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Throughout the world the most widely recognized function of elementary schools is to provide
opportunities for children to acquire at least basic competencies in reading, writing, and
computation. Less frequently discussed by educators, but of equal importance, is the fact that
schools serve other less obvious societal functions, including (1) providing custodial care while
parents work or pursue personal interests; (2) delaying children's entrance into the work force; (3)
encouraging the development of social competencies; and (4) sorting and selecting for the purpose
of impeding or maintaining established social roles, organizations, and institutions. Thus, the
schooling process has a significant impact on the development of children both academically and
societally.
The effects of schooling on children may not be obvious in societies in which the vast majority
attend school. However, in countries in which smaller proportions of the population attend school,
the effects are striking. World Bank records indicate that 64 percent of the children ages 6-11 in
developing countries attended school in 1977, compared with 94 percent of the same-age children
in developed countries. Substantial differences in literacy and other cognitive skills appear when
persons who have attended at least elementary school are compared with those who have not been
exposed to formal education. In developing nations a major concern is expanding access to formal
education to reach a larger proportion of school-age children.
In cross-national comparisons of science achievement, secondary-level American students do not
perform as well as students from Japan, Hungary, Australia, New Zealand, and the Federal
Republic of Germany. However, data from the International Association for the Evaluation of
Educational Achievement indicate that American 10-year-olds are achieving at approximately the
average level for developed nations (although still far behind Japan). There is some evidence that
parental expectations may account for the achievement advantages of Japanese students.
During these important middle childhood years, children are thought to be functioning
developmentally at what Piaget termed the concrete and formal operational stages (see Fischer and
Bullock, in this volume). During this phase, basic literacy as well as computational and conceptual
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skills are acquired. Children also develop relatively permanent attitudes about schools and
learning, including study habits. A child's academic and social self-concepts develop incrementally
with age, and the pressures of peer influence begin to emerge during the early school years.
Although varying in content and purpose across countries, the most universally recognized
function of schools is to impart knowledge and skills that will enable the learner to participate
successfully in the society's institutions. At this level schools are concerned with the development
of reading, writing, speaking, and computational skills. In most instances teachers instruct children
in groups at a given age or grade level, using a specified set of instructional materials, and the
academic outcomes of this overt function are assigned highest priority.
With regard to socialization, schools by virtue of their structure also facilitate normative outcomes.
Dreeben contends that schools provide children with the psychological capacities needed for
participation in societal institutions by fostering independence, achievement, universalisms, and
specificity. Bowles sees the school's function as more allocative and argues that its main purpose
is to perpetuate society's economic and class structures. These themes recur throughout this
chapter.
Schooling occurs in the context of the society at large; therefore, its academic and normative
functions are not independent of other societal institutions. The interaction between the home or
family and the school is the most obvious example of social-system interaction, especially because
for children of this age much of the parents' monitoring and control functions is taken over by the
school during the main part of the day, and even before and after school in some areas.
The children of today are gearing up to become adult citizens of tomorrow. The growth is parallel
to the future of our country, reflected through quality of the present education system. A school
must stimulate curiosity in the young, impressionable minds and equip them with tools to be better
human beings.
It is widely accepted that the learning process is instrumental in shaping one’s personality and the
way he/she deals with situations of life. The shift of thoughts from bookish knowledge to
knowledge of life, in schools, has brought forth a sea of change. People have warmed up to the
idea of education being the key to a well-rounded development instead of just a mean to acquire
degrees and monetary success in life. Education must facilitate the cultivation of a healthy thought
process and groom our cognitive abilities. In the present competitive world, education is a basic
necessity for human beings after food, clothes and shelter.
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School education must focus on the following aspects, which contribute immensely to the
development of the young minds as they step into adulthood.
School is the foremost fountain of knowledge children are exposed to. It gives a chance for them
to acquire knowledge on various fields of education such as people, literature, history,
mathematics, politics, and other numerous subjects. This contributes to cultivation in the thought
process. When one is exposed to the influences coming from various cultural sources, his/her on
world and existence becomes vast. A child, after conception, goes through various physical
development. While home provides a restricted outlet, in school, a child can channelise his energy
into more sociable avenues. Studies have pointed out that while in familiar environment, the child
is equipped to deal with sudden bursts of energy, the learns to be at his/her best behaviour only
when exposed to same-aged individuals. Plus, familiarity leads to taking advantage of situations,
while in school, the playing field is levelled. Also, the presence of activities such as sports, craft
help children direct their boundless energy into something productive. Earlier, schools were
considered as places to learn events in history chapter, solve tough mathematical problems or recite
poems and sonnets. In the current educational scenario, a child learns to go beyond the traditional
way of rote learning. They are taught to develop a mind of their own and through the flexible
curriculum, curiosity is promoted. The child is freed from the shackles of mental blocks and lets
his/her imagination run its course. Importance of imagination is stressed upon extensively. Play
enactions and an encompassing curriculum lead to a well-developed cognitive system.
Life is also about learning, apart from living. While we can learn to a certain extent from our
parents, they tend to be unilateral. At school, children are exposed to various sources from whom
they can imbibe immense knowledge, instrumental for their development. Hence school is
necessary for children to inculcate the workings of life”
Education forms the foundation of any society. It is responsible for the economic, social, and
political growth and development of society in general. The thread of the growth of society
depends upon the quality of education that is being imparted. So schools play an important role in
moulding a nation’s future by facilitating all round development of its future citizens.
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All teachers need to learn how to teach students with behavior problems. No matter if the child is
one student in a classroom with a concern or if the classroom is designed for children with these
complex behavioral issues, the methods to teaching and avoiding complications or outbursts are
sometimes the same. When teachers learn how to avoid situations that can push the button on these
children, it is possible to ensure the classroom’s lesson plan is fully explored and all students get
equal attention.
One of the best strategies for teaching in an environment like this is to learn methods that help to
prevent the occurrence of behavioral issues. While every student’s needs are different, there are
some simple steps teachers can take to help prevent problems as a group.
 Increase the amount of supervision present during high-risk periods. When
misbehavior is likely to occur, such as during group work sessions or at specific times of
the day, adding additional supervision can be a helpful step in preventing problems.
 Make tasks manageable. To avoid driving stress factors that can cause a child to begin to
misbehave, ensure that all the tasks you assign can provide the student with small bits of
information at one time. By dividing a lesson in chunks, you’re less likely to overwhelm
the student.
 Offer choices whenever possible. Rather than creating a strict classroom routine, provide
the students with choices. For example, let students choose which project they work on
rather than having to focus on a specific project.
 Ensure children reach out for help. In some cases, behavior issues occur because the
child does not know how he or she can receive help or does not, for some reason, feel that
help is available. Reassure children that they can reach out for the help they need. If they
feel comfortable coming to you when they’re lost, upset or overwhelmed, they’re not as
likely to have an outburst.
Prevention is always the best step, but of course it’s not always possible to stop every occurrence
of poor behavior.
When behavioral problems begin to occur, it’s important for teachers to react in the right way.
Here are some strategies:
 Apologies. Apologies help to repair the social conflicts between two individuals. Ensure
that apologies are encouraged by all offending parties.
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 Ignore. In some cases, the teacher ignores the behavior, meaning he or she does not react
to it or reinforce or reward it.
 Reduce privilege access. After defining the privileges that students have, the teacher sets
in place a rule system for taking those away. For example, things like having free time or
being able to talk with friends are removed when rules are broken.
 Praise. Praising positive behavior (not just expected behavior) is also a way of managing
negative outcomes. When teachers praise students more readily than scold them, the
student learns that to get attention he or she must act positively.
Dealing with conflict in the classroom is never easy. But by getting parents involved, putting time
aside to understand the cause of the problem, and by engaging children in positive rewards, it may
be possible to reduce some of the risk that behavior problems will get in the way of learning—for
you and for your students.
No matter how much experience you have in the classroom, there is always the possibility that an
issue with a particular student, group of students, or the general classroom environment. It is
important to be aware of the tools that you have at your disposal, both for preparing to minimize
classroom management issues and for dealing with crisis points in the moment. The following
resources combine general guidelines and best practices from various institutions with specific
resources for UNCG faculty.
There is no one cause of classroom disruptions, so the resources here are intentionally broad in
scope. Students may be acting out of frustration, boredom, mental health issues, or a variety of
other impulses, and their actions may reflect aspects of their personal lives as much as they do the
classroom environment. It is important to keep this potential variety in mind, as much as is
possible, when addressing issues of disruptive behavior. However, there are a variety of proactive
steps that faculty can take to minimize the occurrence of these issues, and to be prepared for those
situations that do emerge.
Also, as with most advice, what works best is often going to be what works best for you, so think
about how these suggestions fit with your existing approaches and strengths. We have assembled
some of the available resources, but encourage you to talk with your colleagues, including the
UTLC, about the particulars of your situation.
Here are some common threads from the resources below:
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 Stay calm and try not to take the disruption personally. It can help you maintain your authority
in the classroom to deal with distractions in a composed manner.
 Decide when you will deal with the situation. It is often best for both you and the student to deal
with a situation without the rest of the class watching, but that does not mean that you should not
deal with egregious disruptions immediately.
 Listen to the student and check your understanding of their situation. It is best to give the
student the benefit of the doubt at first. Let the student know that you care about their situation,
which is why you want to address the disruption.
 Decide how to proceed, and then follow through. It is important that the students recognize that
you will do what you say you will do. This advice is especially important if you had to deal with
the situation in front of the class.
 Document the situation. Regardless of whether or not you follow through on a formal process, it
is a good practice to document what happened and how you addressed the disruption.

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. When classroom-management strategies are executed effectively, teachers minimize the
behaviors that impede learning for both individual students and groups of students, while
maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective
teachers tend to display strong classroom-management skills, while the hallmark of the
inexperienced or less effective teacher is a disorderly classroom filled with students who are not
working or paying attention.
While a limited or more traditional interpretation of effective classroom management may focus
largely on “compliance”—rules and strategies that teachers may use to make sure students are
sitting in their seats, following directions, listening attentively, etc.—a more encompassing or
updated view of classroom management extends to everything that teachers may do to facilitate or
improve student learning, which would include such factors as behavior (a positive attitude, happy
facial expressions, encouraging statements, the respectful and fair treatment of students,
etc.), environment (for example, a welcoming, well-lit classroom filled with intellectually
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stimulating learning materials that’s organized to support specific learning
activities), expectations (the quality of work that teachers expect students to produce, the ways that
teachers expect students to behave toward other students, the agreements that teachers make with
students), materials (the types of texts, equipment, and other learning resources that teachers use),
or activities (the kinds of learning experiences that teachers design to engage student interests,
passions, and intellectual curiosity). Given that poorly designed lessons, uninteresting learning
materials, or unclear expectations, for example, could contribute to greater student disinterest,
increased behavioral problems, or unruly and disorganized classes, classroom management cannot
be easily separated from all the other decisions that teachers make. In this more encompassing
view of classroom management, good teaching and good classroom management become, to some
degree, indistinguishable.
In practice, classroom-management techniques may appear deceptively simple, but successfully
and seamlessly integrating them into the instruction of students typically requires a variety of
sophisticated techniques and a significant amount of skill and experience.
 Entry Routine is a technique in which teachers establish a consistent, daily routine that
begins as soon as students enter the classroom—preparing learning materials, making seat
assignments, passing in homework, or doing a brief physical “warm-up” activity would all be
examples of entry routines. This technique can avoid the disorder and squandered time that
can characterize the beginning of a class period.
 Do Now is a brief written activity that students are given as soon as they arrive in the
classroom. This technique is intended to get students settled, focused, productive, and
prepared for instruction as quickly as possible.
 Tight Transitions is a technique in which teachers establish transition routines that students
learn and can execute quickly and repeatedly without much direction from a teacher. For
example, a teacher might say “reading time,” and students will know that they are expected
to stop what they are working on, put away their materials, get their books, and begin reading
silently on their own. This technique helps to maximize instructional time by reducing the
disarray and delay that might accompany transitions between activities.
 Seat Signals is a technique in which students use nonverbal signals while seated to indicate
that they need something, such as a new pencil, a restroom break, or help with a problem.
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This technique establishes expectations for appropriate communication and helps to minimize
disruptions during class.
 Props is the act of publicly recognizing and praising students who have done something good,
such as answering a difficult question or helping a peer. Props is done by the entire class and
is typically a short movement or spoken phrase. The technique is intended to establish a group
culture in which learning accomplishments and positive actions are socially valued and
rewarded.
 Nonverbal Intervention is when teachers establish eye contact or make gestures that let
students know they are off-task, not paying attention, or misbehaving. The technique helps
teachers efficiently and silently manage student behavior without disrupting a lesson.
 Positive Group Correction is a quick, affirming verbal reminder that lets a group of students
know what they should be doing. Related techniques are Anonymous Individual Correction,
a verbal reminder that is directed at an anonymous student; Private Individual Correction,
a reminder given to an individual student as discretely as possible; and Lightning-Quick
Public Correction, a quick, positive reminder that tells an individual student what to do
instead of what not to do.
 Do It Again is used when students do not perform a basic task correctly, and the teacher asks
them to do it again the correct way. This technique establishes and reinforces consistent
expectations for quality work
In recent years, classroom management has received an increasing amount of attention from
education leaders, reformers, and researchers, who have begun to investigate, analyze, and
document the effective strategies used by successful teachers. The growing emphasis on
classroom management is based on the general recognition that effective instruction requires
effective classroom management, and that strong management skills are the foundation of strong
teaching. In addition, there are now more professional-development opportunities related to
classroom management being offered to teachers, and there have been discussions about the role
of practical teaching techniques in teacher education and certification programs, and about
whether such programs have overemphasized education theory at the expense of practical, applied
skills that teachers will need in the classroom, such as classroom-management strategies.
While there is widespread agreement in education that effective classroom management is
essential to good teaching, there is often debate about which strategies are most effective, or what
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is the best way to approach the management of a classroom or other learning environment. For
example, some educators might argue that effective classroom management begins with student
compliance and classroom orderliness, since learning cannot happen when students are not
listening, when they are disobeying the teacher, or when they are disrupting other students in the
class. In this case, the teacher needs to establish the behavioral and academic expectations for a
class and ensure that students comply with those expectations. Other educators, however, would
argue that teachers should approach classroom management by actively involving students in the
process. For example, some teachers create common classroom expectations and agreements in
collaboration with students. In this case, students play a role in developing the expectations,
thereby taking “ownership” over the process, and the teacher then helps the students live up to
those expectations by reminding them of the previous agreements they made or by asking the
class to reflect on their work and behavior as a group in relation to the agreed-upon expectations—
i.e., to identify the areas in which the class is doing well and the areas in which it can improve.

Elementary education is most important first stage of compulsory education, coming between early
childhood education and secondary education. Elementary education usually takes place in a
elementary school or elementary school. In some countries, elementary education is followed by
middle school, an educational stage which exists in some countries, and takes place between
elementary school and high school. In addition to being a right, basic elementary education
underpins the success of society. Every year of elementary education increases a person’s
productivity and reduces their dependence on social resources. The goal of education is to enable
children to learn, realize their full potential, and participate meaningfully in society. In spite of
increasing enrolment rates, too many children are learning far less than what they are taught about
or what they ought to learn in school” According to (NCHD-National Commission for Human
Development) In Pakistan, the situation of elementary education is very grief as there are 19
million elementary school age children. Out of which almost half are still out of school. According
to an estimate, gross enrollment rate in schools is 70% but almost 50% children get dropout of
schools before reaching the fifth class. Only one third of the 50% survivors pass the elementary
education. Quality of school, geographical condition, and fees structure is main factors which
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affect the poor households to decide their children send to government school, private school, or
no school. Many studies shows that most of the households shows interests for private schools and
not more agree to send their children to the Government schools. Lowering private school fees or
distance or raising measured quality raises private school enrollments, partly by transfers from
government schools and partly from enrollments of children who otherwise would not have gone
to school. The strong demand for private schools is consistent with evidence of greater
mathematics and language achievement in private schools than in government schools. These
results strongly support an increased role for private delivery of schooling services to poor
households in developing countries. In Pakistan there are different types of institutions available
like private and public institutions, technical institutions, and madrasas (religious institutions).
These institutes are having the triangle of three main pillars; consisted of Teachers, Students, and
parents. Our study focused on two main types of schools in Pakistan that is public and private
school system. Now a days private schools are becoming more favorite and attractive for majority
of the students due to their better education systems, test criteria and knowledge creation and
evaluation standards, which comparatively very cheap but inefficient are losing their attraction.
Parents prefer to send their children in private schools and avoid public schools. The main
objective of this study is to investigate why people prefer high charging private schools over free
public schools (That charge nothing)? We use secondary data collected by ASER Pakistan through
survey method applied from the target respondents of private and public schools in random regions
of Pakistan. The results show that five main factors emerge as important determinants of private
school choice. These include the socioeconomic status of the household, the degree of a school’s
accessibility, the cost of schooling, parents’ perceptions of school quality, and their perceptions of
the available employment opportunities in the region. As we move forward towards the recently
adopted Sustainable Development Goals (SDGs) 2030, this study is very important to highlight
the comparative issues in these two sectors to take the remedial measures for ensuring quality
education in the country. Variations in the meaning of "formal evaluation" should be kept in mind
when interpreting the number of evaluations a teacher has received. The definition of formal
evaluation included on the questionnaire instructed respondents to answer with regard to the total
and systematic process of performance evaluation within a given time period. This process might
extend over the course of a semester or a year, or a longer period of time, and it might include
several different procedures to evaluate various aspects of teaching performance. It would likely
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have some closure in the form of feedback to the teacher or a written report of the outcome.
However, because the time period included in a formal evaluation might vary and because there
were specific questions about whether or not feedback was received by the teacher, as well as the
type of feedback that was received, those points were not part of the definition that was offered.
Judging from the teachers" counts of the number of times they had been formally evaluated, some
may view the formal evaluation process in a more fragmented manner. For example, each
occurrence of classroom observation appears to have been counted as a formal evaluation by some
respondents, even though they all may have been part of one year-long process. On the other hand,
some teachers who were interviewed by telephone explained that early in their teaching careers
they received formal evaluations several times a year, and as they gained experience, they were
formally evaluated on a yearly or biennial basis. Seventy-two percent of teachers had received a
formal evaluation during the 1992-93 academic year. Teachers say that their performance
evaluations rarely include objective indicators of subject matter expertise. Only 4 percent of
teachers reported that their scores on tests were considered in evaluating their teaching
performance, and 19 percent said that portfolios of their work were evaluated. Also rarely included
in the performance evaluation was input from students either in the form of student questionnaires
or student test scores. Four percent of teachers said student test scores were considered as part of
their evaluation process, and only 2 percent said student questionnaires were included.
Procedures for most teacher performance evaluations include establishing and disseminating
criteria for the evaluation. Ninety-four percent of teachers reported that the criteria for evaluating
their performance were known to them prior to the evaluation process. Likewise, most teachers
received a verbal explanation (97 percent) and a written report (91 percent) following their last
evaluation. Eighty-seven percent of teachers reported that their school has an appeal process.
Ninety-five percent can submit a written response to the evaluation that will become part of the
teacher's permanent file; this right is more common for teachers in schools located in an urban
fringe area than for those in city schools.
References:
1. https://www.ncbi.nlm.nih.gov/books/NBK216779/
2. https://files.eric.ed.gov/fulltext/EJ1243624.pdf
3. https://unesdoc.unesco.org/ark:/48223/pf0000135806
4. https://nces.ed.gov/surveys/frss/publications/94097/index.asp?sectionid=3