Management of School Education: Dr. Manjula, H.S. T. Manichander

MANAGEMENT OF SCHOOL EDUCATION
Editors
Dr. Manjula, H.S.

T. Manichander
LAXMI BOOK PUBLICATION

Price: 500/-
MANAGEMENT OF SCHOOL EDUCATION
Dr. Manjula, H.S.

T. Manichander
© 2015 by Laxmi Book Publication, Solapur

All rights reserved. No part of this publication may be reproduced or
transmitted, in any form or by any means, without prior permission of
the author. Any person who does any unauthorized act in relation to
this publication may be liable to criminal prosecution and civil claims for
damages.
[The responsibility for the facts stated, conclusions reached, etc., is
entirely that of the author. The publisher is not responsible for them,
whatsoever.]
ISBN: 978-1-329-79813-7
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ACKNOWLEDGEMENT
My Book entitled “Management of School Education” does not

complete unless I express my gratitude to:
 T. Sundaravalli, Research Scholar, Department of Psychology,
Bharathiar University, Coimbatore, Tamil Nadu
 Dr. S. Prakash, Assistant Professor in Physical Science Education,
TVS Teacher Training Academy, Maduari, Tamil Nadu
 Dr. E. Dhivyadeepa, Assistant Professor, Department of Education,
SDE, Bharathiar University, Coimbatore, Tamil Nadu; for their
encouragement to complete the book.
I express my sincere thanks and gratitude towards one and all,

whose names I have not mentioned above.
I am grateful to Laxmi Book Publication, Solapur, Maharashtra
for publishing this book in so precise and beautiful form.
- Dr. Manjula, H.S.

- T. Manichander
ABOUT THE EDITORS
Dr. Manjula, H.S. is an Assistant Professor, New
Horizon College of Education, Bangalore, Karnataka.
She has presented papers in Seminars/Conferences at
National and International levels. She is an Associate
Editor for Research Tracks, an International Indexed &
Peer Reviewed Bi-Annually Journal in Education (ISSN
2347-4637), Co Editor for Research Demagogue, an
International Refereed, Indexed & Peer Reviewed Bi-
Annually Journal in Education (ISSN 2350-1081).
T. Manichander is a Research Scholar, IASE,

Faculty of Education, Osmania University, Hyderabad,
Telangana. He has published several Articles in National
and in International Journals. He has presented Papers in
Seminars/Conferences at National & International levels.
He got Indian Council of Social Science Research
(ICSSR) Short Term Doctoral Fellowship in Education
from New Delhi. He is the Chief Editor for Research
Tracks; an International Indexed & Peer Reviewed Bi-
Annually Journal in Education (ISSN 2347-4637), Chief
Editor for Research Demagogue; an International
Refereed, Indexed & Peer Reviewed Bi-Annually in
Education (ISSN 2350-1081), Co Editor for Research
Nebula; an International Refereed, Peer Reviewed and
Indexed Quarterly Journal in Arts, Commerce, Education
& Social Sciences (ISSN 2277-8071), Regional Editor
for Golden Research Thoughts Journal (ISSN 2231-
5063) and Regional Editor for Indian Streams Research
Journal (ISSN 2230-7850).
List of Authors
T. Sundaravalli Dr. S. Prakash

Research Scholar, Assistant Professor in Physical
Department of Psychology, Science Education,
Bharathiar University, TVS Teacher Training Academy,
Coimbatore, Tamil Nadu Maduari, Tamil Nadu
Dr. E. Dhivyadeepa,
Assistant Professor,
Department of Education,
SDE, Bharathiar University,
Coimbatore, Tamil Nadu
CONTENTS
S. No. TITLE Page No.
1 FUNDAMENTALS OF MANAGEMENT 1
MANAGEMENT OF SCHOOL
2 97
RESOURCES
3 INSTITUTIONAL MANAGEMENT 137
MANAGEMENT OF SCHOOL
4 186
PROGRAMMES
MANAGEMENT OF SCHOOL EDUCATION Management of School Programmes
Chapter-4
Management of School Programmes
Dr. S. Prakash
Co-Curricular Activities
Definition
A co-curricular activity is defined as a program or out-of-
class activity, supervised and/or financed by the school, which
provides curriculum-related learning and character building
experiences. Co-curricular activities are voluntary, are not part of
the regular school curriculum, are not graded and do not earn
credits. It is the intent of the School Committee by this policy to
encourage academic effort and achievement by the students of the
Portland Public Schools.
"Co-curricular activities" means activities conducted on or
off school premises by clubs, associations, and organizations of
pupils sponsored by the Board of Education; "co-curricular
activities" also includes the pupil clubs, associations, and
organizations that conduct those activities. "Co-curricular activities"
does not include athletic competitions or practices or athletic teams
or organizations.
Co-curricular activities, previously known as Extracurricular
Activities (ECA) are activities that educational organizations in some
parts of the world create for school students. They are activities
which all school students must attend alongside. In Singapore, the
policy was introduced by the Ministry of Education, which believes
extra activities for school students are a means to enhance social
interaction, leadership, healthy recreation, self-discipline and self-
confidence. At higher levels of education, CCA participation may
even translate into academic points.
Page-186
Concept of Co-curricular Activities

Before discussing the importance and need of co-curricular
activities, let us be clear about the concept of co-curricular
activities.
Four decades ago it was comparatively easy to define co-
curricular activities because all of them were organized and
promoted largely by students themselves, with relatively little
assistance from teachers and administrators. Equipments were
meager, little official recognition was given and no credit was
allowed for participation. These activities were really
extracurricular.
Today, it is difficult to define co-curricular activities because
all teachers have some definite responsibilities for their
organization; many full time professional teachers are employed,
school rooms, time, equipment and materials are provided; their
relationships with regular curricular activities are regarded as vital;
credit for participation is allowed and recognition is also given.
In short, we can say that according to modem education
thinkers, curriculum is not only teaching and learning in classroom.
It also includes work in library, laboratory and workshop,
participation in games and sports in playground and numerous
informal contacts between teacher and pupils in these places. In
these informal contacts there are very many activities. One of which
is co-curricular activities. It is a part of curriculum of the institution.
Importance of Co-Curricular Activities
Looking at the list of various types of activities, the question
will arise in your mind is how do these activities help us in achieving
the objectives of education. Also what is the need and importance
of these activities? Let us first discuss the advantages. Curricular
activities have a number of values like;
1. Educational Value
2. Psychological Values
3. Development of Social Values
4. Development of Civic Values
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5. Physical Development Values

6. Recreational Values
7. Cultural Values
Let us discuss them one by one.
1. Educational Value
 These activities have great "educational" potential. All
classroom teaching is theoretical.
 Practical knowledge can be imparted through co-curricular
activities.
 Excursions and tours provide firsthand experience and
reinforce classroom knowledge in subjects like history,
geography, nature study etc.
 Language and expression improves through debates and
recitations. Teaching of History gets vitalized by
dramatization.
 Practical lessons in civics can be given through student self-
government.
 School magazines teach students the art of writing
forcefully and effectively.
 Celebration of functions develops organizational capacities
and leadership qualities in students.
 Projects provide direct learning opportunities.
2. Psychological Value
These activities as the name suggests meet the
psychological needs of the students, mainly with reference to social
demands of the pupils. They help in expressing personal behavior
and provide a vehicle for creative thinking.
a. These Activities act as Agent for Sublimation of the
Instincts
Co-curricular activities are a means of channelizing
students' instincts into healthy and fruitful channels e.g.
instinct of curiosity can be fruitfully channelized by library,
stamp and coin collection etc. The instinct of gregariousness
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can be directed through self-government, social service and

other group work.
b. Emotional 'Health
A student is a bundle of innate urges or drives. It is natural
for him/her to be curious, to show off, to master, to be loyal
and to be sympathetic. Co-curricular activities provide
valuable opportunities in which these drives may be
capitalized for educational benefit.
But fortunately or unfortunately, they may not come up to
the required expectation e.g. some students who are
backward in studies develop inferiority complex and find
school life disgusting and can get emotionally unbalanced.
Such activities provide a means of emotional adjustment for
students.
c. To Increase the Interest of Students
A student who gives his time and effort to his school is,
therefore, more interested in it, because of his
contributions e.g. the athlete talks about school spirit.
d. Recognition of Individual Differences Co-curricular
Activities
By providing a number of co-curricular activities, we can
ensure the expression of potential capacities of each
individual e.g. writing, public speaking, dramatics, painting,
different games and sports, organization of functions etc.
which provide training in different aspects of personality of
students. These activities, thus, cater to aptitude, interests
and abilities of students and sometimes act as a
determining factor for the choice of future vocation.
3. Development of Social Value
Social cooperation is recognized as one of the important
demands of citizenship. It is difficult to teach through school
subjects like Languages, Mathematics or Social Sciences. By
'participating in group activities, students learn good manners and
develop a sense of cooperation. Membership in a club, student
council, dramatic cast or an athletic team requires co-operation.
Page-189
Students learn to appreciate the relationship of an individual to the

social group.
Through team activities, students learn social cooperation.
They develop group spirit, 'we' - feeling, belongingness, unity and
ability to be co-operative.
4. Development of Civic Value
In group activities students learn the value of doing one's
duty. For example, students' self-government in schools provides an
excellent training in exercising one's franchise and shouldering
responsibilities. These activities train the students for good
citizenship. Co curricular activities offer many opportunities for the
development of self-discipline e.g. NCC and ACC. They develop in
students a spirit of toleration of others' views, healthy exchange of
ideas, fellow feeling and accepting victory and defeat with grace.
Secondly, the school is a miniature society and the activities
of the school should have direct relations with the activities of the
society.
Qualities like initiative and leadership are not always
developed in a classroom. On the playground, students get
opportunities to develop leadership qualities like initiative, decision-
making, judgment, tolerance etc. These qualities are required for a
democratic society. Many girls and boys have little practice in
controlling themselves and in directing their own affairs.
They have not developed the ability to do these things. As a
result, when they are placed in settings that demand self-direction,
they are lost. Co-curricular activities provide numerous situations in
which students may gradually get increasing responsibilities for
their own direction.
The settings for developing these carry-over values must be
definitely provided. A school must be a workshop in democracy.
The traits and qualities of leadership are developed in
students, when they organize these activities by themselves under
the guidance of teachers. Students learn to plan, organize and
Page-190
execute the plan that has been developed. This develops in them
initiative, planning, thinking and power of independent judgment.
These activities provide excellent moral training. Through
these activities are learnt the importance of obeying the law, rules
and regulations, love for truth and above all, these activities
develop moral consciousness by providing moral experiences. For
example, a boy in charge of finances has to act honestly. On the play
field, one has to show sportsman spirit.
5. Physical Development Value
While games, sports and athletics directly contribute to
physical development of students, other co-curricular activities also
indirectly contribute to it. These activities provide a useful channel
for the growth and development of the body.
6. Recreational Value
Lack of ability and training in proper utilization of one's
leisure time is one of the major defects in our present system of
education. By providing and organizing various activities, we provide
wholesome opportunities to our students, rather than to spend
their spare time in undesirable activities e.g. Movies, TV, idle talk
etc. Hobbies developed at the secondary school stage become
lifelong habits.
7. Cultural Virtue
Some co-curricular activities are of tremendous value, as
they help in providing opportunities for better understanding of our
cultural heritage and traditions, for example, activities like
dramatics, folk songs, dance, folk music, exhibitions and celebration
of various religious and social festivals provide better knowledge
and understanding of our culture, foster cultural tastes and awaken
cultural interests among students. Student would appreciate to
learn all these though our language, religion, culture, food habits,
dress etc. are different but we are one, and that we are leman
beings of the same universe.
Thus, co-curricular activities will help in developing national
and international understanding.
Page-191
We can concede by saying that co-curricular activities cater

to the development of a child's entire personality, draw out the
latent powers of children of different temperaments, supplement
academic work, develop social and civic sense. Without these
activities students would be mere book-worms.
These activities are really important as they have a potential
of developing the intellect of a student which is always not possible
with theoretic procedures. For this co-curricular activities need to
be effective so that they can give the right exposure to the mind.
When effective these activities provide a practical hands-on
approach to the students which provide similar experiences which
they will face in the outside world. Such experiences go a long way
in producing multi-faceted personalities which, in due course of
time may bring honor to the country as well. Students have a right
to a broad education. A wide range of experiences prepare students
better for the future, especially in today’s uncertain world. Broad
education can provide better preparation for life in a society where
an individual may need to change career several times in their life.
Student minds aren't mature enough to ascertain what's good and
what's bad for them? Their decisions may be influenced by peer
pressure etc. but at the same time these activities should not be
forced. Co-curricular activities need to be more refined, varied and
interesting so as to be widely accepted and successful. A successful
co-curriculum builds links between the school and the wider
community, bringing local enthusiasts in to work with students, and
sending students out to work on community projects. Many
children have talents in all sorts of different areas, and it is wrong to
force them to specialize too early. A career is not the only part of an
adult’s life – school needs to make sure they have interests and
skills that will help them in their family and leisure lives too.
Through equal balancing of academic and co-curriculum, the
students have the chance to exercise their rights and the
opportunity to be multi-talented.
Page-192
Role of Co-Curricular Activities in a Student's Life

 It helps to develop the all-round personality of the students to
face the undaunted task and turbulent world of future.
Experience and accolades gained through many of these
activities help during internships and other school sponsored
work programs.
 The aim of curricular activities is to make the students fit for the
future time and to develop a sense of competitive spirit, co-
operation, leadership, diligence, punctuality, and team-spirit as
well as to provide a backdrop for the development of their
creative talents. Whenever someone is chosen as a head boy or
is given leadership in certain matters, it boosts self-confidence
and sense of achievement.
 Extra activities for school students are a means to enhance
social interaction, leadership, healthy recreation, self-discipline
and self-confidence. Competitions may also be organized to
create a competitive environment and groups with an objective
to work towards a better society and the world as well.
 In today's competitive world, percentage makes a lot of
difference during admission into various courses. Such students
are given preference as compared to non participants. These
may make a difference when the students are considered for
the most popular courses.
 When the students in their early teens are given some
responsibilities like giving first aid they acquire a sense of
responsibility.
 Some tasks require precision, management and organizational
and such activities provide training to prepare students for the
outside world.
 In polytechnics and universities, certificates of such activities
are given weight age by potential employers.
 Students in the form of Alumni etc., act as counselors or guides
in their respective institutions in such matters. They impart
what they have learned to their juniors. Whilst doing so they are
Page-193
imparting knowledge and helping in the development of a

productive society.
 Such activities divert student's attention from harmful activities
like drugs, crime etc. It channelizes their energies in fruitful
activities.
 Physical activities like running, football etc. help not only in the
physical fitness they also refresh the burdened mind.
 Success in organizations requires more than high intellect. Thus,
college recruiters commonly examine job candidates'
extracurricular activities in search of well-rounded, emotionally
intelligent, and interpersonally skilled students. Intuitively,
extracurricular activities are like valuable student experiences.
Types of Co-Curricular Activities
There are generally two types of CCAs.
1. Core CCA (also known as Main CCA) and;
2. Merit CCA (also known as Secondary CCA or Optional CCA).
1. Core CCAs
(E.g. Band, Rugby, Boys' Brigade, Track and Field)
These activities normally take up more time and resources.
They have more emphasis placed on them by the school.
Core CCA is compulsory for secondary school students and
it is considered an integral part of the education system.
2. Merit CCAs
(E.g. Chess Club, Gardening, Philatelic Club, and Library Club)
 These are less time-consuming.
 They are an optional addition for students with an interest
in the Merit CCAs subject.
Types of Co-curricular Activities
Co-curricular activities are categorized under seven headings;
1. Literary Activities
2. Physical Development Activities
3. Aesthetic and Cultural Development Activities
4. Civic Development Activities
Page-194
5. Social Welfare Activities

6. Leisure Time Activities
7. Excursion Activities
Some of the co-curricular activities in schools are listed below
 Morning assembly programmes.
 Inter-House competitions.
 House meetings.
 English recitation.
 Hindi calligraphy.
 English calligraphy.
 On the spot drawing & painting competition.
 Group singing.
 Hindi elocution (pronunciation).
 English elocution.
 Solo singing/rhymes.
 Quiz competitions.
 Moot (debatable) courts.
 Rangoli competitions.
 Individual talent show.
 Guest talk/slide show.
 Fancy dress.
 Various activity clubs.
 NCC - National Cadet Corps.
 School band.
 Scout association.
 Girl guides.
 Performing arts.
 School choirs (singing groups).
 Foot drills.
 Annual functions.
Page-195
 National sporting competitions.

 Youth festivals.
Staff Meeting
Meaning
Staff meetings provide means of communication between
the head and teachers on matters concerning the running of the
school. An essential feature of successful meetings is good
communication. The school head who communicates effectively can
create an environment of trust. This is very important so that the
members of a school community can feel secure and confident
enough to communicate freely and openly in staff meetings and
other forums.
Purpose of a Staff meeting
Simply defined, a staff meeting is a meeting of the teachers,
principal, one or more board members, or any others directly
involved with the teaching program of a school. The purpose of the
meeting is to discuss day-to-day school activities. Traditionally,
many Christian day schools have functioned well without special
staff meetings. But if communication between the school
administration and teachers is difficult to achieve or if teacher-to-
teacher sharing is needing improvement or if teacher enthusiasm is
lacking, perhaps having staff meetings will enhance the school
program.
An effective staff meeting should provide for interaction
among the teachers. Teacher interchange is essential for efficient
everyday school operation. Group activities, practical teaching aids,
supply sources, and grading patterns are some things that can be
discussed and shared. Interchange among teachers can add stability
to the uncertain new teacher and can give a more objective view of
classroom problems. These meetings expose each teacher to the
broader scope of the school. Each teacher can then benefit from the
comments of the others.
The staff meeting provides a way of control that enhances
teacher interchange by bringing all the teachers together in one
Page-196
place and directing the tenor of the conversation. Teachers need

not be formal, but extreme casualness can be detrimental.
Teachers need concrete conclusions in solving problems
they face. Sharing with other teachers does not always suffice to
give direction. For example, after we have looked at various angles
of what to do with student activity prior to school time in the
morning, finally what shall we do? Some situations need more than
options to give the teacher the needed peace about a problem. Firm
administrative direction will be appreciated, even though he or she
may not totally agree on what is advised.
A staff meeting is a good place for sharing school board
decisions that involve the teachers in a general way (Individual
teacher concerns should be shared privately) Things such as school
trip dates, school calendar changes, dress regulations, and behavior
problems can be shared at this meeting. New teachers can be
oriented to the particular practices a school may have, such as the
school bounds, recess procedures, and play area or restroom
conduct patterns. Often teachers need reinforcing in school
regulations. The staff meeting is a good place to give this direction.
Teachers should leave the staff meeting encouraged and
inspired to go on in their work. The meeting should begin with
prayer and inspirational thoughts from the Scriptures. The one in
charge should keep the discussions on a spiritual basis, using and
seeing the Holy Word as the solution for all situations of life. The
Bible is the source book of acceptable human behavior.
Teachers can gain the often-needed encouragement by
hearing and seeing what other teachers do and sensing the interest
and support of those administrating the school. Encouragement
from others is an incentive to developing and continuing in the
teaching skills.
Schools that do not presently have staff meetings should
not begin to have staff meetings for the sake of innovation. This is
not reason enough for changing a school's method of
communicating if it is working. On the other hand, the staff meeting
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may well serve as a tool to improve school communication and

relationships.
Staff meetings are not an end in themselves, but rather the
means to an end. That purpose is effective, efficient intra-school
communication that enhances the day-to-day work of the school.
Properly conducted staff meetings fulfill this purpose.
Objectives of a staff meeting
The objectives of a staff meeting are as follows
Informational
The primary purpose of an informational staff meeting is to
disseminate information to meeting participants. If there's a
significant amount of information or it's a complex subject, the chair
of the meeting should develop an outline before the meeting to use
as a guide. This helps limit misunderstandings in communication
and provides meeting participants with a reference after the
meeting has ended.
Discussion Oriented
A staff meeting may be discussion oriented: Participants
offer input to solve a problem or address an issue. It's important to
provide participants with the problem in advance of the meeting so
that they may come prepared. The chair engages all participants so
that the widest range of views and solutions are collected.
Creative Session
A creative session, sometimes referred to as a
brainstorming meeting, is used to generate new ideas. Participants
are free to generate as many ideas as possible free of criticism or
judgment from fellow participants. A whiteboard or flip chart can be
used to document everyone's ideas. If the discussion starts to slow
down, participants can be called to inspire additional ideas. The end
of the meeting or a follow-up meeting can be used to evaluate all
suggestions; the suggestions that are most appropriate to the
situation can be tried as a remedy.
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Procedures followed in staff meetings

Staff meeting notice
This should show the date, time, venue and
purpose/agenda of the meeting, who is to attend the meeting and
the head's signature as the convener.
The notice should be sent out at least 14 days before the
meeting so that teachers can prepare information for items on the
agenda. However, impromptu and emergency staff meetings can
take place any time. Scheduled staff meetings should not interfere
with normal teaching time.
A staff meeting is held term. It is the policy of the school to
rotate the chairperson. A recording secretary is appointed at the
commencement of each meeting and decisions only are recorded.
An agenda is drawn up beforehand. This is a collaborative exercise
with each teacher having the opportunity to nominate items/issues
for inclusion on the agenda.
Having sought permission from the BOM through the
Principal, the school informs the parents, pupils, Cigire, bus drivers
and other relevant people of the date and time of the staff meeting.
Special Needs Assistants may be required to attend staff meetings if
issues relating to their work/responsibilities are included on the
agenda.
Guidelines for Chairing Staff Meetings
The Principal should:
 Set the dates of the staff meetings at your first staff meeting
each academic year. If the meetings are outside of school hours,
it is essential that the entire staff have a say on which day suits.
 Decide with your staff as to whether you will maintain the half
in, half out model or confine your staff meetings to outside of
school time or a combination of both.
 If your staff meetings entail the children going home early, it
works very well if parents can be informed about the dates and
times of the meetings in September and then reminded closer
to the time.
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Chapter-4
Management of School Programmes
Dr. S. Prakash
Co-Curricular Activities
Definition
A co-curricular activity is defined as a program or out-of-
class activity, supervised and/or financed by the school, which
provides curriculum-related learning and character building
experiences. Co-curricular activities are voluntary, are not part of
the regular school curriculum, are not graded and do not earn
credits. It is the intent of the School Committee by this policy to
encourage academic effort and achievement by the students of the
Portland Public Schools.
"Co-curricular activities" means activities conducted on or
off school premises by clubs, associations, and organizations of
pupils sponsored by the Board of Education; "co-curricular
activities" also includes the pupil clubs, associations, and
organizations that conduct those activities. "Co-curricular activities"
does not include athletic competitions or practices or athletic teams
or organizations.
Co-curricular activities, previously known as Extracurricular
Activities (ECA) are activities that educational organizations in some
parts of the world create for school students. They are activities
which all school students must attend alongside. In Singapore, the
policy was introduced by the Ministry of Education, which believes
extra activities for school students are a means to enhance social
interaction, leadership, healthy recreation, self-discipline and self-
confidence. At higher levels of education, CCA participation may
even translate into academic points.
Page-186
 Inform your Board of Management of all the decisions made in

relation to staff meetings.
 Begin the agenda for your staff meeting at your In-School
Management meeting to develop and broaden discussions that
come up at the latter.
 Keep a “next staff meeting” notebook or file.
 From this process, develop a basic agenda for staff meetings at
particular times of the year that can be modified as the need
arises.
 Divide the agenda into sections using the following as a guide:
o Teaching and Learning (This section will usually have the
longest time allocated to it)
o Administration
o Pastoral
o House Keeping
o Post Holders’ Reports
o INTO Rep’s Report
 Take the time to examine the minutes of the last meeting and
to determine what follow up actions were taken and how they
are progressing. List these in your notes with any other matters
arising as they may have a bearing on your new agenda. This is
particularly important in areas of teaching and learning as it
may be connected to a continuum of school planning and the
development section of your plan schedule.
 Look over the minutes of your last BOM meeting and include
the agreed report on the agenda of your next staff meeting.
 Ensure that the agenda is not over-loaded. If too many items
are submitted for consideration, prioritize the items with the In-
School Management team and let everyone know why
particular items were omitted. Ensure that these items are dealt
with at the next In-School Management meeting or separately
with the individual(s) who brought them to your attention.
Include them in the agenda of the next staff meeting, even if
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they have been dealt with successfully so that everyone is

aware of them and properly informed.
 It is a good idea to designate an amount of time to each area on
the final agenda so that the entire agenda is completed
punctually.
 If there are policies and documents or current practices to be
reviewed at the meeting, ensure that each member of staff has
a copy of them and a working knowledge of what current
practice is
 Send out the Proposed Staff Meeting Agenda one week before
the meeting is due to take place.
 Give all members of staff a sufficient period of time to add to
the agenda.
 Remind everyone about the deadline for adding to the
proposed agenda.
 Be sure to take the time to discuss contributions made to the
agenda to ensure correct interpretation of the contributor’s
point.
 Ask the person contributing the item if they would like the
opportunity to explain or put forward their point at the meeting
if appropriate.
When people other than the principal chair the meeting:
The essential thing here is that the staff meeting structure is
well set up in advance so that anyone who agrees to chair the
meeting can do just that.
Prior to the meeting, this person should:
 Discuss the proposed and final agenda in detail with the
principal
 Examine the minutes of the last meeting and any matters
arising. Look at follow up actions from what was discussed at
the last meeting
 Examine the Agreed Report from the last BOM meeting
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 Become familiar with documentation and sample resources

being distributed before the meeting
 Discuss the structure of the meeting with the principal and any
group work etc .which will be taking place
 Examine the timing of each item in detail and confirm starting
and finishing times.
 The principal should:
 Ensure that the venue and furniture arrangements are
comfortable and appropriate
 Ensure the security of the rest of the building while the meeting
is taking place.
 At the meeting, the chairperson should:
 Provide each person attending the meeting with a copy of the
Final Agenda
 Have all documentation for the meeting in the correct order to
match the agenda
 Be responsible for beginning the meeting promptly, sticking to
the agenda and ending the meeting on time
 Be aware of the importance of fairness and sufficient formality
 Encourage discussion and participation
 Facilitate the discussion in a manner which allows everyone to
contribute and to be listened to
 Decide what needs to be recorded, addressed, reported and
what needs further work and discussion
 Remain in charge of the meeting
 Control the speed of the proceedings
 Clarify for the recording secretary if necessary
 Enable decision making by using agreed strategies e.g.
consensus, majority wins, votes etc. If decisions are not
reached, plan further discussions, be open to further
information and clarity and outside/expert help and advice
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 After the meeting the principal should:

 Oversee the typing of the minutes
 Distribute the minutes to the entire staff within a week of the
meeting
 Inform others of the decisions taken when necessary e.g. the
BOM, the parents, Parents’ Association etc.
 Monitor the follow up actions on targets set and decisions taken
 Modify the Plean Scoile to reflect the decisions taken in
consultation with the BOM and the Parents’ Association
 Get agreed policy changes re-ratified at the next BOM meeting
 Facilitate further work on areas where decisions were not
arrived at
 Safely file a copy of the minutes in a secure place
 Ensure the minutes, matters arising, targets, decisions and
actions are followed up at the next In-School Management and
Staff meetings
Sample Staff Meeting Agenda
1. Prayer/Reflection
2. Minutes of the last meeting and matters arising
3. Agreed report from last BOM meeting (if timely) and issues
arising
4. Teaching and Learning
 Priority Issue 1
5. Administration
 Issue 1
 Issue 2
 Issue 3
6. Others
 Issue 1
 Issue 2
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7. Posts of Responsibility - short report from individuals. (It is

unnecessary to get a report from every post holder at every
meeting)
8. Management Representative’s Report
9. House Keeping Issues
10. Summary of decisions taken and targets to be met before the
next meeting
11. Reminder of the date of the next meeting and any proposed
change in format and Chairperson/Recording Secretary
Minutes of the meeting
This is the brief record of things discussed, noted, adopted,
agreed upon during the meeting. Some schools number items in the
minutes of staff meetings for example, SM/2/15 means it was the
second item discussed in 2015. Again, SM/52/15 means it was the
52nd item discussed in 2015.
 Minutes of staff meetings usually include:
 title, date, time and venue of meeting
 attendance/absence with and without apology
 opening of the meeting/adoption of the agenda
 announcements
 confirmation and matters arising from previous meeting(s)
 new business/agenda
Classroom Management
Meaning
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
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inexperienced or less effective teacher is a disorderly classroom

filled with students who are not working or paying attention.
Significance of Classroom Management
The importance of classroom management has been
highlighted across numerous research studies as the major variable
that affects student achievement (Marzano, 2003). The most
obvious reason for this is that effective classroom management sets
the stage for teaching and learning.
This is obvious to all of us since a classroom that is chaotic
and disorganized as a result of poor management is highly unlikely
to enhance student achievement and might, indeed, inhibit it. In
chaos, very little academic learning can happen. What is less
obvious, however, is that a teacher’s classroom management
practices are major socializing influences on the students. Each one
of the teacher’s actions communicates, subtly or otherwise, explicit
messages about social norms, expectations and emotional behavior.
Even if teachers are unaware of it, their students are constantly
developing a repertoire of social and emotional skills – both good
and bad – through modeling, experimentation, and reinforcement
(Elias and Schwab, 2006). Through lack of understanding and/or
reflection, teachers can unintentionally encourage the learning of
poor social and emotional skills. All of the activities that we group
under the heading of ‘classroom management’ can and do help
students to develop lifelong healthy habits and behaviors.
Principles of a good classroom management
Teachers should:
 Know their pupils as individuals. This means knowing their
names, their personalities and interests and who their friends
are;
 Plan and organize both the classroom and the lesson to keep
pupils interested and minimize the opportunities for disruption.
This requires attention to such basics as furniture layout,
grouping of pupils, matching work to pupils’ abilities, pacing
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lessons well, and being enthusiastic and using humor to create a

positive classroom atmosphere.
 Be flexible in order to take advantage of unexpected events
rather than being thrown off balance by them. Examples would
include the appearance of the window cleaner or a wasp in the
middle of a lesson;
 Continually observe or ‘scan’ the behavior of the class *ready to
intervene early if you sense ‘trouble’ could be brewing; showing
‘withitness’, having ‘eyes in the back of your head’, being one
step ahead of the pupils who may be about to disrupt];
 Be aware of, and control their own behavior, including how they
stand and the tone of their voice;
 Model the standards of courtesy that they expect from their
pupils;
 emphasize the positive, including praise for good behavior as
well as good work;
 Make the rules for classroom behavior clear to pupils from first
lesson and explain why they are necessary;
 Make sparing and consistent use of reprimands. This means o
being firm rather than aggressive, o targeting the right pupil,
criticizing the behavior and not the person, using private rather
than public reprimands whenever possible, o being fair and
consistent, avoiding sarcasms and idle threats.
Classroom Management as Process
In the Handbook of Classroom Management: Research
Practice and Contemporary Issues (2006), Evertson and Weinstein
characterize classroom management as the actions taken to create
an environment that supports and facilitates academic and social-
emotional learning. Toward this goal, teachers must
(1) Develop caring, supportive relationships with and among
students;
(2) Organize and implement instruction in ways that optimize
students’ access to learning;
Page-207
(3) Use group management methods that encourage students’

engagement in academic tasks; (4) Promote the development of
students’ social skills and self-regulation; and
(4) Use appropriate interventions to assist students with behavior
problems.
Dr. Tracey Garrett also describes classroom management as
a process consisting of key tasks that teachers must attend to in
order to develop an environment conducive to learning. These tasks
include:
(1) Organizing the physical environment,
(2) Establishing rules and routines,
(3) Developing caring relationships,
(4) Implementing engaging instruction and
(5) Preventing and responding to discipline problems.
Techniques in classroom management
Corporal punishment
Until recently, corporal punishment was widely used as a
means of controlling disruptive behavior but it is now illegal in most
schools. It is still advocated in some contexts by ultra-religious
people such as James Dobson, but his views "diverge sharply from
those recommended by contemporary mainstream experts" and is
not based on any sort of empirical testing, but rather is nothing
more than expressions of his religious doctrines of "biblical
literalism and 'authority-mindedness.
According to studies, physical punishments like spanking or
procedures used in Asia in the classroom such as standing do not
make students or children more aggressive. Consistency seems to
play a greater role on whether outcomes could be negative.
Rote discipline
Also known as "lines," rote discipline is a
negative sanction used for behavior management. It involves
assigning a disorderly student sentences or the classroom rules to
Page-208
write repeatedly. Among the many types of classroom management

approaches, it is very commonly used.
Preventative techniques
Preventative approaches to classroom management involve
creating a positive classroom community with mutual respect
between teacher and student. Teachers using the preventative
approach offer warmth, acceptance, and support unconditionally -
not based on a student’s behavior. Fair rules and consequences are
established and students are given frequent and consistent
feedback regarding their behavior. One way to establish this kind of
classroom environment is through the development and use of a
classroom contract. The contract should be created by both
students and the teacher. In the contract, students and teachers
decide and agree on how to treat one another in the classroom. The
group also decides on and agrees to what the group will do should
there be a violation of the contract. Rather than a consequence, the
group should decide on a way to fix the problem through either
class discussion, peer mediation, counseling, or by one on one
conversations leading to a solution to the situation.
Preventative techniques also involve the strategic use of
praise and rewards to inform students about their behavior rather
than as a means of controlling student behavior. In order to use
rewards to inform students about their behavior, teachers must
emphasize the value of the behavior that is rewarded and also
explain to students the specific skills they demonstrated to earn the
reward. Teachers should also encourage student collaboration in
selecting rewards and defining appropriate behaviors that will earn
rewards.
Good Teacher-Student Relationships
Some characteristics of having good teacher-student
relationships in the classroom involves the appropriate levels of
dominance, cooperation, and awareness of high-needs students.
Dominance is defined as the teacher’s ability to give clear purpose
and guidance concerning student behavior and their academics. By
creating and giving clear expectations and consequences for student
Page-209
behavior, this builds effective relationships. Such expectations may

cover classroom etiquette and behavior, group work, seating
arrangements, the use of equipment and materials, and also
classroom disruptions. Assertive teacher behavior also reassures
that thoughts and messages are being passed on to the student in
an effective way. Assertive behavior can be achieved by using erect
posture, appropriate tone of voice depending on the current
situation, and taking care not to ignore inappropriate behavior by
taking action.
Time Table
Meaning
A school timetable is a table for coordinating these four elements:
 Students
 Teachers
 Rooms
 Time slots (also called periods)
Other factors include the subject of the class, and the type
of classrooms available (for example, science laboratories).
School timetables usually cycle every week or every
fortnight. The phrase "school timetables" largely refers to high
schools, because primary schools typically have simple structures.
High school timetables are quite different from university
timetables. The main difference is the fact that in high schools,
students have to be occupied and supervised every hour of the
school day, or nearly every hour. Also, high school teachers
generally have much higher teaching loads than is the case in
universities. As a result, it is generally considered that university
timetables involve more human judgment whereas high school
timetabling is a more computationally intensive task.
Need and importance of the timetable
The timetable is a necessary tool for the efficient working of
a school. It is really a mirror that reflects the entire educational
programme of the school. "It is the timetable that supplies the
framework within which the work of the school proceeds. It is the
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instrument through which the purpose of the school is to function."

The values of the school timetable may be enumerated as follows:
1. It ensures smooth and orderly working of the school:
The major achievement of timetable is that everything is
planned in advance. All the teachers and students know their jobs
as well as the time they are to devote to each activity. It is due to
the timetable that smooth, orderly and regular work in the school
goes on even in the absence of the Head Teacher or any one of the
teachers. If there is no timetable in the school, there is always the
danger of negligence of duty, duplication of effort and repetition of
unnecessary items and activities. The timetable places proper
persons at their proper places, at the proper time and in the proper
manner.
2. It prevents wastage of time and energy:
The timetable shows exactly what is to be done at a
particular time. It, thus, directs the attention of both the pupil and
the teacher to one thing at a time. Thus one's energy is
automatically directed in a particular direction and this prevents a
lot of wastage of time and energy. It also prevents confusion,
duplication, overlapping and unnecessary repetition on the part of
the pupil and the teacher.
3. It ensures equitable distribution of work among teachers:
With the help of the timetable, the Head Teacher can keep
track of the quantum of work load assigned to each teacher working
under him/her. The timetable gives a summary of the work allotted
to each teacher. The Head Teacher, or 'another superior officers,
know at a glance the amount of work that every teacher is expected
to do. Thus, the timetable helps in avoiding the allotment of too
much or too little work to, one teacher. This prevents heart burning
among the teachers and so unnecessary tension to the Head
Teacher on this account. The Head Teacher has to have a congenial
atmosphere in the school for optimal efficiency as well as efficacy.
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4. It ensures equitable distribution of time to different subjects

and activities:
The timetable gives due place, extension and emphasis to
various subjects and activities in the school, according to their
relative importance or difficulty. This is very essential for the all
round development of the pupils. This ensures that while the more
important subjects and activities get more attention and time, the
less important ones are not neglected.
5. It helps in adjusting schoolwork according to the needs of
pupils:
The timetable helps the school authorities to adjust
schoolwork according to the physiological needs of pupils. Fatigue,
interest and freshness of mind and body are given due
consideration at the time of constructing a timetable. As the Head,
you should see to it that ample time is provided in the timetable for
the teachers to check the pupils' notebooks and also to prepare for
their lessons. As far as the pupils are concerned, the Head must
ensure that co-curricular activities like sports, music, art and craft,
library and other such activities get adequate time. This is very
important for the all round development of the pupils.
6. It helps in the formulation of good habits:
A good timetable is very helpful in inculcating the habits of
orderliness, punctuality and steadiness of purpose, both in the
teachers and the students. It ensures regularity and even progress
by preventing laxity. It develops a methodical attitude towards work
among pupils and teachers in the school. Such adherence to a pre-
arranged plan of work is the secret of success of all persons
connected with the school.
7. It helps in school discipline:
The school timetable directly aids discipline in the school to
a great extent. It prevents confusion and duplication of work and
lessens the need of punishment by keeping pupils busy in desirable
activities. Everything appears to be in perfect harmony, smoothness
and concord. In the absence of such a plan, the school is sure to go
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topsy-turvy and create administrative problems for the Head. Thus

a good timetable not only facilitates work, but also adds efficacy in
various spheres. A timetable is, therefore, an absolute necessity for
every type of school and its vital importance cannot be denied. Of
course, there should be flexibility in the timetable; rigidity may
cause problems. The time-table has to be relaxed at times as per
needs and circumstances, e.g., absenteeism of teachers. While
preparing a timetable certain aspects should be kept in mind to
make a well balanced one. It should not be rigid and allow certain
flexibility in it as well as in the mind of the teachers and Head. This
is important if we want to achieve the aims and objectives, the
vision that we have in mind for the school. The time-table should be
prepared in such a manner that it can be molded according to our
needs and requirements without upsetting the other programmes.
Teacher absenteeism is a common and recurring problem faced by
all School Heads. This aspect should be kept in mind as substitute
teachers are needed to work in place of absent teachers.
Types of timetable
A good timetable clearly indicates what types of curricular
and co-curricular activities are being carried on in the school at
particular places and hours. It also shows under whose supervision
and guidance those activities are being carried out. All this
information may be contained in one timetable. But the more the
number and variety of activities, the more the types of timetables.
Only one timetable, with all types of information, does not serve the
purpose. It is, therefore, desirable for the efficient working of the
school programme to have the following types of timetable:
1. Consolidated timetable for the whole school:
This is also known as the general timetable. This timetable is
a complete picture of the entire school programme per day. It is not
only a sum total of all the class timetables in a concise form, but is
also a record of every teacher's daily work. It shows the details of
work of every individual teacher, with regard to his curricular and
co-curricular activities in the school as also the vacant periods
allotted to him. This timetable is generally meant for the
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headmaster. It$ copies should be available to all the teachers and

also be put up in the staff room and students' notice board.
2. Class timetable:
It is a timetable of each class and of sections thereof. It
shows the distribution of subjects in each class along-with teachers
for each period. It also indicates the breaks in between the teaching
periods along with recess, and the periods for games and other co-
curricular activities. All the sections and classes in a school follow
their respective class timetable and have a copy of it in their
classroom; the class teacher, all the concerned teachers as well as
every student should have a copy.
3. Teacher's timetable:
Every teacher has got a copy of his own programme,
showing the details of his academic and non-academic work. A
consolidated timetable, containing the programme of all the
teachers in the school, is also prepared for the guidance and
supervision of the Headmaster. A copy of this timetable is placed in
the staff room and another copy in the Head's office.
4. Vacant period’s timetable.
A special timetable showing the vacant periods of all the
teachers is also prepared. This is helpful in allotting work when
some teacher is absent. So if on a particular day, one or more
teachers are absent, the Headmaster must keep their classes busy
in one way or the other. And the best way of doing this job is to
consult the vacant period’s timetable and send those teachers to
their classes who are free in those periods. A copy of this timetable
is always available in the Headmaster's office.
5. Games timetable:
This timetable shows which particular group is engaged in a
particular game at a particular time. Groups for games are not
organized on the basis of sections or classes. These are organized on
the basis of age and proficiency in games. So the need for a games
timetable is obvious. In this timetable is also shown the number of
the playground which is being used by a particular group in the case
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may well serve as a tool to improve school communication and

relationships.
Staff meetings are not an end in themselves, but rather the
means to an end. That purpose is effective, efficient intra-school
communication that enhances the day-to-day work of the school.
Properly conducted staff meetings fulfill this purpose.
Objectives of a staff meeting
The objectives of a staff meeting are as follows
Informational
The primary purpose of an informational staff meeting is to
disseminate information to meeting participants. If there's a
significant amount of information or it's a complex subject, the chair
of the meeting should develop an outline before the meeting to use
as a guide. This helps limit misunderstandings in communication
and provides meeting participants with a reference after the
meeting has ended.
Discussion Oriented
A staff meeting may be discussion oriented: Participants
offer input to solve a problem or address an issue. It's important to
provide participants with the problem in advance of the meeting so
that they may come prepared. The chair engages all participants so
that the widest range of views and solutions are collected.
Creative Session
A creative session, sometimes referred to as a
brainstorming meeting, is used to generate new ideas. Participants
are free to generate as many ideas as possible free of criticism or
judgment from fellow participants. A whiteboard or flip chart can be
used to document everyone's ideas. If the discussion starts to slow
down, participants can be called to inspire additional ideas. The end
of the meeting or a follow-up meeting can be used to evaluate all
suggestions; the suggestions that are most appropriate to the
situation can be tried as a remedy.
Page-198
Procedures followed in staff meetings

Staff meeting notice
This should show the date, time, venue and
purpose/agenda of the meeting, who is to attend the meeting and
the head's signature as the convener.
The notice should be sent out at least 14 days before the
meeting so that teachers can prepare information for items on the
agenda. However, impromptu and emergency staff meetings can
take place any time. Scheduled staff meetings should not interfere
with normal teaching time.
A staff meeting is held term. It is the policy of the school to
rotate the chairperson. A recording secretary is appointed at the
commencement of each meeting and decisions only are recorded.
An agenda is drawn up beforehand. This is a collaborative exercise
with each teacher having the opportunity to nominate items/issues
for inclusion on the agenda.
Having sought permission from the BOM through the
Principal, the school informs the parents, pupils, Cigire, bus drivers
and other relevant people of the date and time of the staff meeting.
Special Needs Assistants may be required to attend staff meetings if
issues relating to their work/responsibilities are included on the
agenda.
Guidelines for Chairing Staff Meetings
The Principal should:
 Set the dates of the staff meetings at your first staff meeting
each academic year. If the meetings are outside of school hours,
it is essential that the entire staff have a say on which day suits.
 Decide with your staff as to whether you will maintain the half
in, half out model or confine your staff meetings to outside of
school time or a combination of both.
 If your staff meetings entail the children going home early, it
works very well if parents can be informed about the dates and
times of the meetings in September and then reminded closer
to the time.
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 If your staff meetings begin when school ends, it is important to

make arrangements to ensure the safety of all the pupils as they
leave the school premises and that safety measures already in
place are also followed properly on staff meeting days.
 Remember to inform bus companies if the children are going
home at a different time.
 Decide how many of these meetings support staff will attend
and the length of time of their attendance. It is better if this
information is well known to everyone to avoid uncertainty and
to allow support staff to plan in advance. A good working model
is to have all support staff attends for an hour at the beginning
of the first and final staff meeting of the year and after that,
where the need arises. If your support staff are not attending a
section of a staff meeting taking place during school hours, you
will need to discuss with them what they will be doing during
this time.
 You will also need to make a decision about the attendance of
substitute teachers at the meeting.
 Explain the format of the staff meetings to everyone at your
first staff meeting each year. Tell them that you would like the
chair and the recording secretary to rotate amongst those who
are willing and able to do it. This can be for just one meeting or
a series of meetings. Explain that nobody will be put under
pressure to take on the roles but that you would be very
grateful if they did. It is also good practice to explain that some
of the meeting time will be used for group work and that these
discussions and/or decisions will be recorded and fed back to
the meeting. A discussion on democracy and the importance of
everyone having their say and being listened to respectfully may
seem unnecessary but is often essential. A short discussion on
decision making and how decisions will be arrived at can also be
beneficial.
 It is best practice to liaise with neighboring principals and to
discuss staff meeting arrangements with them. This is essential
if your school is linked to a Junior/Senior/Boys’/Girls’ school
Page-200
 Inform your Board of Management of all the decisions made in

relation to staff meetings.
 Begin the agenda for your staff meeting at your In-School
Management meeting to develop and broaden discussions that
come up at the latter.
 Keep a “next staff meeting” notebook or file.
 From this process, develop a basic agenda for staff meetings at
particular times of the year that can be modified as the need
arises.
 Divide the agenda into sections using the following as a guide:
o Teaching and Learning (This section will usually have the
longest time allocated to it)
o Administration
o Pastoral
o House Keeping
o Post Holders’ Reports
o INTO Rep’s Report
 Take the time to examine the minutes of the last meeting and
to determine what follow up actions were taken and how they
are progressing. List these in your notes with any other matters
arising as they may have a bearing on your new agenda. This is
particularly important in areas of teaching and learning as it
may be connected to a continuum of school planning and the
development section of your plan schedule.
 Look over the minutes of your last BOM meeting and include
the agreed report on the agenda of your next staff meeting.
 Ensure that the agenda is not over-loaded. If too many items
are submitted for consideration, prioritize the items with the In-
School Management team and let everyone know why
particular items were omitted. Ensure that these items are dealt
with at the next In-School Management meeting or separately
with the individual(s) who brought them to your attention.
Include them in the agenda of the next staff meeting, even if
Page-201
they have been dealt with successfully so that everyone is

aware of them and properly informed.
 It is a good idea to designate an amount of time to each area on
the final agenda so that the entire agenda is completed
punctually.
 If there are policies and documents or current practices to be
reviewed at the meeting, ensure that each member of staff has
a copy of them and a working knowledge of what current
practice is
 Send out the Proposed Staff Meeting Agenda one week before
the meeting is due to take place.
 Give all members of staff a sufficient period of time to add to
the agenda.
 Remind everyone about the deadline for adding to the
proposed agenda.
 Be sure to take the time to discuss contributions made to the
agenda to ensure correct interpretation of the contributor’s
point.
 Ask the person contributing the item if they would like the
opportunity to explain or put forward their point at the meeting
if appropriate.
When people other than the principal chair the meeting:
The essential thing here is that the staff meeting structure is
well set up in advance so that anyone who agrees to chair the
meeting can do just that.
Prior to the meeting, this person should:
 Discuss the proposed and final agenda in detail with the
principal
 Examine the minutes of the last meeting and any matters
arising. Look at follow up actions from what was discussed at
the last meeting
 Examine the Agreed Report from the last BOM meeting
Page-202
 Become familiar with documentation and sample resources

being distributed before the meeting
 Discuss the structure of the meeting with the principal and any
group work etc .which will be taking place
 Examine the timing of each item in detail and confirm starting
and finishing times.
 The principal should:
 Ensure that the venue and furniture arrangements are
comfortable and appropriate
 Ensure the security of the rest of the building while the meeting
is taking place.
 At the meeting, the chairperson should:
 Provide each person attending the meeting with a copy of the
Final Agenda
 Have all documentation for the meeting in the correct order to
match the agenda
 Be responsible for beginning the meeting promptly, sticking to
the agenda and ending the meeting on time
 Be aware of the importance of fairness and sufficient formality
 Encourage discussion and participation
 Facilitate the discussion in a manner which allows everyone to
contribute and to be listened to
 Decide what needs to be recorded, addressed, reported and
what needs further work and discussion
 Remain in charge of the meeting
 Control the speed of the proceedings
 Clarify for the recording secretary if necessary
 Enable decision making by using agreed strategies e.g.
consensus, majority wins, votes etc. If decisions are not
reached, plan further discussions, be open to further
information and clarity and outside/expert help and advice
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 After the meeting the principal should:

 Oversee the typing of the minutes
 Distribute the minutes to the entire staff within a week of the
meeting
 Inform others of the decisions taken when necessary e.g. the
BOM, the parents, Parents’ Association etc.
 Monitor the follow up actions on targets set and decisions taken
 Modify the Plean Scoile to reflect the decisions taken in
consultation with the BOM and the Parents’ Association
 Get agreed policy changes re-ratified at the next BOM meeting
 Facilitate further work on areas where decisions were not
arrived at
 Safely file a copy of the minutes in a secure place
 Ensure the minutes, matters arising, targets, decisions and
actions are followed up at the next In-School Management and
Staff meetings
Sample Staff Meeting Agenda
1. Prayer/Reflection
2. Minutes of the last meeting and matters arising
3. Agreed report from last BOM meeting (if timely) and issues
arising
4. Teaching and Learning
5. Administration
 Issue 1
 Issue 2
 Issue 3
6. Others
 Issue 1
 Issue 2
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MANAGEMENT OF SCHOOL EDUCATION

Dr. Manjula, H.S.

LAXMI BOOK PUBLICATION

Dr. Manjula, H.S.

© 2015 by Laxmi Book Publication, Solapur

My Book entitled “Management of School Education” does not

I express my sincere thanks and gratitude towards one and all,

- Dr. Manjula, H.S.

T. Manichander is a Research Scholar, IASE,

T. Sundaravalli Dr. S. Prakash

S. No. TITLE Page No.

3 INSTITUTIONAL MANAGEMENT 137

Concept of Co-curricular Activities

5. Physical Development Values

can be directed through self-government, social service and

Students learn to appreciate the relationship of an individual to the

We can concede by saying that co-curricular activities cater

Role of Co-Curricular Activities in a Student's Life

imparting knowledge and helping in the development of a

5. Social Welfare Activities

 National sporting competitions.

place and directing the tenor of the conversation. Teachers need

may well serve as a tool to improve school communication and

Procedures followed in staff meetings

 Inform your Board of Management of all the decisions made in

they have been dealt with successfully so that everyone is

 Become familiar with documentation and sample resources

 After the meeting the principal should:

7. Posts of Responsibility - short report from individuals. (It is

inexperienced or less effective teacher is a disorderly classroom

lessons well, and being enthusiastic and using humor to create a

(3) Use group management methods that encourage students’

write repeatedly. Among the many types of classroom management

behavior, this builds effective relationships. Such expectations may

instrument through which the purpose of the school is to function."

4. It ensures equitable distribution of time to different subjects

topsy-turvy and create administrative problems for the Head. Thus

headmaster. It$ copies should be available to all the teachers and

may well serve as a tool to improve school communication and

Procedures followed in staff meetings

 If your staff meetings begin when school ends, it is important to

 Inform your Board of Management of all the decisions made in

they have been dealt with successfully so that everyone is

 Become familiar with documentation and sample resources

 After the meeting the principal should:

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