8606 - 2 - Spring 2020

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Course: Citizenship Education and Community Engagement (8606)

Semester: Spring, 2020
Level: B. Ed (1 ½ Year, 2 ½ Year)
ASSIGNMENT No.2
Q. 1 a) Explain the forms of social control?

Answer:
Society is a collectivity of groups and individuals. It exists for the welfare and advancement
of the whole. The mutuality, on which it depends, is possible to sustain by adjustment of
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varied and contradictory interests. The structure pattern continues to exist because of its
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inbuilt mechanism and sanction system.
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Social control which implies the social intercourse is regulated in accordance with
established and recognised standards, is comprehensive, omnipotent and effective to
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stimulate order, discipline and mutuality; and to discourage, and if need be, to punish the
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deviance.
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The aim of social order, Parsons has well said, is “nipping deviant tendencies in the bud”. If
that be not done, social order would cease to exist; the law of the brute would prevail. The
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world would be that ‘brutish’ and ‘nasty’ state will prevail in society. Just the opposite is the
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process and influence that regulated social action.
The mechanics of socialisation, the process of internalization of values etc. and the bondage
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due to emotion – repulsion and attraction, that individuals, generally come up as

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conformists. Social control works always and all the time. But in view of the fact that society
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is subject to external impact, and internal revulsions, that continuity and change is the
character of social system, the enforcement of social control is not simple. Some may be
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dissatisfied with it and they may find satisfaction in deviance. The danger is always present,
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it cannot be eliminated. It is also not tolerable. The effectiveness of social control would
therefore depend on the appropriate coordination of the accepted means of social control.
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Types or Forms of Social Control:

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Different social thinkers have categorised social control in different ways. A few classifications
in regard to types and forms of social control are as follows:
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(1) Forms of social control as given by Karl Mannheim:

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Karl Mannheim, the famous social thinker, has categorised social control under the
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following two heads:

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(a) Direct social control,

(b) Indirect social control.
(a) Direct social control:
That type of social control which directly regulates and controls the behaviour of the
individual is called Direct Social Control. This type of control is to be found in family,
neighbourhood, play-groups and other types of primary groups. In these institutions,
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parents, neighbours, teachers, classmates etc., keep control over the behaviour of the
individuals.
(b) Indirect social control:
In this type of social control distant factors keep control over the behaviour of the
individual. Such a type of control is exercised by secondary groups through customs;
traditions, rationalised behaviour etc. and public opinion are important forms of indirect
social control.
(2) Forms of social control as given by Gurvitch:
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According to Gurvitch social control is of the following four types:
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(a) Organised social control:
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In this type of social control, the behaviour of the individual is regulated either through
voluntary means or through democratic ways. This is done through natural ways of social
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control.
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(b) Unorganised social control:
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This social control is exercised by values of culture and usages, traditions, fashion, symbol
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etc. This is an elastic type of social control and is related to day-to-day life.
(c) Spontaneous social control:
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This type of social control is exercised by ideas, rules and regulations, values, norms etc.
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(d) More spontaneous social control:

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Social control that is exercised by direct social and group experience, such as, aspirations,
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decisions, desires, etc., is called more spontaneous social control.

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(3) Forms of social control as given by Kimball Young:

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Well-known social thinker Kimball Young has categorised social control under the following
two heads:
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(a) Positive social control, (b) Negative social control

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(a) Positive social control:

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In this type of social control positive steps such as reward, the policy of appreciation etc. are
used for keeping the person under control. As a result of these steps man tries to behave in
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the best possible manner in the society.

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(b) Negative social control:

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This is just reverse of the positive form of social control. In this form of social control
individual on the fear of punishment and derecognition by the society is made to behave in
conformity with the values of the society.
(4) Hayes’s classification of social control:
He has classified social control under the following two heads:
(a) Control by sanction, (b) Control by socialisation and education.
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(a) Control by sanction:

In this type of social control, those who act according to the values of the’ society are
rewarded, while to those who act against the norms of the society are punished.
(b) Control by socialisation and education:
Through education and socialisation, the child is taught to act according to the norms of
the society.
(5) Forms of social control as given by Lumbey:
The well-known social thinker Lumbey has classified social control under the
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following two categories:
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(a) Physical force method, (b) Human symbol method
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Under the first form, man is made to behave in a particular manner by application of
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physical force, but in the second form, he is made to behave in conformity with the values
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of the society through language, traditions, customs, religion, rituals, etc.
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Q. 1 b) Differentiate between formal and informal deviance?
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Answer: CO
Deviance, in a sociological context, describes actions or behaviors that violate informal
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social norms or formally-enacted rules. Among those who study social norms and their
relation to deviance are sociologists, psychologists, psychiatrists, and criminologists, all of
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whom investigate how norms change and are enforced over time.
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Deviance is often divided into two types of activities. The first, crime, is the violation of
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formally enacted laws and is referred to as formal deviance. Examples of formal deviance
include robbery, theft, rape, murder, and assault. The second type of deviant behavior
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involves violations of informal social norms (norms that have not been codified into law)
and is referred to as informal deviance. Examples of informal deviance include picking one’s
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nose, belching loudly, or standing unnecessarily close to another person.

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Deviance can vary dramatically across cultures. Cultural norms are relative, which makes
deviant behavior relative as well. For instance, in the United States, Americans do not
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generally impose time-based restrictions on speech. However, in the Christ Desert

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Monastery, specific rules govern determine when residents can and cannot speak, and
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speech is banned between 7:30 pm and 4:00 am. These rules are one example of how norms
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vary across cultures.

Current sociological research on deviance takes many forms. For example, Dr. Karen Halnon
of Pennsylvania State University studies informal deviance and focuses on what she calls
“deviance vacations,” whereby people of a given socioeconomic status voluntarily enter a
different, often lower, social strata. One example involves heterosexual white males who
become drag queens on weekends. This behavior represents a luxury, because heterosexual
white males can afford to make a temporarily shift, knowing that they may subsequently
return to the comforts of their prevailing socioeconomic status. Other examples include
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performers who may affect deviant behaviors in order to gain credibility with an aim to
increasing commercial profits.
Key Points
• Deviant behavior may violate formally-enacted rules or informal social norms.
• Formal deviance includes criminal violation of formally-enacted laws. Examples of
formal deviance include robbery, theft, rape, murder, and assault.
• Informal deviance refers to violations of informal social norms, which are norms that
have not been codified into law. Examples of informal deviance include picking one’s
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nose, belching loudly, or standing unnecessarily close to another person.
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• Deviance can vary dramatically across cultures. Cultural norms are relative, which
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makes deviant behavior relative as well.
Formal Deviance: Deviance, in a sociological context, describes actions or behaviors
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that violate social norms, including formally-enacted rules (e.g., crime), as well as
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informal violations of social norms (e.g., rejecting folkways and mores).
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• deviance: Actions or behaviors that violate formal and informal cultural norms, such
as laws or the norm that discourages public nose-picking.
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Informal Deviance: Deviance, in a sociological context, describes actions or
•
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behaviors that violate social norms, including formally-enacted rules (e.g., crime), as
well as informal violations of social norms (e.g., rejecting folkways and mores).
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Q. 2 a) Discuss different types of school and community relationships?

Answer:
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Education is an important tool in the development of communities and nations at large. The
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provision and management of quality education lies not only at the heart of central
government but remains a shared responsibility of all stakeholders and the building of
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good working relationship among these stakeholders with particular emphasis on

improving the school-community relationship . This stems from the fact point that
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education is seen as a social enterprise requiring the support of all stakeholders so that its
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contribution can benefit the entire society. (Addae-Boahene et.al,2001). For the attainment
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of quality education, there is the need for the community in which the school is situated to
work in collaboration and harmony with the school not only in the upbringing and welfare
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of the pupils but must go beyond that to offer support in the provision and maintenance of
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the school infrastructure as well as playing a critical supporting role in the effective
management and administration of the school.
The school, similar to other facilities such as the community market, community borehole, is
situated in the community belonging to the entire community members. The community
therefore has a role to play in shaping the policies and finances of the school just as the
school in turn must function to meet the social needs of the community by turning out a
literate population and transmitting culture of the community to the youth.
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Types of School Community Relationship

There are different types of relationship which exist between school and community.
According Pawlas (2005) identified six types of school community relationship:
1. Parenting: Schools and communities relate as parents of a student. Families must
provide for the health and safety of children, and maintain a home environment that
encourages learning and good behaviour in school. Schools provide training and
information to help families understand their children development and how to support
the changes they undergo.
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2. Communication: School must reach out to families with information about the school
programmes and student reports, as well as new information on topics such as school
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choice and making the transition from elementary school to higher grades.
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Communication must be in forms that families find it understandable and useful. For
example, school can use translator to reach parents who don’t speak English well and it
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must be two-way, with educators paying attention to the concerns and needs of families.
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3. Volunteering: Parents can make significant contribution to the environment and
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functions of a school. School can get the most out of this process by creating flexible
schedules, so more parents can participate, and by working to match the talents and
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interest of parent to the needs of students, teachers, and administrators.
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4. Learning: With the guidance and support of teachers, family members can supervise
and assist their children at home with homework assignment and other school related
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activities.
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5. Decision Making: School can give parents meaningful roles in the school decision
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making process, and provide parents, with training and information so they can make
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the most of those opportunities. This opportunity should be open to all segments of the
community, not just people who have the most time and energy to spend on school
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affairs.
6. Collaboration with the Community: Schools can help families gain access to support
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services offered by other agencies such as health care, cultural events, tutoring service,
and after school child care programmes. They also can help families and community
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groups provide services to the community, such as recycling programmes and food
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pantries.
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Q. 2 b) Discuss the role of community in improving the school environment?

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Answer:
School community relationship is today gaining more grounds than ever before. School
administrators all over the world are paying more attention to the role of communities in
managing schools. Hence the idea school based management is always on promotion.
According to Fiore (2006) when families, schools and community institutions (e.g. local
business, community colleges and health agencies) collectively agree upon their goals and
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decide how to reach them, everyone benefits. He identifies the followings as the importance
of school community relationship:
1. Schools enjoy the informed support of families and community members. Families
experience many opportunities to contribute to their children’s education, and
communities look forward to educated, responsible workforce. Benefits accrue to the
staff of schools and community agencies as well: they can observe boosts in morale,
heightened engagement in their work, and a feeling that their work will net results.
2. Communities can provide schools with a context and environment that can either
complement and reinforce the values, culture, and learning the school provide for their
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students or negates everything the school strive to accomplish.
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3. Communities can furnish schools and students in them with crucial financial support
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system as well as the social and cultural values necessary for success and survival in
contemporary society.
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4. Communities have the potential to extend a variety of opportunities to students and to
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their families-social, cultural and vocational.
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5. Schools, in turn, offer communities a focal point of educational services for children.
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Schools have the potential to build well-educated citizens ready to take on
responsibilities as contributing community members.
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6. By working together, schools, families, and communities can prepare for a more
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promising future. In urban communities struggling against violence, unemployment, and
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deteriorating institutions, school- community relationship offers hope for those who
may have given on the social institution in their neighbourhood and cities. Rural
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communities searching for opportunities to revitalize themselves in a technologically

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sophisticated society can discover ways to bring themselves into the information age by
intertwining school and community improvement initiatives.
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Community participation in school activities helps community members have a more

positive view of the school. It helps children have better attendance, better behaviour and
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high academic achievement motivation. Community members need to be supportive by

involving themselves in school programmes and activities such as Parent-Teacher
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Association (PTA) meetings, athletic events, plays, parties and other related engagements.
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Despite all the benefits associated with such involvement, many community members do
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not regard engagement in school programmes with all seriousness (Okubanjo, 2006).
Effective school community relationship raises student persistence and achievement
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(Eccles& Harold, 1996; Lareau, 1996; Nieto, 2004). Nieto (2004) contends that student
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achievement is positively associated with parent involvement in school and that, school
which encourage high levels of parent involvement outperform their counterparts where
there are lower levels of involvement.
According to Idaho Falls School District (1991) school community relationship helps to
improve the quality of education for all children. The school noted the following as some of
the importance of school community relationship:
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1. It helps parents and other citizens recognize their responsibility for the quality of
education provided by their schools;
2. It fosters community understanding of the need for constructive change and solicit
community advice on how to achieve stated school goals;
3. It involves community members in the work of the schools and the solving of school
problems.
4. It helps identifies non-parent groups such as senior citizens and promote the
involvement of these persons in school activities and programmes;
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5. It helps earn the good will, respect and confidence of the community with regard to
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school staff and services;
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6. It promotes a genuine spirit of cooperation between the school and the community
and sets up channels of sharing the leadership in improving community life;
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7. It helps develop community understanding of all aspects of school operation; it
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ascertains community attitudes towards issues in school; it helps discover the
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community aspirations for the education of their children;
8. It helps secure adequate financial support for a sound school programme.
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Q. 3 a) Analyze the relationship between communication and effective teaching?
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Answer:
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Teaching is all about communication - listening, speaking, reading, presenting and writing.
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Teachers who hone their communication skills are prepared to instruct, advise and mentor
students entrusted in their care. Additionally, teachers must communicate well to effectively
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collaborate with colleagues and update administrators on student progress. Frequently,

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parents call, visit or email, so teachers must be adept at answering questions verbally and in
writing.
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Teaching Individuals and Groups

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Communication is both receptive and expressive. Teachers must be skilled at listening to

their students as well as explaining things clearly. Teachers need clarity of thought to
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present the material. They must be able to break down complex ideas into simpler parts and
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smaller steps to transmit to their students. They must be able to adapt their methods of
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communication to all students regardless of ability or learning style. They are able to "read"
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their students and adapt to the needs of the individual. Effective communication includes
transforming the boring into the interesting and having good presentation skills.
Communicating Caring
In addition, good teachers communicate concern and caring by their tone of voice and use
of body language. They transmit genuine commitment and affection for their students.
Good teachers care about their students' progress and let their students know it at all times.
They learn their students' names early in the school year and use their names when
addressing them. They get to know their students' hopes, fears and preferences and
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communicate this knowledge to their students. They communicate their appreciation for
what their students do by celebrating their successes and constantly encouraging them.
This helps students feel recognized and validated.
Communicating to Parents
Teachers must be able to express themselves both verbally and in writing in order to report
student progress to parents. They need to explain the strengths and weaknesses of their
students so that parents will understand the message and be receptive rather than
defensive. This is especially important when the teacher conveys a difficult message about
the student's misbehavior or learning problems. The message must be delivered clearly and
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with tact. Teachers should be comfortable communicating with parents regularly, with
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phone calls and informal notes in addition to formal report cards.
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Interacting with Colleagues and Supervisors
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Although teaching is often done in the isolation of a classroom without the presence of
other adults, good teaching involves consultation with colleagues. Schools that see
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themselves as professional learning communities encourage teachers to plan lessons
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together and learn from one another. They take a team approach when problem-solving,
especially for difficult students. This all requires excellent communication. Teachers stay
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abreast of new developments in education by reading journals, listening to new ideas from
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their administrators and school board consultants, and sharing and discussing these ideas
with colleagues.
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Q. 3 b) How can effective communication result improved management?

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Answer:
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The role of management is to accomplish the goals of an organization. To do this, managers

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create a plan that defines what needs to be done, when it will be done, and how it will be
done. To implement the plan, managers must convey this information to everyone in the
organization. That is, they must communicate the plan to members of the organization.
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However, managers need to do much more than just inform people what they need to do
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to support the plan. They also must motivate people to support the plan, build commitment
to the organization, establish rapport and collaboration, and keep everyone informed of
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events and actions that affect the organization. Good communication not only informs but
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also helps to create a culture that makes people feel like they belong to and want to
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support the organization. The opening example shows what can result from poor
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communication. Following are some of the benefits of effective communication.

• Provides clarity. Confusion, uncertainty, and ambiguity make people uncomfortable
and uncooperative. Making roles, responsibilities, and relationships clear gives
everyone the information they need to do their jobs and to understand their
contributions to the organization. Effective communication reduces the cost
associated with conflicts, misunderstandings, and mistakes.
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• Builds Relationships. A culture that promotes open communication reduces tension

between hierarchical levels of employees, both professionally and socially. In a
trusting and collaborative culture, people are more likely to seek help with problems
and to suggest solutions and improvements. Effective communication creates a
collegial culture that fosters teamwork and encourages cooperation.
• Creates commitment. Effective communication involves not only sending
information but also receiving it. By listening to employees’ concerns, allowing them
to have input on their work and their workplace, and giving consideration to their
suggestions, managers can make everyone in the organization feel like they are
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valued contributors. When employees feel like they are valued in the organization,
they will likely be more engaged and motivated. Effective communication creates
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support and commitment.
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• Defines expectations. When people are uncertain about what is expected of them
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and how they will be evaluated, they can’t do their jobs well. Performance reviews are
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difficult because the employee does not know the performance standards they are
expected to meet. And if corrective measures are necessary, the employee may be
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resentful if he can’t see how his behaviors reduced his effectiveness. When
expectations and standards are clear, employees know what they need to do to get a
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positive review and the benefits that come with it.
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These are just a few of the many benefits that come from effective communications.
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Managers can only reach organizational goals when the people in the organization are
committed to the goals. People perform much better when they are informed and involved.
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The Communication-Process Model

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The communication process may seem simple: one person sends a message and others
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receive it. The process becomes more complex, however, because the information in the
message must be sent and received accurately. The communication-process model
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describes how the information is sent and received.

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The following diagram shows this model.

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The communication-process model

It is easiest to understand the model when one person is communicating with another
person. The person initiating the communication, the sender, has information he wants the
other person, the receiver, to know. However, before it can be sent, the information has to
be encoded into a form that can be transmitted. In a simple case, the information is put into
words spoken to the receiver. Or the information may be converted into printed text, tables,
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charts, or graphs given to the receiver. In a more complicated case, the information is
encoded into words or images that are then converted into electronic signals sent to the
receiver. The channel is the medium through which the information is conveyed. It could be
air conveying sound waves, paper conveying text and images, or wires or magnetic fields
conveying electronic signals. (We will discuss channels in more detail later in this module.)
In the opening example, the management had information that Mathias had been hired and
when he would start. They wanted the employees in the company to have that information
so they put it in a message and sent it to employees.
The receiver reverses the process. She receives the encoded message and then decodes it.
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That means she converts the message back into information that can be understood. In the
opening example, an employee reads the message and knows who has been hired and
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when he will start. Information has been transferred from managers to employees. In an
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interactive communication process, the receiver can send feedback to the sender to
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indicate that the message has been received and how it has been interpreted. This can start
an interactive back-and-forth exchange that can assure the sender that the message has
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been received and understood correctly.
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The two-person model can be generalized to the case of one person communicating with
many others. It could be a person making a presentation to a roomful of people, a manager
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sending an e-mail to employees, a Facebook post to friends, or a tweet to hundreds of
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followers.
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Q. 4 a) Compare the theories of motivation from different school of thought?

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Answer:
EN
Theories of motivation are often separated into content theories and process theories. In
short, content theories explain what motivation is, and process theories describe how
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motivation occurs.
There are also a large number of cognitive theories that relate to motivation and explain
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how our way of thinking and perceiving ourselves and the world around us can influence
our motives. From self-concept, dissonance and mindset to values, orientation and
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perceived control, these theories explain how our preference toward certain mental
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constructs can increase or impair our ability to take goal-directed action.

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Theories of motivation are also grouped by the field of human endeavor they apply to.
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Several theories relate to motivating employees where incentives and needs take a central
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stage as well as theories used in sports and performance psychology where affect is
considered a more prominent driver of human behavior. Some of these theories are also
applied to education and learning.
Content Theories of Motivation
Maslow’s theory of the hierarchy of needs, Alderfer’s ERG theory, McClelland’s achievement
motivation theory, and Herzberg’s two-factor theory focused on what motivates people and
addressed specific factors like individual needs and goals.
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Maslow’s theory of the hierarchy of needs

The most recognized content theory of motivation is that of Abraham Maslow, who
explained motivation through the satisfaction of needs arranged in a hierarchical order. As
satisfied needs do not motivate, it is the dissatisfaction that moves us in the direction of
fulfillment.
Needs are conditions within the individual that are essential and necessary for the
maintenance of life and the nurturance of growth and well-being. Hunger and thirst
exemplify two biological needs that arise from the body’s requirement for food and water.
These are required nutriments for the maintenance of life.
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Alderfer’s ERG theory
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Alderfer’s theory of motivation expands on the work of Maslow and takes the premise of
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need categories a bit further. He observes that when lower needs are satisfied, they occupy
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less of our attention, but the higher needs tend to become more important, the more we
pursue them.
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He also observed a phenomenon that he called the frustration-regression process where
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when our higher needs are thwarted, we may regress to lower needs. This is especially
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important when it comes to motivating employees. When a sense of autonomy or the need
for mastery is compromised, say because of the structure of the work environment, the
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employee may focus more on the sense of security or relatedness the job provides.
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McClelland’s achievement motivation theory

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McClelland took a different approach to conceptualize needs and argued that needs are
developed and learned, and focused his research away from satisfaction. He was also
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adamant that only one dominant motive can be present in our behavior at a time.
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McClelland categorized the needs or motives into achievement, affiliation, and power and
saw them as being influenced by either internal drivers or extrinsic factors.
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Among all the prospects which man can have, the most comforting is, on the basis of his
present moral condition, to look forward to something permanent and to further progress
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toward a still better prospect. Immanuel Kant

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The drive for achievement arises out of the psychological need for competence and is
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defined as a striving for excellence against a standard that can originate from three sources
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of competition: the task itself, the competition with the self, and the competition against
others.
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High need for achievement can come from one’s social environment and socialization
influences, like parents who promote and value pursuit and standards of excellence, but it
can also be developed throughout life as a need for personal growth towards complexity
(Reeve, 2018).
Herzberg’s motivation-hygiene theory
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Herzberg’s two-factor theory, also known as motivation-hygiene theory, was originally

intended to address employee motivation and recognized two sources of job satisfaction.
He argued that motivating factors influence job satisfaction because they are based on an
individual’s need for personal growth: achievement, recognition, work itself, responsibility,
and advancement.
On the other hand, hygiene factors, which represented deficiency needs, defined the job
context and could make individuals unhappy with their job: company policy and
administration, supervision, salary, interpersonal relationships, and working conditions.
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Q. 4 b) How has the Pakistani society responded to this technological change?
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Answer:
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Society today is constantly dictated and changed by the latest and greatest technology that
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is available. Technology and human life have become one and cannot be separated. Society
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has a cyclical co-dependence on technology. We use technology; depend on technology in
our daily life and our needs and demands for technology keep on rising. Humans use
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technology to travel, to communicate, to learn, to do business and to live in comfort.
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Technology has changed our society. There’s no denying it that 20 years ago everything was
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different - the way we communicated and how we went about business. Our society has
witnessed a revolution. Technology has not only improved our society but has also made
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our lives easier. In this article we take a bird’s eye view of some of the major changes that
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appeared in our society and how it brought changes in our behaviors as a nation.
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Not long ago, there was only landline telephone and even that was not available to
everyone. Having landline telephone connection was considered snobbery. Then cell phone
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was introduced and in very short span of time it dramatically changed our lives and
impacted on our day-to-day matters. In recent timers, our communication has been made
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quick and efficient. Communication is used for a number of purposes. People use
technology to communicate with each other. Electronic media like radio, television, internet,
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and social media have improved the way we exchange ideas which can ultimately develop
our societies.
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Technology is positively impacting our transportation system. In recent times, we have

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witnessed that we can call a cab at our doorstep. Even we have e-ticking system in our city
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buses. Technology has also improved education and learning process. Many schools have
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started integrating educational technologies in their schools with a great aim of improving
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the way students learn. Technologies like smart whiteboards, computers, mobile phones,
ipads, projectors and internet are being used in classrooms to boost students’ moral to
learn. Visual education is becoming more popular and it has proved to be the best method
of learning in many subjects like mathematics, physics, biology, geography, economics and
much more. The business community has invested money in various educational
technologies which can be used by both teachers and their students. Because of technology
the era of online education has started in Pakistan.
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The pervasive use of mobile devices, the Internet and social media has changed the way we
live, work and communicate. Social networking uses have increased manifolds. There is
indeed a great diversity of social networking sites by countries and cultures. Even
uneducated people know how to use social media like facebook. Nowadays, we also stay
connected with old friends online.
Because of technology we have also revolutionised our medical fields too. Our hospitals are
more equipped with modern technologies and keep pace with the needs of today’s
patients. We have latest lab testing processes and complex surgeries like kidney transplant
and open heart surgeries are taking place in our hospitals and saving precious lives.
61
So far, these are some of the major areas which witnessed changes because of technology.
91
Realising the importance of technology in coming time our government established an
Information Technology university years back. Considering the impact of technology on our
91
society and the ongoing technology developments, we would certainly have a promising
-8
future for our coming generations.
04
{================}
03
Q. 5 a) Describe the development of yearly plans for school community
collaboration?
M
Answer:
CO
Great examples of school/community partnerships are happening all over the world. We
5.
need more of them, and we need to ensure they are healthy and relevant to the needs of
36
21st century learners. Throughout my journey setting up the Reinventing School Challenge,
I did a significant amount of research to ensure I had a thorough understanding of what
TS
existed already, what worked, and what was possible.

EN
The more I searched, the themes for successful school transformation emerged:
NM
• Community/business school partnerships

• Parental collaboration
IG
• Curriculum connected to real world experiences

SS
• Student voice
.A
• Cross generation learning

W
• Locals designing solutions to local problems

W
Whole Community Engagement Is Key

W
To lift up and raise our schools to a place that suits all 21st century learners, help needs to
come from many parts of the community. The leading roles should be alternated according
to the need and focus of the particular aspect of the transformation project.
If we respect each other and acknowledge our unique contribution, we can move forward
quickly in a positive environment where we can all be teachers and learners.
I'm approaching this post from an inclusive, design-focused view, and I put to you ideas
that target and engage the four main players I believe can make all the difference in
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transforming our schools and curriculum today: students, parents, seniors/grandparents and
local businesses.
Step 1: Expand Your Vision of School to Include Community
Ryan Bretag writes, "Educators shouldn't be the only ones contributing. The community
should be creating questions, puzzles, quotes, mind benders, trivia, philosophical and
ethical challenges, thought provoking videos, "graffiti walls," brainstorming spaces, and play
areas."
There are so many opportunities for experiential learning to happen out in the community
61
surrounding the school. We just need to find ways to connect core curriculum beyond the
classroom by attracting the right people and asking the right questions.
91
Step 2: Reach Out to All Stakeholders
91
One of the best ways to connect and create an authentic bond is to go to the people who
-8
matter most, and meet them on their own turf. A series of community walks are a great way
04
to start.
03
Get your teachers, some local businesses on board and go and knock on people's doors,
visit local businesses and senior homes and talk with them. Try the same approach with
M
groups of students. This time let the students communicate what they hope and wish for
CO
their school and encourage them to ask for mentoring and support.
Share your dreams for enhanced community-school partnerships, ask people what matters
5.
to them, ask them how they might help, and show them your passion. Deliver them an open
36
invitation to reconnect, collaborate and share their experience, skills and time to make a
TS
difference.
Step 3: Create a Community Resource Map
EN
A visual representation of your community and the various skills people have to offer is a
NM
super way to understand what community resources are available. If you build one, also
point out the materials people can supply at cost or for free, the time they can invest in
IG
projects, and how they can connect to curriculum, and classroom activities. Include the
networks they can utilize to raise awareness of the needs of local children and families, and
SS
always promote and foster resource-sharing and collaboration.

.A
Use libraries to advocate for school-community partnerships and student learning. Libraries
W
are important hubs and can provide meaningful connection points outside the school gates.
W
A community resource map can come in the form of a hand-drawn map (use a graphic
W
facilitator), Google Map, Mind Map or even a spreadsheet with some visual outputs.
Step 4: Connect with Curriculum
Much of what we learn as children and adults happens outside the classroom through real
world experiences and from our peers, mentors or on the job.
How might we connect today's core curriculum with the real world? That is an important
question that is in urgent need of answers. Kids today are asking far to often for relevance
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in what they are learning. "Why am I learning this? I'll never use this!" is a response far too
often heard form the mouths of young people today.
Let's find ways to work with local businesses and subject matter experts to connect core
curriculum to the outside world and design engaging learning experiences in and out of the
classroom. Check out Chapter 4 "Asking the Experts" from Kathleen Cushman's wonderful
book Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery.
Please consider using project-based learning. Try using a matching technique to match
students with subject matter experts, businesses and community organisations. Here is a
great book on the subject by Suzie Boss. Reinventing Project-Based Learning: Your Field
61
Guide to Real-World Projects in the Digital Age.
91
Let's not forget the largely untapped wealth of experience and knowledge that resides with
91
retires, grandparents and millions of socially isolated senior citizens in aged care facilities.
-8
Step 5: A Design Challenge for the Community
04
Here is an example of a community challenge to reinvent the school experience. I created
the Reinventing School Challenge earlier this year to encourage discussion, empower youth,
03
teachers and communities to design and facilitate change locally.
M
Reinventing school can mean lots of things such as redesigning classrooms, creating a
CO
community garden, creating an open and shared learning space, designing a course,
changing the way students participate in decision making, you name it!
5.
{================}
36
Q. 5 b) Analyze the response the Pakistani society to this change?

TS
Answer:
EN
No department of life – be it economic, cultural, religious or recreational – has been free

from the effect of this great transformation in progress. The old system of classification and
NM
stratification of society as a whole is changing gradually and slowly but surely and certainly.
We may go for some little changes. For instance, we may change clothing style. We may
IG
change our room setting. We may change our eating stuff. We may do whatever makes us
SS
happy.
.A
Movement is the stuff and essence of life, both for individual and the society. From the
W
independence day of August 14, 1947 up to date, Pakistan’s has been a society in transition.
The society of Pakistan is dynamic and therefore ever-changing, and its patterns are
W
changing transforming from time to time. The national society has been responding to the
W
challenges of environment, natural and man-made. No department of life – be it economic,

cultural, religious or recreational – has been free from the effect of this great transformation
in progress. The old system of classification and stratification of society as a whole is
changing gradually and slowly but surely and certainly.
The factors and circumstances responsible for these changes can be enumerated as below;
partition of sub-continent, technological and scientific inventions, growth of urbanization
and industrialization, expansion of commercial activities and international trade, changes in
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the economic structure of the country initiating the industrialization of its economy, the
spread of literacy resulting in the rise of a secular intelligentsia, the effect of the spread of
different ideologies of different political parties in the country, the impact of the highly
developed countries of the world on our society, the working and influence of the trade
union and co-operative movement, the expansion of the area reached by the mass media of
communication like radio, press, cinema, television etc. migration and finally cultural
diffusion.
Changes are the spice of life. Is it true? Of course YES! It is true because everybody needs a
change in whatever he is doing. We want changes around us. Monotonous life just makes
61
us feel bored. It is good to have a change. It is not important that we should go for big
changes everyday. We may go for little changes that should be pretty affordable. If we are
91
seeking for a healthy and entertaining life then changes are very important. Changes must
91
be positive. If we will go for negative ones then they will obviously have a negative impact
-8
upon our lives. Negative impacts are accountable for some more negative changes so we
need to be assiduous in this regard.
04
We may go for some little changes. For instance, we may change clothing style. We may
03
change our room setting. We may change our eating stuff. We may do whatever makes us
happy. Whatever you do to have a change but one ting is important that these changes
M
should not bother you in any way. Change your life the way you want to change but be
CO
careful that these changes should be better for all.
5.
{================}
36
TS
EN
NM
IG
SS
.A
W
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1 Www.Assignments365.

Course: Citizenship Education and Community Engagement (8606)

Q. 1 a) Explain the forms of social control?

due to emotion – repulsion and attraction, that individuals, generally come up as

Types or Forms of Social Control:

(1) Forms of social control as given by Karl Mannheim:

following two heads:

(a) Direct social control,

(d) More spontaneous social control:

decisions, desires, etc., is called more spontaneous social control.

(3) Forms of social control as given by Kimball Young:

(a) Positive social control, (b) Negative social control

(a) Positive social control:

the best possible manner in the society.

(b) Negative social control:

(a) Control by sanction:

nose, belching loudly, or standing unnecessarily close to another person.

generally impose time-based restrictions on speech. However, in the Christ Desert

vary across cultures.

Q. 2 a) Discuss different types of school and community relationships?

good working relationship among these stakeholders with particular emphasis on

Types of School Community Relationship

Q. 2 b) Discuss the role of community in improving the school environment?

communities searching for opportunities to revitalize themselves in a technologically

Community participation in school activities helps community members have a more

high academic achievement motivation. Community members need to be supportive by

collaborate with colleagues and update administrators on student progress. Frequently,

Teaching Individuals and Groups

Communication is both receptive and expressive. Teachers must be skilled at listening to

Q. 3 b) How can effective communication result improved management?

The role of management is to accomplish the goals of an organization. To do this, managers

communication. Following are some of the benefits of effective communication.

• Builds Relationships. A culture that promotes open communication reduces tension

The Communication-Process Model

describes how the information is sent and received.

The following diagram shows this model.

The communication-process model

Q. 4 a) Compare the theories of motivation from different school of thought?

constructs can increase or impair our ability to take goal-directed action.

Maslow’s theory of the hierarchy of needs

McClelland’s achievement motivation theory

toward a still better prospect. Immanuel Kant

Herzberg’s two-factor theory, also known as motivation-hygiene theory, was originally

Technology is positively impacting our transportation system. In recent times, we have

existed already, what worked, and what was possible.

• Community/business school partnerships

• Curriculum connected to real world experiences

• Cross generation learning

• Locals designing solutions to local problems

Whole Community Engagement Is Key

always promote and foster resource-sharing and collaboration.

Q. 5 b) Analyze the response the Pakistani society to this change?

No department of life – be it economic, cultural, religious or recreational – has been free

challenges of environment, natural and man-made. No department of life – be it economic,

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