorium
6. Art room
7. Computer room
Positive Consequences for Adhering to the Rules
Positive Reinforcement: A teacher must praise the students when the rules are kept.
Positive reinforcements are a bid deterrent to misbehavior in school students. When
students are praised, their self-esteem increases and the instances of problem behavior
decreases automatically.
Reward Mechanism
Verbal: Well done, excellent and good etc.
Non-verbal: Nods, smiles, facial and body gestures, Tokens and Stars.
Negative Consequences for not adhering to the Rules
Negative consequences are the penalties that students face when they bypass or
disobey rules. It should be very clear to the students that non-compliance to rules will
make them liable to negative consequences.
Types of Negative Consequences
1. Missing recess
2. Detention after school
3. Relinquishing a reward won earlier
4. Extra academic work
5. No game period
6. Assisting in cleaning the classroom
7. Suspension from school
8.
2. Logical consequences
This model was articulated by Rudolf Dreikurs in 1968. This model is based on
Alfred Adler’s idea that students’ misbehavior is based on their unmet needs. All
students desire and need social recognition. When these desires are not met, students
exhibit a hierarchy of behaviors based on ‘mistaken goal’. When a student’s need for
recognition is unmet, that student will first display attention-seeking behaviors. If those
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behaviors do not result in the desired recognition, the student will attempt to engage
teachers in power struggles, followed by extracting revenge and then a display of
inadequacy. All students want recognition. Most misbehavior results from their
attempts to get it. When frustrated in their attempts to gain the recognition they desire,
their behavior turns toward four "mistaken goals". Teachers must recognize and deal
effectively with these.
Dreikurs' Key Ideas.
1. Discipline is not punishment. It is teaching students to impose limits on
themselves.
2. Democratic teachers provide firm guidance and leadership. They allow students
to have a say in establishing rules and consequences.
3. All students want to "belong". They want status and recognition. Most of their
behavior is directed by their desire to belong.
4. Misbehavior reflects the mistaken belief that it will lead to the recognition they
want.
5. Misbehavior is associated with four mistaken goals: seeking attention, gaining
power , taking revenge , and displaying inadequacy. The goal in each case is to
elicit certain responses from teachers.
6. Teachers should quickly identify the mistaken goals and act to avoid their
reinforcement.
7. Teachers should encourage student's efforts while avoiding praise of either their
work or character.
8. Teachers should teach students that unpleasant consequences always follow
inappropriate behavior.
Unmet needs of students

Adler’s Theory (1870-1937)
Alferd Adler, a philosopher and psychiatrist, stressed the need to understand
individuals within their social context. He stressed to address such crucial and
contemporary issues as equality, parent education, the influence of birth order and
life style of individuals. Adler believed that we all have one basic desire and goal: to
belong and to feel significant. When we feel encouraged we feel capable and
appreciated and will generally act in a connected and cooperative way. When we are
discouraged, we may act in unhealthy ways by competing, withdrawing or giving up.
Students generally misbehave when their basic needs are not looked after either by
the caregivers, teachers or peers.
Attending to misbehavior
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Even when a teacher strives to establish a classroom where all students feel
recognized and accepted, it is likely that some misbehavior will occur.
Application of logical consequences
It is for this misbehavior that a logical consequence is applied. These are
consequences that have a clear and logical connection to the misbehavior and have
been discussed and agreed upon with the student before applied. For Example, A
student who disrupts others during class will be isolated from the group unless he/she
agrees to rejoin the group without disruption. Logical consequence requires active
planning and conscious application.
Teacher’s stance logical consequences
9. Avoid power struggles with students
10. Try to engage disruptive students in a leadership role.
11. Use more productive ways to make those students feel powerful, valued and
recognized who have the mistaken goal to assume power.
3. Teacher effectiveness training:

This model was advocated by Thomas Gordon in 1977. Gordon conceptualizes
effective management of a classroom as facilitating the shift of management
responsibilities from teachers to students. Gordon emphasizes the importance of
teaching students to regulate and manage their own behavior. He highlights the value
of using intrinsic motivators and the value of I-messages when talking to students
about problematic classroom behavior. I-messages focuses on the speaker’s feelings
and perspectives (a teacher’s) as opposed to what the student has done wrong What
makes the difference between teaching that works and teaching that fails? The factor
that contributes the most is the quality of the teacher-student relationship. It’s more
important than what the teacher is teaching or who the teacher is trying to teach.
Teacher Effectiveness Training (T.E.T.) offers teachers the essential communication
and conflict resolution skills they need to have high quality relationships with their
students so there will be less conflict and more teaching-learning time. This model
has worked for hundreds of thousands of teachers around the world.
.
Self-Regulation of behavior
The model promotes ways that the teacher can empower the students to self-
regulate their behavior through modeling and problem solving. This approach has a
higher possibility of success than simply delivering consequences because it
represents an attempt to help the student change his or her behavior.
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Many discipline problems occur because of poor practices of classroom

management, often during transitions between activities or changes in space.
Classroom Management Is the Arrangement of:
1. Students (grouping)
2. Materials (pencils, papers)
3. Furniture and the movements of these over time
Teacher’s role in Classroom Management:
The teacher must act pro-actively to manage problems that might erupt during
transitions between activities, lesson or space.
Developing with-it-ness
Teacher who have wit-it-ness have eyes in the back of their heads. They are
aware of what goes on in the classroom. Their actions show that they are on top of
what everyone is doing.
Practice with-it-ness
Helpful hints:
1. Stand where you can see all students when you present a lesson.
2. Make eye contact with as many students as possible.
3. Keep your face towards the students when you move towards the chalkboard.
4. Stand at an angle to write on the chalkboard so that you can see as many students
as possible.
5. Circulate to various parts of room.
Overlapping
Overlapping means handling two or more situations or activities simultaneously. A
teacher who can instruct a group of students while responding to student concerns
from outside of the group can keep an entire classroom working smoothly.
Practicing overlapping
1. Make eye contact with, move closer to, or stand beside a misbehaving student
to deter off task behavior while continuing to direct other activities.
2. Direct a question to a student who has not been paying attention to regain his/her
attention.
3. Remove an object a student is playing with without interrupting a presentation.
Managing movement: Skilled teachers use movement to regulate the pace and flow
of classroom activities, keeping ‘dead time’ to a minimum by Practicing
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1. Organize your materials, teaching aids so they are ready top be used.
2. Train your students to take out their books/materials promptly.
3. Establish efficient routine to move your students promptly from room to room
or one part of the room to the other.
4. Be in control, do not fumble with things. Students might consider it your lack of
preparedness.
1. Physical Management of the Classroom

The classroom should be arranged to ensure that:
1. All students can see well
2. There are no obstructions
3. The lighting is adequate
4. If and when students move around, they do not interfere with other students
5. The room is neither too big nor too small
6. No noise in the surroundings to distract students
2. Teacher’s position
Teacher desk should be positioned so that you can monitor the activities of all
students as well as not interfere with movement within the class. For example, see the
image given below:
She can see all the students. She is standing at the position where all the students can
see her. So, teacher’s position is extremely important as far as the physical dimension
of a classroom is concerned.
3. Noise level
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Possible noisy surroundings outside:

1. Traffic noise
2. Noise from adjoining classes
3. Noise from the play ground
4. Music room
5. Staff talking to each other in hallways
The noise level outside the classroom should be under controlled and monitored so
that effective teaching and learning can take place.
4. Establish listening stations
1. It is helpful to establish listening stations with headsets if something loud needs
to be listened.
2. The right of others to work in quiet conditions needs to be protected.
5. Seating Plans
Permanent seating arrangements will help teachers to:
1. Learn students’ names quickly
2. Take attendance
3. And perform any other administrative task while students are involved in some
instructional activity.
6. Modification in seating plan: Seating arrangements can be modified to support

different types of instruction, such as whole group instruction, small group
instruction, or students working individually.
7. Independent space: Each student must have a place to work and a place to store
his/her things. There must be sufficient space between the rows of seats so that
one student cannot disturb the other. In group work there must be separate space
for materials.
8. Appropriate lighting in the classroom: Both well-lit and dimly-lit areas need to be
created in the classroom by using bookcases, screens, plants, and other furniture.
9. Placement of students: Allow students to sit where they feel most comfortable, or
place restless children in low-light areas and listless children in brighter areas.
10. Appropriate room temperature: Students need to be made aware of their own
temperature preferences and encouraged to dress accordingly. Temperature
preferences can vary dramatically. Most children can’t concentrate when they are
either too cold or too warm. The classrooms should be ready to handle extreme
weather conditions. There should be enough fans in the rooms in summers. The
rooms should be well ventilated. Similarly, in cold conditions electric or gas
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heaters should be provided in classrooms. The classrooms should be protected

from chilly winds from outside.
11. Student Number: The number of students in each classroom also be subject to
the weather conditions in cities. For example, large classes should be avoided if
the weather conditions are extremely hot for most parts of the year.
Physical Dimensions of a Classroom
1. Furniture arrangements
2. Establish informal furniture arrangements where students can sit on soft
chairs or pillows, or on the carpet.
Research on posture
1. Students learn best when sitting up straight in hard chairs is a myth.
2. About 75% of the total body weight is supported on only four square inches of
bone when humans sit up straight in a hard chair. The results in stress on the
buttock tissues, causes fatigue, discomfort, and the need for frequent changes
in posture.
3. Research supports the common sense notion that many students pay better
attention and achieve higher grades in more comfortable settings.
Arranging space
1. The physical layout reflects your teaching style.
2. Organize students around tables or clusters of desks if you want students to
collaborate in small groups.
3. For frequent whole group discussions, try a circle or U-shaped desk
configuration.
4. If you want students to work individually, arrange learning stations for them.
Placement of classroom accessories
Classroom accessories include:
1. White board/chalk board
2. Bulletin boards
3. Multimedia/overhead projector
4. Hands-on materials
5. Reading/writing corners
6. Teaching platform/rostrum
7. All classroom accessories should be placed at the sight level of students.
8. Students should have an easy access to them
9. Students works should be displayed on bulletin boards
10. Students should take ownership of classroom facilities
Management of facilities:
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Facilities management is a process of ensuring that buildings and other

technical systems support the operations of an organization. Classroom/school
facilities management is the application of scientific methods in the planning,
organizing, decision making, coordination and controlling of the physical
environment of learning for the actualization of the educational goals and
objectives. Human and material resources are deployed for this purpose.
Maintenance of facilities
There are many dimensions in the maintenance of facilities of a school:
(i) Preventive maintenance: Preventive maintenance is carried out to avoid
breakdown and ensure optimal performance of the facility.
(ii) Routine maintenance: Routine maintenance is carried out periodically-
monthly, quarterly or even annually depending on the agreed schedule by
the class/school manager.
1. Student-Directed Classroom Management

Student-Directed Classroom Management theory states that; students have
ability to manage their classes and it should be the responsibility of students to
manage their classes according to their own wishes. They say;
1. Students take responsibility for directing their own behaviour
2. Misbehaviour is the student’s attempt to meet needs that are not being met
3. Well suited for self-contained early childhood and elementary settings but
possible in secondary
4. Time spent on management prepares students with skills to be citizens in a
democracy
5. Students must have the primary responsibility of controlling their behaviour
6. Students are capable of controlling their behaviour if given the opportunity
to do so.
2. Collaborative Classroom Management

Collaborative Classroom Management is a situation in which two or more people
(students and teachers) attempt to manage class together. Here Students and
teachers are jointly responsible for classroom management
1. Teachers tend to believe in student-directed ideals but class and school size
create issues
2. The needs of the group are put before the needs of any individual student
3. Time spent on management is potentially productive for individual but not
the group
4. Engaged in learning activities
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5. Usually successful
6. Respectful of the teacher and fellow students
7. Co-operative in following classroom guidelines
3. Teacher-Directed Classroom Management

According to this theory, teacher is responsible for Classroom Management and
they state;
1. Teachers are responsible for behaviour management by providing guidelines
and rules
2. Teachers employ rewards and punishments as a way to control behaviour
3. Primary emphasis is on academic content and processes
4. This is the oldest method of Classroom Management
5. Time spent on management is seen as wasted time
6. Create a learning environment in which management issues play a minimal
role
7. To discourage misbehaviour and to deal with it as swiftly as possible
One of the best things about teaching is that there is not an exact
blueprint for success. In general, no two teachers are alike. Each has their own
teaching style and classroom management routines. But while there is no
blueprint for teaching, there is a certain code that teachers must live by if
they want to be successful. The following list is a general set of rules that every
teacher should live by. These rules encompass all facets of teaching, both
inside and outside of the classroom.
Rules for Teachers
1. Always do what you believe to be best for your students. They should always
be your number one priority. Think, how does this benefit my students? If
that question is difficult to answer, you may want to reconsider.
2. Focus on establishing meaningful, cooperative relationships. Building strong
relationships with your students, peers, administrators, and parents will
ultimately make your job easier.
3. Never bring your personal problems or issues into the classroom. Leave
them at home. Your students should never know when something at home
is bothering you.
4. Be open and willing to learn at all times. Teaching is a journey that will
provide many opportunities to learn. You should strive to improve your
teaching each and every day, even when you've been in the classroom for
years.
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5. Always be fair and consistent. Your students are always watching to make
sure you are doing this. You will undermine your own authority if they
believe you are playing favorites.
6. Parents are the cornerstone of a great education, and as such, teachers must
do their part to engage even the most reluctant parents in the learning
process. Provide plenty of opportunities for parents to become involved and
encourage them to do so.
7. A teacher must never put herself or himself in a compromising situation.
Teachers must always be aware of their situation and never allow themselves
to be vulnerable. They must maintain self-control at all times, protecting
themselves and their reputation.
8. Respect the decisions of administrators and understand that they have many
responsibilities. Teachers must have a great working relationship with their
administrator but respect the fact that their time is valuable.
9. Take the time to get to know your students. Find out what they like to do
and include their interests in your lessons. Establish a rapport and
connection with them, and you will find that engaging them in your lessons
becomes easier.
10. Establish rules, expectations, and procedures beginning on the first day of
school. Hold your students accountable for their actions. You do not have
to be a dictator, but you do need to be firm, fair, and consistent. Keep in
mind that you are not there to be their friend. Your students need to know
that you are in always in charge.
11. Always be willing to listen to others, including your students, and take their
feedback into account. You can learn the most when you are willing to take
the time to hear what others are saying. Be open-minded and willing to take
their advice.
12. Own your mistakes. Teachers are not perfect, and it doesn't help your
students to pretend that you are. Instead, set the example by owning your
mistakes and showing your students that mistakes can lead to learning
opportunities.
13. Work cooperatively with other teachers. Always be willing to take another
teacher’s advice. Likewise, share your best practices with other teachers.
14. Find time outside of school to decompress. Every teacher should have some
sort of hobby or interest that can help them escape the daily grind of school.
15. Always be willing to adapt and change. Teaching is always changing. There
is always something newer and better to try. Try to embrace change instead
of resisting it.
16. Teachers must be flexible. Some of the best moments in teaching are born
out of spontaneity. Take advantage of those teachable moments. Be willing
to change your plans when another opportunity presents itself.
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17. Be your students’ biggest cheerleader. Never tell them that they cannot do
something. Help them accomplish their goals by setting them on the correct
path and nudging them in the right direction when they go astray.
18. Protect your students at all cost. Always be aware of your surroundings and
ensure that your students are safe and secure at all times. Practice safety
procedures within your classroom at all times and never allow students to
engage in reckless behavior.
19. Have fun! If you enjoy your work, your students will notice and they will have
a more enjoyable experience as well.
20. Always be aware of and adhere to local policies and procedures. If you are
not sure about something, it is better to ask and be sure than it is to make a
costly mistake. As a teacher, you are responsible for ensuring that your
students are following them as well.
Rules for Students
1. Ask questions
2. Respect and listen to your classmates
3. Respect and listen to the teacher
4. Raise your hand to speak
5. Be prepared for class
6. Be quiet when the teacher is talking
7. Be quiet when classmates are talking
8. Share new ideas
9. Keep your hands to yourself
10. Respect others’ property
11. Keep your workspace tidy
12. Be kind
13. Always do your best
14. Walk, don’t run, in the hallways
15. Be a good friend
16. Be on time
17. Share with others
18. Use equipment properly
19. Help keep the classroom tidy
20. Listen to all the teachers
21. Obey all school rules
22. Finish your homework on time
23. Be respectful of classmates who are working
24. Have a good attitude
25. Use positive language
26. Follow the dress code
27. Line up neatly and quietly
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28. Stay in your seat

29. Listen with your ears and your eyes
30. Contribute to discussions
31. Be respectful of others’ ideas
32. Follow the teacher’s directions the first time they are given
33. Cooperate with your classmates
34. Be creative
35. Be honest
36. Use technology appropriately
37. Be proud of your work
Maintaining Classroom Discipline

1. Know school guidelines for discipline procedures.
2. Be fair, positive and consistent.
3. Be the kind of person young people can like and trust—firm, fair, friendly,
courteous, enthusiastic and confident.
4. Keep your sense of humor.
5. Provide a list of standards and consequences to parents and students.
6. Make sure they are consistent with area and building policy.
7. When in doubt, ask a colleague or your principal.
8. Keep your classroom orderly.
9. Maintain a cheerful and attractive classroom rather than a disorderly one which
might encourage disruptive behavior.
10. Get to know your students. Learn their names quickly and use them in and out
of class. You will soon develop almost a sixth sense for anticipating trouble
before it begins, but don’t act as though you expect trouble or you will almost
certainly encounter some.
11. Let the students know you care.
12. Determine jointly with the class what is acceptable in terms of behavior and
achievement and what is not.
13. Show interest in what students say, whether or not it pertains directly to the
lesson.
14. Treat students with the same respect you expect from them
15. keep confidences.
16. Learn the meaning of terms, especially slang, used by students.
17. Begin class on time and in a professional manner.
18. Make learning fun.
19. Make education interesting and relevant to the students’ lives. Poor planning
and a full curriculum can provoke disruptions.
20. Praise good work, good responses and good behavior.
21. Don’t threaten or use sarcasm. Never use threats to enforce discipline.
22. Never humiliate a child.
23. Avoid arguing with students.
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24. Discussions about class work are invaluable, but arguments can become
emotional encounters.
25. don’t be afraid to laugh.
26. Grade assignments and return them as soon as possible.
27. Give reasonable assignments. Don’t use schoolwork as punishment. Give clear
directions.
28. Keep rules simple. Establish as few classroom rules as possible, and keep them
simple.
Being a teacher is hard. Whether you’re just starting or have taught for decades,
teachers everywhere in the world are faced with similar challenges. The obstacles
you encounter can arise from many directions: with students, parents,
administrators, or with the many roles and responsibilities you have to maintain.
Among these all, Classroom Management and Discipline may be the most difficult
problem and challenge for the teachers because of the following reasons;
1. Lack of teamwork, empathy, and support between students
2. Teachers working too many roles at the same time
3. No time to deal with bodily functions
4. Teachers being made accountable for more than they should
5. Not enough time to plan
6. Keeping up with the expectations of school admins
7. Applying a prescribed curriculum to all types of students
8. Seating Arrangement
9. Time Constraints
10. High Noise Levels
11. Personality Clashes
12. Different Levels
13. Class Size
14. Lack of practical experience
( )?
School records are documented evidence of what a school does. School
records contain data and information about various aspects of a school’s operations,
including data about its students, teachers, classes, facilities and finances. The main
purpose of a SRMS is to systematically record, store and update the school’s records.
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1. Accountability: Record keeping is vital to an education system’s information

cycle as a whole, because of its fundamental role in the process of efficient
information production and collection. School records are an important
means of accountability because they provide proof. Records such as cash
books and stock books help to ensure accountability as they show income,
expenditures and stock levels in a school. These cash and the stock books
can then be made available to auditors on demand for the auditing of school
funds and facilities.
2. Decision Making: School records help school administrators to make
decisions. Records provide raw data that enable coherent, balanced and
objective decisions on issues such as promotion, student and staff discipline,
and teaching and learning performances.
3. Employment: Properly kept records on the human resources serve useful
employment and planning related purposes. The number of staff, their areas
of specialization, qualifications, age, gender, and so on will help the principle
to determine the human resource needs and assets of his or her school.
Consistent information kept about employees can also be used in employee
performance appraisals.
4. Guidance Counselors: School records are of great importance to school
guidance counselors as these records can provide counselors with a holistic
picture of the students they counsel (academic grades and achievements,
disciplinary measures taken and/or extracurricular activities) and can help
counselors to track student progress.
5. Information Bank: Records kept in schools serve as an information bank
from which school administrators can recall information as needed.
6. Information for Parents: Parents often want to know how their children or
wards perform academically. Records of school report cards and/or end of
term results should be kept by schools should parents wish to review or
discuss past student performance.
7. Planning: Accurate data assists educational planners to identify areas of need
that should be addressed or accorded priority attention.
8. Student Academic Achievement and Behavior: Certificates and testimonials
are issued to graduating students to show how they performed during their
studies. Properly kept records can help considerably in the accurate
production of thorough certificates/testimonials.
9. Subject Time Table: School time tables help in the coordination of staff and
student activities and work. Keeping track of time tables from year to year can
help a school and school administrators determine which combination of
classes and teaching assignments work best to optimize teaching and learning.
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10. Supervisors/Inspectors: The availability of records enables supervisors or

inspectors to objectively assess student and staff performance and offer advice
or proposals for improvement.
1. Students Records: Personal and family characteristics, previous educational

experience, current grade, attendance, academic performance, behaviour,
achievements/faults, outcomes (e.g. promotion to next grade, repeating grade,
drop-out, transfer, or graduation).
2. Teachers Records: Personal characteristics, past education, qualification, pre-
service and in-service teacher training received, years of service, employment
status, subject specialization, class/subject taught, teaching load, special skills,
attendance, performance, behaviour, achievements/faults.
3. Financial Records: School budget and income by source, expenditure by type,
financial balance.
4. Physical facilities: Quantity and conditions of school buildings, classrooms,
furniture, equipment and other physical facilities; maintenance, repairs and new
constructions; rate of utilization.
5. Teaching/learning Materials: Quantity and conditions by type of material, new
acquisitions, rate of utilization.
6. Learning achievement and outcomes: Results of tests, examinations and
assessments (regarding academic, behavioral and other student attributes).
7. Extra-curricular and co-curricular activities: Type of activities, schedules, staff
involved, number of participants, results, impact.
8. School and community interactions: school management board meetings,
parent-teacher association activities, school-and-community activities.
9. Admission and withdrawals Register: The admission and withdrawals register
shows the names of students that are enrolled each year in various classes in a
school and the names of those who withdrew from various classes in the school.
10. Attendance Register: Attendance register shows the daily record of student
attendance in each class in the school. At the end of every term, the class teacher
closes the register and submits it to the school head to crosscheck and sign.
11. Class Timetable: Class timetables are a record of how, when and where classes
are held. These keep students organized and informed about upcoming classes
and help students to manage their time and schedule.
12. Education Edicts and laws: Education edicts are announcements of a law
governing an educational system. They are decrees or proclamations issued by
an authority that have the force of law.
13. Health Records: Are records of the names of students who were ill and sent to
local health centers, school sick bays or the hospital for treatment. These records
indicate the nature of the sickness and the treatment administered.
14. Individual Cumulative Record card: This is a continuous record or a
combination of records that contain comprehensive information about a student.
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It provides a summary of a student’s academic progress in school and also

includes the student’s name, age, date of birth, date of admission, family
background, social or extracurricular activities, etc.
15. Lesson Plan: Lesson plans are records kept to guide teachers during their
teaching activities. These are written on a weekly basis to determine what and
how the teacher will teach. A lesson plan is developed based on the school’s
scheme of work, unit plan or curriculum. It is presented to the head teacher for
assessment, signature, date and name before it can be used for teaching.
16. Log Book: A log book is an important official record kept to track significant
happenings that take place in the school such as the death of students and staff,
dates of resumption and closing of the school term, staff and student misbehavior,
etc. The head teacher keeps this book safely secured and must be presented to
the Ministry of Education or School Board upon request.
17. National Policy on Education: The National Policy on Education (NPE) is a
policy formulated by a government to promote education across the country. The
policy covers early childhood, primary (elementary), secondary, and higher
education. It also includes adult and non-formal education, technical and
vocational education, distance education, educational services, planning,
administration and supervision, and financing education.
18. Disciplinary Records: Disciplinary records are kept to protect students from
arbitrary punishment from teachers and to exonerate teachers from unwarranted
criticisms by parents or students. In most cases, the head teacher approves of any
disciplinary action before it is administered to a student or students. Records
concerning the disciplinary action and its approval are documented for future
reference.
19. School Cash Book: A school cash book is a system that helps organise school
finances. It is a simple record that details all payments made and income
received. It shows receipt of items and all expenditures. This book is kept with
the accountant or clerk in the absence of a school treasurer.
20. School Stock Book: The school stock book shows the current supply of
equipment and other materials in the school. It is usually divided into two parts.
The first part showing the consumables items (chalk, dusters, diary, registers, etc.)
and the other are showing non-consumable items (furniture, television, tape
recorders, sporting and athletic equipment, etc.). It contains name, date of
supply, and expiring dates of goods supplied, if applicable.
21. School Diary: The school diary, also known as a teacher’s record of work, shows
the things that are to be done and have been done each term for each
22. Class/Subject in a School: This record helps to keep teachers motivated and on
task (to complete the syllabus by the end of the term) and ensures continuity.
23. Staff and Student Movement Book: The staff and student movement book
details the entry and exit of staff and students in a school.
24. Transfer and leaving Certificates: Transfer and leaving certificates are the forms
approved by the Zonal Inspector of Education and signed by the head teacher at
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the request of parents to permit their children to leave one school to attend
another as a result of a parent’s work transfer, etc.
25. Visitor’s Book: The purpose of a visitor’s book is to keep records of the names
and addresses of visitors, date and time of visits, purpose of visits and who the
visitor requested to visit. This book is kept by the head teacher or his or her
assistant.
26. Syllabus: A syllabus is an outline and a summary of topics to be covered in a
school. A syllabus for a certain subject is often set out by an examination body
such as the West African Examination Council (WEAC) who conducts,
supervises and controls the quality of examinations for uniformity.
27. Scheme of work: A scheme of work is a guideline that defines the structure and
content of a subject. It shows how resources such as books and equipment are to
be used and how class time, class activities and class assessments are to be carried
out to ensure that the learning aims and objectives of the subject are met. A
scheme of work can be shared with students so that they have an overview of their
subjects.
28. Curriculum: A curriculum is the set of subjects and their content offered at a
school. A curriculum is prescriptive and is based on a more general document
that which specifies what topics must be understood and to what level to achieve
a particular grade or standard in an educational system
1. Completeness: Complete and comprehensive records should be kept to give

users all the information needed to plan and make effective decisions.
2. Cost: Records should not be too expensive to keep. This means that the
financial cost of collecting, analyzing, synthesizing, storing and retrieving records
should be low.
3. Flexibility: Data is flexible if it can be used by more than one user at different
times for different purposes.
4. Quality: The quality of any information contained in any record must be
accurate and reliable. The greater the accuracy and reliability, the higher the
quality of information, and the more likely the information system is to work
well.
5. Relevance: A relevant record is one that is useful to the needs of the system. A
good deal of irrelevant information is kept, particularly in schools. Data that is
no longer relevant and not required by law should be securely disposed of.
6. Retention and Disposition of Records: The disposition of records does not
entirely mean destruction. Disposition can also include transfer of records to a
historical achieve, to a museum, etc. In the case of schools, however, most
records are disposed of when no longer needed. The public officials concerned
may destroy these records upon expiration of the retention period.
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7. Timeliness: Information contained in a record should be retrievable as it is

needed rather than after important decisions have been made.
8. Variability: This refers to the degree of consensus arrived at among various users
examining the record. The greater the consensus among users, the more
accepted the record.
9. Maintenance: The maintenance of records involves all activities that ensure that
they are in good condition, and kept in an orderly state. This is a central function
of records management. Safely Managing and Preserving School Records.
10. Classification: This is the methods of arranging records and files perfectly into
groups according to subject. It ensures that school records are arranged in a
logical order. The logical arrangement of files is central because it guarantees
that files have their specific places and can be retrieved without snag and
significant loss.
11. File Storage: After a classification system has been determined and files have
been labeled, files should then be arranged accordingly and kept in a filing
cabinet drawer. A filing cabinet or cabinets should be used for this purpose. The
cabinet drawers in which the files are housed must also be labeled clearly and
the files appropriately organized so as to maintain the relationship of the files to
one another.
12. File maintenance: It is important to check the files periodically to ensure that
they are in good condition, since they are prone to wear and tear. Some records
in files may be loose and could fall out easily. These should be securely attached
and reattached.
13. Check Out: When records or files are lent to users, a system must be worked
out that tracks where and when certain files or records were lent to a user. Small
cards may be designed to enable efficient control over the flow of files.
14. Natural factors: School records should be properly arranged and secured from
natural hazards such as flooding, insects, rain, sun, termites and wind.
A School Records Management System typically involves the following eight

activities;
1. Creation: Beginning a new record and starting to record data and
information, for example creating a student record card for a new student.
2. Storage: keeping the records in an organized manner so they can be accessed
by authorized people but kept secure from unauthorized access, loss or
damage.
3. Update: Adding new information to a record or modifying existing
information in a record.
4. Retrieval: Searching for, locating and extracting records from storage.
5. Use: Applying information from the records to help make management and
policy decisions.
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6. Appraisal and retention: Determining whether and how long a record should
be:
retained for active use; archived; or disposed of.
7. Archiving: Storing inactive records so they can be later retrieved for use.
8. Disposal: Discarding, deleting or destroying a record
Key Responsibilities: The prime roles of a Head are to provide academic and
administrative leadership to the School or Centre, and to engage with external
organizations on behalf of the School. This will involve the following general
responsibilities:
1. Governance of the School or Centre and the establishment and development
of its strategic direction.
2. Guidance and development of teaching and research.
3. Guidance and development of staff and the management of staff-related issues.
4. Management of finances and infrastructure through effective planning, revenue
generation, budgeting and expenditure control.
Specific responsibilities within each broad area of the role of a Head are listed below.
1. Academic leadership
1. Encourage the pursuit of excellence in teaching and learning and in research
2. Promote collaboration with other schools or organization where appropriate
3. Maintain personal academic standing, including the pursuit of research and
scholarship
4. Represent the interests and needs of the School or Centre and to the external
community
5. Represent the interests and needs of the School in Academic Board, Faculty
Board(s) and other groups and committees.
2. Governance
1. Establish and maintain a suitable organizational and committee structure
2. Consult with relevant committees and staff
3. Develop and maintain the strategic and academic planning functions
including the setting of goals and targets.
4. Develop and maintain quality assurance processes, particularly in relation to
teaching, research and the supervision of students
5. Allocate duties to staff in an equitable manner to ensure the effective and
efficient performance of the teaching
6. Promulgate and implement policies
7. Provide information to relevant authorities.
3. Staff Guidance and Human Resource Management
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1. Manage human resource issues, including the recruitment and selection of

staff, staff appraisal by the conduct of annual reviews for relevant staff,
performance management issues and staff grievances
2. Comply with the school Agreement and policies
3. Support professional development of staff; and
4. Establish mechanisms to ensure that equity and workplace health and safety
policies are observed.
4. Financial and Infrastructure Management
1. Manage finances including budgeting and planning for equipment and
other infrastructure expenditure, and monitoring expenditure against
allocations
2. Pursue opportunities to increase revenue
3. Manage and maintain school infrastructure resources; and
4. Protect intellectual property.
5. External Relations
1. Maintain effective links with government departments and authorities
2. Contact business, commerce and industry organizations relevant to the
School.
3. Maintain effective links with passed out students
4. Maintain links with employers
5. Nominate appropriate appointees
1. Candidates will
2. Have the ability to engage constructively with people
3. Have excellent communication skills
4. Have very good ambassadorial and diplomatic skills
5. Have the ability to manage a number of competing demands
6. Have excellent delegation skills
7. Be flexible and adapt to changing circumstances
8. Be able to develop their skills and seek advice from a variety of sources
9. Be willing and able to exercise judgement and take risks
10. Financial and Human Resource Management skills
1. Knowledge of the Subject

2. Expert knowledge of the subject area
3. To pursue relevant opportunities to grow professionally and keep up-to-
date about the current knowledge and research in the subject area
4. To plan and prepare appropriately the assigned courses and lectures
5. To conduct assigned classes at the scheduled times
6. To demonstrate competence in classroom instruction
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7. To implement the designated curriculum completely and in due time

8. To plan and implement effective classroom management practices
9. To design and implement effective strategies to develop self-
responsible/independent learners
10. To promote students’ intrinsic motivation by providing meaningful and
progressively challenging learning experiences which include, but are not
limited to: self-exploration, questioning, making choices, setting goals,
planning and organizing, implementing, self-evaluating and demonstrating
initiative in tasks and projects
11. To engage students in active, hands-on, creative problem-based learning
12. To provide opportunities for students to access and use current
technology, resources and information to solve problems
13. To provides opportunities for students to apply and practice what is
learned
14. To engage students in creative thinking and integrated or interdisciplinary
learning experiences
15. To build students’ ability to work collaboratively with others
16. To adapt instruction/support to students’ differences in development,
learning styles, strengths and needs
17. To maintain a safe, orderly environment conducive to learning
18. Assessment
19. Professionalism
20. To prepare and maintain course files
?
Time management” refers to the way that you organize and plan how long
you spend on specific activities. Teaching takes time. ... Time management is
the thread running through almost all aspects of teaching — organizing the day,
organizing the classroom, deciding how long and how often to teach various
subjects, recording student progress, or keeping time-consuming behavior
problems to a minimum. time management is a very important skill to
have. Teacher can use this in the classroom to optimize learning opportunities
for students. Time management is important because it helps you prioritize
your work. ... Once you map out your tasks and time, you can figure out how
much time you can put into the task.
1. Organize the day by priorities

2. Know how you spend your time
3. Make a to-do list
4. Record your daily routine
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5. Batch similar task together

6. Delete and delegate tasks
7. Strategically plan homework assignments
8. Avoid “loaded” procrastination
9. Plan for potential crises
10. Be prepared
11. Try to accomplish task on assigned time
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PROFESSIONALISM
“Professionalism: It is not the job you DO; It’s HOW you DO the job.”
?
“Professionalism” is one of those words that’s rather hard to define. Consequently,

people have different viewpoints on what characteristics constitute
professionalism. For some, being professional might mean dressing smartly at work,
or doing a good job. For others, being professional means having advanced degrees
or other certifications, framed and hung on the office wall. Professionalism
encompasses all of these definitions. But, it also covers much more. In simple word
it can be defined as "the conduct, aims, or qualities that characterize or mark a
profession or a professional person;" “Believe passionately in what you do, and never
knowingly compromise your standards and values. Act like a true professional, aiming
for true excellence, and the money will follow.”
Professionalism is a trait that's highly valued in the workforce. It has many

attributes, including:
1. Specialized Knowledge
2. Competency
3. Honesty and Integrity
4. Accountability
5. Self-Regulation
6. Build Expertise
7. Develop Your Emotional Intelligence
8. Honor Your Commitments
9. Be Polite
10. Own Up to Mistakes
11. Be Structured and Organized
12. Behave Morally and Ethically
13. Do What You Say You Will Do
14. Dress for Success
15. Confident, Not Cocky
.
"Every teacher needs to improve, not because they are not good enough, but
because they can be even better." Dylan Wiliam
Teachers have broad professional standards based on their interactions with
students, parents, community members, colleagues, staff and administrators. The first
73
step in becoming a professional is to earn a degree in education and meet state

licensing standards. While specific actions demonstrating professionalism may vary,
here are f standards most professional teachers have in common
1. Knowledgeable: Teachers should have a good understanding of the curriculum
they teach and know how to transfer that knowledge to their students in a meaningful
way. An elementary math teacher, for example, should know how to work out the
math problems herself and to show her students how it relates to their lives, such as
counting change at the grocery store. Because the world is always changing, it's vital
that teachers continue to learn themselves.
2. Aware of Diversity: Teachers should understand how cultural differences and
different life experiences can affect a student's learning, like differences in ethnicity,
language and age. Additionally, teachers should be able to modify their instruction as
needed to help students with special learning needs.
3. Ability to Plan: Teachers should be able to plan their teaching both for the short-
and long-term based on their understanding of the curriculum goals, student's needs
and learning styles. They should also have the required resources before they are
needed in the classroom.
4. Strong Communication Skills: A professional teacher should know how to listen
as well as he can speak. This includes being aware of, and able to use, both verbal and
nonverbal cues, as well as written communication techniques to encourage interaction
in a supportive teaching environment.
5. Ability to Collaborate: Professional teachers should understand that learning
doesn't stop in the classroom. They should be able to build relationships with parents
and guardians as needed to assist their students. They should also develop good
working relationships with school administrators and other teachers so they can assist
each other in meeting their needs, goals and objectives. Encourage contact between
students and faculty.
6. Building rapport with students is very important: The contact between students
and teachers are vital to the students' success. One of the main reasons students leave
school is the feeling of isolation that they experience. The concern shown will help
students get through difficult times and keep working. Faculty have many avenues to
follow to open up the lines of communication.
7. Develop reciprocity and cooperation among students: When students are
encouraged to work as a team, more learning takes place. Characteristics of good
learning are collaborative and social, not competitive and isolated. Working together
improves thinking and understanding.
74
8. Encourage active learning: Learning is an active process. Students are not able to
learn much by only sitting in classes listening to teachers, memorizing pre-packaged
assignments, and churning out answers. They must be able to talk about what they are
learning, write about it, relate it to past experiences, and apply it to their daily lives.
Students need to make learning a part of themselves.
9. Emphasize time on task: Learning needs time and energy. Efficient time-
management skills are critical for students. By allowing realistic amounts of time,
effective learning for students and effective teaching for faculty are able to occur. The
way the institution defines time expectations for students, faculty, administrators, and
other staff, can create the basis for high performance from everyone.
10. Communicate high expectations: Expect more and you will get it. The poorly
prepared, those unwilling to exert themselves, and the bright and motivated all need
high expectations. Expecting students to perform well becomes a self-fulfilling
prophecy when teachers and institutions hold high standards and make extra efforts
If Pakistan aspires to compete successfully in the global knowledge economy and

convert the raw talents of its people into productive asset it has to create a world class
educational system from pre-school to postgraduate levels. A world class education is
not possible without world class teachers, most importantly at the foundational levels
of Katchi -10 grades, who instruct, inform and inspire their students to quality learning
and scholarship. Quality learning is contingent upon quality teaching by professionals
who are dedicated to the principles of continuous professional development in the
following areas:
 Acquisition of current and recent content knowledge of subjects they teach;
 Use of broad knowledge of instructional tools, strategies and pedagogical skills
 Ethical monitoring and assessing of student learning outcomes; and
 Cultivating in students the ethical scholarly dispositions.
To produce world class teachers and empower them to educate generations of
learners/ scholars, the fundamental requirements have been clearly delineated in
professional literature. They include standards of what teachers need to know and be
able to do. The standards based approaches to development of teachers and other
professional educators demand attention to:
 Broad scholarly preparation in liberal arts, humanities, social and natural
sciences
 In-depth knowledge of subjects to be taught
 Familiarity with curriculum design and materials that organize and present
content knowledge
75
 Knowledge of general and content-specific methods of teaching and evaluating

learning outcomes
 Knowledge of learning theories, stages and styles of human development and
age-specific motivation strategies
 Skills and dispositions of objective and ethical assessment of self and students;
 Adherence to a code of professional conduct; and
 Foster creative teachers with constructive and critical judgment to refine and
improve the systems of education and human resource development.
In 2009, The Ministry of Education with collaboration of UNESCO

established following ten standards under National Professional Standards for
teachers in Pakistan;
Standard 1. Subject matter knowledge: Teachers understand the central concepts,

tools of inquiry, structures of the discipline, especially as they relate to the National
Curriculum /Content Standards, and design developmentally appropriate learning
experiences making the subject matter accessible and meaningful to all students.
Standard 2. Human growth and development: Teachers understand how children
and adolescents develop and learn in a variety of school, family and community
contexts and provide opportunities that support their intellectual, social, emotional
and physical development
Standard 3. Knowledge of Islamic ethical values/social life skills: Teachers understand
the Islamic ethical values and practices in the light of Quran / Sunna and other
religious contexts, and the implications of these values for bringing national and global
peace, unity and social adjustment.
Standard 4. Instructional planning and strategies: Teachers understand instructional
planning, design long-term and short-term plans based upon knowledge of subject
matter, students, community, curriculum goals, and employ a variety of
developmentally appropriate strategies in order to promote critical thinking, problem
solving and performance skills of all learners.
Standard 5. Assessment: Teachers assess students’ learning using multiple assessment
strategies and interpret results to evaluate and promote students’ achievement and to
modify instruction in order to foster the continuous development of students.
76
Standard 6. environment: Teachers create a supportive, safe and respectful learning

environment that encourages positive social interaction, active engagement in learning
and self-motivation
Standard 7. Effective communication and proficient use of information
communication technologies: Teachers use knowledge of effective verbal, nonverbal
and written communication techniques and tools of information processing to foster
the use of inquiry, collaboration and supportive interactions with students and
parents. Teachers are able to use instructional and information communication
technologies for curriculum enrichment, instruction, assessment and evaluation of
learning outcomes.
Standard 8. Collaboration and partnerships: Teachers build relationships with
parents, guardians, families and professional organizations in the community to
support student learning.
Standard 9. Continuous professional development and code of conduct: Teachers
participate as active, responsible members of the professional community, engage in
reflective practices, pursuing opportunities to grow professionally and establish
collegial relationships to enhance the teaching and learning process. They subscribe
to a professional code of conduct.
Standard 10. Teaching of English as second/foreign language (ESL/EFL): Teachers
understand pedagogy of English as Second/Foreign language and effectively
communicate in English language.
77

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Pedagogy and Classroom Management 2

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PEDAGOGY CLASSROOM MANAGEMENT

PEDAGOGY AND CLASSROOM MANAGEMENT

Prepared by: FAIZ ULLAH MARRI

S.NO TOPIC PAGE

7 Various Perspectives Of Education 4

9 What Is Quality Education 6

11 Why Is It A Human Right 6

12 Role Of Quality Education 7

15 What A Modern Teacher Should Be Like 8

17 Qualities Of A Great Teacher 9

20 21st Century Creative Pedagogy: Its Importance In Teacher Education 13

21 What Is Educational Psychology? 13

22 Topics Of Interest Within Educational Psychology 13

23 Major Perspectives In Educational Psychology 14

24 Significant Figures In Educational Psychology History 14

25 What Is Philosophy Of Education? 15

27 Various Concepts of Education Philosophy. 16

29 Various Teaching Strategies 17

31 What Are The Pedagogical Approaches 19

32 What Is Teaching Method 21

35 Teaching Methods And Their Applications 28

37 Effective Lesson Planning, Delivery Techniques And Classroom 34

39 Major Functions Of Management 37

41 What Is The Difference Between Classroom Management & 39

42 Why Classroom Management Is Important 40

43 What Do We Mean By Management Theories 40

44 The Functions Of Management 43

45 What Is Classroom Management 43

46 Definitions Of Classroom Management 44

47 Why Is Classroom Management Important 45

49 Six Functions Of The Classroom Setting 45

51 Classroom Management Tools 47

53 Create And Maintain Conditions In Which Students Can Learn 49

55 Approaches Of Classroom Management 50

56 Three Models Of Classroom Management 50

58 Factors That Set Up Safe And Productive Classroom 55

60 Effective Rules For The Classroom Management 59

61 Common Problems And Challenges Of Classroom Management 63

63 Importance Of Record Keeping 64

65 Characteristics Of Good Record Management 67

66 School Records Management Process 68

67 Roles, Responsibilities And Authority Of Heads Of Schools 69

68 Basic Skills For The Heads 70

69 Duties And Responsibilities Of Teachers 70

70 What Is Time Management In Classroom? 71

74 What Is Professionalism In Education. 73

76 Ten Standards Under National Professional Standards for Teachers 76

1.2 What is Education

(iv) Educatum which means “Act of Teaching/Training”

1. Formal Education Or Formal Learning

Advantages Of Formal Education

Disadvantages Of Formal Education

Characteristics of Informal Education

Disadvantages of Informal Education

An investment in knowledge pays the best interest. Benjamin Franklin

4. Sociological Perspectives of Education

 Quality education is a human right and a public good.

Quality Education should be a means to empower children and adults alike to

1. The students ask the questions—good questions

As it has been already said, a modern teacher is a mentor. This should be a

 Open to feedback. Teachers should be open to comments on their methods

A great teacher is one a student remembers and cherishes forever. Teachers

5. Good Communication with Parents: A great teacher maintains open

22. A good teacher Avoids embarrassing students in class