Handouts SchoolorganizationIP3

HANDOUTS
Induction Program for Teachers (Phase III) 4
HANDOUTS
Handout 1.1
Organization, Administration and Management
Note: The Parameters are described in indigenous context, which differs from international context. The
management role is ‘Decisive’ while administration role is ‘Implementation’.
Instruction: Cut the boxes separately for Group Activity. An enlarged print can be used for activity.
Prepare 3 sets beforehand for activity.
Parameter Administration Management Organization

Concept Systematic process of Process of managing An entity, institution or
administering the interrelated affairs of business that comprises
function, jobs, policies, the business or of a group of people
and overall organization through working together for a
management process of planning, organizing, common goal.
a business or an leadership and control.
organization.
Responsibility It’s aim is to manage It’s work is formation of It’s business is to
the work done by others plans, policies, and connect works and staff
according to goals and procedures, of an institution.
objectives, enforcing for state government,
rules and regulations, companies,
etc. by creation of organizations and
strategic plans and NGO’s.
actions.
Components Top management and Group of people with It has several
stakeholders or owners specific skills and talents departments, including
of the organization for in human resource, Human resource, public
implementation of rules Decision making, Administration
and regulation. legislation, procedure,
ICT and accounts
Role Executive Legislation and Organizational
determination
Function Putting plans and Formulation of plans, Achieving a particular
policies into actions framing policies and purpose or defined
setting objectives objective
Authority Functional level Top level Low level
Examples School by principals. Secretary of Education Government
District administration Department, Deputy departments i.e.
by DEOs, Provincial Commissioner of Education department
administration by District, Assistant and non-governmental
Director Commissioner entities i.e. UNO, WHO
5 Induction Program for Teachers (Phase III)
Handout 1.2
Principles of School Organization
1. Fundamental principles of school organization
What is a principle? It is considered as a law, a doctrine, a policy, or a deep -seated belief
which governs the conduct of various types of human activities. It is a rule that is widely
accepted as a true system. For administrators and supervisors, it is very important to have
good principles because these will serve as guides in their reflective thinking and choice of
program activities. Principles are always considered helpful for several reasons.
1. To help for smooth running of school activity.
2. To save time.
3. To provide guidelines for actions.
4. To enable the people to pass information from one generation to another.
2. Principles of School Organization
There are few principles which are to be adapted.
 Protection of Social Values
The first principle of School Organization is to protect social values being a component
of the society. It must be preventive of general and specific aims of the society.
 Achievement of Specific Aims
The school must monitor the specific aims, effective and efficient teaching and develop
these to agree with the ideology of Pakistan.
 Interest of individual differences of every child
All children in schools do not have equal abilities, so this factor should be kept in mind
and the organization should be made in such a way that each child gets the
opportunity to develop their inner potentials.
 Co-operation with Society
A school can never achieve progress until the individual of the society develops a
positive attitude towards the school.
 The organization must be flexible
It should be flexible and balanced because the society always tends to change, and the
need of the human beings also changes with time.
 Comprehensiveness
Each and every aspect of the activity should be comprehensive, and a clear picture of
the organization should be presented
 Utility
Utilization of all the available resources help in achieving the desired goals
 Adaptability
It can facilitate our activities. The power of adaptability is the key to success
 Professional Growth
Teachers and other workers should be given proper training facilitation for better
performance
 Accountability
Analysis of the activities of the staff gives a positive result to the organization. The
principal should encourage hard workers and warn the laggards.
 Simplicity
Medium of instruction should be easy to follow.
 Reforms / Amendments
The door for reforms and amendment should be kept open, as there is always room
for improvement.
Reference:
Teaching of School organization & Classroom Management Code No. 513 Allama Iqbal Open
University Islamabad.
Handout 1.3
Meaning and Scope of School Organization
An organization is defined as the necessary combination of human efforts, material equipment
brought together in a systematic and effective correlation to accomplish the desired results.
An organization is a group of people working together in a deliberately structured situation to
accomplish group goals. Note the two key concepts in this definition: a deliberate structure and
group goals. If people have no identifiable common goals, or if they lack a defined structure for
achieving goals, then they are just a crowd, not an organization.
School organization comes under the broader umbrella of school management. The school
management deals with the overall policy framing and ensuring the smooth functioning of the
school, while the school organization is about the actual organization of resources, events,
personnel of a school. In a school, we find the distribution of work. Different people are
assigned duties and made responsible for the same. They are also given due powers to
discharge their duties effectively. The co-ordination between different personnel is also
ensured to organize the activities of the school properly. There is also a clearly laid down
organizational structure which exists in the school and which also helps in effective organization
of the school activities.
Thus, school organization means:
 Organization of different types of activities of a school
 Organization of Material resources of a school
 Organization of a school personnel
 Organization of ideas and principles into a school system which includes building
relationships, creating conducive climate for work at the school etc.
All in all, school organization means looking after the internal and external affairs of the school,
the proper use of the recourses available and taking proper care of the resources so that
teaching and learning can take place in a better way. There are three main roles in any school:
1. Learner
2. Curriculum
3. Teacher
Looking after their needs, providing the resources they require, and proper maintenance of
these resources is the basic goal of the organization. For example, school supplies etc.
Scope of School Organization

The scope of school organization is very vast. It includes; efficiency of the institution, securing
benefits of the school through practical measures, clarification of the functions of the school,
coordination of the educational programmes, sound educational planning, good direction,
efficient and systematic execution. It provides close collaboration and sense of sharing
responsibilities, organized purpose and dynamic approach.
The scope of school organization can be understood from the following points. Each point
includes a wide variety of activities involved in the school system. The points are as follow: -
Organization of academic and administrative work of a school:
This includes the major areas like planning the teaching work, organization of learning
resources such as library, e-content and also organization of co-curricular activities. The
organization of administrative work deals with organization of all the old and present records,
registers of different types and other documents of the school. They are to be well organized
and preserved. Besides, it includes the task of chalking out the duties and responsibilities of
administrative personnel for smooth administrative work.
Organization of physical resources of the school:
This helps in organizing all the physical resources of a school to ensure their optimum
utilization. Even planning for new resources is also considered under this.
Organization of organizers / personnel of the school:
This deals with assigning work to the school personnel, chalking out the duties and
responsibilities, delegating powers for decision making and directing and ensuring coordination
between different school personnel. In addition to this, it also refers to the organization of
various activities for ensuring their professional and personal growth, sustaining their
motivation and maintaining harmony and developing interpersonal relationships among them.
Democratic organization:
This refers to making the school, work democratically following the policy of participatory
management.
Organization of conducive climate for smooth working:
It is very important to make the school personnel work efficiently and devotedly. Mere salaries
will not help to develop a sense of commitment for an organization. Adequate working hours,
freedom to carry out innovations, scope for professional growth, acceptance of human
relationships and many other factors help in creating conducive climate for working. A good
school organization should always strive to create such type of climate which creates and
sustains the motivation of school personnel for the growth and development of the school.
Reference: http://bednti.blogspot.com/2015/01/principles-of-school-organization.html
Rubric for School Organization
The following rubric provides a good overview of what constitutes school organization.
Poor Basic Exemplary
Unit Size The school has not been Some smaller learning The teaming structure
divided into subunits; communities have been allows teachers to work
students are assigned to a established as appropriate, together for the maximum
single teacher in but teachers within the benefit of students; the
elementary school or to subunits do not have the schedule has been
single classes in high opportunity to engage in organized to allow for
school. joint planning. common planning time.
Deployment Extra. Teachers work Some “cover/assistant” All teachers in the school,
of Teachers completely independently teachers are integrated into work together to maximize
of the regular teachers, the regular classroom, but the learning of students;
resulting in fragmented both they and the regular “cover/assistant” teachers
instruction. teachers regard their roles provide their services as
as separate and part of normal classroom
supplemental to student instruction.
learning in the regular
classes.
Allocation of Space has been allocated Only some decisions Space is allocated to the
Space for different functions regarding the use of space various functions in ways
within the school are rational and support that maximize the learning
independent of the the school's mission. of all students. Teachers
instructional needs of who work together have
students and teachers, easy access to one another,
even when the school and students can find their
building would permit more way around easily.
suitable arrangements.
Grouping Permanent instructional Instructional groups based Teachers are free, within
groups that divide students on ability are not locked their teams, to move
according to real or into the school's students from group to
perceived ability are locked organization, but the school group as their learning
into the organizational culture does not support needs change. The school's
structure of the school; flexibility regarding student schedule is organized to
little or no flexibility to assignment to different permit maximum flexibility
change the groups is groups. for teachers to meet
possible. student needs.
Reference: http://www.ascd.org/publications/books/102109/chapters/School-Organization.aspx
Handout 1.4
Importance and advantages of School Organization
Importance of school organization is very vast. It includes; efficiency of the institution, securing
benefits of the school through practical measures, clarification of the functions of the school,
coordination of the educational programs, sound educational planning, right direction, efficient
and systematic execution. It provides close collaboration and sense of sharing responsibilities,
organized purpose and dynamic approach.
Importance:
School organization plays different functions like; brings efficiency, guide pupil to receive right
direction from the right teachers, enables the pupil to get profit from their learning, bring
coordination of the student-teacher-parents-society. It provides well defined policies and
programmes, favourable teaching learning situation, growth and development of human
beings, make use of appropriate materials, effective development of human qualities,
execution of the programs, arrangement of the activities, efforts for attainment of the
objectives etc.
In school organization, there is a great role of economy, men, and material to achieve the
desired objectives.
Advantages:
Some advantages of school organization are: -
 Successful achievement of school aims and objectives.
 Optimum and judicious use of resources by avoiding under and over utilization of school
resources.
 Best use of the capabilities of the school personnel by assigning work depending upon
their area of expertise, interest, experience.
 Effective use of time and increased clarity and efficiency of work due to clarity of duties
and responsibilities on the part of the school personnel.
 Helps create a professional image of the school.
 Stress on building relationships among the school personnel by increasing mutual trust,
interdependency, which are necessary in building team spirit among the school personnel.
 Develops cohesiveness and order in the organization for smooth running of systems and
staff
 Facilitates effective communication: it clearly defines channels of communication among

the members of the organization.
 Improves efficiency and quality of work: as everyone has their own defined job, therefore
people only concentrate on their given job which results in better efficiency and quality of
work.
 Cost reduction: as everyone knows its duty, it helps in reducing costs by not hiring extra
staff for any job. The smooth functioning of a school involves saving of time, increasing
clarity and ensuring efficiency of work.
HANDOUTS
Handout 2.1
Need of school administration
The need of school administration is to help create and foster an environment in which
students may learn effectively. All administrative duties and functions should be appraised in
terms of the contribution that they make to better instruction and to increase student
motivation and achievement.
There should be Total Quality Management to cater the needs of administration, curricular and
co-curricular activities of the school and the students. This can be achieved by perfect
understanding and co-ordination between the school management, staff and parents.
To make the work effective, efficient and easy, various school management committees be
formed each committee should comprise of two or three members. These committees are
examination committee, literary committee, cultural and sports committee etc. The
chairperson will be responsible for framing the programme for each academic year at the
beginning of the year and it proper execution as per schedule.
As we know the very fact that educational administration needs integration and co-ordination
of all the physical and human resources and educational elements. Besides this it requires a
great efficiency with it based on human sympathy, understanding, knowledge and skill. The
physical resources mainly contribute building equipment’s and instructional materials.
The human resources include pupils, teachers, supervisors, administrators and parents. The
additional elements comprise the various aspects of educational theory and practice including
philosophy of education, objectives of education, curriculum, method of teaching, discipline,
role of the teacher, rules and regulations etc.
These elements are “parts, made into whole” and are components brought into harmonious
relationship. So the purpose of doing such vital task is to fulfil different purposes which are
known as the need of educational administration.
1. To provide proper education to students:
This objective seeks to mention the fact that good education doesn’t mean education at a
very high cost as is practiced in modern public schools. Rather it means the right type of
education from the right type of teachers within reasonable cost. This objective also implies
quantitative expansion and qualitative improvement of education
2. To Ensure Adequate Utilization of All Resources:
For adequate realization of the various purposes of educational programmes there is the
need of ensuring adequate utilization of all available resources-human, material and
financial.
3. To Ensure Professional Ethics And Professional Development Among Teachers:
As teachers are the senior and mature human elements to accelerate the programme in
time their role is highly felt in this regard. They are to be encouraged and given the facility
to devise and try out innovative ideas on instruction and to participate in service education
programmes. In this context, it can be visualized that educational administration should aim
at developing a desire for hard work, dedication and commitment for their job among
teachers.
4. To organize Educational Programmes:
To organize educational programmes for acquainting students with the art of democratic
living and giving them excellent training in democratic citizenship.
5. To mobilize the community:
Like general administration, educational administration seeks to maintain and improve the
relations with the community. For this it should seek community support and co-operation
for quantitative expansion, qualitative improvements, smooth and fair examination in the
educational system.
6. To organize co-curricular activities
To organize co-curricular activities effectively for developing talents of students and work
efficiency of educational teachers.
7. To get the work done:
The most important objective of administration is to get the work done effectively,
efficiently and with satisfaction to the individuals and benefits to the society.
8. To prepare students:
To prepare students for taking their places in various vocations and avenues of life.
9. To train the students:
To train the students in developing scientific attitude and objective outlook among them
towards all aspects and activities of life.
10. To ensure qualitative improvement of education:
Good education can be provided to students by bringing qualitative improvement in
instruction. Regular supervision of teaching and guidance of teachers help to ensure quality
teaching in schools.
Handout 2.2 (a)

Authoritative Concept of School Administration
Autocratic Type of Administration:
In autocratic type of administration, institutions work properly with consistency and
smoothness. There exists no such thing as uncertainty in the matters of institute. In this type
of administration everybody remains busy in doing the assigned tasks. In autocratic
administration there are no two opinions as a result no controversy exists, therefore it
provides very little chances for grouping. There are constant checks; discipline prevails in
every corner of the institute. The administrator keeps vigilant eyes on the activities of his
subordinates. There is always a steady and constant work and no place for making excuses or
pretensions. In this type of administration nobody is above the law and law reigns supreme.
There are little chances of embezzlement because of the fear of accountability. This type of
administration is not time consuming. In other words, making of speedy and timely decisions
are very easy.
Demerits of this type of Administration
In this type of administration, one feels compelled rather than willing, there is no place for
healthy and positive criticism rather domineering attitude on the part of administrator rules
supreme.
This kind of administration gives birth to lack of confidence and lack of mutual
cooperation. Moreover, individuality replaces the unity of thinking and working. In this type
of administration there is no acceptance of human being as a human being but is rather
considered as a part of working machinery.
Unilateral decisions generate feelings of helplessness among subordinates. There is a lack of
enthusiasm, zeal, interest and sincerity. The head is almost exempted from
accountability. There are more chances of nepotism and favoritism on the part of
administration. It provides little place for flexibility. In other words, perhaps, rigidity is the soul
of this type of administration.
Reference: Taken from Dr. Arbab Afridi, School Organization & Management by Ex-Director
IER University of Peshawar.
Handout 2.2 (b)

Democratic Concept of School Administration
The democratic type of administration encourages the participants and staff in activities,
maintain positive relationships among students and teachers, explore the hidden creative
abilities of individuals, and fulfill the needs of school & society and regular evaluation of
performance of school.
It means this type of administration gives central position to ensure individual in an educational
process. This also develops interest for education and spirit of sacrifice for the country. The
school provides such activities to children that they bear love, Islamic values and become true
Muslims. The administration provides necessary appliances for curricular and co-curricular
activities. Activities are managed in such a way that the children may develop the habit of
cooperation and teamwork. The main objective of the school administration is to develop
abilities in such a manner that the individual could become an effective citizen of the state.
In the school program individual is the most important figure. Therefore the environment must
be favorable for the child that he could use his abilities properly and try to find out the
solutions of his problems by himself. According to “Swizzer” you can help the individual in
adaptation of new things only by sermon, but you cannot help the individual only when he
himself thinks of adopting new things too.
In democratic type of administration individual talents are recognized and opportunities are
provided to the individuals for the assortment of their talents. It provides healthy atmosphere
for competition among the individuals. Opinions are asked and hence everybody feels
responsible. This sense of responsibility brings about unity in thinking as well as in working.
Under this type of administration individuals feel responsible, enthusiastic and zealous
therefore teamwork is observed. In democratic administration policy making is usually
influenced by popular or established opinions.
Democratic administration provides conducive environment for listening to the opinions of

others. Thus tolerance and patience are created among individuals. This kind of administration
provides occasions for interaction and thus brings about mutual cooperation, respect and
confidence. Democratic administration provides occasions for individuals to share their
knowledge with each other. Moreover courageous attitude and self-esteem are developed
among the individuals. Democratic type of administration is very close to human nature and
temperament.
In this type of Administration healthy criticism is always welcomed and thus the deficiencies,
shortcomings and defects are easily removed. It gives liberty of thinking, expressions and
choices.
Demerits of this type of Administration
It is time consuming as opinion of each individual has to be asked and considered thus no quick
decisions take place.
It gives up liberty of thinking and speech; hence there are chances of of individuality and
disunity. In group activities, maintaining of discipline becomes difficult.
This kind of administration gives place to uncertainty in running the matters of the institutes.
The reasons are lack of speedy and timely decisions.
In this kind of administration an individual sometimes exploits the role of majority for their
individual interests rather than institutional interests.
As stated earlier a kind of leniency prevails in democratic type of administration therefore some
of the individuals may deviate from their responsibilities.
In this type of administration accountability is there but chances of embezzlement always exist
because of lack of checks on the part of the administrator.
In this type of administration there is danger of neglecting the decorum and mutual respect.
Reference:
Taken from Dr. Arbab Afridi, School Organization & Management by Ex-Director IER University
of Peshawar.
Handout 2.2 (c)

A Comparison of Modes and Medium of Communication between Autocratic
and Democratic School administration
Mode of communication Autocratic Medium of communication Autocratic
Verbal Non-Verbal Written Oral/Face to Face
I told you Stiff Circulars Reminders One to One meeting
Why didn’t you Always proving a point Memos General Staff
Do this now Generally disproving Emails meetings
Get it done Towering over you Warnings Training sessions
Still not done! Arms folded WhatsApp messages
You never meet Frowning
deadlines Never smiling
How many times do I Menacing eyes
have to tell you Pointing fingers
You must Cold
You are required to Likes to make things
I expect you to difficult
I want you to Reproving
Condescending
Patronizing
Mode of Communication Democratic Medium of communication Democratic
Verbal Non-Verbal Written Oral/Face to Face
We must try to Pleasant Circulars One on One

Let’s think about Flexible Reminders meetings
We are inviting staff Accepting Memos General Staff
to volunteer Warm Emails meetings
How about Welcoming Action Plans Agenda setting
What do you think Receptive Target setting Collaborative
What else do you Humble WhatsApp messages Planning sessions
think we can Facilitating Reflective sessions
Supportive Informal
Appreciative Professional
Empathetic Development hour
Handout 2.3
General Types of School Administration
Types of administration
School administration is the school’s main governing body, and it plays a major part in making
decisions related to students, faculty and the school’s overall status. There are several types of
school administration, depending on the school’s nature. These administrations oversee the
school’s development as well as the welfare of its students and faculty. More often, they are
also the only entity that bridges the relationship between the school and the community.
Centralization and decentralization: There are two types of school administration.
1. Centralization:
The process of transferring and assigning decision-making authority to higher levels of an
organizational hierarchy. In a centralized organization, the decision-making has been moved
to higher levels or tiers of the organization, such as a head office, or a corporate centre.
Knowledge, information and ideas are concentrated at the top, and decisions are cascaded
down the organization. The span of control of top managers is relatively broad, and there are
relatively many tiers in the organization e.g. the schools’ Heads occupies all powers to run the
school activities.
2. Decentralization:
The process of transferring and assigning decision-making authority to lower levels of an
organizational hierarchy. In a decentralized organization, the decision-making has been moved
to lower levels or tiers of the organization, such as divisions, branches, departments or
subsidiaries. Knowledge, information and ideas are flowing from the bottom to the top of the
organization. The span of control of top managers is relatively small, and there are relatively
few tiers in the organization, because there is more autonomy in the lower ranks e.g the
school head delegates the powers to his/her subordinates. Like admissions with drawls, the
admission committee, fund in charge and school discipline committee etc.
Strengths/characteristics of decentralization:
1. Philosophy/emphasis on: bottom-up, political, cultural and learning dynamics.
2. Decision-making: democratic, participative, and detailed.
3. Organizational change: emerging from interactions, organizational dynamics.
4. Execution: evolutionary, emergent. Flexible to adapt to minor issues and changes.
5. Participation, accountability.
Handout 2.4
Meaning and definitions of School Administration
School administration involves the management of all school operations, from creating a safe
learning environment to managing the school budget. To further define school administration,
one needs to consider the different areas of school administration and who performs these
school administrative duties.
School administration is a broad field that encompasses almost any topic related to the
operating of an academic institution, from managing a preschool to developing university
doctorate programs. Administrators can find many rewarding ways to develop their
professional skills in a variety of different work environments as they gain experience.
School administration involves planning directing organizing and controlling human and
material resources in an educational setting. Its scope includes but is not limited to the
following:
 Administration of School Personnel
 Administration of Finance and Budget Management
 School Building Management
 Curriculum Organization and management
 Guidance and Discipline
The major functions of school administration comprise:
 Planning of School Programmes and Activities
 Directing schoolwork
 Formulating and executing educational policies
 Coordinating administrative and supervisory activities
 Providing the necessary leadership
 Evaluating the teaching personnel and school progamme
 Keeping the records and reporting results
Reference:
https://learn.org/articles/What_is_School_Administration.html
https://www.scribd.com/document/344391076/The-Meaning-and-Scope-of-School-Administration-
and-Supervision
Handout 2.5
Top 6 Principles of School Administration
1. Structural Democracy:
Being the first principle of school administration in the modern era it puts stress on democracy
in structural perspective. It implies “the exercise of control” in democracy. The meaning of
exercise of control in this light should be such that, it helps the students as future citizens in
fulfilling their needs and requirements tending to their self-realization, safeguard the
democratic government and welfare of people at local, state and national levels.
This exercise of control refers to the meaning of democracy by treating each human being as,
“a living, growing and potentially flowering organism.” Hence in this principle of educational
administration the educational administration has to practice the principles of democracy both
in structural and functional form.
In this regard and educational administrator will be a fittest one who can manage autocracy as
and when necessary to achieve the goals of an educational programme. For actualizing it he has
to perform his duty as democratically as possible.
2. Operational Democracy:
This principle of school administration gives priority on the practical aspect of democracy as a
way of life and form of governance. To this, the essence of democracy is to give importance to
the dignity of every individual and assist him/her to understand him/herself in this context. This
principle considers democracy as a matter of spirit, way of life and a mode of behaviour.
Keeping this in view, it is the task and responsibility of a school administrator to focus on day to
day happenings in an educational perspective relevant to a democratic way of executing tasks
and instructions, making democracy a more practical rather than a formal endeavour. For
example, a school or an educational institution is regarded, as society in miniature form and all
actions and decisions taken at the micro level (school level) can be applied to a broader context
(macro level). People who support democracy expect schools or educational institutions to
practice democracy, as a matter of spirit, way of life and mode of behaviour to nurture a
democratic spirit in their children.
In this light, it should be the function of the school administrator to achieve democracy- for
which he/she must take the view of the students, consult with the staff, specialists, and
community members before taking any decision. This results in the emergence of a good and
an effective social order by the school or educational institution, as an agency of education.
Overall speaking this type of democracy as a principle of educational administration gives

importance to practicability and relevance of day to day applicability of democracy within the
educational perspective.
3. Justice:
Generally speaking, justice refers to providing every individual his due in the society by
honouring their individuality. This meaning of justice is the essence of democracy. As justice is
one of the basic hallmarks of democratic administration, it is regarded as an essential principle
of school administration, which is democratic in form and practice. To ensure justice is carried
out, school administrators must give due reward to every individual for their efforts and
achievements.
Besides, every individual is to be given tasks or assignments in accordance with their needs,
requirements, abilities, aptitudes etc. Hence the educational administrators must be judicious
while dealing with employees, students and public. But in Practice this does not happen, as the
educational administrators very often, arbitrarily exercise discretionary powers and apply
uniform rules narrowly to support any one point.
And, uniformity of rules does not ensure equality, which is necessary to safeguard the
individual’s interest in another point. This nature of the educational administrator goes against
the very essence of justice, as it is to be free from such biases. Hence the educational
administrators have to reduce this tendency to the minimum for making justice beneficial,
healthy and impartial in nature and approach as a principle of modern educational
administration.
4. Equality of Opportunity:
One of the important social objectives of education is to equalize opportunity or facility for
enabling the backward or under privileged classes and individuals to use education as a means
for improvement of their condition.
In order to keep equality of opportunity in concrete shape in the field of education, educational
administration plays a vital role. For this, greater emphasis should be given on equality of
educational opportunity for the sake of accelerating the process of building up of on egalitarian
human society in which the age-old social exploitation is reduced to minimum.
The principle of uniformity is not to be practiced and maintained in the field of educational
administration as equality does not refer to uniformity. The cause is that opportunity means to
provide adequate facility or scope to every individual for his development. In this context, the
reasons for existence of inequalities of educational opportunities cited by the Education

Commission (1964-66) can be highlighted which must be stressed in the field of educational
administration.
These are:
a) In equal distribution of educational institutions throughout the country.
b) Poverty of a large Section of the population and relative affluence of a small minority.
c) Disparity between the education of boys and girls at all stages and in all sectors of
education.
d) Disparity of educational development between the advanced classes and the backward
classes
Every society that values social justice and is anxious to improve conditions that surround the
common man and cultivate all available talents, must ensure progressive equality of
educational opportunity to all sections of the population. In this context it should be the task of
educational administration to make special efforts for equalizing educational opportunities by
reducing the above cited problems. As a result, equality of opportunity in the educational
process will be practiced by educational administration as one of its principles.
5. Prudence:
Generally speaking, prudence refers to thinking or planning or showing thought for future.
Being contextual in approach, it can be said that the futuristic outlook, vision and forward
looking must be incorporated in the field of administration. Like general administration, school
administration has to practice the exercise of foresight skill and vision with respect to matters
concerning practical living and utility of the system of administration in future by the
educational administrator.
This principle “Prudence” is closely related to intelligent economy which implies quality control.
In order to ensure quality control in the field of education, educational administration has to
make expenditure on education by accepting it as an investment on human resource. Because
without necessary expenditure on education there will be no question of quality and then what
about the matter of quality control?
It is evident from several studies that now in educational administration there lies a lot of
wasteful expenditure for which the system of check and balance is essential. The system of
check and balance is prudential in nature which seeks to protect an educational institution or
organisation, an enterprise from misbehaviours and misappropriation by an official or authority

as misuse of power and funds that creates mischief.
It is known to one and all that misuse of power and money leads to the loss of trust in general.
Hence like general administration in school administration there is the necessity of the system
of “check and balance” to prevent such misuse. This will be done if school administration
accepts it as its principle in real situation.
Those who are good sociable, democratic competent and welfare-oriented school
administrators, liberty is granted to them for not making the system of “check and balance”
rigid. Because it is essential to give freedom to the competent and delicate persons, who keep
the interest of good administration close to their heart.
They give a differential treatment to different students, staffs, officials and community
members as per their need remaining within the jurisdiction of school administration. Besides
an educational administrator in order to be prudent must have simplicity, understanding
capacity democratic spirit and effective communication ability.
6. Adaptability, Flexibility and Stability:
An institution must be able to adjust with changing situations by fulfilling the developing needs
and by improving its day-to-day dealings with persons or agencies involved. This characteristic
of an institution is called adaptability. In the process of achieving its educational objectives, it
has to deal differently with different human beings like teachers, parents and the public at
large, who are affected in one way or other by the process or its products. This tendency is
called flexibility.
The educational institution however must be able to achieve adaptability without creating any
dislocation or disruption in its process and achievements, this property is called stability. An
institution must have these three characteristics in order to be able to achieve its objectives
adequately and to give due regard to all persons concerned in some way or other.
These three characteristics are dynamic, especially, adaptability and flexibility, stability,
however, keeps a prudential check on the change which helps retain good in the old and
replaces bad in the new. Hence, careful evaluation of the old as well as the new is an essential
feature of stability.
Adaptability is concerned with acts of change and flexibility to a great extent to counteract with
uniformity and stability is mainly the counterweight to adaptability. Thus, on the whole,
adaptability is the capacity of an enterprise to change, to develop and to improve. Flexibility is
the capacity of an institution to react in variance with persons and situations affected and to
warn against the dangers of uniformity.
Stability on the other hand is the capacity of an organisation to safeguard the merits of the old
while it is in the process of change. Hence, all these three qualities of adaptability, flexibility
and stability are complementary to each other.
Reference:
http://www.yourarticlelibrary.com/educational-management/educational-administration/top-
6-principles-of-educational-administration/63731
HANDOUTS
Handout 3.1
Purpose of supervision
The improvement of teaching and learning is the general purpose of supervision. A basic
premise of supervision is that a teacher’s instructional behaviour affects student learning. An
examination of instructional behaviours can lead to improvement in teaching and learning.
The Northern Bedford County School District identifies the following specific purposes of
supervision:
 Acknowledge that teachers are individuals and professionals with different needs and
interests.
 Define supervision as an art and science.
 Consider that taken together, passion for learning and reflective practice provides
modelling and the basis for individual perception and insight.
 Maximize individual growth through reflective practice and professional dialogue.
 Provide time and support for growth and change.
 Encourage self-initiated professional development.
 Develop an educational environment characterized by collaboration, cooperation, and
communicating yielding a supportive, non-threatening environment to foster
professional growth.
 Assert that all faculty have a professional responsibility to continually learn and
improve.
 Provide support and guidance
 Help with time management
 Make students aware of intermediate and final deadlines
 Ensure that students get the most out of their project and have all the resources that
they need.
 Get help in counseling, planning, and talking with each other about how to improve
the teaching-learning situation in school
 Improve teaching-learning activities in schools known as “supervision of instruction
 Help teachers improve their work performances and also for addressing vital ethical
issues, consider career pathways that enrich their work experiences, and hone
professional leadership skills
 Instil best practices in the teaching learning process in order to increase the learning
outcomes of students through high academic achievements and high success rates
 Supervise in assessing the school not only in the dimension of improving instruction
but also in identifying some of the school’s most urgent needs for quality control and
assurance in classroom practices
 Assess teachers’ work performances through supervision, teachers become aware of
their weaknesses and strengths and seek ways of self-improvement based on tangible
criteria and constructive feedback mechanism provided by supervision practices.
 Help teachers improve their work performances.
 Develop the ability and confidence they need in classroom practices.
 Ensure professional growth and teaching quality.
 To set up suitable goals for the educational institutions.
 To induct the newly appointed teachers into the school and into the profession.
 To help teachers to analyse critically their own activities.
 To unify teachers into a team.
 To assist teachers and diagnosing learner’s needs.
 To develop professional awareness and concern for the profession.
Reference:
 http://edchat.blogspot.com/2011/01/principles-of-school-management.html
 http://edchat.blogspot.com/2011/01/definition-and-purpose-of-school.html
 https://www.academia.edu/14102999/SCHOOL_SUPERVISION_Definition_of_School_S
upervision
Handout 3.2
Supervisory role of School Heads
Role of Supervisors
The supervisor has to perform different roles to improve instruction in school. He/she has to
perform the role of coordinator, planner, consultant, group leader, organizer, evaluator,
motivator, technician, manager, team builder, problem solver. In the role of supervision, one
must absorb internal and external information, make critical decisions, be an effective
communicator, encourage morale boosting and build confidence among the staff. All this
ultimately results in amicable resolution of conflicts, leads to conducive climate for professional
growth.
Therefore, the supervisor who demonstrates attributes and attitudes such as: empathy,
resoluteness, clarity of vision, sound judgment, professional competence, commitment and
selflessness, trustworthiness, assertiveness, an innovative way of thinking and a sense of
humour, are more likely to achieve their objectives of leading change in the teaching and
learning settings.
The headmaster is the overall in charge of the school. He/she supervises the whole school
program and bears the ultimate responsibility for performance, proficiency and
effectiveness of all school programs and peer counseling program inclusive.
Thus, the principals’ supervisory roles for quality education and effective school administration
would be discussed under the followings:
1. The Principals’ Supervisory Role in Teacher’s Utilization of Relevant Instructional
Materials
Effective teaching and learning depend to a large extent on the use of relevant instructional
materials. Instructional materials refer to all the items that can help the teacher to accomplish
the teaching task. These items include audio-visual materials, chalkboard, textbooks,
workbooks, charts and globes. Instructional materials are very vital to the achievement of
educational objectives. Its importance cannot be overemphasized. It is therefore paramount
that the principal ensures that adequate instructional materials are available for the teachers
use and that the teachers use them effectively to make their teaching effective.
2. The Principals’ Supervisory Role in Maintenance of Equipment and Facilities/school plant
School equipment and forms of school facilities also known as the school plant are also
important elements needed for the realization of educational goal and objectives. School
equipment and facilities comprise all the things that have been put in place to aid effective
teaching and learning. The main equipment and facilities in school include the following:
 Sporting equipment, teaching aids, photocopies, computers, classroom, hostels, staff
quarters, administrative blocks, libraries, laboratories, furniture: desks, table, chair, beds,
vehicles, meters, fans, Water supply infrastructure etc.
 The maintenance of all the above facilities and equipment is an important aspect of school
administration schools. The principal as the head has the difficult task of keeping school
facilities in good shape at all times.
3. The Principals’ Supervisory Role in Staff development for Quality Education delivery
Personnel in school system comprise all academic and non-academic staff. It is the principal’s
responsibility to establish a process that will ensure that every staff contributes maximally to
the effectiveness of the school. Adesina (1980) describes personnel management in the school
system as comprising of recruitment, selection, induction, appraisal, development, security,
compensation, motivation and the general satisfaction of all employees in the school.
Teachers (academic staff) are the most important set of people that the principal relates to
frequently. Apart from this, the quality of teaching staff determines to a large extent the
success of instructional activities.
It is the role of the principal to give attention to the proper orientation of his new staff
members. The principal must make a constant effort to stimulate in-service growth.
Staff Development: Education is an ongoing process, which is constantly changing. Therefore,
the educationists must constantly keep abreast of such changes. Teachers need to be current in
the subject matter and in new techniques of teaching.
There are a variety of programmes that can be developed to meet the professional needs of
teachers. These include: workshops, seminars, refresher courses, exchange teaching,
professional writing, staff meetings, courses of study at colleges of education, post graduate
studies at university and participation in the evaluation of school programmes. Therefore, the
importance of staff training and development in motivating teachers and attainment of
educational objectives cannot be over emphasized.
4. The Principals’ Supervisory Role in the Evaluation of Students Academic Programmes
Evaluation has been defined in several ways by different authors, Sergiovanni (1995) believes
that evaluation plays a major role, defining evaluation as a process which should describe and
highlight the teaching and learning that happens each day in the classroom. Consequently, the
evaluation of students’ academic programme may be described as the process of determining

the progress in students, learning from time to time. The traditional method of evaluating the
student’s academic performance used to be the final examinations. However, it is assumed that
one particular examination cannot help teachers and principals understand students’
programme. This is because there are other varieties of techniques of assessing students. Some
of them include the following:
(i) School Performance Records
(ii) Continuous Assessment
(iii) Cumulative Records
(iv) Test, both standardized and Teachers made; therefore, a principal should
encourage teachers to keep such records by providing the necessary materials.
5. The principal’s supervisory role as the peer coordinator
By providing counseling for peer group members and looking after the welfare of the students
involved in the scheme, not only the important issue of their emotional welfare, but ensuring
that, time wise, they can cope with their academic work.
6. The principal’s supervisory role as a planner and manager of educational experiences
In the supervisory role, the Principal keeps a close follow up on his/her staff members, which
contributes to the development of knowledge, skills, personal qualities, habits of thoughts,
decision-making and proper attitude of their students. In addition, a few other academic roles
of the supervisor are to oversee the teaching and learning activities, maintaining, and
enhancing educational standards, evaluating and improving the teaching and learning process,
evaluating and assessing learners’ achievements and finally organizing co-curricular activities.
Reference:
 http://www.worldresearchlibrary.org/up_proc/pdf/166-145456781819-28.pdf
 https://www.researchgate.net/publication/313765840_The_Supervisory_Role_of_the_Hea
dmaster_at_the_Higher_Secondary_Level_A_Teacher's_Perception
Handout 3.3
Meaning and concept of Supervision
The dictionary of education defines supervision as “all efforts of designed schools towards
providing leadership to teachers and other educational workers in the improvement of
instruction; involves the stimulation of professional growth and development of teachers, the
selection and revision of educational objectives, materials on instruction and methods of
teaching and the evaluation of instruction.” Here the word “supervision” means to guide and
stimulate the activities of teachers with a view to improve them, i.e., teaching as well as
instruction and promoting professional growth.
According to Adams and Dickey, “Supervision is a planned programme for the improvement.” It
exists in their opinion for one reason only to improve teaching and learning. So, it is mainly
concerned with “development of teachers and pupils.”
According to Willes (1955:399), “supervision is supporting, assisting and sharing rather than
directing”.
“In the modern educational system, the term supervision has got a very significant position
from the point of view of the role played by it. Due to the enhancement of its importance in the
present educational system its prime purpose has been changed now. Researchers and
Educationists previously agreed upon the fact that supervision is primarily concerned for the
purpose of improving instruction.
Now-a-days the concept of supervision has been changed. It is not concerned merely with
improvement of teachers as it was conceived in the previous days, when the supervisory
activities were directive and prescriptive. But now according to some experts, supervision
requires a super plus vision a superior perspective attended by special preparation and
position. To them the primary function of supervisors of all types is leadership, encouragement
and recognition of leadership in any other person either in the professional staff or among the
community participants.
Qualities of Supervisor:
According to Sweargingen, the qualities of supervision as under
1. Approachability
2. Perceptiveness’
3. Aspiration and Faith
4. Becomingness
5. Imagination and Resourcefulness

6. The ability to help others, contribute to this vision and to perceive and to act in
accordance with it.
So it is now clear that the modern concept of supervision centers round the basic concept of
instructional improvement through leadership and co-operation of all the agencies concerned.
Keeping this in view Neagly and Evans have strongly viewed that, “Modern supervision in school
is positive democratic action aimed at the improvement of classroom instruction through the
continued growth of all concerned- the educator, the teacher, the supervisor, the administrator
and the parents of others interested lay person.”
It has been clearly visualized that the supervision seeks to be democratic in nature which
demands constant efforts on the part of the supervisor.
Supervision should be democratic and cooperative in nature. It should be established on
maintenance of satisfactory inter-personal relationship. The supervisor is concerned with
communication within a group as leadership depends on better social interaction-
communication, which should be a two-way process from the supervisor. It should be
comprehensive in scope and it should embrace the total school program.
Supervision is a creative work so it should be to draw out the best in teachers to stimulate them
for further necessary action.
Handout 3.4 (a)

Kinds of Supervision
Following are the various kinds of supervision styles.
1. Autocratic or Authoritarian supervision:
Under this type, the supervisor exerts absolute power and wants complete obedience from
his subordinates. He wants everything to be done strictly according to his instructions and
never likes any intervention from his subordinates. This type of supervision tackles
indiscipline.
2. Laissez-faire or free-rein supervision:
This is also known as independent supervision. Under this type of supervision, maximum
freedom is allowed to the subordinates. The supervisor never interferes in the work of the
subordinates. In other words, full freedom is given to workers to do their jobs. Subordinates
are encouraged to solve their problems themselves.
3. Democratic supervision:
Under this type, supervisor acts according to mutual consent and discussion or in other
words he consults subordinates in the process of decision making. This is also known as
participative or consultative supervision. Subordinates are encouraged to give suggestions,
take initiative and exercise free judgment. This results in job satisfaction and improved
morale of employees.
It has been clearly visualized that this supervision style guides and motivates growth among
teachers in a school, both individually and collectively leading to effective performance.
4. Bureaucratic supervision:
Under this type, certain working rules and regulations are laid down by the supervisor and
all the subordinates are required to follow these rules and regulations very strictly. A
serious note is taken in case of any violation of rules and regulations laid down by the
supervisor. This brings about stability and uniformity in the organization. But in actual
practice it has been observed that there are delays and inefficiency in work due to the
bureaucratic supervision style.
Reference:
A.I.O.U. (1991). Educational Management and Supervision, Code No 6502, course M.A
Education, Islamabad: Allama Iqbal Open University Press.
Handout 3.4 (b)

Kinds of Supervision in Education
1. Inspection: This is the first supervision in the sense that the teacher becomes alert about his
duties and responsibilities after being sure that his duties can be inspected all of a sudden when
he is in the classroom. So this type of supervision activates the teacher to have proper
readiness to deliver good teaching in the classroom. Besides, some teachers don’t discharge
their duties properly after knowing all these things. And it has been seen that they are
penalized for not taking the class in time. On the contrary, sincere teachers are rewarded for
rendering proper duties and responsibilities. This type of supervision is acceptable in almost all
the developed countries of the world till now because of its balanced and positive effect on all
the elements which are closely associated with it.
2. Absolute Freedom: This type of supervision is not suitable in the modern context as it stresses
the autocratic attitude of the teacher in teaching in one point and no inspecting authority to
inspect his teaching. However, it is a type of supervision that was used in the United States of
America once upon a time.
3. Compulsion Type: It leads to the creation of misunderstanding in the human relationship
between the inspecting person and the teacher. But it can be seriously said that the inspecting
officers who are good and humble and have balanced personalities don’t exercise their
autocratic attitude in supervision. This tendency among good inspecting officers enables the
teacher to teach properly.
4. Training and Direction: It is appreciated in the modern educational system because of its
positive and lasting impact on the teaching performance of teachers. To this supervision as
students or pupils are the central points in the teaching-learning process, the teaching program
should be following the needs of every child. For this, the teachers should be given in-service
training on the latest developed methods of teaching for different subjects. After that, the
supervision work should be done. This type of supervision develops a great deal of interest,
self-confidence, and creativity among teachers to teach their subjects.
5. Democratic Leadership: It says that there will be no improvement of teaching and learning only
through teachers. Rather the high-level officers as the supervisory personnel have to
participate in the teaching program actively and help the teachers by giving suggestions for
improvement if any in private. For this, the supervisory personnel has to become aware of the
problems and issues that arise in the field of teaching and learning and will try and help the
teachers to solve them.
Handout 3.5
Components of supervision
The first 3 components relate to the working alliance between supervisor and supervisee.
This relationship is an essential base for supervision.
1. This relationship should be supportive, where the supervisor should be interested and
motivated in teaching the supervisee, in a manner that makes the supervisee feel heard,
encouraged, and capable. In a supportive supervisory relationship, supervisees should feel
comfortable in discussing both personal and departmental challenges that arise when
working.
2. This relationship should involve mutual trust. Supervisees should know that the supervisor
will teach them the skills needed to perform ethical and effective work. Supervisors should
actively work to create a safe, professional, and inviting environment for open discussion
on challenging and complex issues and matters related to supervisees’ training.
3. Supervisors should be especially aware of their own possible discomfort with difficult
conversations, (e.g., regarding difficult feedback or boundary setting) and rather than
avoiding such discussions actively work to reduce the impact of their discomfort on their
supervisory practices.
4. The supervisor should use self-disclosure, as appropriate, to demonstrate this mutual
trust and encourage and welcome ongoing feedback from the supervisee regarding the
supervisory relationship to help mitigate supervisee tendencies towards non-disclosure.
5. Last, the supervisory relationship should be marked by two-way respect. This includes
being willing to provide constructive feedback to supervisees, and likewise, to be open and
receptive to receiving constructive feedback from supervisees as well.
6. Supervision also involves devoting enough time to supervision. We believe that the “right”
amount should be determined by asking oneself:
o Is client safety ensured?
o Is my supervisee receiving adequate and developmentally appropriate feedback to
enable learning the basic skills needed? If the answer to either of these is “no,” then
more supervision time is perhaps required. Supervisees also need to feel adequately
supported in their assigned role, in order to facilitate trainee growth and the
working alliance.
7. Supervision requires investment on behalf of the supervisor. This includes providing the
supervisee with clear expectations at the start of the supervisory relationship, fulfilling the
requirements of the trainee’s placement (such as using the institutions evaluation form
and teaching the expected skills), and providing supervision that is developmentally
appropriate for the supervisee.
8. Expert coaching:
The supervisor is an expert, and coach provides expertise in all activities of schools for
smooth running.
9. Facilitating:
Being a facilitator, the supervisor provides necessary facilitation to the school staff and
students for improvement and quality assurance.
10. Mentoring:
The supervisor mentors the students and staff wherever it is required for better outcomes.
11. Sponsoring
As sponsor he/she assist the students and teachers for technical support.
12. Reflective practice
As a reflective practitioner, he/she explores new ideas and encourages critical discussion.
Conclusion
The first three components of supervision were deemed essential to balance power
differentials inherent in this delicate working relationship. Providing supervision that
is supportive, trusting, and respectful creates an open and collaborative learning environment.
This foundation sets the stage for the relationship to thrive.
Although likely more challenging to enact, the last two components of time and investment are
critical: they not only create a platform for supervisors to provide supervision, but also enrich
the quality of the learning experience. Supervision establishes these core components of
competent and responsible supervision.
Handout 3.6
Characteristics of Supervisor
The trainee teachers will paste the following sentences against the proper kinds of supervision
Following are the various kinds of supervision.
1) The supervisor wields absolute power and wants complete obedience from his
subordinates.
2) The supervisor wants everything to be done strictly according to his instructions and
never likes any intervention from his subordinates.
3) Known as independent supervision.
4) Maximum freedom is allowed to the subordinates.
5) The supervisor never interferes in the work of the subordinates.
6) Full freedom is given to workers to do their jobs. Subordinates are encouraged to solve
their problems themselves.
7) Supervisor acts according to mutual consent and discussion
8) Supervisor consults subordinates in the process of decision making.
9) Known as participative or consultative supervision.
10) Subordinates are encouraged to give suggestions.
11) It has been clearly visualized that this supervision style guides and motivates growth
among teachers in a school
12) Certain working rules and regulations are laid down.
13) Supervisor and all the subordinates are required to follow the rules and regulations very
strictly.
14) A serious note is taken in case of any violation of rules and regulations laid down by the
supervisor.
15) This brings about stability and uniformity in the organization.
Worksheet 3.1
Instruction: Read the purposes of supervision in column A and complete columns B and C
Column A Column B Column C

Purposes of school Role of head teachers Effect on teachers/ teaching
supervision learning
acknowledge that
_________________________ _________________________
teachers are individuals
_________________________ _________________________
and professionals with
_________________________ _________________________
different needs and
_________________________ _________________________
interests
_________________________ _________________________
help teachers improve

_________________________ _________________________
their work performances,
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
ensure professional
_________________________ _________________________
growth and teaching
_________________________ _________________________
quality
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
supervise in assessing the

school not only in the _________________________ _________________________
dimension of improving _________________________ _________________________
instruction but also in
identifying some of the _________________________ _________________________
school’s most urgent _________________________ _________________________
needs for quality control
_________________________ _________________________
instil best practices in the

teaching learning process _________________________ _________________________
in order to increase the _________________________ _________________________
learning outcomes of
students through high _________________________ _________________________
academic achievements
and high success rates _________________________ _________________________
provide time and support

_________________________ _________________________
for growth and change of
_________________________ _________________________
teachers and learners.
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
encourage self-initiated
_________________________ _________________________
professional
_________________________ _________________________
development.
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
develop an educational
environment _________________________ _________________________
characterized by _________________________ _________________________
collaboration,
cooperation, and _________________________ _________________________
communicating yielding a _________________________ _________________________
supportive, non-
threatening environment _________________________ _________________________
to foster professional _________________________ _________________________
growth.
maximize individual
_________________________ _________________________
growth through reflective
_________________________ _________________________
practice and professional
_________________________ _________________________
dialogue.
_________________________ _________________________
_________________________ _________________________
provide support and

_________________________ _________________________
guidance
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
HANDOUTS
Handout 4.1
Importance and role of human relationship
Relationships between school staff and management are of substantial value in any workplace.
Human Relations is the process of training staff, addressing their needs, fostering a workplace
culture and resolving conflicts between different staff members and management.
Understanding some of the ways that human relations can impact teaching learning process
and competitiveness of the staff.
1. Staff Collaboration and school Culture
Human relations in the school are a major part of what makes a teaching work effective.
Employees must frequently work together to communicate ideas and provide motivation
to get things done. Without a stable and inviting school culture, difficult challenges can
arise.
2. Motivation and Productivity
Workplace relationships provide a source of employee motivation, which is important to
maintaining productivity. Employees who are interested in their work and in the well-
being of other employees tend to be more productive than those who are not.
3. Fostering the creativity of teaching staff:
The head of institutions encourages staff members who come up with new ideas by giving
him/her both moral and financial support. For example, science practical work, art and
craft, collection of plant, seeds and study strips not only do the staff members need
finances, they also want encouragement and support.
Reference:
https://smallbusiness.chron.com/importance-human-relations-workplace-23061.html
Handout 4.2
Efficiency and discipline rules of the government of the Khyber Pakhtunkhwa
GOVERNMENT OF THE KHYBER PAKHTUNKHWA ESTABLISHMENT AND

ADMINISTRATION DEPARTMENT.
NOTIFICATION
Peshawar dated the 16th September, 2011.

NO.SO(REG-VI) E&AD/2-6/2010..-In exercise of the powers conferred by section 26, of
the Khyber Pakhtunkhwa Civil Servants Act. 1973 (Khyber Pakhtunkhwa Act No. XVIII of 1973),
the Chief Minister of the Khyber Pakhtunkhwa is pleased to make the following rules, namely:
1. Short title, application and commencement.—(1) These rules may be called the Khyber
Pakhtunkhwa Government Servants (Efficiency and Discipline) Rules, 2011.
(2) These shall apply to every person who is a member of the civil service of the Province or
is the holder of a civil post in connection with the affairs of the Province and shall also
apply to or in relation to a person in temporary employment in the civil service or post
in connection with affairs of the Province.
(3) These shall come into force at once.
2. Definitions.—(1) In these rules, unless the context otherwise requires, the following
expressions shall have the meanings hereby respectively assigned to them, that is to
say-
(a) "accused" means a person in Government service against whom action is initiated under
these rules;
(b) "appellate authority" means the authority next above the competent authority to which
an appeal lies against the orders of the competent authority;
(c) "appointing authority" means an authority declared or notified as such by an order of
Government under the Khyber Pakhtunkhwa Civil Servants Act, 1973 (Khyber
Pakhtunkhwa Act No. XVIII of 1973) and the rules made thereunder or an authority as
notified under the specific laws/rules of Government;
(d) "charges" means allegations framed against the accused pertaining to acts of omission
or commission cognizable under these rules:
(e) "Chief Minister" means the Chief Minister of the Khyber Pakhtunkhwa;
(f) "competent authority" means-
(g) the respective appointing authority;
(h) in relation to a Government servant of a tribunal or court functioning under
Government, the appointing authority or the Chairman or presiding officer of such
tribunal or court, as the case may be, authorized by the appointing authority to exercise
the powers of the competent authority under these rules:
Provided that where two or more Government servants are to be proceeded against jointly, the
competent authority in relation to the accused Government servant senior most shall be the
competent authority in respect of all the accused.
(g) "corruption" means-
(i) accepting or obtaining or offering any gratification or valuable thing, directly or
indirectly, other than legal remuneration, as a reward for doing or for bearing to do
any official act; or
(ii) dishonestly or fraudulently misappropriating, or indulging in embezzlement or
misusing Government property or resources; or
(iii) entering into plea bargain under any law for the time being in force and returning
the assets or gains acquired through corruption or corrupt practices voluntarily; or
(iv) possession of pecuniary sources or property by a Government servant or any of his
dependents or any other person, through his or on his behalf, which cannot be
accounted for and which are disproportionate to his known sources of income; or
(v) maintaining a standard of living beyond known sources of income; or
(vi) having a reputation of being corrupt;
(h) "Governor" means the Governor of the Khyber Pakhtunkhwa;
(i) "inefficiency" means failure to efficiently perform functions assigned to a Government
servant in the discharge of his duties;
(j) "inquiry committee" means a committee of two or more officers, headed by a convener,
as may be appointed by the competent authority under these rules;
(k) "inquiry officer" means an officer appointed by the competent authority under these
rules;
(l) “misconduct” includes-
(i) conduct prejudicial to good order or service discipline; or
(ii) conduct contrary to the Khyber Pakhtunkhwa Province Government Servants
(Conduct) Rules, 1987, for the time being in force; or
(iii) conduct unbecoming of Government servant and a gentleman; or
(iv) involvement or participation for gains, directly or indirectly, in industry, trade, or
speculative transactions by abuse or misuse of official position to gain undue
advantage or assumption of such financial or other obligations in relation to
private institutions or persons as may compromise the performance of official
duties or functions; or
(v) any act to bring or attempt to bring outside influence, directly or indirectly, to
bear on the Governor, the Chief Minister, a Minister or any other Government
officer in respect of any matter relating to the appointment, promotion, transfer
or other conditions of service; or
(vi) making appointment or having been appointed or promoted on extraneous

grounds in violation of any law or rules; or
(vii) conviction for a moral offence by a court of law.
(2) Words and expressions used but not defined in these rules shall have the same
meanings as are assigned to them in the Khyber Pakhtunkhwa Civil Servants Act, 1973 (Khyber
Pakhtunkhwa Act No XVIII of 1973) or any other statutory order or rules of Government for the
time being in force.
3. Grounds for proceedings.—A Government servant shall be liable to be proceeded
against under these rules, if he is-
(a) inefficient or has ceased to be efficient for any reason; or
(b) guilty of misconduct; or
(c) guilty of corruption; or
(d) guilty of habitually absenting himself from duty without prior approval of leave; or
(e) engaged or is reasonably believed to be engaged in subversive activities, or is
reasonably believed to be associated with others engaged in subversive activities, or is
guilty of disclosure of official secrets to any un-authorized person, and his retention in
service is prejudicial to national security; or
(f) entered into plea bargaining under any law for the time being in force and has
returned the assets or gains acquired through corruption or corrupt practices
voluntarily.
4. Penalties.—(1) The following are the minor and the major penalties, namely:
(a) Minor penalties:
(i) censure;
(ii) withholding, for a specific period, promotion or increment subject to a maximum of
three years, otherwise than for unfitness for promotion or financial advancement, in
accordance with the rules or orders pertaining to the service or post:
Provided that the penalty of withholding increments shall not be imposed on a Government
servant who has reached the maximum of his pay scale:
(iii) recovery of the whole or any part of any pecuniary loss caused to Government by
negligence or breach of order;
(b) Major penalties:
1[(i) reduction to a lower post or pay scale or to a lower stage in a time scale for a
maximum period of five years:
1
Subs. by Notification No. SO(REG-VI)E&AD/2-6/2010. Dated 18th July, 2012.
Provided that on a restoration to original pay scale or post, the penalized Government servant
will be placed below his erstwhile juniors promoted to higher posts during subsistence of the
period of penalty;]
(ii) compulsory retirement;

(iii) removal from service; and
(iv) dismissal from service.
(2) Dismissal from service under these rules shall disqualify a Government servant from future
employment under Government.
(3) Any penalty under these rules shall not absolve a Government servant from liability to any
other punishment to which he may be liable for an offence, under any other law, committed by
him while in service.
5. Initiation of proceedings.—(1) If on the basis of its own knowledge or information
placed before it, the competent authority is of the opinion that there are sufficient
grounds for initiating proceedings against a Government servant under these rules it
shall either:-
(a) proceed itself against the accused by issuing a show cause notice under rule 7 and, for
reasons to be recorded in writing, dispense with inquiry:
Provided that no opportunity of showing cause or personal hearing shall be given where-
(i) the competent authority is satisfied that in the interest of security of Pakistan or
any part thereof, it is not expedient to give such an opportunity; or
(ii) a Government servant has entered into plea bargain under any law for the time
being in force or has been convicted on the charges of corruption which have led
to a sentence of fine or imprisonment; or
(iii) a Government servant is involved in subversive activities; or
(iv) it is not reasonably practicable to give such an opportunity to the accused; or
(b) get an inquiry conducted into the charge or charges against the accused, by appointing
an inquiry officer or an inquiry committee, as the case may be, under rule 11:
Provided that the competent authority shall dispense with the inquiry where-
(i) a Government servant has been convicted of any offence other than corruption by
a court of law under any law for the time being in force; or
(ii) a Government servant is or has been absent from duty without prior approval of
leave:
Provided that the competent authority may dispense with the inquiry where it is in possession
of sufficient documentary evidence against the accused or, for reasons to be recorded in
writing, it is satisfied that there is no need to hold an inquiry.
(2) The charge sheet or statement of allegations or the show cause notice, as the case may
be, shall be signed by the competent authority.
6. Suspension.—A Government servant against whom action is proposed to be initiated

under rule 5 may be placed under suspension for a period of ninety days, if in the
opinion of the competent authority, suspension is necessary or expedient, and if the
period of suspension is not extended for a further period of ninety days within thirty
days of the expiry of initial period of suspension, the Government servant shall be
deemed to be reinstated:
Provided that the competent authority may, in appropriate case, for reasons to be recorded in
writing, instead of placing such person under suspension, require him to proceed on such leave
as may be admissible to him, from such date as may be specified by the competent authority.
7. Procedure where inquiry is dispensed with.—If the competent authority decides that it is
not necessary to hold an inquiry against the accused under rule 5, it shall-
(a) inform the accused by an order in writing, of the grounds for proceeding against him,
clearly specifying the charges therein, along with apportionment of responsibility and
penalty or penalties proposed to be imposed upon him;
(b) give him a reasonable opportunity of showing cause against the proposed action, within
seven days of receipt of the order or within such extended period, as the competent
authority may determine;
(c) on receipt of reply of the accused within the stipulated period or after the expiry
thereof, if no reply is received, determine whether the charge or charges have been
proved against the accused or not:
Provided that after receipt of reply to the show cause notice from the accused, the competent
authority, except where the Chief Minister himself is the competent authority, shall decide the
case within a period of ninety days, excluding the time during which the post held by the
competent authority remained vacant due to certain reasons:
Provided further that if the case is not decided by the competent authority within the
prescribed period of ninety days, the accused may file an application before the appellate
authority for early decision of his case, which may direct the competent authority to decide the
case within a specified period;
(d) afford an opportunity of personal hearing before passing any order of penalty under
clause
(e) if it is determined that the charge or charges have been proved against him;
(f) exonerate the accused by an order in writing, if it is determined that the charge or
charges have not been proved against him; and
(g) impose any one or more penalties mentioned in rule 4, by an order in writing, if the
charge or charges are proved against the accused:
Provided that where charge or charges of grave corruption are proved against an accused, the
penalty of dismissal from service shall be imposed, in addition to the recovery, it any.
8. Action in case of conviction or plea bargain under any law.—Where a Government servant
is convicted by a court of law on charges of corruption or moral turpitude or has entered
into plea bargain and has returned the assets or gains acquired through corruption or
corrupt practices, or has been acquitted by a court of law as a result of compounding of an

offence involving moral turpitude under any law for the time being in force, the competent
authority, after examining facts of the case, shall-
(a) dismiss the Government servant where he has been convicted on charges of corruption
or moral turpitude or has entered into plea bargain and has returned the assets or gains
acquired through corruption or corrupt practices voluntarily:
Provided that dismissal in these cases shall be with 2[…..] effect from the date of conviction by a
court of law; and
(b) proceed against the Government servant under rule 5, where he has been convicted of
charges other than corruption or moral turpitude.
9. Procedure in case of wilful absence.—Not withstanding anything to the contrary
contained in these rules, in case of wilful absence from duty by a Government servant
for seven or more days, a notice shall be issued by the competent authority through
registered acknowledgement on his home address directing him to resume duty within
fifteen days of issuance of the notice. If the same is received back as undelivered or no
response is received from the absentee within stipulated time, a notice shall be
published in at least two leading newspapers directing him to resume duty within
fifteen days of the publication of that notice, failing which an ex-parte decision shall be
taken against the absentee. On expiry of the stipulated period given in the notice, major
penalty of removal from service may be imposed upon such Government servant.
10. Procedure to be followed by competent authority where inquiry is necessary.— (1) If
the competent authority decides that it is necessary to hold an inquiry against the
accused under rule 5, it shall pass an order of inquiry in writing, which shall include-
(a) appointment of an inquiry officer or an inquiry committee, provided that the inquiry
officer or the inquiry committee, as the case may be, shall be of a rank senior to the
accused and where two or more accused are proceeded against jointly, the inquiry
officer or the convener of the inquiry committee shall be of a rank senior to the
senior most accused;
(b) the grounds for proceeding, clearly specifying the charges along with apportionment
of responsibility;
(c) appointment of the departmental representative by designation; and
(d) direction to the accused to submit written defense to the inquiry officer or the
inquiry committee, as the case may be, within reasonable time which shall not be less
than seven days and more than fifteen days of the date of receipt of orders.
(2) The record of the case and the list of witnesses, if any, shall be communicated to the
inquiry officer or the inquiry committee, as the case may be, along with the orders of
inquiry.
(3) In a case where preliminary or fact finding inquiry was conducted, and the competent
authority decides to hold formal inquiry, the inquiry officer or the inquiry committee for
2
Deleted by Notification No. SO(REG-VI)E&AD/2-6/2010. Dated 18th July, 2012.
the purpose of conducting formal inquiry shall be different from the inquiry officer or the
inquiry committee which conducted the preliminary.
11. Procedure to be followed by inquiry officer or inquiry committee.—(1) On receipt of reply
of the accused or on expiry of the stipulated period, if no reply is received from the accused,
the inquiry officer or the inquiry committee, as the case may be, shall inquire into the
charges and may examine such oral or documentary evidence in support of the charges or
in defense of the accused as may be considered necessary and where any witness is
produced by one party, the other party shall be entitled to cross-examine such witness.
(2) If the accused fails to furnish his reply within the stipulated period, the inquiry officer or
the inquiry committee, as the case may be, shall proceed with the inquiry ex-parte.
(3) The inquiry officer or the inquiry committee, as the case may be, shall hear the case on
day to day and no adjournment shall be given except for reasons to be recorded in
writing, in which case it shall not be of more than seven days.
(4) Statements of witnesses and departmental representative(s), if possible, will be
recorded in the presence of accused and vice versa.
(5) Where the inquiry officer or the inquiry committee, as the case may be, is satisfied that
the accused is hampering or attempting to hamper the progress of the inquiry, he or it
shall administer a warning and if, thereafter, he or it is satisfied that the accused is
acting in disregard to the warning, he or it shall record a finding to that effect and
proceed to complete the inquiry in such manner as may be deemed expedient in the
interest of justice.
(6) If the accused absents himself from the inquiry on medical grounds, he shall be deemed
to have hampered or attempted to hamper the progress of the inquiry, unless medical
leave, applied for by him, is sanctioned on the recommendations of a Medical Board;
provided that the competent authority may, in its discretion, sanction medical leave up
to seven days without such recommendations.
(7) The inquiry officer or the inquiry committee, as the case may be. Shall submit his
or its report, to the competent authority \\ithin thirty days of the initiation of inquiry:
Provided that the inquiry shall not be vitiated merely on the grounds of non-observance of the
time schedule for completion of the inquiry.
12. Powers of the inquiry officer or inquiry committee.—(1) For the purpose of an inquiry
under these rules, the inquiry officer or the inquiry committee, as the case may be. shall
have the powers of a Civil Court trying a suit under the Code of Civil Procedure, 1908 (Act
No. V of 1908), in respect of the following matters, namely:
(a) summoning and enforcing the attendance of any person and examining him on oath;
(b) requiring the discovery and production of documents, and receiving evidence on
affidavits; and
(c) issuing commissions for the examination of witnesses or documents.
(2) The proceedings under these rules shall be deemed to be the judicial proceedings within
the meaning of sections 193 and 228 of the Pakistan Penal Code, 1860 (Act No. XLV of
1860).
13. Duties of the departmental representative.—The departmental representative shall

perform the following duties, namely:
(a) render full assistance to the inquiry officer or the inquiry committee, as the case may be,
during the proceedings where he shall be personally present and fully prepared with all
the relevant record relating to the case, on each date of hearing;
(b) cross-examine the witnesses produced by the accused, and with the permission of the
inquiry officer or inquiry committee, as the case may be, may also crossexamine the
prosecution witnesses; and
(c) rebut the grounds of defense offered by the accused before the inquiry officer or the
inquiry committee, as the case may be.
14. Order to be passed on receipt of report from the inquiry officer or inquiry
committee.—(1) On receipt of report from the inquiry officer or inquiry committee, as
the case may be, the competent authority, shall examine the report and the relevant
case material and determine whether the inquiry has been conducted in accordance
with the provisions of these rules.
(2) If the competent authority is satisfied that the inquiry has been conducted in
accordance with the provisions of these rules, it shall further determine whether the
charge or charges have been proved against the accused or not.
(3) Where the charge or charges have not been proved, the competent authority shall
exonerate the accused by an order in writing, or it shall follow the procedure as given in
sub-rule (6) of this rule.
(4) Where the charge or charges have been proved against the accused, the competent
authority shall issue a show cause notice to the accused by which it shall-
(a) inform him of the charges proved against him and the penalty or penalties proposed
to be imposed upon him;
(b) give him reasonable opportunity of showing cause against the penalty or penalties
proposed to be imposed upon him and to submit as to why one or more of the
penalties as provided in rule 4 may not be imposed upon him and to submit
additional defense in writing, if any, within a period which shall not be less than
seven days and more than fifteen days from the day the charge or charges have been
communicated to him: provided that the accused shall, in his reply to show cause
notice, indicate as to whether he wants to be heard in person or not;
(c) provide a copy of the inquiry report to the accused; and
(d) direct the departmental representative to appear, with all the relevant record, on the
date of hearing.
(5) After affording personal hearing to the accused the competent authority shall, keeping
in view the findings and recommendations of the inquiry officer or inquiry committee,
as the case may be, facts of the case and defense offered by the accused^ during
personal hearing, by an order in writing-
(i) exonerate the accused if charges had not been proved; or

(ii) impose any one or more of the penalties specified in rule 4 if charges have been proved.
(6) Where the competent authority is satisfied that the inquiry proceedings have not been
conducted in accordance with the provisions of these rules or the facts and merits of
the case have been ignored or there are other sufficient grounds, it may, after
recording reasons in writing, either remand the inquiry to the inquiry officer or the
inquiry committee, as the case may be, with such directions as the competent
authority may like to give, or may order a de novo inquiry through different inquiry
officer or inquiry committee 3[subject of sub-rule (7) of rule 11].
(7) After receipt of reply to the show cause notice and affording opportunity of personal
hearing, the competent authority shall decide the case within a period of fifteen days,
excluding the time during which the post held by the competent authority remained
vacant due to certain reasons.
(8) If the case is not decided by the competent authority within the prescribed period of
fifteen days, the accused may submit an application before the appellate authority for
early decision of his case, which may direct the competent authority to decide the case
within a specified period.
15. Personal hearing.—The competent authority may, by an order in writing, call the accused
and the departmental representative, along with relevant record of the case, to appear
before him, for personal hearing on the fixed date and time.
16. Procedure of inquiry against Government servant lent to other governments or

organizations etc.—(1) Where the services of Government servant to whom these rules
apply are transferred or lent to any other government department, corporation, corporate
body, autonomous body, authority, statutory body or any other organization or institution,
hereinafter referred to as the borrowing organization, the competent authority for the post
against which such Government servant is posted in the borrowing organization may-
(a) suspend him under rule 6; and
(b) initiate proceedings against him/her under these rules:
Provided that the borrowing organization shall forthwith inform the authority which has lent his
services, (hereinafter referred to as the lending organization) of the circumstances leading to
the order of his suspension or the initiation of the proceedings, as the case may be:
Provided further that the borrowing organization shall obtain prior approval of the competent
authority in the lending organization before taking any action under these rules against a
Government servant holding a post in basic pay scale 17 or above.
(2) If, in the light of findings of the proceedings taken against the accused in terms of sub rule
(1), the borrowing organization is of the opinion that a penalty may have to be imposed
on him, it shall transmit the record of the proceedings to the lending organization, and
3
Added by Notification No. SO(REG-VI)E&AD/2-6/2010. Dated 18th July, 2012.
the competent authority in the lending organization shall thereupon take action against
the accused under rule 14.
(3) Notwithstanding anything to the contrary contained in sub-rules (1) and (2), the Chief
Minister may, in respect of certain Government servant or class of Government servants
to whom these rules apply, authorize any officer or authority in the borrowing
organization to exercise all the powers of the competent authority under these rules.
17. Departmental appeal and review.—(1) An accused who has been awarded any penalty
under these rules may, within thirty days from the date of communication of the order,
prefer departmental appeal to the appellate authority:
Provided that where the order has been passed by the Chief Minister, the accused may, within
the aforesaid period, submit a review petition directly to the Chief Minister.
(2) The authority empowered under sub-rule (1) shall call for the record of the case and
comments on the points raised in the appeal from the concerned department or office,
and on consideration of the appeal or the review petition, as the case may be, by an
order in writing-
(a) uphold the order of penalty and reject the appeal or review petition; or
(b) set aside the orders and exonerate the accused; or
(c) modify the orders or reduce the penalty.
(3) An appeal or review petition preferred under these rules shall be made in the form of a
petition, in writing, and shall set forth concisely the grounds of objection in impugned
order in a proper and temperate language.
18. Appearance of counsel.—No party to any proceedings under these rules at any stage of
the proceedings, except proceedings under rule 19, shall be represented by an
advocate.
19. Appeal before Khyber Pakhtunkhwa Province Service Tribunal.—(1) Notwithstanding

anything contained in any other law or rules for the time being in force, any Government
servant aggrieved by any final order passed under rule 17 may, within thirty days from the date
of communication of the order, prefer an appeal to the Khyber Pakhtunkhwa Province Service
Tribunal established under the Khyber Pakhtunkhwa Province Service Tribunals Act, 1974
(Khyber Pakhtunkhwa Act No. I of 1974).
(2) If a decision on a departmental appeal or review petition, as the case may be, filed
under rule 17 is not communicated within period of sixty days of filing thereof, the
affected Government servant may file an appeal in the Khyber Pakhtunkhwa Province
Service Tribunal within a period of 4[ninety] days of the expiry of the aforesaid period,
whereafter, the authority with whom the departmental appeal or review petition is
pending, shall not take any further action.
20. Exception.—Notwithstanding anything to the contrary contained in these rules, in cases

where Government servants collectively strike work, wilfully absent themselves from duty
or abandon their official work, the competent authority in respect of senior most accused
may serve upon them through newspapers or any other mean, such notice as may be
deemed appropriate to resume duty and in the event of failure or refusal to comply with
the directive contained in the notice, impose upon the defaulting Government servants any
of the major penalties prescribed in these rules.
21. Indemnity.—No suit, prosecution or other legal proceedings shall lie against the
competent authority or any other authority for anything done or intended to be done in
good faith under these rules or the instructions or directions made or issued there-
under.
5[ ………]
23. Repeal.—(1) The Khyber Pakhtunkhwa government servants (Efficiency & Discipline) Rules,
1973 are hereby repealed.
(2) Notwithstanding the repeal of the aforesaid rules, all proceedings pending immediately before
the commencement of these rules against any Government servant under repealed rules shall
continue under these rules.
(3) Notwithstanding the repeal of the aforesaid rules, all proceedings pending immediately before
the commencement of these rules against any employee under the said repealed rules or under
the Khyber Pakhtunkhwa Civil Servants Act, 1973 and rules made thereunder, or any other law
and rules shall continue under that law and rules, in the manner provided thereunder.
4
Subs. by Notification No. SO(REG-VI)E&AD/2-6/2010. Dated 18th July, 2012.
5
Deleted by Notification No. SO(REG-VI)E&AD/2-6/2010. Dated 18th July, 2012.
SECRETARY TO
GOVERNMENT OF KHYBER PAKHTUNKHWA
ESTABLISHMENT DEPARTMENT.
GOVERNMENT OF THE KHYBER PAKHTUNKHWA

ESTABLISHMENT AND ADMINISTRATION DEPARTMENT.
NOTIFICATION
Peshawar dated the 18th July, 2012.
No.SO(REG-VI)E&AD/2-6/2010.-In exercise of the powers conferred by section 26 of the Khyber

Pakhtunkhwa Civil Servants Act, 1973 (Khyber Pakhtunkhwa Act No. XVIII of 1973), the Chief Minister of
the Khyber Pakhtunkhwa is pleased to direct that in the Khyber Pakhtunkhwa (Efficiency & Discipline)
Rules,2011, the following amendments shall be made, namely:
AMENDMENTS
1. In rule 4,in sub rule (1), in clause (b), for sub-clause (i), the following shall be
substituted, namely:
“(i) reduction to a lower post of pay scale or to a lower stage in a time scale for a
maximum period of five years:
Provided that on restoration to original pay scale or post, the penalized Government
servant will be placed below his erstwhile juniors promoted to higher posts during
subsistence of the period of penalty;”.
2. In rule 8, in clause (a), in the proviso, the word “immediate Committee”, occurring
second time, the words “subject to sub-rule (7) of rule 11” shall be added.
3. In rule 14, in sub-rule (6), after the words “Inquiry Committee”, occurring second time,
the words “subject to sub-rule (7) of rule 11” shall be added.
4. In rule 19, in sub-rule (2), for the word “thirty”, the word “ninety” shall be substituted.
5. Rule 22 shall be deleted.
CHIEF SECRETARY
GOVERNMENT OF KHYBER PAKHTUNKHWA

Handout 4.3
Human Relations: Concept, Nature and Factors Affecting Human Relations
Concept:
Human relations are the study of the ways in which people relate to each other in group
situations, especially work, and how communication skills and sensitivity to other people’s
feelings can be improved. According to Keith Davis, ‘human relations deals with motivating
people in organizations to develop team work which effectively fulfills their objectives and
achieves organizational objectives’.
In the words of Scott, ‘human relations is a process of an effective motivation of individuals in a
given situation in order to achieve a balance of objectives which will yield greater human
satisfaction and help accomplish organizational goals’.
Nature of Human Relations:
Human relations can be defined as the cordial atmosphere in an organization in which people
practice the art of living in such a way that they communicate, act, interact and transact in a
cordial manner, recognizing each other’s needs, views, values and temperaments so that every
interaction and transaction taking place in an organization would have concern for each other’s
interests and feelings, leading to better motivation and morale of people at all levels in the
organization.
The main characteristics of human relations are as follows:
1. Human relations are an important process through which an individual’s attitude and work
are integrated with a view to achieving a willing cooperation on their part in the
achievement of the interests of an organization.
2. Members of the organization contribute their bit to get individual and group satisfaction.
3. The satisfaction desired by employees may be economic, social and psychological.
4. Human relations in an organization are a process of improving motivation by proper
working condition, training programmes, timely payment of wages and incentives etc.
5. Human relations are an integrated approach derived from different disciplines such as
psychology, sociology, economics and management.
6. Human relations are all pervasive; they are required in business and non-business
organizations, small and large organizations, and at all levels.
7. Human relations are a continuous activity.
8. Human relations are a goal-oriented and focused approach.
Human relations in the organization as under

I. individual,
II. work group,
III. leader, and
IV. Work environment.
Individual:
The individual is an important part of the organization and each individual is unique. While
motivating the employees, management should give due consideration to their economic,
social and psychological needs.
Work Group:
The work group is the centre of focus of human relations approach. It has an important role in
determining the attitudes and performance of individual workers.
Work Environment:
It is important to create a positive work environment where organizational goals are achieved
through satisfaction of employees. In general, when employees’ needs are satisfied, the work
environment is termed positive.
Leader:
The leader must ensure complete and effective utilization of all organizational resources to
achieve organizational goals. They must be able to adjust to various personalities and
situations.
The objective of human relationship:
Respect for humanity: the educated person puts human relationships first.
Friendship: the educated person enjoys a rich, sincere and robust social life.
Cooperation: the educated person can work and develop a rapport with others
Courtesy: the educated person adheres to the behavior and etiquette set by the social norms
Appreciation of the home: the educated person appreciates the family as a social institution
Home making: the educated person is skilled in homemaking
Reference:
http://www.yourarticlelibrary.com/human-resources/human-relations-concept-nature-and-
factors affecting-human-relations/32395
Handout 4.4
Qualities of a Great Teacher
A great teacher is one a student remembers and cherishes forever. Teachers have long-lasting
impacts on the lives of their students, and the greatest teachers inspire students toward
greatness. A great teacher must have the following qualities:
1. An Engaging Personality and Teaching Style
A great teacher is very engaging and holds the attention of students in all discussions.
2. Clear Objectives for Lessons
A great teacher establishes clear objectives for each lesson and works to meet those
specific objectives during each class.
3. Effective Discipline Skills
A great teacher has effective discipline skills and can promote positive behaviors and
change in the classroom.
4. Good Classroom Management Skills
A great teacher has good classroom management skills and can ensure good student
behavior, effective study and work habits, and an overall sense of respect in the
classroom.
5. Good Communication with students, parents, head of school and community
A great teacher maintains open communication with parents and all stakeholders. He/she
keeps them informed of what is going on in the classroom. E.g curriculum, discipline, and
other issues. They make themselves available for phone calls, meetings, and emails.
6. High Expectations
A great teacher has high expectations of their students and encourages everyone to
always work at their best.
7. Knowledge of Curriculum and Standards
A great teacher has thorough knowledge of the school's curriculum and other standards
they must uphold in the classroom. They ensure their teaching meets those standards.
8. Knowledge of Subject Matter
This may seem obvious but is sometimes overlooked. A great teacher has incredible
knowledge of and enthusiasm for the subject matter they are teaching. They are prepared
to answer questions and keep the material interesting for the students.
9. Passion for Children and Teaching

A great teacher is passionate about teaching and working with children. They are excited
about influencing students' lives and understand the impact they have.
10. Strong Rapport with Students
A great teacher develops a strong rapport with students and establishes trusting
relationships.
Reference:
 https://smallbusiness.chron.com/importance-human-relations-workplace-23061.html
 http://www.yourarticlelibrary.com/human-Handouts/human-relations-top-8-importance-
of-human-relations-explained/32394
Handout 4.5
Coordination and understanding between the Principal and Teachers
The relationship between a teacher and principal can be polarizing at times. A principal by
nature has to be different at different times for different situations. They can be supportive,
demanding, encouraging, reprimanding, elusive, omnipresent, and a wide array of other things
dependent on teacher needs and adopting a stance that will maximize their potential. Teachers
must understand that the principal will fill whatever role they need, to help a teacher grow and
improve.
A teacher must also recognize the value in building a trusting relationship with their principal.
Trust is a two-way street that is earned over time through merit and is based on actions.
Teachers must make a concerted effort to earn their principal’s trust. After all, there is only one
of them, but a building full of teachers vying for the same. There is not a singular action that
will lead to developing a trusting relationship, but rather multiple actions over an extended
period to earn that trust. The following are twenty-five suggestions that teachers can utilize to
build a trusting relationship with their principal.
Suggestions for trusting relationship with their principal:
1. Assume a Leadership Role
Principals trust teachers who are leaders instead of followers. Leadership can mean taking the
initiative to fill an area of need. It can mean serving as a mentor for a teacher who has a
weakness in an area that is your strength, or it could mean writing and overseeing grants for
school improvement.
2. Be Dependable
Principals trust teachers who are highly dependable. They expect their teachers to follow all
reporting and departure procedures. When they are expecting to proceed on leave, Principals
expect teachers to give notification as early as possible. Teachers, who arrive early, stay late,
and rarely miss days are very valuable.
3. Be Organized
Principals trust teachers to be organized. A lack of organization leads to chaos. A teacher’s
room should be free of clutter with good spacing. Organization allows a teacher to accomplish
more on a day-to-day basis and minimizes disruptions in the classroom.
4. Be Prepared Every Single Day

Principals trust teachers who are highly prepared. They want teachers who work hard, have
their materials ready before the start of each class, and have gone over the lesson themselves
before class starts. A lack of preparation will diminish the overall quality of the lesson and will
hinder student learning.
5. Be Professional
Principals trust teachers who exhibit characteristics of professionalism at all times.
Professionalism includes appropriate dress, how they carry themselves inside and outside the
classroom, the way that they address students, teachers, and parents, etc. Professionalism is
having the ability to handle yourself in a manner that reflects positively on the school you
represent.
6. Demonstrate a Desire to Improve
Principals trust teachers who are never stale. They want teachers who seek out professional
development opportunities to better themselves. They want teachers that are constantly
looking for ways to do things better. A good teacher is continuously evaluating, tweaking, and
changing what they are doing in their classroom.
7. Demonstrate a Mastery of Content
Principals trust teachers who understand every nuance of the content, grade level, and
curricula that they teach. Teachers should be experts on the standards related to what they
teach. They should understand the latest research on instructional strategies as well as best
practices and should utilize them in their classrooms.
8. Demonstrate a Tendency to Handle Adversity
Principals trust teachers who are flexible and able to deal effectively with unique situations that
present themselves. Teachers cannot be rigid in their approach. They must adapt to the
strengths and weaknesses of their students. They must be adept problem solvers who can
remain calm making the best of strenuous situations.
9. Demonstrate Consistent Student Growth
Principals trust teachers whose students consistently show growth on assessments. Teachers
must be able to move students from one academic level to another. In most cases, a student
should not advance a grade level without demonstrating considerable growth and
improvement from where they began the year.
10. Demonstrate Trust

Principals trust teachers who appreciate the value of time. Teachers must realize that the
principal is responsible for each and every teacher and student. A good principal will not ignore
a request for help and will get to it in time. Teachers must be patient and understanding with
their principals.
11. Go Above and Beyond
Principals trust teachers who make themselves available to help out in any area of need. Many
teachers volunteer their own time to tutor struggling students, volunteer to help other teachers
with projects, and help in the concession stand at athletic events. Every school has multiple
areas in which teachers are needed to help out, teachers who go above and beyond the call of
duty earn respect from their principals.
12. Have a Positive Attitude
Principals trust teachers who love their jobs and are excited about coming to work each day.
Teachers should maintain a positive attitude—there are definite rough days and sometimes it is
difficult to keep a positive approach, but continuous negativity will impact the quality and
nature of the job which ultimately has an adverse impact on the students being taught.
13. Minimize the Number of Students Sent to the Office
Principals trust teachers who can handle classrooms. The principal should be utilized as the last
resort for minor classroom issues. Continuously sending students to the office for minor issues
undermines a teacher’s authority. The message conveyed is that the teacher is incapable of
handling her/his own class.
14. Open up Your Classroom
Principals trust teachers who do not mind when they visit the classroom. Teachers should invite
principals, parents, and any other stakeholders to visit their classrooms at any time. A teacher
who is unwilling to open their classroom seems like they are hiding something that can lead to
distrust.
15. Own Up to Mistakes
Principals trust teachers who proactively report a mistake. Everyone makes mistakes, including
teachers. It looks much better when you own up to the mistake instead of waiting to be caught
or reported. For example, if you accidentally let a curse word slip in class, let your principal
know immediately.
16. Put Your Students First

Principals trust teachers who put their students first. This should be a given, but there are a few
teachers who forget why they chose to be a teacher as their career progresses. Students should
always b e a teacher’s first priority. Every classroom decision should be made by asking what
the best option for the students is.
17. Seek Out Advice
Principals trust teachers who ask questions and solicit advice from their principal, as well as
other teachers. No teacher should attempt to tackle a problem alone. Educators should be
encouraged to learn from each other. Experience is the greatest teacher but soliciting simple
advice can go a long ways in dealing with a difficult issue.
18. Spend Extra Time Working in Your Classroom
Principals trust teachers who demonstrate a willingness to spend extra time working in their
classroom. Effective teachers arrive early and stay late several days a week. They also spend
time throughout the summer preparing for the upcoming year.
19. Take Suggestions and Apply Them to Your Classroom
Principals trust teachers who listen to advice and suggestions and then make changes
accordingly. Teachers must accept suggestions from their principal and not let them fall on deaf
ears. Refusing to take suggestions from your principal can quickly lead to finding a new job.
20. Utilize District Technology and Resources
Principals trust teachers who use the technology and resources the district has spent money to
purchase. When teachers do not utilize these resources, it becomes a waste of money.
Purchasing decisions are not taken lightly and are made to enhance the classroom. Teachers
must figure out a way to implement resources that are made available to them.
21. Value Your Principal’s Time
Principals trust teachers who value their time and understand the enormity of the job. When a
teacher complains about everything or is incapable of dealing with issues and solving problems,
it becomes cumbersome. Principals want teachers to be independent decision makers capable
of dealing with minor issues on their own.
22. When Given a Task, Understand That Quality and Timeliness Matters
Principals trust teachers who complete projects or tasks quickly and efficiently. Occasionally, a
principal will ask a teacher for help on a project. Principals rely on those that they trust to help
them get certain things done.
23. Work Well With Other Teachers

Principals trust teachers who collaborate effectively with other teachers. Nothing disrupts a
school faster than a split amongst the faculty. Collaboration is a weapon for teacher
improvement. Teachers must embrace this to improve and help others improve for the benefit
of every student in the school.
24. Work Well With Parents
Principals trust teachers who work well with parents. All teachers must be able to communicate
effectively with the parents of their students. Teachers must build relationships with parents so
that when an issue arises, the parents will support the teacher in correcting the problem.
Reference:
www.academia.edu/9715632/Teacher_Principal_Relationship_the_effect_on_Student_Outcom
e_Introduction_to_Education_Administration
Handout 4.6 (a)

Coordination and understanding between Teacher and student
Building engaging & connected classroom environment and healthy student-teacher relation
requires continuous and effective communication. Teachers need to learn the art of interacting
and communicating with the student effectively especially in this digital world. For effective
communication and a positive impact on student learning, here are some key tips to keep in
mind.
Clarity in Communication
Communication is both expressive and receptive. Teachers should be skilled in listening and
understanding in thoughts and ideas of their students and elaborating things clearly. Educators
need clarity in communication while talking to their students. They should be able to break
down complex things into simple steps. Educators must be able to "read" their students mind.
Effective communication also includes converting a boring conversation into interesting using
good presentation and communication skills.
Personalizing Communication with Emotions
A good teacher conveys honest affection and commitment to their students. They keep a deep
concern about their students' progress.
A teacher, who is keen to know about their students, learns their name and addresses them by
their name. They always try to understand their students' dream, their biggest fear, hopes and
preferences; all this is possible with effective and continuous communication. Teachers must
celebrate their student’s success and recognize them for their work; and this is a great way to
highlight student’s strengths and create impact on their learning.
Communicating with Parents
A great teacher does not only need to communicate with students but should know the art of
communicating with students’ parents as well. They need to be perfect in expressing
themselves to parents to collectively work on the students’ progress. Teachers are required to
make sure that parents understand their kids’ learning strengths, patterns, problems or
behavior.
If you are new into teaching profession, here, are some effective tips on communicating with
parents.
1. Build Relationship: A lot of teachers underestimate the value of building trust with parents
but it is very much important. Building trust with parents is a steady process. First of all
teachers have to prove parents that they have their good interest at their heart. Secondly,
they need to let them know you on personal front. Also go an extra mile to help students
and let parents know about it, such things build trust and relationship on positive note.
2. Listen to Parents: There are times that parent have serious question and concern about
their kids. In those times, if you are defensive towards their question then it may create
doubt in their minds about your intention and teaching ability. Instead of being defensive,
try to satisfy their concern, even if it’s your mistake, accept it and handle things calmly.
Listening to them rather than defending your point is more important here.
3. Document Every Communication: Being a superb teacher, you should not underestimate
the relevance of documenting communication with parents. Well! Documenting
communication means writing down the parent/student name, date, and a brief summary
about the conversation. Also, note down the action taken so that there is record for future
reference.
4. Talk Often: Regular and effective communication takes time, but it is crucial.
It is tough for teachers who have so much to do, to manage effective communications, but
with the growth of technology and available tools the task gets less hectic. Today,
educators have various options to communicate with students and parents using
technology to meet them where they are active, on their phones.
Use of Technology for Effective Communication between Teachers, Parents and Students
Use of technology makes communication effective and easy. Teachers who use technology
have various options to reach out like phone calls, emails, newsletters, e-cards, chat, video
conferencing as well as social media tools. But organizing all this is not easy either.
Connect Effectively: Educators can make classroom environment interactive as they can stay
connected with their students effectively by sending messages.
Feedback: Educators can receive & respond to feedback privately which helps them stay in sync
with their students.
The term ‘Coordination’ means something which is organized, which goes on systematically or
with regularity. So, the same term completely goes with the relationship between a teacher and
a student as well. Teaching is not just about assigning homework. Sometimes, students suffer
from anxieties due to studies or any other personal issues. And at that time, a teacher must
become a friend, philosopher, and guide. This friendliness somehow defines the coordination.
To maintain the discipline in the classroom environment, again a teacher needs to play the role
of the coordinator. Even the teacher should know the way of communication properly so that
he/she can interact with the student efficiently. If your student doesn’t understand you, all of
your efforts will go in vain.
Along with teacher-student coordination, the same thing is important to parents as well. The
teacher and the parents should properly coordinate with each other. A great teacher not only
makes things systematic with students but with their parents as well. If you are a teacher, you
must ensure that the parents are also coordinating with their kids. Parents-kids coordination
helps a kid learn discipline, engages them in studies, help them concentrate in studies and
protect them from the sufferings of anxiety.
Reference:
http://rosettawilliams.in/how-coordination-is-necessary-for-teacher-student-relationship/
Handout 4.6 (b)

Coordination and understanding between Teacher and teacher
Effective teacher to teacher communication is vitally essential to your success as a teacher.
Regular collaboration and team planning sessions are extremely valuable. Engaging in these
practices has a positive impact on teacher effectiveness. Education is a highly difficult concept
for those outside the field to understand. Having peers that you can collaborate with and lean
on during tough times is essential. If you find yourself in isolation and/or always having a
conflict with your peers, then there is a reasonable chance that you may need to make some
changes yourself.
What to Avoid When Talking to Fellow Faculty
Seven things to avoid when trying to build positive relationships with faculty and staff
members at school:
1. Do not talk about or discuss your co-workers with your students. It undermines the
authority of that teacher and additionally taints your credibility.
2. Do not engage in conversation or discuss your co-workers with a parent. Doing so is
unprofessional at best and will create significant problems.
3. Do not talk about or discuss your co-worker with other co-workers. It creates an
atmosphere of divisiveness, mistrust, and animosity.
4. Do not isolate yourself on a regular basis. It is not a healthy practice. It serves as a hindrance
to your overall growth as a teacher.
5. Avoid being confrontational or combative. Be professional. You may disagree with someone
engaging them inappropriately is juvenile at best which undermines your role as a teacher.
6. Avoid starting, spreading, or discussing gossip and hearsay about parents, students, and/or
co-workers. Gossip has no place in a school and will create long-term problems.
7. Avoid being critical of your co-workers. Build them up, encourage them, offer constructive
criticism, but never criticize how they do things. It will do more harm than good.
How to Build Positive Relationships with Staff Members:
Eleven things to keep in mind when trying to build positive relationships with faculty and staff
members at school:
1. Encourage and show kindness and humility — never let an opportunity to show kindness
or encouragement to others to pass. Praise exemplary work, regardless of the person that
did it. Sometimes you can turn even the most hardened of your fellow workers into real
softies once they realize that you are not afraid to compliment them or give encouraging
words, despite how they may perceive you ordinarily. At the same time, when giving
criticism, do it helpfully and gently, never spitefully. Show concern for another's feelings
and well-being. You will benefit immensely from even the smallest kindness shown.
2. Be happy – Every day you go to work, you need to make a choice to be happy. Making a
choice to be happy on a day to day basis will make people around you more comfortable
on a day to day basis. Don’t dwell on negatives and maintain a positive attitude.
3. Refuse to engage in gossip or hearsay — don’t allow gossip to rule your life. In the
workplace, morale is vitally essential. Gossip will tear apart a staff faster than anything
else. Do not engage in it and nip it in the bud when it is presented to you.
4. Let the water roll off your back –Don’t let negative things said about you get under your
skin. Know whom you are and believe in yourself. Most people that talk negatively about
other people do so out of ignorance. Let your actions determine how others see you, and
they will not believe the negative things said.
5. Collaborate with your peers – Collaboration is vitally essential among teachers. Don’t be
afraid to offer constructive criticism and advice with a take it or leave it approach. Also, of
equal importance, don’t be afraid to ask questions or to ask for help in your classroom.
Too many teachers think this is a weakness when it is truly strength. Finally, master
teachers share ideas with others. This profession is truly about what is best for the
students. If you have a brilliant idea that you believe in, then share it with those around
you.
6. Watch what you say to people — how you say something counts for just as much as what
you say. Tone does matter. When confronted with a difficult situation, always say less than
you think. Holding your tongue in a difficult situation will make it easier for you in the long
run because it will create confidence among others in your ability to handle a similar
situation.
7. If you make a promise, you better be prepared to keep it — If you intend to make
promises, you had better be prepared to keep them, no matter what the cost. You will
lose the respect of your peers quicker than it took you to gain it by breaking promises.
When you tell someone that you intend to do something, it is your responsibility to see to
it that you follow through.
8. Learn about others’ outside interests — Find a common interest that you have with
others (e.g. grandchildren, sports, movies, etc.) and spark a conversation. Having caring
attitude will build trust and confidence in others. When others are joyful, rejoice with
them; when troubled or in mourning, be sympathetic. Make sure each person around you
knows that you value them and know that they are important.
9. Be open-minded — do not get into arguments. Discuss things with people rather than
argue. Being combative or disagreeable is likely to put others off. If you don’t agree with
something, think your response through and don’t be argumentative or judgmental in
what you say.
10. Understand that some peoples’ feelings are hurt easier than others— Humor can bring
people together, but it can also tear people apart. Before you tease or joke with a person,
make sure you know how they are going to take it. Everyone is different in this aspect.
Take into account another person's feelings before you poke fun.
11. Don’t worry about accolades — Do your best. It's the best you can do. Let others see your
work ethic, and you will be able to take pride and pleasure in a job well done.
Handout 4.6 (c)

Co-ordination and understanding between teachers and community
Teachers link together students, other teachers, school administrators, families, and
community members to foster the learning success and healthy development of their students.
The nature of these interactions among different stakeholders varies depending on the
teachers' intent and the needs of their students. Students, particularly those at risk of school
failure, can benefit from certain "protective supports provided by teachers" (Wang, Haertel, &
Walberg, 1994). The teacher's role in creating an environment and building relationships
conducive to learning goes beyond the traditional academic duties to include the provision of
additional support and care. By developing nurturing, positive relationships with their students,
teachers can buffer the impact of certain basic factors that may negatively impact on a
student's academic achievement.
This Spotlight describes key relationships in which teachers participate when fulfilling their
official roles. Research-based understandings about the nature, quality, and effectiveness of the
teachers' interactions are presented within the key contexts of the classroom, school, home,
and community.
A– Teachers and Parents
Teacher-parent relationships impact students' learning and well-being and many teachers
attempt to involve parents in school management or classroom activities. These parent-
involvement efforts help establish and foster parent-teacher relationships, and include parents
in educational
Interventions, which are significantly more effective than those without parent involvement.
Parent involvement programs promote a number of desirable student outcomes, including
decreased teen pregnancy and drop-out rates increased graduation rates, and improved
achievement and school attendance. Teachers can encourage and support parental
involvement through home visits and parent teacher conferences. Parents who participate in
these programs are more likely to further their own education by attending classes and are
more able to provide increased support to their children and their children's learning needs.
Caring parents and teachers who act in concert can strengthen the effects of educational and
social interventions. When there are positive relationships among parents and teachers, the
resources of the home and school contexts are amplified, providing a greater likelihood of
positive outcomes for children.
B – Teachers and the Community

To create rich, nurturing educational environments in the classroom, schools need to maximize
the use of resources available in their communities. Teachers can incorporate parents' skills and
knowledge and local organizations and programs into their curriculum to offer students
supplementary information to complement their basic course work. Many teachers collaborate
with local universities, museums, and community service organizations to expand the cultural
resources available to students and enhance their educational experience. Teachers can forge
relationships with outside agencies and community members to provide children with the best
possible learning environment.
To meet the diverse needs of students in our public schools, community services and service
providers are often connected to the children's school experience. As organizations, schools
have the advantage of having the most frequent contact with students and therefore the
potential to truly benefit children through the integration of school-linked services in meeting
the children's needs (Kirst& Kelly, 1995). Teachers may work with social workers, family
counsellors, local health care providers, and others to address and fulfil the needs of their
students.
“Good character doesn’t just happen and it is up to teachers and parents to lay a solid
foundation for character development of children by acting as role models,”
“It is an effective way to get them (parents) involved in imparting of quality education to the
youngsters”, said one of the parents. “Only education develops character based on core virtues
that are good for the individual and good for society”.
A teacher observed that no one could replace the love and nurturing of committed parents
which was essential for children’s well-being.
Reference:
http://edtechreview.in/trends-insights/insights/1781-importance-tips-and-ways-of-
communication-between-teacher-and-student
HANDOUTS
Handout 5.1
Meaning, definition of school discipline
Meaning
School discipline means a system consisting code of conduct, punishment and behavioral
strategies to regulate students and keep school and classroom in order. The aim of school
management and discipline is controlling students’ actions, habits, attitude and behavior in the
classroom. An obedient student follows the code of conduct imposed by school administration.
These rules may include social behavior, school timings and uniform etc. In other term it is the
punishment as a result of breaking the prevailing code of conduct in the school.
Discipline, it’s most typical current meaning seems to be most associated with the notion of
bringing children into line. It raises long-standing associations with not sparing the rod. More
recently, discipline is often viewed as synonymous with zero tolerance— punishing all
misbehavior severely in order to send a message to potential troublemakers. School suspension
is in fact the most commonly used form of school discipline (Skiba & Knesting, 2002), and the
use of suspension and expulsion has increased substantially since the advent of zero tolerance
(Brooks, Schiraldi, & Ziedenberg, 2000).
Thus, discipline in common terms seems to involve the use of punishment, most often school
exclusion, to enforce student conformance with established standards, as expressed by school
discipline codes. Yet the derivation of the term discipline suggests a meaning far different from
our common understanding. The word discipline comes from the same Latin root as the word
disciple: discipere, to teach or comprehend.
Definition
According to Collins Dictionary the definition of Discipline is:
Discipline is the practice of making people obey rules or standards of behaviour, and punishing
them when they do not. It is the quality of being able to behave and work in a controlled way
which involves obeying particular rules or standards.
The second meaning is a branch of instruction or education.
The third dictionary meaning is instruction having for its aim to form pupil to people conduct
and action. The learning of scholars or subordinates to proper and orderly action by instructing
them in the scene.
The fourth meaning is “the orderly conduct and action which result from learning”.
The fifth dictionary definition is the order maintained and observed among pupils.
Its sixth definition is the correction chastisement punishment inflicted by way of correction.
To make the teaching learning process effective the whole environment of the classroom
should be conducive, favourable. In other words, it means Teaching children appropriate
behavior goals or the ways to deal then with certain limitation or boundaries so, in short
perform every task within the limits of the institution, school country. It is not a punishment
system that leads to liners to make one life successful. Restrictions of movements, constant
reminders to stay in your seats. Removal of other recess privileges as a means of punishment.
All can lead to increased irritability among the pupils.
So, discipline is the ability to establish good relationship with children to organize classroom
routine so that they promote whatever learning is to take place, combined with a quick and
lively understanding of individual personality so that pupils with problems can be guided and
helped. It involves not subordination but integration it aims at co-coordinating all the elements
in personality and creating a harmonious unity in which they all co-operate freely and without
hindrance.
Relationship between Discipline, Order and Freedom
Discipline and Order
Discipline is a state of mind, but order is a state of affairs order is of two kinds. It may be a state
of affairs. Imposed in unwilling pupils by external authority or it may be a state of affairs. The
result of affairs the result of pupils willingly submitting, themselves to certain good influences
order in classroom is essential and there are always some children is a large class. Who are
difficult and exceptionally slow to learn the art of being willing disciples. One important reason
is that a strict teacher, by maintaining order, makes it possible for children to do the best work
of which they are capable and in this way, he enables them to experience a very satisfying joy
of achievement.
Discipline and Freedom
Children do not learn to become willing disciples, as some theorist seem to suggest merely by
being left to do what they like. There is a connection between freedom end discipline, and both
grow together. They are necessary one to the other. Thus, we can speak of the discipline of
freedom end the freedom a discipline.
There are two kinds of treatment
1. Leadership to make them aware of their best human impulses, and of the fact that there
are valuable purposes in life, leadership to put them on the road to discipline and
freedom, and to support and inspire them on their journey along it.
2. Some part of the necessary disciplinary influences does not depend on individual. In many
schools the tone and tradition, built up perhaps by generations of devoted staff and pupils
continually and silently exert both positive and negative influences that help children to
become disciplined and free
Discipline in Educational Institution:
Discipline in schools generally means, “Orders and system in doing things, regularity and
obedience to commands.” But discipline is not synonymous with class order. It should be
identified with orderly behaviour in the classroom and other forms of school activities. Outward
show of order can also be maintained by force of fear. That is not real discipline. Real discipline
implies persuasion while order implies compulsion.
It is therefore important that school discipline or discipline in the educational institution should
be there for a gradual building up of habits, self-control and co-operation and carried out
pupils, not because it is imposed from above, but because of the recognition by its necessity
and value. So, discipline in educational institution or school should imply the cultivation of
certain desirable attitudes, habits and values in pupils.
Reference:
http://www.studylecturenotes.com/foundation-of-education/essay-on-discipline-in-school-meaning-
definition-concept
Handout 5.2
Purpose of school discipline
Discipline is very much important in life. In absence of discipline man cannot utilize powers
properly given by nature (Allah Almighty). Through discipline man can attain power and by this
power he becomes capable of developing his natural tendencies with a personal viewpoint.
Along with it, discipline is also very much important from social viewpoint. The great
philosopher, Aristotle said, “A nation is not built by mountains and trees, for withstanding it is
built by character of its citizens”.
This statement is completely true. When the citizens of some country are disciplined, they are
capable of taking their country on the path to progress. A disciplined person is of good
character, and pious by mind, words and actions. In this way, it is clear that for a nation or
entire society, discipline is very important. This fact can be made clear with the help of history
also.
The history is witness to time, when some country becomes prey to indiscipline; it had to
accept slavery of external powers. Through discipline, a man and the entire society or nation
gets vigilant on the other hand, indiscipline leads to severe consequences. Therefore, it is all the
more important to keep the ultimate goal in mind while working to improve school discipline.
As education researcher Daniel Duke (1989) points out, "the goal of good behavior is necessary,
but not sufficient to ensure academic growth." Effective school discipline strategies seek to
encourage responsible behavior and to provide all students with a satisfying school experience
as well as to discourage misconduct. Purpose of discipline is also to develop positive attitudes,
habits, ideas, and code of conduct through allowing students to experience social life of the
school. A strong social life which is organized on a cooperative basis and inspired by higher
ethical teaching of religion, can ensure improved student behaviour.
The purpose of discipline is to help the individual to acquire knowledge, habits, interests and
ideals which conduce to the wellbeing of himself, his fellows and society as a whole. It gives
realization to the school that it must be reconstructed on the lines of the development and
conscious pursuit of common ends in a cooperative spirit, each member contributing to the
common good in accordance with special gifts. Life in the school thus organized becomes
similar to and continuous with, life in a democratic society, and discipline coexists with school
life.
Main points
 Discipline gives children a feeling of security by telling them what they may and may not do.
 It helps children to avoid frequent feelings of guilt and shame for misbehaviour-feelings that
inevitably lead to unhappiness and poor adjustment.
 Discipline enables children to live according to standards approved by the social group and
thus to win social approval.
 Through discipline, children learn to behave in a way that leads to praise that, they interpret
as indications of love and acceptance which is essential to successful adjustment and
happiness.
 Discipline serves as an ego-bolstering motivation, which encourages children to accomplish
what is required of them.
 Discipline helps children to develop a conscience the “internalized voice” that guides them
in making their own decisions and controlling their own behaviour.
Handout 5.3
Factors affecting School Discipline
What School Characteristics Are Associated with Discipline Problems?
When John Hopkins University researchers Gary D. Gottfredson and Denise C. Gottfredson
analysed data from over 600 of the nation's secondary schools, they found that the following
school characteristics were associated with discipline problems: Rules were unclear or
perceived as unfairly or inconsistently enforced; students did not believe in the rules; teachers
and administrators did not know what the rules were or disagreed on the proper responses to
student misconduct; teacher-administration cooperation was poor or the administration
inactive; teachers tended to have punitive attitudes; misconduct was ignored; and schools were
large or lacked adequate resources for teaching (cited in Gottfredson 1989).
After reviewing dozens of studies on student behavior, Duke agreed with many of the
Gottfredsons' conclusions. Orderly schools, he noted, usually balance clearly established and
communicated rules with a climate of concern for students as individuals, and small alternative
schools often maintain order successfully with fewer formal rules and a more flexible approach
to infractions than large schools typically have.
How Can Schools Decrease Disruptive Behavior?
Working to change the above-mentioned characteristics may decrease disruptive behavior.
First, rules and the consequences of breaking them should be clearly specified and
communicated to staff, students, and parents by such means as newsletters, student
assemblies, and handbooks. Meyers and Pawlas (1989) recommend periodically restating the
rules, especially after students return from summer or winter vacation.
Once rules have been communicated, fair and consistent enforcement helps maintain students'
respect for the school's discipline system. Consistency will be greater when fewer individuals
are responsible for enforcement. Providing a hearing process for students to present their side
of the story and establishing an appeal process will also increase students' and parents'
perceptions of fairness.
The Gottfredsons suggest creating smaller schools or dividing large schools into several schools-
within-schools (cited in Duke). This has been done in several Portland, Oregon, middle schools
that have large numbers of at-risk students. For example, as Director of Instruction Leigh Wilcox
explained, Lane Middle School has been divided into three mini schools, each with a complete
age range of students taught by a team of teachers (telephone interview, July 10, 1992).
Discipline policies should distinguish between categories of offenses. Minor infractions may be
treated flexibly, depending on the circumstances, while nonnegotiable consequences are set
for serious offenses. Actual criminal offenses may be reported to the police as part of a
cooperative anticrime effort (Gaustad 1991).
Lack of Leadership in Teacher
1. Teachers have no respect as they had in the past.
2. Students do not show respect to the teachers
3. Teachers get involved in the cesspool of politics and self-interest
4. Teachers lose their ideals and do not pay their intentions for the development of the
students
5. Teachers usually excite the students and use them as tools for private tuitions.
6. Miserable economic condition is also one of the main reasons for lack of leadership
7. They are incapable of giving the guidance to the students
The Current Education System
1. Current education system is always being criticized
2. Students came to know that education given to them is not good
3. Students have no regard for education
4. Students just consider the education for the sake of their earning
5. Primary aim of educational system is to get good position in the annual examination
6. Students use their unfair means for achieving their objectives
Social Difficulties
1. Society’s condition is pitiable now a days
2. Social changes have disrupted the fabric of values
3. Moral values have shaken our society
4. Individual have no security of life
5. Lack of healthy habits among the students affect their mind and body
Economic Difficulties
1. Our economic condition is deplorable
2. Increased population has created many national problems
3. Lack of resources do not allow progress and growth
Lack of Communication
1. With the staff
2. With the students
3. With parents
Disruptive behavior of teachers
1. No interest towards students
2. No new methodologies
3. No interest in the curriculum
4. No interest in the development of the students’ personalities
Reference: http://edchat.blogspot.com/2011/01/definition-and-purpose-of-school.html
http://www.yourarticlelibrary.com/essay/discipline/essay-on-discipline-definition-concept-components-
and-principles/63727
Handout 5.4 (a)

Old concept of school discipline
In old concept of school discipline, the punishment as tool was considered remedial solution to
school discipline.
What is Punishment?
There are many definitions of punishment. The Black’s Law Dictionary employs a legal perspective
and defines punishment as, “In criminal law, any pain, penalty, suffering, or confinement
inflicted upon a person by the authority of the law and the judgment and sentence of a court,
for some crime or offense committed by him, or for his omission of a duty enjoined by law”
(What is PUNISHMENT?,). The legal definition does not indicate any relationship to behaviour
change and is retributive- a consequence imposed by the authority of law. On the other hand, the
psychological science of applied behaviour analysis defines punishment as any consequence that
occurs following a behaviour that reduces the likelihood of the behaviour occur-Depending on
one’s profession and frame of reference, people might define and view punishment differently.
There are many theories of why crime and other violations of community values occur, and many
theories about how the punishments imposed for those violations address compliance to those
laws and values (Schram & Tibbetts, 2014). It is beyond our scope to examine those theories, but
instead we will define the uses of punishment in schools, particularly as related to school
discipline, and focus briefly on three different philosophies about and conceptions of types of
punishments that might be used in schools.
A different view of punishment views punishment as an instrument to make good or
compensate for loss, damage or injury- a return or restoration of a previous state. Each of these
viewpoints may be applicable to how “punishment” might be used in schools depending on the
context, and the person administering punishment.
Punishment in School Settings:
Punishment in schools may focus on three different philosophies: punishment that is intended
to change the student behaviour; punishment that is retributive – a predefined consequence
imposed by adult authority; and recently, a type of punishment that is an effort to be
“restorative,” which is focused on changing behaviour, but also restoring the environment
andrelationships damaged by the behavior.
Punishment as retribution: “Retributive justice refers to the achievement of justice through a
one- sided approach of imposing punishment” (Schram & Tibbetts, 2014). Among most lay
people, punishment is any unpleasant action against someone in retribution for a violation of
the laws or norms of the community. In the context of families, these punishments range from
the things parents might use such as reprimands, confinement to the child’s room, and
“grounding” to guide and shape their child’s behaviour and social development. Parents may
expect these consequences to change their child’s behaviour, but these are often used whether
or not that is likely. In the context of schools, retribution may also apply to consequences
teachers may impose for violating classroom rules, such as reprimands, having students stay
after school, revocation of privileges, completing classroom chores, etc. They also apply to the
disciplinary consequences imposed for violations of school codes of conduct such as office
referrals, detention, suspension, expulsion, required transfer to another school, etc. Often,
these are framed as if they are intended to change the behaviour of the student, but these
punishments persist even when behaviour change is not really anticipated or demonstrated.
They are conducted based on adult authority.
Punishment as a restorative or indemnifying procedure: Restorative justice refers to the repair
of harm produced by one person’s behaviour by “reaffirming a shared consensus of values in
that community, involving a joint or multisided approach which emphasizes the victim, the
community and the offender” (Schram & Tibbetts, 2014, p. 277). It oriented privileges or a
detention; a behaviourist would not consider these as punishment unless the future likelihood
of the target behaviour decreased. Nevertheless, a parent or an assistant principal might still
consider these as punishments regardless of whether they actually change future behaviour if
taking a retributive approach.
Corporal punishment: It remains controversial. Some argue that its use is more effective and
efficient than other alternatives. However, others oppose its use on moral and ethical grounds.
Nevertheless, there are millions of uses of corporal punishment each year in schools primarily
in the southeast and southwest parts of the United States where it is permitted, (Dupper &
Montgomery-Dingus, 2008). Where it is used, this is of course a retributive form of punishment.
Suspension and expulsion in schools: In recent years, there has been criticism of exclusionary
discipline consequences for students in school. These practices, primarily suspension and
expulsion, have been used as retributive punishments for misbehaviour. Skiba and Peterson
(1999) found that although fighting is the largest single reason for suspensions, the majority of
suspensions occur because of minor offenses that do not threaten school safety such as
disrespect and tardiness. Suspensions and expulsions may be reinforcing bad behaviour as they
allow the student who may not want to be in school anyway to escape from school for a period
of time. These consequences are correlated with numerous negative outcomes for students
including dropping out of school, low academic achievement, and ongoing behaviour problems.
Punishment
Confusion and Controversy Regarding to Punishment in Schools:
These differences in the use of the word punishment can cause confusion. While most of the
time in schools educators may employ the “behaviourist” definition, when it comes to school
discipline, many educators may resort to a criminal justice interpretation of punishment as
retribution required by the school procedures. When asked, most educators will say that the
school discipline system is intended to change student inappropriate behaviour. However, most
also recognize that the traditional school disciplinary consequences, which may include
detention, in-school suspension, out of school suspension, and expulsion, probably do not have
a positive impact on changing student behaviour for most students who receive those
punishments. Following are reprimand, a loss of to paying the costs of restoring possible
damage, loss or injury. It is both a philosophy and a plan which entails all persons affected by
the misdeed coming together to make a restorative plan and provide supports for future
behaviour for the offender. It is a balanced approach which attempts to restore, and provide
meaningful consequences for offensive behaviour rehabilitate and reintegrate the offender,
and enhance community safety.
Reference:
https://k12engagement.unl.edu/punishment
Handout 5.4 (b)

The modern conception of school discipline
Many types of maladjusted children are found in our classrooms. Teachers consider the keeping
of discipline to be their number one professional problem. More teachers probably fail in their
work because of inability to maintain a well-ordered classroom than for any other single
reason. Although the importance and need for providing a classroom atmosphere that is
conductive for effective learning has never been doubted, methods of keeping discipline have
changed radically over the years. Formerly, it was considered standard practice to bring an
offender into line by corporal punishment, ridicule, or the removal of privileges. Discipline was
something imposed upon the child by the teacher.
The modern conception of discipline is that it is both regulative and educative where the
attention of the administrator or the teacher is directed to constructive attitudes and habits if
conduct, rather than to regulations of control negative in nature. The modern concept is
regulative because without quiet and order, effective teaching on one hand, and profitable
learning on the other, are not possible. The true function of classroom discipline is to create a
desire to help establish and maintain good working conditions to further the accomplishment
of the objectives for which the teacher and the pupils are working.
Likewise, classroom discipline is educative. According to Mueller, the purpose of discipline is to
help the individual to acquire knowledge, power, habits, interests, and ideas which are
designed for the well-being of himself and his fellows that discipline is a matter of education.
Classroom discipline aims to bring about desirable behavior on the part of all pupils.
Besides being regulative and educative, the modern concept of discipline is also based on the
rational approach. In a rational approach to discipline, mere compliance is subordinate to
understanding. The pupils must be made to understand why certain modes of behavior are to
be followed, to question the reasonableness of things, to have the habits of finding out about
things, and to make up their own minds. The administrator or the teacher must see to it that
discipline of the home and the school should recognize the dignity of each individual and right
to seek recognition and to direct his own activities. Modern discipline must be viewed insight
and understanding.
According to modern educational thinking the meaning of discipline is taken in widespread
form. Today, where the objective of education has been understood to develop qualities of
successful citizenship and sociability in child, at the same place, school discipline is meant
internal and external discipline which should develop physical, mental, social and ethical values.
Modern concept of discipline is one in which self-discipline and social disciplines are stressed
especially or particularly. The great educationist John Dewey has influenced sufficiently. He says
that according to maximum modem thoughts, the meaning of discipline is to prepare children
for life in democratic society, to provide help to man in achieving knowledge, strength, habits,
interest and ideas which are envisaged for the up-gradation of self, his companies and whole of
the society.
Handout 5.5
Reward and Punishment and its Effects on Discipline
To Reward or to Punish:
Developed by B.F Skinner, operant conditioning is a way of learning by means of rewards and
punishments. This type of conditioning holds that certain behaviour and a consequence, either
a reward or punishment, have a connection which brings about learning.
Studies on classical conditioning resulted to the emergence of other theories that may explain
behaviour and learning, and one of these is Operant Conditioning. Operant conditioning tries to
negate the belief that internal thoughts and mere motivations would bring about learning
behaviour. As a behaviourist, Skinner thought that only external causes of behaviour should be
considered.
A. Reinforcement
Reinforcement is a process of increasing the frequency or rate of a behavior by means of
presenting a stimulus shortly after the display of behavior. The event that intensifies the
likelihood of the behavior to be repeated is called reinforce. There are two types of reinforce:
1. Positive reinforces are favorable stimuli that are given after the display of behavior. Positive
reinforcement strengthens the probability of a behavior by means of the addition of
something.
Example: You studied hard and got an A in your Math exam. Your mom rewards you by
treating you to your favorite restaurant. After this, you study hard again and also got an A in
your History exam. Your mom rewards you by going with you to see a movie you like. For
your next examinations, you study hard once more.
1. Negative reinforcers, on the other hand, are the removal of the unfavourable stimuli after
the display of behavior. In negative reinforcement, the behavior or response is intensified
by the removal of something.
Example: You leave home at 8 am to drive your way to work, and you always encounter
heavy traffic. You leave your home earlier the next day, causing you to avoid the heavy
traffic. You leave home earlier than 8am during the next days and you keep on avoiding the
heavy traffic. This means that your behavior of leaving home earlier than 8 am is intensified
by the consequence of getting to avoid heavy traffic.
In both positive and negative reinforcements, behavior is increased.
B. Punishment
In contrast to reinforcement, punishment is a process wherein a stimulus is presented after
the display of behavior and causes the decline in the likelihood of behavior to reoccur.
There are two types of punishments:
1. Positive punishment is the addition of something which causes the decrease in repeating
the behavior that was displayed. Negative punishment, also known as punishment by
removal, occurs when a favorable event or outcome is removed after a behavior occurs.
Example: A child teased his sister, making her cry so loud. The mother spanked him on his
buttocks because of this. The child never teased his sister again.
2. Negative Punishment, on the other hand, is the removal of something which is favorable, in
order to decrease the likelihood of the behavior to reoccur.
Example: A teenager student is caught cheating in an examination. His parents then forbid
him to use his car and also reduce his allowance. The teenager does not cheat in his present
exams anymore.
To have a better understanding of these concepts, here is a table which summarizes the
characteristics of positive /negative reinforcement and positive /negative punishment:
Types of punishment
Two categories of punishment at schools were identified: one is physical and the other
psychological.
Physical punishment includes smacking, spanking, kicking, throwing, pinching, pulling hair,
twisting arms or ears, forcing the child to stay in uncomfortable or undignified position, forcing
the child to take excessive exercise, burning, giving electric shock and hitting them with
different objects such as cane, belt, whip, shoe, broom and electric wire.
The psychological punishment, found to be more humiliating and degrading, includes verbal
abuse, ridicule, isolation and scaring. Such punishments leave children in a vicious cycle of
frustration that haunts them for their entire lives.
The impact of the corporal punishment hampers a child’s development.
The child who regularly receives corporal punishment develops mental, physical and
psychological weakness. Further, his behaviors turn violent and he becomes weak in studies.
With rise in corporal punishment, the performance of children gets deteriorated at all fronts.
Fear of punishment makes a child scared and mentally disturbed.
He or she feels ashamed, disgusted and insulted, becomes shy and frightened and experiences
nightmares, loss of appetite or develops inferiority complex.
Children needed to be taught about right and wrong and should be encouraged on good
performance at academic level.
Five most common types of punishment at school level:
According to Selena George P.E.T program Manager at California,
There are five most common types of punishment at school level:
1) Yelling – scolding, name calling, demanding
2) Withdrawing or Withholding – taking away privileges which may or may not have anything
to do with their unacceptable behavior
3) Using “Logical Consequences” – i.e. if the child is late for dinner, they are made to go
without eating
4) Grounding – not allowing them to do anything but what is (according to the parents)
necessary
5) Isolation – giving them “time outs”, alone and away from everyone else Lucie Renard, 2017
is of the view that motivating your students to learn and to participate can be very hard.
Some teachers have their hands full with class management and they don’t even get to
teaching.
In order to stimulate learning and to motivate good behavior, lots of teachers use rewards for
students.
Let us see the advantages of reward systems and why you should use one. But watch out. It’s
not all sunshine and rainbows. Some teachers and educators aren’t a big fan of constantly
rewarding your students. Reward systems also have their disadvantages.
Advantages of a reward system
1. Appropriate behavior
Students conform to appropriate behavior when rewarded either intrinsically or extrinsically.
2. Increased motivation
Students will show interest and raise their participation in the everyday classroom tasks,
responsibilities and learning.
3. Joyful students
Incentives for students motivate them to be more productive because they create a feeling of
pride and achievement. Being successful makes you happy.
4. Boosted self-esteem
Every success story helps students become more self-confident. They are proud and also
encouraged to achieve another successful result.
5. Completed homework
The National Association of School Psychologists suggest that reward systems help motivate
students to complete their homework. It’s rather shocking that without rewards, students don’t
complete it.
6. Improved results
Rewarding students encourages and endorses school effort. They lead to improved outcomes
for students.
Disadvantages of a reward system
Before you jump into the reward systems, you should also know the disadvantages.
1. Addiction
Students can become addicted to classroom rewards. This means that they won’t study
anymore without them.
2. Devaluation
After a while rewards are no surprises anymore and they come as expected. They will lose their
effect. Watch Dan Pink’s excellent TED talk on motivation for more details on how reward
systems can utterly fails.
3. Race against the clock
Students focus more on finishing an assignment to win a classroom prize, instead of learning
what the lesson is meant to teach. Finishing it is more important than to actually understand it.
4. Control and manipulate
Students might feel they are manipulated and controlled by you. This also teaches the student
how to manipulate.
5. Increased pressure
The more you praise students, the greater the fall if they can’t live up to that praise and to your
expectations.
6. Bribes
The line between bribes and rewards is very thin. Rewards can lead to the idea of controlling
your students. You’ll feel more powerful and use rewards as bribes.
How to put a reward system to work

School reward systems can help, but you can’t just try out something without clearly thinking it
through. Here’s how you best put a reward system to work.
1. Set class goals
Set class behavior goals that are achievable and measurable. For example: when you raise your
hand, all the students stop talking within 20 seconds. Let your students participate in setting up
those goals. It will motivate them more to abide by the rules.
2. Define how you will use the reward system
This is the key to success. When are students receiving rewards? What are your boundaries?
Make your intentions clear. For example: students will receive a reward when they help
another student, they finish homework a day early, when they participate in class.
3. Explain why you gave a reward
Give your students specific, genuine feedback attached to the reward. For example: “Bilal, you
showed respect by letting Amna in before you”.
4. Give students a voice
It’s important to let your students participate in choosing rewards. To be sure that rewards are
valuable and motivating for the students, you can brainstorm with your students. Let them put
together a list of acceptable rewards. You still have the final word!
5. Reward early
Just like giving feedback, rewards must be given shortly after the show of behavior. In that case,
students won’t forget what they did to deserve it and other students won’t get suspicious.
6. Lessen the rewards over time
Raise your expectations for the student’s behavior in order to receive the same reward.
Students shouldn’t get addicted to rewards. The teacher must lead them towards intrinsic
motivation. Students must learn to be motivated by their own achievements and not rely on
external rewards all the time.
The Positive Side of Rewards
Many teachers want to keep a positive atmosphere in their classroom. One way they maintain
this is by using rewards to motivate students. These are offered in a variety of ways, such as a
treat for completing homework on time or extra recess for good behavior. Rewards work for
the students who receive them and those who do not: Seeing a high-achieving student enjoy a
reward may inspire a disruptive student to focus on her work.
The Positive Side of Punishments

Educators often choose punishments when rules are not followed. They lay out guidelines
when the year begins and list what the punishments will be if the rules are not followed. The
punishments, or consequences, usually involve withholding something the student enjoys. For
example, a disruptive student may be kept in at recess time or serve detention after school. A
student who frequently distracts his peers from learning will be deterred if he knows he will not
receive a class treat at the end of the month.
The means through which a teacher can maintain class discipline in schools is through reward
and punishment. The effective use of reward and punishment in schools had been expressed
with different views by many educationists and psychologist. And these contributing views and
feelings of others (educationist and psychologists) will be brought together by the writer during
the course of study so that the reader can be given sufficient ground-work on which to base his
conclusion after reading the research work.
Reward and punishment is equally an area of interest, which closely involves many parents and
teachers who feel the need for education authorit6y to define its limitation so as not to over
step their units. Rewards and punishment, especially when they are related to learning process,
are most debated solution must be sought out in this intriguing issue because the outcome will
give a practical advice and guidance to those who are just beginning the teaching career or to
parents who show much concern over their children’s success in life. This work does not ever
claim to solve all the problems concerned with punishment and reward in learning process in
the school but rather to highlight some possible solutions, which will be of abundant
educational values to both teachers and parents and the public in general.
In conclusion, the use of rewards on preschoolers by both parents and teachers
influences discipline by encouraging respect for school rules. Similarly, the use
of punishment to a large extent affects discipline by reducing bad behavior and encouraging
desired behavior instead. Somehow, punishment should be avoided as it is banned by
Elementary and Secondary department after taking action over ruthless corporal punishment at
school level.
Reference:https://www.gordontraining.com/free-parenting-articles/the-5-most-common-
forms-of-punishment/
Worksheet 5.1
Instruction: Cut the discipline infractions separately for Group Activity. An enlarged print can be used for
activity. Prepare 4 sets beforehand for activity.
Level 1 Infractions Level 2 Infractions Level 3 Infractions Level 4 Infraction
Make-up/ Jewelry Disruptive Behavior Cheating/Academic Drugs or intoxicants

/Nail Polish possession or use
Violating Uniform Violating Area Bullying Sexual Harassment

Code Rules/ Outside of
class without
pass/loitering
Chewing gum Fighting/ Vandalism Immodest behavior Major assault on

Teacher / staff /
student
Inappropriate hair Concealing the truth False Emergency Bomb threat

and causing harm to alarms
others
Disruptive Behavior Violating field trip Reckless driving/ Continued Cyber

in Salah rules/ sporting motor biking bullying
events/
extracurricular
activities
Not completing Offensive language/ Leaving campus Possessing,

HW/CW inappropriate during school hours displaying, and
language/ Foul/ or school related pretending to have
Derogatory activities without a gun, knife or an
Language/Behavior proper assault weapon.
authorization
Display of phone Disrespect of others Extortion/ Theft/Unauthorized

access
Intimidation.
Worksheet 5.2 (a)

Instructions: Consider the different types of punishments and their practicality
Teacher’s perspective Consideration

No Punishments
Why teachers may have used this: Why it is unnatural and ineffective?
1 Raise hands
over head
a) ______________________________ a) _____________________________
______________________________ _____________________________
b) ______________________________ b) _____________________________
______________________________ _____________________________
c) ______________________________ c) _____________________________
______________________________ _____________________________
2 Kneel down
a) ______________________________ a) ____________________________
______________________________ _____________________________
b) ______________________________ b) ____________________________
______________________________ ____________________________
c) ______________________________ c) ____________________________
______________________________ _____________________________
3 Canning
/beating a) _______________________________ a) _____________________________
________________________________ _____________________________
b) ________________________________ b) _____________________________
________________________________ _____________________________
c) ________________________________ c) _____________________________
________________________________ _____________________________
Worksheet 5.2 (b)

Instructions: Consider the different types of rewards and their practicality
Teacher’s perspective Consequences

No Rewards
Why teachers may have used this: When it is positive and negative?
1 Praise
a) ________________________________ a) ______________________________
________________________________ ________________________________
b) ________________________________ b) ________________________________
________________________________ ________________________________
c) ________________________________ c) ________________________________
________________________________ ________________________________
2 Free
time a) ________________________________ a) ________________________________
________________________________ ________________________________
b) ________________________________ b) ________________________________
________________________________ ________________________________
c) ________________________________ c) ________________________________
________________________________ ________________________________
3 Special
snacks or a) ________________________________ a) ________________________________
gifts
________________________________ ________________________________
b) ________________________________ b) ________________________________
________________________________ ________________________________
c) ________________________________ c) ________________________________
________________________________ ________________________________
HANDOUTS
Handout 6.1
Classroom Management
Picture no 1: PROBLEM – Classroom Issues

Picture no 2: SOLUTION – Classroom Management

Handout 6.2
Need and basis for classification of learners
Need for classification
The early schools were upgraded. Most of the teaching was individualized, learners were
coming close to teachers’ table to recite what they have learnt. Different attempts were made
to classify learners in their classes. Reading ability was also considered a yard stick for
classification. However, instruction was mainly based on recitation and reading. As more
students were getting admitted in the schools especially the poor and weak students in studies,
it was greatly felt that specific scale may be used for their classification. After taking these
measures, students were admitted in different schools and classes.
Classification of learners is of great importance especially, if a school has learners with poor
performance due to their low mental level. It would be more than enough if such students are
grouped together and are taught by specially trained staff. A number of schools group their
students properly for applied work like the subject of Mathematic. There are also times when a
number of students may be placed in a temporary group for special assistance. They are
returned back to their original groups after receiving their help. Some teachers group their
students within the same class while assigning them different tasks/ projects to be completed
within due course of time.
A learner is not able to show good performance in a subject but may be superior in other
subject due to individual differences or multiple intelligence.
If grouping technique is intelligently used, it will bring happy moments in the learners’ lives.
Wise grouping facilitates instruction on one hand and learners’ facilitation on the other hand.
Classification of learners is generally approved for instructional purposes. Each school should
accept the individuality of learners why doing all the possible efforts to ensure their success in
future. The schools need to have proper arrangement of learners’ physical and mental
adjustment in the classrooms.
Basis of classification at Elementary level
At Elementary level, most commonly used bases are chronological age, mental age, educational
age, intelligence Quotient and judgment of the teachers. The most common and practiced basis
is the chronological age of the learners. It is considered the chief basis while classifying learners,
however, small groups have been organized on the basis of Childs’ physical age, social
attributes and other factors.
Basis of classification at Secondary level

Sometime, all the bases appropriate for Elementary level are also considered well while
classifying learners at Secondary level. Learners’ grouping in the secondary school are arranged
through selection or assignment to detailed course of study as science, humanity, vocational
and computer curricula etc. usually tests are taken and learners are selected for the given
fields, where they are given specific course of study.
Classification of the exceptional learners
It is considered imperative to pay great attention to those students who are gifted and showed
excellent score in the last examinations. Variation may be of a physical, social or emotional
nature. For gifted learners separate class arrangement is the best option if exercised properly.
Similarly, separate groups for retarded learners is also necessary. Students having same
characteristics, may be grouped together without taking into account the chronological or
mental age. Certain classroom procedures are considered important for the proper instruction
of these groups.
Reference:
University Islamabad
Handout 6.3
Modern Concept of student’s classification
Modern Concept of School Classification
While classifying learners, two functions of education should be kept in mind- The integration
and the Differentiating Functions.
To all levels of education, these are properly applied. In their application, the learners always
keep in mind that they are considered in accordance with the integrating function, they
perform rather than division, made up of so many separate grades, groups or years. Within
each group, the emphasis needs to be given to highest possible educational and social
maturation of individual learner, considering the overall educational goals to be achieved.
1. The Integrating Function
The first and foremost important responsibility of a person is to achieve knowledge, skill and
appreciation, which should be achieved through schooling. This social responsibility is
recognized by integrating function. It is the duty of every school to enable individuals to know
common understanding, ideals, attitude, body of common knowledge and skills necessary for
their common lives. It also enables a person to live together as united we stand and divided we
fall, with full responsibility and obligation. This great factor should be kept in mind while
classifying students in schools at all level of education.
2. The Differentiating Function
As a matter of fact each individual is different from other with respect to their physique, caste,
colour and talent. This functions embraces the individuality and is based on the fact of
individual differences. The existence of individual difference is a normal condition and each
individual learn with own speed by using his/her mental level.
The one shows tremendous results in one field while the other in other field. So it is the need of
the time to acknowledge the in-built abilities of learners first and the then deal accordingly. In
this way every learner will go beyond in his/her concerned fields with great speed and will
ensure due success. Each learners’ varying abilities and characteristics should be studied in the
direction of a balanced life.
Have a glance on the following problems happening in the school and their possible solution:
Problems Solution Techniques
1. Refusing class work 1. Never allow anyone to refuse class work at

any condition
2. Arrange private meeting with concerned
students to diagnose the causes.
3. Talk to Principal and parents after diagnosing
issue.
4. Make sure the level of difficulty of the work
given.
5. Enough time be given for task completion.
2. Stealing things from other students 1. Children don’t admit but they should be made
to admit this deed if done.
2. Report to Principal for habitual theft.
3. Have a meeting of the accused parents
3. Mischievous students 1. Check the noise right at its start.

2. Don’t let together most talkative learners.
3. Give students free period for discussion.
4. Change seats of mischievous learners.

5. Advise them to attract class by good deeds
like helping poor students.
4. Dishonesty 1. Some students tell lie, advise them in the light

of Islam.
2. Teacher show himself/herself as role model
before students.
Handout 6.4
The class and its historical development
Education dates back to the very first humans ever to inhabit Earth. Why? To survive,
every generation has found it necessary to pass on its accumulated knowledge, skills, values,
and traditions to the next generation. How can they do this? Education!
Each subsequent generation must be taught these things.

The earliest human beings didn’t need schools to pass along information. They educated
youngsters on an individual basis within the family unit. Over time, however, populations grew
and societies formed.
Rather than every family being individually responsible grew, education, people soon figured
out that it would be easier and more efficient to have a small group of adults teach a larger
group of children. In this way, the concept of the school was born.
Class: unit of teaching is called class.
For collective purpose of instruction, group of learners, working together is called class.
Homogenous group of learners, so as to work and progress together is known as class.
A group of learners having the same age, physical and mental adjustment and other similar
qualities, having different teachers for different subjects along with physical teacher for
physical exercise and fitness is known as a class.
A group of learners reading and writing under the control of a single teacher is called class.
Educating a huge number of learners with minimum amount of time, expenditure and energy in
a specific room is called class.
Classroom and its management
Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive, on task, and academically productive
during a class. When classroom-management strategies are executed effectively, teachers
minimize the behaviors that impede learning for both individual students and groups of
students, while maximizing the behaviors that facilitate or enhance learning. Generally
speaking, effective teachers tend to display strong classroom-management skills, while the
hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with
students who are not working or paying attention.
While a limited or more traditional interpretation of effective classroom management may
focus largely on “compliance”—rules and strategies that teachers may use to make sure
students are sitting in their seats, following directions, listening attentively, etc.—a more
encompassing or updated view of classroom management extends to everything that teachers
may do to facilitate or improve student learning, which would include such factors as behavior
(a positive attitude, happy facial expressions, encouraging statements, the respectful and fair
treatment of students, etc.), environment ( for example, a welcoming, well-lit classroom filled
with intellectually stimulating learning materials that’s organized to support specific learning
activities), expectations (the quality of work that teachers expect students to produce, the ways
that teachers expect students to behave toward other students, the agreements that teachers
make with students), materials (the types of texts, equipment, and other learning resources
that teachers use), or activities (the kinds of learning experiences that teachers design to
engage student interests, passions, and intellectual curiosity). Given that poorly designed
lessons, uninteresting learning materials, or unclear expectations, for example, could contribute
to greater student disinterest, increased behavioral problems, or unruly and disorganized
classes, classroom management cannot be easily separated from all the other decisions that
teachers make. In this more encompassing view of classroom management, good teaching and
good classroom management become, to some degree, indistinguishable.
By successfully managing your classroom, you can increase student success and create a
productive and cooperative learning environment. Effective behavior management plans allow
students to get the most out of their time spent in school and ensure that you maintain your
sanity. While many fail, to recognize it, learning to behave can be just as important as learning
the academic lessons taught in school.
Safety
If a teacher has control of her classroom, it is less likely that a fight will break out or violence
will occur. By establishing clear and consistent standards of behavior teachers can ensure that
their classes are organized and productive, and that students do not have the opportunity to
engage in fights or inflict harm on another student. Additionally, by punishing students who
name call or are disrespectful to others, teachers reduce the likelihood that verbal conflicts will
escalate and become physical.
Positive Class Environment Building

Students work more productively, and share more openly, when there is a positive classroom
environment. Through behavior management, teachers can create an atmosphere of mutual
respect in which all classroom participants feel safe to share their options without risk of
censure. Without classroom management, students will likely feel that they are not free to
speak their mind or participate, as their peers may make them feel unwelcome or unworthy.
More Teaching Time
Time spent dealing with continuous behavioral interruptions is time taken away from teaching.
By setting up clear behavior expectations and consequences at the beginning of the year,
teachers can create a fluid and productive class in which time is spent engaging in educational
activities, not responding to student misbehaviors.
Relationship Building
Through effective classroom management, teachers can build healthy and mutually respectful
relationships with their students and allow students to build these positive relationships with
their peers. Effective classroom management ensures that students interact appropriately,
allowing for them to create and strengthen relationships.
Preparation for Workforce
Many students eagerly look forward to adulthood, thinking that they will be free of the
restrictive rules and guidelines that they follow in school daily. However, as any adult knows,
succeeding in the adult world is all about following rules. To be a productive citizen, you must
follow laws, abide by workplace restrictions and follow community regulations. Classroom rules
help prepare students to successfully follow the rules that will dictate their actions later in life.
In order to ensure all categories of students are treated fairly and with utmost care and
concern, teachers must ensure that the classroom climate is maintained in an effective manner.
The following table by McBer, (2000) lists nine dimensions to achieve a positive classroom
climate.
Classroom Climate
The Nine Dimensions
(Hey McBer, 2000)
Clarity around the purpose of each lesson. How each lesson relates to the
Clarity broader subject, as well as clarity regarding the aims and objectives of the
school?
Order within the classroom, where discipline, order and civilized behavior
Order
are maintained.
A clear set of standards as to how pupils should behave and what each
Standards pupil should do and try to achieve, with a clear focus on higher rather than
minimum standards.
The degree to which there is absence of favoritism and a consistent link

Fairness
between rewards in the classroom and actual performance.
The opportunity for pupils to participate actively in the class by discussion,

Participation
questioning, giving out materials, and other similar activities.
Feeling of emotional support in the classroom, so that pupils are willing to

Support
try new things and learn from mistakes.
The degree to which the classroom is a safe place, where pupils are not at
Safety
risk from emotional bullying, or other fear-arousing factors.
The feeling that the classroom is an interesting and exciting place to be,
Interest
where pupils feel stimulated to learn.
The feeling that the classroom is a comfortable, well organized, clean and
Environment
attractive physical environment.
Reference:
 https://www.edglossary.org/classroom-management/
 http://www.ehow.com/
Handout 6.5
Advantages and Disadvantages of Classification
Following are the advantages of classification:
Classification allows us to see relationships between things that may not be obvious when
looking at them as a whole. For example, by classifying participants in a study according to
many different elements of their lives (height, age, weight, etc.) we might be able to identify a
relationship between some of those traits and the outcome of their lives. This is a pretty
common practice in education as well; for example, there are dozens of variables that may
affect how a student performs in an academic setting, and classifying those variables allows us
to evaluate which ones have the greatest impact, and which can be controlled.
Categorizing things also makes it easier for us to make subjective judgments about the worth of
different things. If you look at most real-world situations, we are constantly classifying things in
our mind from the restaurants we go to the car we buy, example restaurants by cuisine, cost,
distance etc. and cars by price, brand value, segment etc. Classification, therefore, helps us take
better and more efficient decisions.
Classifications simplify our environment. When we divide up the universe of knowledge into
classes or facets, we are sorting information objects into groups and into a system of
relationships. This system helps us reduce chaos and confusion among the things that surround
us.
It makes better provision for the social aspect of education, because there is opportunity for
cooperation, speech, social and political participation. It assists in motivation, appeals to desire
for the good opinion of others and to the group-discovered problems.
It saves duplicate preparation and elaboration on the part of teachers.
The slow learners get opportunities to learn from the gifted students at the same time. The fast
learners share their experiences with struggling students.
The problem of management and discipline is reduced to great extent.
A disadvantage to classification is that many of the classifications themselves are based on

subjective judgments, which may or may not be shared by everyone participating. This would
lead to differences in perceived value. For example, if someone classifies attractiveness
according to height and hair color, this may lead not only to negative social impacts, but
because it is based on relatively superficial traits, it may also lead to reinforcement of poor
value systems and diminished fitness.
Another problem is that humans are the ones doing all of this classifying and categorizing, for
our own benefit; the natural world doesn't function according to categories. Thus our own
knowledge can sometimes create an artificial limit on our ability to correctly categorize
something. This is evidenced by the frequent disputes and reorganization of evolutionary
relationships, or by the false classifications caused by fraudulent or mistaken research, such as
the false link between autism and vaccines.
 It adversely affects both slow and fast learners as both have to go on the same speed.
 Sometime the fast learners due to his/her high I.Q level underestimate the slow learner
which leads to adverse effect on students.
 Attention is paid to the average work of the class not the individuals.
 Gifted students cannot go ahead of the slow learners so they fall into the habit of
idleness.
 Childs’ individual attention and interest is overlooked.
 A teacher cannot diagnose individual mind work.
Reference:
Arbab khan Afridi (2016) School Organisation and management IER Peshawar University.
Handout 6.6
Various Aspects of Classroom - Physical Environment
Physical Dimensions
Seating arrangement Lighting Displays Boards
Ventilation Writing Cleanliness Heating
The term physical environment refers to the overall design and layout of a given classroom and
its learning centers. Teachers should design the environment by organizing its spaces,
furnishings, and materials to maximize the learning opportunities and the engagement of every
child. To effectively do so, teachers can apply a concept known as Universal Design for Learning
(UDL), which stresses that the environment and its materials in it should be accessible to
everyone. Creating this accessibility might involve providing books at different reading levels,
placing materials within easy reach on a shelf, or creating ample space so that a child who uses
a wheelchair can maneuver around the classroom.
When they set out to design an effective physical environment, teachers should consider that
entire environment’s various aspects. Once they have selected child-sized, age-appropriate
furnishings, teachers should then think about each of the following:
Arrangement of Furnishings and Floor Coverings
A well-designed physical environment has different activity areas with clear, physical, and visual
boundaries, defined by the furnishings and floor coverings. These furnishings and floor
coverings should create spaces that are comfortable and that lend themselves to their intended
purpose. For example, a block area might have bookshelves to set it off as a block center, and
carpeting or foam flooring to muffle the sound when blocks fall on the floor. Also, the library
area should have a soft, comfortable floor covering for young children and adults to sit on while
they look at the books. When they arrange furnishings, teachers should:
 Make sure that all children are visible to adults and that adults are visible to children, to
ensure proper supervision.
 Design areas with spaces for children to work and play independently or in small groups,
and to gather as a community.
 Establish clear boundaries to indicate where the center space begins and ends.
 Consider the location of centers. Centers with high activity levels (e.g., block centers,
dramatic play areas, music centers) should not be located close to centers with quieter
activities (e.g., listening centers, computer areas).
 Consider the number and size of centers. Make sure there is enough room that children
can be engaged without being crowded.
 Create cozy, private spaces. Create safe spaces where children can retreat to rest,
observe, and recharge emotionally throughout the day.
Selection and Placement of Materials
Another aspect of the physical environment includes the selection and placement of materials.
The selection of materials includes choosing toys and other physical objects that are age- and
developmentally appropriate, as well as linguistically and culturally relevant, for the young
children in the classroom. For example, the block area should include a variety of blocks to
allow children with varying motor skills to manipulate them, and these materials should be
placed so that they are easily accessed. Teachers should also take care when it comes to:
 Organizing materials and keeping them in appropriate places (e.g., art materials in art
center, sensory table near sink), taking into consideration children’s development of
independence skills.
 Providing enough materials within the centers so that children can be engaged and not
arguing over limited resources.
 Having centers organized and ready to go when children arrive.
 Making sure the materials represent the diversity and the ability levels of the children.
 Placing heavier items on lower shelves so that children do not get hurt when they take
them down.
 Providing safe play items that offer developmentally appropriate challenges to promote
the growth of problem-solving skills.
 Encouraging children to help make decisions about materials.
 Rotating materials both to promote children’s interest and to keep the materials novel.
Design and Display of Visual Materials
Another important aspect of the physical environment is the design and display of visual
materials. Visual material— such as posters for displaying classroom rules, daily schedules, and
steps to complete a routine (e.g., hand washing)—help young children to know what to do and
to better understand their environments. For example, in the block area, the teacher can label
the center and use visuals of the different blocks to indicate where they belong on the shelves.
This can aid the children when the time comes to clean up the center. Other considerations
include:
 Displaying children’s work so that they can take pride in it and can feel a sense of
ownership of the room. Doing this also offers opportunities for language development:
When children talk about their work or comment on other children’s work, teachers can
use these opportunities to build their language skills.
 Posting visuals at the eye-level of children so that they can see them.
 Using visuals to indicate when a center is closed (e.g., visual prompts such as sheets or
blankets, circles with a slash through them).
 Displaying materials that are representative of the environment’s diversity (e.g., culture,
disability, language, family structures).
 Labeling centers and frequently used materials in languages that represent the home
languages of the children in the classroom.
 Having children bring in pictures of their families for display in the classroom so that
they feel comfortable and at home in their environment.
Lighting and Sound
When they design the physical environment, teachers should also consider its lighting and
sound. Teachers can use lighting and sound to create a comfortable environment that is
conducive to the different activities that occur throughout the day. For example, so that
children can engage in both quiet and more active play activities during center time, the block
area can be carpeted to reduce noise. Teachers can also keep in mind:
 Natural lighting, or light from windows, is best when available.
 Lighting can be used to create moods (e.g., small lamps in home living areas to resemble a
home environment).
 Using flooring materials that muffles sound can reduce noise from active centers. Chairs
with rubber leg bottoms or chairs with tennis balls over metal bottoms can also help to
reduce sound, as can wall hangings, drapes, and soft furnishings.
 Because some children are sensitive to loud sounds and bright lights, teachers might need
to find ways to minimize noise and to create a dimly lit space for them.
Physical aspect of classroom and its effect on discipline

Truant student: Such student is a special type of problem student. When he comes to class, he
may be either a pathetic or descriptive. Perhaps life at school is too dull for him and he sees to
reason for attending it. He may be restless due to being tired or nervous.
Students who are usually absent:
Be prepared also for the student who is often absent not because he wants to stay out but
because he wants to stay out due to excessive family responsibilities.
Student who are misbehaving:
Suggestions:
If a student continues to misbehave and cannot be ignored, do not discuss his behaviour in
front of class. Ask him to see you after class, and schedule the meeting in a room where you will
have privacy, begin by saying something pleasant. Let the student do most of the talking be
sympathetic.
Cheating:
Today’s well-intentioned parents are putting more and more pressure on their children to do
well in school. When the student cannot do that he often resorts to cheating.
Suggestions:
If you suspect a student of cheating, handle the situation intelligently. Never accuse a student
of cheating until you have evidence. If you catch a student with a cheat sheet next to his test
papers, for example, quietly take the test and the cheat sheet and ask the student to see you
after class. If two students turn in papers with identical off beat answers, show the students the
paper during a conference and ask for an explanation. If the caliber of a student’s paper seems
too high for his ability and you suspect plagiarism, you must locate the item plagiarized for
evidence. Usually, once the student learns that he cannot cheat in your classroom. The matter
can be dropped after the conference, if cheating is a habitual pattern of behavior, you must
send a report of the incidents to the counselor to see the student.
In some cases, the parents may need to be consulted.
Worksheet 6.1
Instructions:
 Read aspects of physical environment in column 1st and identify items required/
requirements for each aspects; write them in 2nd column.
 As the aspects reflect needs of early grades, think about changes in requirements for each
aspect for elementary and high grades and write them in 3rd column.
 Reflect back on your own classrooms and identify/ write the problems you may face in
creating various aspects of physical environment in the 4th column.
Aspects of physical Items Needed for Suggest changes in What are the
environment that specific aspect the items required for problems in your
elementary or high scenario for creating
classes these aspects of
physical environment?
What would be the
effect on teaching
learning process?
Arrangement of
Furnishings and
Floor Coverings
Selection and
Placement of
Materials
Design of Visual
Materials
Display of Visual
Materials
HANDOUTS
Handout 7.1
Conducive Environment in schools
Handout 7.2
Education Code of Khyber Pakhtunkhwa
THE KHYBER PAKHTUNKHWA FREE COMPULSORY PRIMARY AND SECONDARY

EDUCATION ACT, 2017
(KHYBER PAKHTUNKHWA ACT NO. XII OF 2017)
CONTENTS
PREAMBLE
SECTIONS
1. Short title, extent and commencement.

2. Definitions.
3. Free compulsory primary and secondary education.
4. Reasonable excuse for non-attendance.
5. School Attendance Authority.
6. Offence.
7. Taleem Fund.
8. Power to make rules.
9. Repeal and Savings.
THE KHYBER PAKHTUNKHWA FREE COMPULSORY PRIMARY AND SECONDARY

EDUCATION ACT, 2017
(KHYBER PAKHTUNKHWA ACT NO. XII OF 2017)
(First published after having received the assent of the Governor of the Khyber Pakhtunkhwa in the
Gazette of the Khyber Pakhtunkhwa, (Extraordinary), dated the 26th April, 2017).
AN ACT
to provide for Free Compulsory Primary and Secondary Education in the Province of
the Khyber Pakhtunkhwa.
WHEREAS Article 25A of the Constitution of the Islamic Republic of Pakistan provides that the State shall
provide free compulsory education to all the children of the age of five to sixteen years in such a manner
as may be determined by law;
AND WHEREAS to achieve the objective it is expedient to provide by law the mechanism for free
compulsory primary and secondary education to all the children from the age of five to sixteen years in
the Province of the Khyber Pakhtunkhwa in conformity with aforesaid Article;
It is hereby enacted as follows:
1. Short title, extent and commencement.---(1) This Act may be called the Khyber Pakhtunkhwa
Free Compulsory Primary and Secondary Education Act, 2017.
(2) It shall extend to such district in the Province of the Khyber Pakhtunkhwa as the
Government may by notification specify in the official Gazette.
(3) It shall come into force from the forthcoming Educational year (Fresh Admission) in the
Schools.
2. Definitions. ---In this Act, unless the context otherwise requires,-
(a) “child” means a child of either sex whose age at the beginning of the school year
is not less than five years and not more than 16 years and within the age limit
prescribed for admission in class 1 to class 10th;
(b) “Government” means the Government of the Khyber Pakhtunkhwa;
(c) “parents” means the father or mother of a child and also includes a person
declared to be a guardian of such child, as defined in Guardian and Wards Act,
1890 (Act No. VIII of
1890), or any other person declared by any Court as guardian;
(d) “school” means primary school, middle school and higher secondary school in
the public sector;
(e) “School Attendance Authority” means the School Attendance Authority

constituted under section 5 of this Act; and
(f) “secondary education” means primary, middle and secondary education upto
10th class in a school.
3. Free compulsory primary and secondary education. ---(1) Government shall provide free
compulsory primary and secondary education to all the children from the age of five to sixteen
years in the Province of the Khyber Pakhtunkhwa.
(2) The parents shall, except in the case of reasonable excuse as provided in section 4,
cause a child to attend a school until the child has completed secondary education.
4. Reasonable excuse for non-attendance.---Reasonable excuse for the purpose of sub-section (2)
of section 3 shall include any of the following cases:
(a) where, the School Attendance Authority is satisfied that the child is incapable of
attending school by reason of sickness, infirmity or mental incapacity or it is not
desirable that the child should be compelled to carry on his secondary
education further on account of peculiar circumstances; or
(b) where, the child is receiving education otherwise than in school, which in the
opinion of the School Attendance
Authority are sufficient; or
(c) where, there is no school within a distance of two kilometers radius according
to the nearest route from the residence of the child.
5. School Attendance Authority.---(1) Government may, by notification, constitute a School

Attendance Authority for each school having mandatory representation from parent’s teacher’s
council (PTC) for the purpose of this Act and shall consist of such members, as may be
determined by Government.
(2) The School Attendance Authority shall ensure that every child shall attend a school under
its jurisdiction and shall take such steps as it may consider necessary or as may be
specified by Government.
(3) Where the School Attendance Authority is satisfied that the parents, who are required
under this Act to cause a child to attend a school, has failed to do so, the School
Attendance Authority, after giving to the parents, as the case may be, an opportunity of
being heard and after such enquiries, as it may consider necessary, may pass an order
directing the parents to cause such child to attend a school on and from a date which shall
be specified in the order.
6. Offence.---(1) Parents, who fail to comply with an order issued under subsection (3) of section 5
shall, on conviction before a Judicial Magistrate, be punishable with imprisonment, which may
extend to one month or fine which may extend to hundred rupees for every day after the
conviction for which the failure continues or with both.
(2) No court shall take cognizance of an offence under this Act, except on a complaint in
writing made by the School Attendance Authority.
7. Taleem Fund.---(1) Government may permit a School Attendance

Authority, to establish in the prescribed manner, a Taleem Fund for the school.
(2) The Fund shall consist of grants made by the Federal Government, Government, District
Government, all voluntary contributions from the philanthropist, alumni, students and
parents.
(3) The Fund shall be maintained at a Scheduled Bank in such a manner and in such a form as
may be prescribed.
(4) The Fund shall be utilized for the welfare of the students of the school in the prescribed
manner.
(5) All moneys from the Fund shall be withdrawn in the prescribed manner jointly by the at
least two members of the School Attendance Authority.
(6) The accounts of the Fund shall be audited by the Auditor General of Pakistan.
8. Power to make rules.---Government may make rules by notification for carrying out the
purposes of this Act.
9. Repeal and Savings.---(1) The Khyber Pakhtunkhwa Compulsory Primary Education Act, 1996
(Khyber Pakhtunkhwa Act No. XII of 1996), is hereby repealed.
(2) Notwithstanding the repeal of the aforesaid Act, anything done, action taken, rules made,
and notification or order issued under the aforesaid Act, shall, so far as it is not
inconsistent with the provisions of this Act, be deemed to have been done; taken, made
or issued, under this Act, and shall have effect accordingly.
Handout 7.3
Levels of Education in Pakistan
Education in Pakistan is overseen by the Federal Ministry of Education and the provincial
governments, whereas the federal government mostly assists in curriculum development,
accreditation and in the financing of research and development. Article 25-A of Constitution of
Pakistan obligates the state to provide free and compulsory quality education to children of the
age group 5 to 16 years. "The State shall provide free and compulsory education to all children
of the age of five to sixteen years in such a manner as may be determined by law".
The education system in Pakistan is generally divided into six levels:
 Preschool (for the age from 3 to 5 years),
 Primary (grades one through five),
 Middle (grades six through eight),
 High (grades nine and ten, leading to the Secondary School Certificate or SSC),
 Intermediate (grades eleven and twelve, leading to a Higher Secondary School
Certificate or HSSC),
 University programs leading -to undergraduate and graduate degrees.
The literacy rate ranges from 85% in Islamabad to 23% in the Torghar District. Literacy rates
vary regionally, particularly by sex. In tribal areas female literacy is 9.5%, while Azad Jammu &
Kashmir has a literacy rate of 74%. Moreover, English is fast spreading in Pakistan, with more
than 92 million Pakistanis (49% of the population) having a command over the English
language. On top of that, Pakistan produces about 445,000 university graduates and 10,000
computer science graduates per year. Despite these statistics, Pakistan still has one of the
lowest literacy rates in the world and the second largest out of school population (5.1 million
children) after Nigeria.
Stages of formal education
1. Primary education
2. Secondary education
3. Tertiary education
I-Primary education
Only 87% of Pakistani children finish primary school education. The standard national system of
education is mainly inspired from the British system. Pre-school education is designed for 3–5
years old and usually consists of three stages: Play Group, Nursery and Kindergarten (also called
'KG' or 'Prep'). After pre-school education, students go through junior school from grades 1 to
5. This is followed by middle school from grades 6 to 8. At middle school, single-sex education is
usually preferred by the community, but co-education is also common in urban cities. The
curriculum is usually subject to the institution. The eight commonly examined disciplines are:
 Arts
 Computer Studies and ICT
 General Science
 Modern languages with literature i.e. Urdu and English
 Mathematics
 Religious Education i.e. Islamic Studies
 Social
Studies (including Citizenship, Geography, History, Economics, Sociology, Tourism and
sometimes elements of law, politics and PHSE)
II-Secondary education
Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each
of the school years, students are required to pass a national examination administered by a
regional Board of Intermediate and Secondary Education (or BISE).
Upon completion of grade 9, students are expected to take a standardised test in each of the
first parts of their academic subjects. They again give these tests of the second parts of the
same courses at the end of grade 10. Upon successful completion of these examinations, they
are awarded a Secondary School Certificate (or SSC). This is locally termed a 'matriculation
certificate' or 'matric' for short. The curriculum usually includes a combination of eight courses
including electives (such as Biology, Chemistry, Computer and Physics) as well as compulsory
subjects (such as Mathematics, English, Urdu, Islamic studies and Pakistan Studies).
Students then enter an intermediate college and complete grades 11 and 12. Upon completion
of each of the two grades, they again take standardised tests in their academic subjects. Upon
successful completion of these examinations, students are awarded the Higher Secondary
School Certificate (or HSSC). This level of education is also called the FSc/FA/ICS or
'intermediate'. There are many streams students can choose for their 11 and 12 grades, such as
pre-medical, pre-engineering, humanities (or social sciences), computer science and commerce.
Each stream consists of three electives and as well as three compulsory subjects of English,
Urdu, Islamiat (grade 11 only) and Pakistan Studies (grade 12 only).
III- Tertiary education

According to UNESCO's 2009 Global Education Digest, 6% of Pakistanis (9% of men and 3.5% of
women) were university graduates as of 2007. Pakistan plans to increase this figure to 10% by
2015 and subsequently to 15% by 2020. There is also a great deal of variety between age
cohorts. Less than 6% of those in the age cohort 55-64 have a degree, compared to 8% in the
45-54 age cohort, 11% in the 35-44 age cohort and 16% in the age cohort 25-34.
Reference: Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Education_in_Pakistan
Handout 7.4
Organizational Structure of School System
Organization of school system at different Level.
In Pakistan, the president is the head of state, where prime minister is the head of government.
In protocol, the president is first and prime minister is second. In parliamentary type of
government prime minister is the public representative and chief executive, while the president
is the chief custodian of the state.
In Pakistan the president is the chief executive of the country and the chief ministers of the
province. Every level of government has its chief executive so that in a federal country like
Pakistan, there is a chief executives of the national government and also the chief executives of
the several provinces. Similarly at the level of local government, we have mayors, president’s
chairman, city mayors etc. who are the chief executive of their several jurisdictions.
In Pakistan the work of the federal as well as provincial government is divided into a number of
ministers. A ministry may consist of a single department or number of departments grouped
together. A typical ministry of the government is like a three storied building of:
1. The minister in charge who is its political and non-permanent head and who has
sometime under him one minister of state, to assist him in his work.
2. The secretarial organization and the attached offices of the ministry, headed by the
secretary who is a permanent official.
3. The executive organization of the divisions, sections comprised within the ministry.
The functions of the ministry are three kinds:
This principle is expertly reflected in the structure of educations administration as
recommended by the commission on National education and Provincial Administration
Commission in 1959 and 1960 respectively and also in the National Education Policy 1992 and
1998 – 2000.
Proper implementation of plans and policies hangers largely on the strength and efficiency of
organization and agencies involved in the process. Since 1948 our system of education has
considerably expanded, but the administrative structure of system of education in Pakistan has
been quite flexible an adopting the pattern the civil administration from time to time broadly
speaking. Educational administration, is conterminous with the civil administrative units at
divisional, district, subdivision, and tehsil levels.
Although the present administrative set-up of the national education system at federal as well
as at lower levels is based on the implementation of the recommendations of the education
policy 1972. So many ………. Changes have been made in Zia regime as well as in Nawaz regime
….. but it still faithfully retains inextricably the salient features and characteristics of the
administrative organization of the pre-petition and British rule in the sub-continent.
Education from primary to university level is being managed and many various agencies private
individuals bodies, government and semi government organizations in the country.
In March 1998 the government has announced a new education policy “Education Policy 98-
2010”.
I-Federal Level
Apart from the Ministry of Education, other ministers/organization are also directly or indirectly
engaged to a certain extent in the management the administration of education in their own
sphere in the country. These organizations are:
Ministry of Finance, Planning and Development Division, Special Education and Health Division,
Science and Technology Division, Kashmir affair and developed by the British colonial during
about two hundred years of their rule in India.
Education is not a push process. It is the slowest of processes. It has to be according the very
nature of man. It has to grow. It has to adjust it has to meet the requirements of socio-political
& economic conditions. Every country has to face this problem. In Pakistan we also inherited a
certain system; whatever its defects t was a system which created Pakistan & gave us leaders
we admire every day unknowing. Similar systems was operated & obtained with certain
changes all over the world. We also inherited a certain system.
With the emergence of Pakistan as a sovereign state, education received a great impetus. The
government of Pakistan appointed a nu8mber of commissions & committees to make a critical
appraisal of the progress of education in the country & to suggest ways & means for further
improvement.
The first education conference held in Karachi on November 27, 1947. Emphasized the need for
the reorientation of Pakistan’s educational policy. It said,
“We have now before us the opportunity to reorient our entire educational policy to
correspond closely with time & to reflect the ideas for which Pakistan as an Islamic state
stands.”
The second five-year plan (1960-65) says:

“An unchanging administrative machinery will not be effective for all times under all conditions.
With the developing complexity & multiplicity of government activities, new means must be
found to adjust the administration of new needs.”
The Ministry of Education is more deeply & directly responsible for formulation of development
plans & policies & their implementation in the country to achieve national goals & objectives.
Special Education & Health Division, run schools for the welfare of the awards scholarships for
local & overseas training programmers of teachers & engineers & scientists to enhance their
pedagogical, administrative & research capabilities.
The Ministry of Education is headed by a Federal Minister for education who is a political man &
acts as a spokesman of ministry of education in executive head to advice the Minster on policy
matters on one hand & on the other hand. He has the responsibilt8y to assure that the policies
& plans formulated by the Federal government are implemented efficiently & effectively.
The secretary is assisted by joint education advisor/ joints secretaries, deputy education
advisors/deputy secretaries; assistant educational advisor; senior research officers; research
officers, assistant research & section officers who are professionally qualified & trained and
perform their duties in the best interest of the nation. Various wings, headed each by a joint
education advisor comprise the ministry of education.
The Ministry is divided into nine wings:
1. Planning wing.
2. Curriculum wing.
3. Culture & Sport wing.
4. Administration wing.
5. Research wing
6. Provincial co-ordination.
7. National Education Council.
8. Federal government educational wing.
9. The trade school wing.
The Ministry of Education, has also undertaken the responsibility of operation & management
of educational institutions.
The Federal educational institutions wing of the Ministry of education is responsible for the
management of education institutions in the cantonment area capital area of Islamabad &
other institutions of national importance in the country. Federal Institute wing is assisted by the
directorate i.e. Federal institution directorate, Islamabad & Rawalpindi which one functioning
as attached departments of the Ministry of education.
II-Provincial Level (KP)

Constitutionally, provinces enjoy full autonomy in the management & operation of educational
system in their respective administrate territories, pursing the policy and guidelines of the
Federal government.
The administrative system in the Provinces is not so rigid & stalemated a may preclude
meeting. The local requirements in the organization structure.
At the provincial level, each province has a provincial department if education with the
downward hierarchy to the regional/divisional, district subdivision, Tehsil. Each province is split
into division, district subdivisions, Tehsils & union councils for the purpose of administration.
The head of the Regional or Divisional office is the Director. The effort incharge of a district is
the District Education Officer.
Girl’s schools are administered by a lady District Education Officer in each district, but in some
cases, one lady District Education Officer san administer two districts, because of the small
number of girl’s school of those districts.
Minister of Elementary
and Secondary
Education Department
Khyber Pathtunkhwa
Elementary and
Secondary Education
Department Khyber
Pathtunkhwa
Directorate of Directorate of Directorate of

Elementary and Curriculum & Teacher Professional
Secondary Education Education Khyber Development Khyber
Khyber Pakhtunkhwa Pakhtunkhwa Pakhtunkhwa
District Education Regional Professional

Offices Development centers
III- Organization of school system at district level

District Officer after devolution of power and establishment of district Government:
To run all the public and private schools at district levels, is mainly the responsibility of
concerned DEO Male and Female. Along with them, Dy. DEO and Assist DEO are equally
working under their prescribed job description.
Before the current set up at Khyber Pakhtunkhwa, the following designations were allotted to
education officer working at district level:
1. Executive District Officer (EDO). Now District Education Officer (DEO) BPS-19
2. District officer (DO). Now Dy. District Education Officer (Dy. DEO) BPS. 18
3. Dy. DEO. Now Sub-Divisional Education Officer (SDEO-17).
4. Assist. District Officer (ADO). BPS-16
5. Account Officer. BPS-17
Formerly EDO, currently DEO is checking the budget while DO (Dy DEO) is checking the
consolidated budget and ADO is collecting data from Dy: DO (SDEO) secondary, higher
secondary, middle and primary schools. DDO (SDEO) supervise and assist the process of budget
preparation.
Dy: DEO is finalizing the proposals, comparison of the last year budget and submit to DEO.
Similarly preparation of initial draft and submission to Dy: DEO is the job description of ADO.
Comparison of last year budget, sign and submission to Dy: DEO is the assignment of SDEO.
Formerly EDO, currently DEO job is to monitor the utilization of budget, while Dy: DEO is
monitoring the overall process of budget utilization and report to DEO if there is any
discrepancy. Similarly ADO is collecting reports from concerned schools about the status of
budget utilization. Utilization of budget and its proper monitoring is the responsibility of
concerned SDEO.
Dy: DEO is signing cashbook, ADO is checking the entries on income and expenditure side also
tally with bills/ vouchers. SDEO work is to check all entries, sign cashbook after tallying entries
with bills/ vouchers.
Office Management
Dy: DEO job is to receive all the letters and marks to DEO along with brief instruction who
further marks it to concerned branch. ADO signs the letters and gives it to the office staff also
puts up drafts to Dy: DEO. The responsibility of SDEO is to make sure proper record availability
in the office.
Planning and Development
The job description of Dy: DEO, now known is the verification of the recommendations,
checking the proposals and submission to DEO while ADO to scrutinize the proposals received
from SDEO/ communities and identification of development demand is carried out by

concerned SDEO.
Dy: DEO’s job is to check the PC-1 and submit to DEO while ADO (Development) prepares PC-1
and SDEO submits data.
School Supervision and Inspections:
District Education Officer (DEO), inspects the schools both schedules and surprised to check the
attendance, curricular and co- curricular activities taking place inside the schools. He/ She
directs the schools’ staff if observes anything unwanted there for improvement.
Assist District Officer also visits schools and note down teacher and students performance. Dy:
DEO also makes sure his / her random visits to schools falling into his / her constituency. Male
and female district officer inspects own schools. No male allowed to inspect female schools and
the vice versa.
Administration and Supervision of Private Schools
DEO job description regarding private schools is,” Approval for registration”.
Dy: DEO will make sure the availability of basic requirements, number and size of the room,
playground and all the sports goods within concerned schools. ADO (Physical) will receive
application for registration/ recognition.
SDEO will visit the private school to see all the available resources and all codal formalities and
will report to DEO for awarding registration.
Reference:
https://www.kpese.gov.pk/Organogram.html
Handout 7.5 (a)

Terms and conditions through advertisement for teachers employment
Handout 7.5 (b)

Terms and conditions after teachers’ employment
Handout 7.6
Testing, Assessment, Measurement and Evaluation
Test:
A method to determine a student’s ability to complete certain task or demonstrate mastery of a
skill or knowledge of content. Some types would be multiple choice tests, or a weekly spelling
test. While it is commonly used interchangeably with assessment or even evaluation, it can be
distinguished by the fact that a test is one form of an assessment.
Assessment:
The process of gathering information to monitor progress and make educational decisions if
necessary. As noted in my definition of test, an assessment may include a test, but also includes
methods such as observations, interview, behavior monitoring, etc.
Measurement:
It means determining the attributes or dimensions of an object, skill or knowledge. We use
measurement tools to gather data for educators and administrators. The measurement tools
are held to standards and can be used to obtain reliable results.
Measurement, beyond its general definition, refers to the set of procedure and the principles
for how to sue the procedures in educational tests and assessment. Some of the basic principles
of measurement in education evaluations would be raw scores, percentile ranks, derived
scores, standard scores, etc.
Evaluation:
Procedures used to determine whether the subject (i.e. student) meets a preset criteria, such
as quilting for special education services. This uses assessment (remember that an assessment
may be a test) to make a decision of qualification in accordance with a predetermine criteria.
Reference:
Assessing Learners with Special Needs: 6th ED. By Terry Overton.
Handout 7.7
Schedule of Examinations
Internal schedule of examination External Schedule of Examination
Conducted by BISEs
Formative Summative Formative Summative
Weekly test --- ------- SSC Annual Examination
Monthly test ----- -------- SSC Supplementary
Examination
1st term Examination ----- ------- HSSC Annual Examination
2nd term examination ----- -------- HSSC Supplementary
Examination
----------- Final Term ----------- Middle Standard/Grade 8
examination annual Examination
Admission test (April)
Usually the students are promoted from the previous Grade to the next Grade on the basis of
examination conducted in the month of March by the school management, they are passed
through an entry/admission test to judge their capacity in the next grade in which they are
seeking admission.
The school management hold a short entry test for judging the students’ capacity in academic
terms.
Monthly tests (at the end of each month)
Monthly tests are mainly the responsibility of the subject and class teachers to conduct in last
week of each and every month. The performance in the monthly tests is properly recorded in
the examination section of the school. This is an easy way of not judging the students’
formative progress but also check the progress of the teachers as well.
1st term examination (September)
The first term examination is generally conducted in the month of September when the
students rejoin the school after summer vacations. The basic purpose of this examination is to
keep the students in line with the school activities and academics after a long break in which
they usually get disconnected from the academic. In academic calendar this examination is
referred to as mid-term examination and its result is properly given weight-age in the progress
of the students
2nd term examination (December)
The second term examination is conducted in the month of December to measure the students’
learning in the subject matter taught by the teachers since beginning of the session. The
purpose of this 2nd term examination is to keep the students engaged in their academic
development on the one hand, while to measure the level of progress in to be judged on the
other. The main advantage of this examination is to prepare the students for the final term
examination as well as to find out the weak learning areas of the students and make the
teaching plan of the subject teacher to modify accordingly. Finally, 2 nd term examination gives
an opportunity to both students and teachers to cover the gaps in their work.
Final term examination (March)
Final term examinations commence in the month of March every year. The purpose of the final
term examination is to measure the students learning within the whole subject matter as
specified in the curricula, as well as to grade the learning level of the student’s intellect across
their academic activities. Based on this examination the students are promoted to the next
grade. The result of this examination is declared on 31st march every year.
Schedule of External Examination conducted by BISEs
In the summative for of examination, the external examinations are usually conducted by
Boards of Intermediate and Secondary Education (BISEs) in Khyber Pakhtunkhwa. As per Board
Calendar, the students are given two opportunities of passing in either annual or
supplementary examination.
The SSC Examination consists of Grade-9 (part-1) and grade 10th (part-2) and is usually held in
the month of March and its supplementary examination is held in the September every year.
However, from session 2020 onward, both part-1&2 have been converted into composite
examination (Tentatively).
Similarly, The HSSC Examination consists of 1st year (part-1) and 2nd year (part-2) and is usually
held in the month of April and its supplementary examination is held in the October every year.
However, from session 2020 onward, both part-1&2 have been converted into composite
examination (Tentatively).
Result of each examination has to be declared within 90 days as per KPBCC decision by every
Board.
Recently, the Government of Khyber Pakhtunkhwa has decided to commence external Board
Examination for Grade-8 which will be called as Middle Standard Certificate Examination
(MSCE). The MSCE examination has been scheduled in the month of February.
Worksheet 7.1
Instruction: Complete the following worksheet individually. Study the following cases. Guide the teacher
to come up with his/her best action.
Case 1:
Ms. Gulnaz Bibi, PSHT at ABC School Badaber, Peshawar, received a request from the parent of one of
her students regarding non-attendance of his daughter Aneela Mumtaz in grade 3, who is a mediocre
student and lives a at distance of 1 km from the school. Ms. Gulnaz listened to the request and with
sympathy and answered:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Case 2:
Mr. Zakirullah, is newly appointed CT teacher at DEF School Darband, Mansehra. Because of his devotion
he was designated as the member of Taleem Fund Committee. By the start of new academic year, he
has to withdraw money from the fund for the welfare of students of the school. What procedure should
he follow?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Case 3:
Ms. Zeenat Khan has been teaching at GHI School Sheringal, Upper Dir for the last 15 years. She is also in
charge of admission – withdrawal. A guardian of her student Aliya Hayat ask Ms. Zeenat for re-admission
of Aliya Hayat after a break in study. Aliya is 16 years old and want to study Science in Grade 9 on her re-
admission. How could Ms. Zeenat Khan help them?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
HANDOUTS
Handout 8.1
Scope and value of Co-Curricular Activities
Looking at the list of various types of activities, the question will arise in our mind that 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 and educational value of
these activities.
1. Educational Importance
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 importance
These activities as the name suggests meet the psychological needs of the students, mainly
with reference to social demands of the students. They help in expressing personal behavior
and provide a vehicle for creative thinking. Their psychological importance are highlighted as
under
a) 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 can be directed through
self-government, social service and other group work.
b) Development of Emotional 'Health: A student has 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 weak 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) Recognition of Individual Differences: 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. Social Importance
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, drama or an athletic team requires co-operation.
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 sense
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 citizens. Co-curricular
activities offer many opportunities for the development of self-discipline e.g. NCC and NSS.
They develop in students a spirit of toleration of others' views, healthy exchange of ideas,
fellow feeling and accepting victory and defeat with grace. 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.
5. Physical Importance
In regard to the importance and utility of exercise, drill and other physical co-curricular
activities it removes bodily incapacities and deformities by means of regular and proper
involvement in these activities. 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. Today, many
physical ailments are treated through exercise and yoga.
6. Recreational Importance
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. watching TV programmes, etc. Hobbies developed at the secondary school stage
become lifelong habits.
7. Cultural Importance
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, 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
human beings of the same universe. Thus, co-curricular activities will help in developing
national and international understanding.
It is safe to conclude 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, and develop social and civic sense. Without these activities’ students would be
mere book-worms.
Reference:
 https://www.slideshare.net/sarmadamy/cocurricular-activities-31394686
 List of current/recent Co-Curricular Activities
 Document for tracking activities
 Articles supporting the importance of co-curricular activities
 www.letxequalsa.com
Handout 8.2
Co-curricular Activities
Definition and meaning of Co-curricular activities
Co-curricular activities are those activities which fall outside the regular academic curriculum.
They are also known as 'Extra-curricular' activities. Extra-curricular activities exist at all levels of
education from pre-elementary to university stage of education. These activities are
compulsory in some institutions while in others these are taken as voluntary. These are held
outside standard curriculum hours and the activities partaken depend on the nature of the
institution. Today these activities have become more profound than ever before. These
activities are not examined in the same way that the academic curriculum is, and because most
of them take place outside lessons, such activities have less status in education than the main
curriculum. However, they are often held to be very important to the wider education of young
men and women. Co-curricular activities form the core of students' life. Many schools and
colleges have different units like clubs or houses in which all the students have been divided
into three or four houses. Each house has a house Master and staff of the school to guide the
students for various internal competitions.
Co-Curricular Activities are an integral part of establishing a culture of excellence,
personalization and support for the whole child that extends beyond the classroom.
Participation in Co-Curricular Activities also has the benefit of improving student outcomes –
including attendance, participation in class, sense of self-efficacy, and academic performance.
Definition of Co-Curricular Activities – There is a range of activities that can be considered co-
curricular activities. There is no single definition and no exhaustive list of activities. In the
resources section below, there is a list of activities that schools have offered recently. However,
the list of offerings will change based on student interest/need and staff expertise.
In general, a Co-Curricular Activity is a school-based activity that is optional, and outside of
the regular academic coursework. Also, a Co-Curricular Activity would be an ongoing activity
with regular opportunities for participation over the course of weeks or months, not a one-time
event.
Handout 8.3
Guiding Principles for Co-Curricular Activities
The following principles serve as the foundation of our co-curricular and extra-curricular
activities:
1. Principle of time management Student engagement in activities outside of the
classroom enhances their skill development in time management, team mentality,
growth mindset, and ownership in the school.
2. Balance: Activities outside of the classroom should be balanced with students’ academic
responsibilities and considerations
3. Variety: A wide variety of the activities should be organized so that every student should
have interest to participate in the event of his/her choice.
4. Expert supervision: the activities should be organized under the supervision of the
teachers who are experts and have interest in the ongoing activities.
5. Equal participation of all students: Every student should be given equal opportunity to
participate in the events.
6. Maintenance of record: A detailed record of evaluation of the activities and the whole
process should be maintained.
7. Justice; the evaluation of the events and activities should be based on justice and fair
play.
8. Teacher as facilitator: The teacher should act as facilitator in the activities.
9. Team work: Develop excellent teams and programs of which the participants, school,
and community can be proud.
10. Economy: As far as possible, the activities should be less expensive and feasible.
11. Comprehensive development of child: Student growth in the activity should develop
both individual character and physical development.
12. Sportsman spirit: Hard work and good sportsmanship are held in high regard.
Reference:
https://www.hbr429.org/domain/182
Handout 8.4
Types of Co-Curricular Activities
Different types of co-curricular activities for students are as follows:
(1) Activities for Physical Development:
Drill, P.T., indoor and outdoor games, sports, exercise, NCC, athletics, etc.
(2) Activities for Intellectual Development:
School magazine, science club, world affairs society, debates, seminars and discussions, essay
and story writing competition, poetry recitation, newspaper reading, etc.
(3) Activities for Social Development:
Co-operative society, scouting and guiding, games and sports, school council activities,
celebration of special festivals, conducting morning assembly, etc.
(4) Activities for Psychomotor Development:
Tailoring, carpentry, toy-making, soap-making, candle and incense-stick making, embroidery,
knitting, spinning, gardening, sculpture making, leather work, clay work, weaving, book-binding,
etc.
(5) Activities for Cultural Development:
Annual day programmes, music and dance, drawing and painting, fancy dress competitions, etc.
(6) Picnics/Excursions/Tours:
Hiking, rock/mountain climbing, visits to museums, zoo, aquarium, planetarium, science centre,
visits to exhibitions, etc. For primary school children, visits to a bank, a post-office, a hospital, a
police-station, a garden, an air-port or a sea-port, etc.
(7) Activities for Development of Civic Values:
Celebration of social, religious and national festivals, school parliament election, co-operative
stores, cleanliness drive, AIDS awareness programme, drug and liquor/alcohol abuse
programmes, World Environment Day celebrations, environmental protection drive, etc.
Reference: Retrieved from shareyouressays.com on 14-11-2019 12:20 pm
Different types of Co-curricular activities
The different types of co-curricular activities in school are chosen to develop an overall
personality of a student. Selection of the right kind of extracurricular activities at school can
polish your child’s skills and keep him engaged.
Co-curricular activities help a student concentrate more in the classroom and teach them
valuable life lessons. The importance of extracurricular activities at school has been proven by
many types of research.
Children should engage in at least two co-curricular activities to utilize their energy completely
and explore their talents. You should create a right mix of co-curricular activities that will
stimulate a child’s mind and body both.
How do you select co-curricular activities for your child?
Selection of co-curricular activities should be done keeping in mind that it should not take away
from the family time and the child should thoroughly enjoy going to the classes. It is important
to take your child’s vote into consideration while selecting the activities. Create a list of co-
curricular activities that your child might be good or interested in and then sit down for
discussion.
1. Academic Related Co-curricular Activities

 Book clubs
 School magazine editor
 Poetry recitation
 Story-writing
 Debates
 Organizing exhibitions
 Preparing charts
2. Leisure Related Co-curricular Activities
 Model making
 Coin collection
 Stamp collection
 Train enthusiast
 Museum
 Monument excursion
 Gardening
3. Social development Related Co-curricular Activities
 Scouting and guiding
 School council activities
4. Picnics and excursions Related Co-curricular Activities
 Hiking
 Special visits
 Trekking
 Visiting places of historical and geographical importance
5. Physical Related Co-curricular Activities
 Outdoor and indoor games
 Mass drill
 Mass P.T
 N.C.C
6. Cultural Development Related Co-curricular Activities
 Folk dance
 Folk songs
 Fancy-dress competitions
7. Civic Values Related Co-curricular Activities
 Organizing camps, such as first aid camp, cleanliness week.
 A celebration of the special day
8. Arts and Craft Related Co-curricular Activities
 Album making
 Doll making
 Cooking
 Photography
 Flower decoration
 Clay modelling
 Collage making
 Basket making
 Knitting
Engaging in extracurricular activities in school is a great way to nurture your child’s hidden
talents. It will also ensure that your child is utilizing the time effectively.
What is NOT co-curricular activity?
 PE is not a Co-Curricular Activity, but school sports are (varsity/JV sports, Unified Sports,
formal and informal school-sponsored club sports, etc.)
 Band or Drama class on its own is not a Co-Curricular Activity, but if students participate
in performances or festivals beyond the regular class hours, then it would be considered
co-curricular.
 Leadership class on its own is not a Co-Curricular Activity, but if students in Leadership
classes generally participate in leadership activities outside of the regular class hours
(before, after or during the school day), then it would be considered co-curricular.
 Classes that are part of the regular program for all students (e.g. Choir, Art, PE and other
“specials” at primary school) would not be considered co-curricular.
 If every student in the class is required to create a science fair project as part of the
regular curriculum, it would not be a Co-Curricular Activity.
Handout 8.5 (a)

Difficulties involved while planning Co-curricular Activities
The organizer has to face many problems while organizing co-curricular activities.
 One of the difficulty involved in conducting these activities are unavailability of equipment’s
and tools due to financial problems of the institutions.
 There are number of students who generally don’t show enthusiasm towards such works. It
all depends upon the motivator how to persuade these students for extra-curricular
activities.
 School time-table is also not included these activities because generally, these activities are
arranged before or after school hours.
 Appropriate playground or space is also constraint faced by some schools.
 Teachers are also not well-versed in organizing different activities.
 In the modern education system, students are loaded with homework, so get lesser time to
enjoy. In many research, it has been shown that co-curricular activities are neglected in
formal education.
 There is no specialized teacher for field works or extra-curricular activities in school.
 Some parents also show their disinterest in these activities.
Handout 8.5 (b)

The Purpose of School Excursion
Memories of school Educational trips are among the most prominent of the formative years,
largely because they are a welcome break in the routine for both students and teachers. While
their purpose is essentially to educate, they can also be a fun bonding experience for everyone
involved.
Reinforcement
The trip can reinforce what a teacher has been instructing in class about a subject and help
students understand the topic better.
Engagement
Teachers turn trips into mobile classrooms, instructing students to collect data, then quizzing
them or assigning a project based on what they learned during the outing.
Socialization
Taking students into a new environment gives them the experience of traveling in a group and
teaches them to be respectful of the locations they visit.
Exposure
Kids get to visit a place to which they have never been before. This can be particularly
advantageous to students who are less fortunate and don't have the opportunity to travel.
Curiosity
Students who go on Educational trips find that they want to learn more about the subjects on
which the trip focused.
Retention
The type of memories that Educational trips create, called “episodic memories,” helps children
retain information for longer periods.
Educational trips are important in many ways.
Going on an Educational trip means more than simply leaving the school grounds. Educational
trips should always have a major educational element, but the impact of Educational trips can
extend much further. The importance of Educational trips includes giving students the chance
to build closer bonds with their classmates, experience new environments and enjoy a day
away from the classroom
New Sights
When students and teachers are together outside the classroom, new educational
environments and experiences are possible. Students may have the opportunity to observe
many things that are not available at school, including exotic wildlife, rare plants and maybe
even the stars if the Educational trip is to a planetarium. Discussing the Educational trip
beforehand is wise because it allows students to know what they will experience during their
time away from school
Bonding
Getting away from the everyday atmosphere of the classroom gives students an opportunity to
spend time with each other in a new environment. They may be able to connect on more of a
personal level without the structure of the normal school day. Students may be able to spend
much of the Educational trip day in small groups, observing, chatting and learning about each
other. Having an Educational trip in the early part of the term is wise, since it will allow students
to bond with classmates they may not know very well.
Informal Learning Environment
Educational trips provide valuable educational opportunities away from the classroom, without
using textbooks and other tools used in a normal school setting. Students on Educational trips
can often learn while having fun in a more informal environment. If the Educational trip
destination has staff members who do hands-on teaching with visiting students -- such as at a
science center or historical museum -- the children will be excited to learn from someone new
Fun
No matter how much students learn during an Educational trip, their favorite memories may be
based on their enjoyment of the day. Getting away from school for a day or even half a day is
always exciting for students, and Educational trips are always highly anticipated. Students will
have fun with their friends and they also may return to the classroom with a renewed focus on
their schoolwork.
Educational trips can give students exposure to places they might not otherwise visit.
Many schools, camps and institutions offer Educational trips for students to spend several
hours or days outside of the classroom. Educational trips range from local visits to civic offices
or businesses to international excursions, complete with overnight stays. Whatever their scope,
Educational trips can offer many advantages to the students who take them.
Perspective
Part of how students benefit from Educational trips is by gaining new perspectives on the
world. This is especially true for more extensive Educational trips where students travel farther
away from home. By coming into direct contact with a different environment or even a new
culture or language, students can better understand their place in the community and develop
an openness to differences in others.
Variety
Educational trips also function to put some variety into otherwise regimented lesson plans.
Instead of spending every day in the classroom, students get to learn in a new environment
with new instructors. Educational trips also may give students a chance to interact with
students from other schools as they learn together or participate in group activities
Learning Styles
Educational trips will often cater to more than one learning style, making them excellent
teaching tools for certain students. Classroom lectures apply primarily to audio learners, who
learn best by listening. Visual learners can benefit from visual aids, which exist in the classroom,
but are much more frequent during a Educational trip. Finally, for tactile learners, Educational
trips offer an uncommon opportunity to perform hands-on learning.
Classroom Supplement
It's important for instructors and school administrators to choose Educational trips that
augment existing lesson plans and synchronize with classroom learning. A Educational trip that
teachers choose for these reasons can serve to illustrate difficult concepts or extend the
general natural of a classroom lesson by giving more specific information. The specialists who
lead school groups on Educational trips also may be able to provide professional insight from
advanced study or direct experience that teachers could never provide alone.
Reward
Before an Educational trip even takes place, it can begin to produce benefits for students. By
not allowing students with behavioral or academic problems to participate in an Educational
trip, teachers can encourage good behavior and motivate students to work hard with the
prospect of an Educational trip looming as a reward. Even the most informative Educational
trips usually have an element of recreation, making them a time to unwind for all students.
Why Teachers Should Go on Educational trips?

Educational trips are educational experiences that allow students to apply their lessons to the
real world. These trips tend to be the most memorable moments of a student's career.
Educational and Relaxing
Students are more likely to learn on an Educational trip because their minds are relaxed. They
aren't worried about the competitive classroom setting.
Break from the Routine
Students see Educational trips as extended play time. If you find that you are approaching a
topic that drains on your students, consider applying a relevant Educational trip to make the
topic more enjoyable.
Learn Something New
There are facts that aren't included in the textbooks that are fascinating to know. Many experts
can share knowledge to further the learning process about your topic.
Teaches Professionalism
Teachers expect students to be on their best behavior during Educational trips. This is a way to
teach students how to act properly and show their manners in a professional setting.
Enhanced Sense of Community
If your Educational trip is to a local destination, students will gain a better understanding about
their community. This sometimes boosts the students' interest in being an active citizen to help
preserve what makes the community special.
Creates an Interest in New Professions
Educational trips usually involve a tour director or representative who leads the group. These
representatives can give students insight into the careers that are available for those who are
interested in that particular topic.
The Advantages of Educational trips
Visiting the Historical places, watching wild life or asking a NASA Scientists about space travel
are all possibilities for Educational trip excursions that are stimulating and educational. One
issue that is reducing Educational trip opportunities is a lack of financial resources. Classrooms
that are faced with budget restrictions should consider fund-raising programs or ask one of
their school's local business partners to donate a portion of the funds. Consider a tour of a local
factory, restaurant or bank that would require only transportation and meal costs to create an
affordable Educational trip and valuable community relations between businesses and
students.
Real-World Experience
Educational trips provide an opportunity for total immersion in the natural environment and
social setting. On such excursions, the student practices his social skills and critical thinking
abilities outside of the controlled class setting. Being able to ask experts about their particular
area of study on the spot requires thinking. He is able to learn real-world lessons.
Classroom Inspiration
A student who sees, touches and smells historical relics, ancient artifacts and original sources of
text becomes motivated to learn more in depth when he returns to the classroom. Educational
trips stimulate learning beyond what textbooks and videos can provide to the learning
environment. This is not to say that all Educational trips are equally stimulating, but those
excursions that are well-designed result in higher levels of academic achievement in every
subject of study. He is learning in an informal setting when on an Educational trip that is
directed by professionally trained staff, such as at a museum or science center. This allows all
participants to learn without realizing it, which reaches more students from various learning
backgrounds and styles.
Connection to Community
For low-income students or students who are new to the school, Educational trips that take
advantage of local resources promote community connectivity. For example, a student may not
ever have the opportunity to visit a local park or bank, which are important resources within a
community for both the student and his family. Students from non-English-speaking families or
who have recently moved to the community get the chance to learn about the local area with
the guidance of their school, as well as share the information with their family when they
return home.
Handout 8.6 (a)

Educational trip/excursion Guidelines
On any Educational trip, the safety of students is by far the most important consideration.
Follow guidelines to minimize the chances of an Educational trip disaster.
Permission Slips
Hand out permission slips at least a month before the date of the trip. To avoid having to hound
your students until the last minute, consider offering a class reward such as extra recess time if
all permission slips come back at least a week before the trip.
Parent Chaperones
Send home a notice to parents explaining the educational objectives of your trip and requesting
volunteers
Assign Numbers to Your Students
If you have a large group of students, consider assigning each student a number at the
beginning of the trip. Then, instead of checking off an attendance list or making a head count,
you can ask students to call out their numbers in order in rapid fashion.
Handout 8.6 (b)

Importance of Excursion to Schools and Students
Fig: An Excursion to Sethi House, Peshawar

An excursion is usually a brief pleasure trip. It is an activity organized by the school during
which students leave the school premises to engage in educational adventures. Schools are
encouraged to adopt the practice of excursion because of its tendency to add reality to learning
experiences which consequently enriches the courses of study and motivate both teachers and
learners.
Furthermore, excursions give exciting educational experiences deeper than the regular school
environment affords. It has been proven that visits to places like zoos, nature centers, and
community agencies (like fire stations and hospitals), government agencies, local business, and
museums increase the chances of the learners retaining what is being taught in the classroom.
Findings also reveal that children learn about different professions, ideas, and opportunities
when they travel outside their own neighborhood which increases their desire to try new things
owing to the interest it sparks in them.
Educational trips provide an opportunity for total immersion in the natural environment and
social setting. On such excursions, the student practices his social skills and critical thinking
abilities outside of the controlled class setting. Being able to ask experts about their particular
area of study on the spot requires thinking. He is able to learn real-world lessons.
A student who sees, touches and smells historical relics, ancient artifacts and original sources of
text becomes motivated to learn more in depth when he returns to the classroom. Educational
trips stimulate learning beyond what textbooks and videos can provide to the learning
environment.
Reference:
www.preservearticles.com
Worksheet 8.1
Instruction: Complete the following worksheet after reading learning material.
Activity Skills developed through the Material required for the

activity activity
Drill, P.T., indoor and outdoor

___________________________ ___________________________
games, sports, exercise, NCC,
athletics, etc. ___________________________ ___________________________
___________________________ ___________________________
School magazine, science

___________________________ ___________________________
club, world affairs society,
debates, seminars and ___________________________ ___________________________
discussions, essay and story ___________________________ ___________________________
writing competition, poetry ___________________________ ___________________________

recitation, newspaper ___________________________ ___________________________
reading, etc.
Co-operative society, scouting

___________________________ ___________________________
and guiding, games and
sports, school council ___________________________ ___________________________
activities, celebration of ___________________________ ___________________________
special festivals, conducting ___________________________ ___________________________

morning assembly, etc. ___________________________ ___________________________
Tailoring, carpentry, toy-

___________________________ ___________________________
making, soap-making, candle
and incense-stick making, ___________________________ ___________________________
embroidery, knitting, book- ___________________________ ___________________________
binding, spinning, gardening, ___________________________ ___________________________

sculpture making, leather ___________________________ ___________________________
work, clay work, weaving, etc.
Annual day programmes,

___________________________ ___________________________
music and dance, drawing and
painting, fancy dress ___________________________ ___________________________
competitions, etc. ___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
Celebration of social, religious

___________________________ ___________________________
and national festivals, school
parliament election, co- ___________________________ ___________________________
operative stores, cleanliness ___________________________ ___________________________
drive, AIDS awareness ___________________________ ___________________________

programme, drug and ___________________________ ___________________________
liquor/alcohol abuse
___________________________ ___________________________
programmes, World
___________________________ ___________________________
Environment Day
___________________________ ___________________________
celebrations, environmental
protection drive, etc. ___________________________ ___________________________
HANDOUTS
Handout 9.1
Physical Facilities and Learning Resources in a School System
An effective school facility is responsive to the changing programs of educational delivery, and
at a minimum should provide a physical environment that is comfortable, safe, secure,
accessible, well illuminated, well ventilated, and aesthetically pleasing. The school facility
consists of not only the physical structure and the variety of building systems, such as
mechanical, plumbing, electrical and power, telecommunications, security, and fire suppression
systems. The facility also includes furnishings, materials and supplies, equipment and
information technology, as well as various aspects of the building grounds, namely, athletic
fields, playgrounds, areas for outdoor learning, and vehicular access and parking
School building, school ground, laboratory equipment and transportation are the general terms
of physical facilities. These are required to facilitate the pupil and the staff to complete most
programs of instructions. Moreover hostel, dispensary and cafeteria are also important to
facilitate the individuals in the learning process.
Physical facilities also include those material and resources that a student takes help from
during learning such as school library, AV aids etc. Some of these physical facilities are
discussed below.
Part A
i. Helping resources
School Building:
The school building is the most important physical facility. It is the place where children spend
most of their precious time and learn not only some factual knowledge but also the ways of life.
It is a place for social and moral training. The school building is a microcosm of the whole
society. The relationship of education with school building is just like the relationship of the
human body with the brain. We see that physical weakness of a person badly affects his/her
mental health and intellectual youth. In the same way, improper and unsuitable building of the
school negatively affects the education of the child, because the building of the school has a
deep effect on the personality of the child. Therefore, it should be a perfect place for the
overall development of the child. It should be attractive and according to the psychological
needs of the children.
Following considerations should be kept in mind about the school building

a) The most important thing in a school’s building is the selection of a proper site for the
school. If the building of school is situated in a proper place, learning will be enjoyable and
effective.
b) The school building should be safe from dust, dirty water, earthquakes and other dangerous
phenomenon. Rooms should be built in such a manner that sunlight and air properly enters
the classrooms.
c) Staff room, record room and clerk office should be built near the headmaster’s office.
Rooms should not be connected so that the noise of one room cannot be heard in another
one.
d) Trees and plants must be planted in the courtyard of the school to make it look beautiful
and the shade of those trees could also be utilized in the summer season.
e) “A sound mind is in a sound body” this proverb implies the need for presence of a playing
area in a school. A school must have a playing area because physical health can be ensured
by physical exercises.
f) The school should have a clean water supply. If water supply through pipes is not possible
then hand pumps must be installed in a corner of the school to ensure non-disruptive
supply of clean water.
ii. Health Services/School Dispensary:
In order to supply first medical aid and necessary treatment of minor illness to students a
dispensary should be made available in the school. It should also have a school nurse.
In education policy of 1979, it was decided to set a dispensary in every secondary school,
supervised by a medical officer. A school dispensary is necessary for the following reasons.
a. It helps students in case of emergency.
b. All students can easily be checked up at the time of admission to the school.
c. Physical weakness of students can easily be brought to the notice of the parents. Certain
physical defects such as low hearing, weak eyesight etc can be brought to the notice of
the class teacher and parents.
d. A regular inoculation system against infectious diseases such as typhoid, measles etc can
be made available in the school.
iii. School Cafeteria:

The school cafeteria serves as a restaurant and recreation for students. It provides students
with tea, coffee, cold drinks, chips, burger, sweets etc during school time. The following
considerations should be kept in view in this regard
a. The materials available at cafeteria should meet high standards of hygiene.
b. The quality of the food should be of high standard.
c. The rates and prices should be lower than the market.
d. The food available at the cafeteria should be nutritious and balanced.
e. Sweets and other stuff should be covered with a piece of cloth so that they may remain
safe from germs and mosquitos.
f. There should be arrangement for providing free food to poor students.
iv. School Transportation:
School transportation is also one of the school’s physical facilities. The transportation service
requires a rather high capital investment in equipment. It poses problems of procurement and
maintenance similar to procurement and maintenance of other facilities.
Part B
ii. Learning Resources
Learning resources have their own role in the teaching and learning process. So, there should
be proper provision for learning resources. They include the experts, equipment, available and
a well-maintained library, MMP, computers, a record room, lab apparatus, sports equipment,
maps, globes and AV Aids.
1) Resource Persons:
Expert and specialized persons in specified areas are called resource persons. They are
experienced persons and they have travelled widely. They are invited to share their experiences
with the students.
Lectures are arranged for different subjects and the resource persons with their in-depth
knowledge discuss with students, topics in greater detail providing breadth of experience and a
depth of knowledge. The students get motivated and get firsthand knowledge. They can ask
questions and can learn in an interesting manner e.g if a lesson is about Hospitals or Banks, so a
doctor or a bank Manager can be called to discuss and talk about their field using PPT slides etc.
These resource persons become helpers for teachers and if they are parents of the students
they will be partners in the learning process. This is a very effective way of engaging the
community in the learning process, making it an inclusive experience.
2) Library:
The facility of a well-resourced library should be provided for the students. They should be
provided orientation sessions to use the information through books provided in the library.
These sessions may inform students about the range of books available, ways in which books
can be accessed, ideas of how to extract the required information should also be a part of the
orientations sessions.
i. The students should keep quiet in the library.
ii. They should know how to find a relevant book.
iii. It should be a source of motivation and stimulation for the students.
iv. There should be a very large variety of books, magazines, newspapers and illustrated story
books should be available.
v. They should be trained in using a dictionary, reading a map and globe etc.
3) School Diary/ School Calendar
A school calendar is drawn up at the beginning of each year. It gives out probable, dates of
various events or works to be done during the year or session. It should contain the following
items of information.
i. General, partial and local holidays.
ii. Dates for the submission of monthly, quarterly, half-yearly and annual reports and
returns.
iii. Dates of public and school examinations.
iv. Dates of meetings of school committees, Parent Teacher Meetings, local excursion, school
tournaments etc.
v. Dates of monthly tests and the subjects in which they will be held.
vi. A schedule of exams and class timetables
4) Instructional Material:
AV aids and instructional material is comparable to text books because they facilitate learning
and aid teaching. Most of the concepts, which are abstract, can be presented in a concrete
form with the help of instructional material / Audio-visual Aids.
Handout 9.2
The Importance of School Facilities in Improving Student Outcomes
A growing body of research has found that school facilities can have a profound impact on both
teacher and student outcomes. With respect to teachers, school facilities affect teacher
recruitment, retention, commitment, and effort. With respect to students, school facilities
affect health, behavior, engagement, learning, and growth in achievement. Thus, researchers
generally conclude that without adequate facilities and resources, it is extremely difficult to
serve large numbers of
According to the US General Accounting Office (GAO) almost three-fourths of existing US
schools in 1996 was constructed before 1970. Of these schools, about one-third of schools had
need of extensive repair or replacement and almost two-thirds had at least one inadequate
building feature such as substandard plumbing, roofing, or electrical systems. Moreover, 58-
percent had at least one unsatisfactory environmental condition such as inadequate ventilation,
acoustics, or physical security.
Besides general maintenance and construction issues, researchers have found most schools
lack 21st century facilities in the form of infrastructure, laboratories, and instructional space.
More than half do not have sufficiently flexible instructional space for effective teaching to take
place.
Thus, facility quality is an important predictor of teacher retention and student learning. The
physical and emotional health of students and teachers depend on the quality of the physical
location, which makes establishing safe, healthy buildings essential.
The Impact of Facilities
Improving the quality of school facilities is an expensive undertaking. However, when the
positive impacts of facility improvement on teachers and students are translated into dollar
figures, the rewards of such investments far outstrip the cost of the investments. There are five
primary facets of school facilities: acoustics/noise, air quality, lighting, temperature, and space.
These are addressed below.
1. Acoustics and Noise
Noise levels greatly affect teacher and student performance. In fact, excessive noise causes
dis-satisfaction and stress in both teachers and students. Research has found that schools
that have classrooms with less external noise are positively associated with greater student
engagement and achievement compared to schools with classrooms that have noisier
environments. Thus, building schools that buffer external noise from classrooms can
improve student outcomes.
2. Air Quality
Indoor air quality is also a concern because poor air quality is a major contributor to
absenteeism for students with asthma. Research also indicates that many schools suffer
from “sick building syndrome” which affects the absenteeism and performance of all
students. Moreover, bacteria, viruses, and allergens that contribute to childhood disease
are commonly found in schools with poor ventilation systems.
3. Indoor pollutants are also emitted from office equipment, flooring materials, paints,
adhesives, cleaning products, pesticides, and insects. All of these environmental hazards can
negatively affect children, particularly in schools with poor ventilation systems.
4. Lighting
Before the advent of cheap electricity, schools often relied on natural lighting. As electric
power costs declined, the amount of artificial light used in schools increased. Research has
shown that artificial lighting has negative impacts on those in schools while natural lighting
has positive impacts. In fact, research has shown that not only does classroom lighting
boost the morale of teachers and students, appropriate amounts of natural lighting also
reduces off-task behavior and improves test scores. One study found that students with the
most exposure to natural daylight progressed 20% faster in in math and 26% faster in
reading than students who were taught in environments with the least amount of natural
light.
5. Proper Temperature and Control of Temperature
One consistent research finding across individuals of all ages is that the temperature in
which a person works affects engagement levels and overall productivity—including student
achievement. Anyone that has worked in a classroom or office that is too hot or too cold
knows how difficult it can be when trying to work when the temperature is uncomfortable.
According to the best analyses, the ideal temperature range for effective learning in reading
and mathematics is between 68º and 74º.
6. To maintain such a temperature in every classroom within a school, teachers typically need
to be able to control the temperature in their own classroom. At the very least, teachers
should be able to control the temperature of small blocks of classrooms that receive the
same amount of sunlight and have similar exposures to outside temperatures.
7. Classroom Size and Space

Overcrowded classrooms—and schools—have consistently been linked to increased levels
of aggression in students. Overcrowded classrooms are also associated with decreased
levels of student engagement and, therefore, decreased levels of learning.
8. Alternatively, classrooms with ample space are more conducive to providing appropriate
learning environments for students and associated with increased student engagement and
learning. Classroom space is particularly relevant with the current emphasis on 21st century
learning such as ensuring students can work in teams, problem solve, and communicate
effectively. Classrooms with adequate space to reconfigure seating arrangements facilitate
the use of different teaching methods that are aligned to 21st century skills. Creating
private study areas as well as smaller learning centers reduces visual and auditory
interruptions, and is positively related to student development and achievement.
9. Twenty-First Century Learning
Policymakers, educators, and business people are now focused on the need to ensure that
students learn 21st century skills such as teamwork, collaboration, effective
communication, and other skills. As noted above, older buildings simply are not conducive
to the teaching of 21st century skills. This is particularly true with the respect to
reconfiguring seating arrangements to facilitate various modes of teaching and learning and
the use of technology in the classroom as a mode of teaching and learning.
Reference:
https://interioravenue.net/2017/11/06/improving-student-outcomes/
Handout 9.3
Types of learning Resources
Reference:
https://www.researchgate.net/figure/Learning-resource-type-classification-based-on-the-LRE-Learning-
resource-type-controlled_fig10_290752294
Handout 9.4
Learning resources, their functions and management
Library as a learning resource:
A library is fundamentally an organized set of resources, which include human services as well
as the entire spectrum of media (e.g., text, video, and hypermedia). Libraries have physical
components such as space, equipment, and storage media; intellectual components such as
collection policies that determine what materials will be included and organizational schemes
that determine how the collection is accessed; and people who manage the physical and
intellectual components and interact with users to solve information problems.
Libraries serve at least three roles in learning. First, they serve a practical role in sharing
expensive resources. Physical resources such as books and periodicals, films and videos,
software and electronic databases, and specialized tools such as projectors, graphics equipment
and cameras are shared by a community of users. Human resources--librarians (also called
media specialists or information specialists) support instructional programs by responding to
the requests of teachers and students (responsive service) and by initiating activities for
teachers and students (proactive services). Responsive services include maintaining reserve
materials, answering reference questions, providing bibliographic instruction, developing media
packages, recommending books or films, and teaching users how to use materials. Proactive
services include selective dissemination of information to faculty and students, initiating
thematic events, collaborating with instructors to plan instruction, and introducing new
instructional methods and tools. In these ways, libraries serve to allow instructors and students
to share expensive materials and expertise.
Second, libraries serve a cultural role in preserving and organizing artifacts and ideas. Great
works of literature, art, and science must be preserved and made accessible to future learners.
Although libraries have traditionally been viewed as facilities for printed artifacts, primary and
secondary school libraries often also serve as museums and laboratories. Libraries preserve
objects through careful storage procedures, policies of borrowing and use, and repair and
maintenance as needed. In addition to preservation, libraries ensure access to materials
through indexes, catalogs, and other finding aids that allow learners to locate items appropriate
to their needs.
Third, libraries serve social and intellectual roles in bringing together people and ideas. This is
distinct from the practical role of sharing resources in that libraries provide a physical place for
teachers and learners to meet outside the structure of the classroom, thus allowing people with
different perspectives to interact in a knowledge space that is both larger and more general
than that shared by any single discipline or affinity group. Browsing a catalog in a library
provides a global view for people engaged in specialized study and offers opportunities for
serendipitous insights or alternative views. In many respects, libraries serve as centers of inter
disciplinarily--places shared by learners from all disciplines. Digital libraries extend such inter
disciplinarily by making diverse information resources available beyond the physical space
shared by groups of learners. One of the greatest benefits of digital libraries is bringing together
people with formal, informal, and professional learning missions.
Reference: https://ils.unc.edu/~march/cacm95/mainbody.html
AUDIO/VISUAL AIDS AS LEARNING RESOUCES
In this modern world we use digital tools to improve the teaching-learning process. The most
common tool we use in classroom these days is PowerPoint slides, which makes the class more
interesting, dynamic and effective. Moreover it also helps to introduce new topics in easy way.
The use of audiovisual aids makes the students to remember the concept for longer period of
time. They convey the same meaning as words but it gives clear concepts thus help to bring
effectiveness in learning.
Integrating technology into the classroom help students to experience things virtually or
vicariously. For example, if the teacher wants to give a lesson on Minar e Pakistan, it is possible
that not all the students in Pakistan have visited the place but you can show it through a video
thereby allowing the students to see the monument with their own eyes. Although the first-
hand experience is the best way of educative experience but such an experience cannot always
be done practical so in some case we need to have substitution.
Use of audio-visual aids help in maintaining discipline in the class since all the students'
attention are focused in learning. This interactive session also develops critical thinking and
reasoning that are important components of the teaching-learning process.
Audiovisual provides opportunities for effective communication between teacher and students
in learning. For example, in a study on English as Foreign Language (EFL) classroom, the
difficulties faced by EFL learner are lack of motivation, lack of exposure to the target language
and lack of pronunciation by teacher, and such difficulties can be overcome by Audio as
purpose of communication and Visual as more exposure.
Students learn when they are motivated and curious about something. Traditional verbal
instructions can be boring and painful for students. However, use of audio-visual provides
intrinsic motivation to students by peaking their curiosity and stimulating their interests in the
subjects.
Reference:
https://en.wikipedia.org/wiki/Audiovisual_education
RESOURCE PERSONS AS LEARNING RESOURCE:
Resource persons are experts who contribute information and opinions to participants in a
learning situation. They frequently are used to conduct educational activities, but may also be
helpful to a committee at the program planning stage.
If you (the trainer/manager of a workshop) are not an expert in a given content you want to
include in the course, you will need resource persons to ensure a good training where
participants gain well-presented knowledge. Resource persons do not just add expertise but
also make the course more interesting and attractive for the participants, as they can integrate
their own experiences.
Resource persons may be from within or outside the organisation. Base your selection on their
knowledge of the topic and ability to successfully cover and communicate information to the
audience.
Proper preparation of the resource person – and your course participants – can enhance
achievement of intended educational goals. Consider the ideas in this worksheet as you
communicate with resource persons involved. Adjust each item to fit your own situation.
Reference: https://sswm.info/train-trainers/pre-training-preparations/selection-of-resource-
persons
SCIENCE AND LANGUAGE LABORATORIES AS LEARNING RESOURCES:
Laboratory learning is learning that takes place in a space where students can observe, practice,
and experiment with objects, materials, phenomena, and ideas either individually or in groups.
This learning is not confined within a physical laboratory space but can also occur in various
forms of space such as the e-learning management system and computer-simulated virtual
laboratories.
Within the laboratory, learning may occur in many ways, often through observing a case or
phenomena, performing hands-on practical trainings, or conducting experiments. The primary
aim of arranging laboratory learning for students is to develop the practical competence often
within their area of specialization. Laboratory learning provides opportunities for students to
relate and reinforce the theoretical concepts taught in class.
It is imperative for schools to have the latest and high quality science lab supplies these days.
Science is different from any other subject. In order to understand its concepts, one has to look
beyond the books and conventional classroom teaching. Effective teaching and learning of
science involves seeing, handling, and manipulating real objects and materials. The knowledge
that kids attain in classrooms would be ineffectual unless they actually observe the process and
understand the relationship between action and reaction.
Effective teaching and learning of science involves a perpetual state of show and tell. Good
schools combine classroom teaching with laboratory experiments to ensure that their students
grasp each and every concept thoroughly. It is also believed that laboratory teaching and
experiments that are being conducted there, help encourage deep understanding in children.
Children are able to retain the knowledge for longer when they see the experiments being
performed in front of their eyes.
Science lab equipment allows students to interact directly with the data gathered. They get a
first-hand learning experience by performing various experiments on their own. Students are
made to use the models and understand different scientific theories and concepts. It is also
found that school science lab equipment and supplies make teaching and learning easy both for
the teachers, as well as for the students. There are several scientific theories and concepts that
are difficult to explain directly from the books. Anatomy models, physics science kits, and
chemistry science kits for instance make it easy to understand the otherwise complex theories
of science.
Language laboratory:
Language learning is not the same as learning any other subject. It is not confined to writing an
examination and getting a degree or award. The four skills of reading, writing, listening and
speaking have to be practiced. Being able to communicate well is the most important factor
when seeking a placement in a company or institution. Communication involves one’s ability to
listen carefully so as to grasp the meaning and to respond in turn with apt words and clarity of
pronunciation.
The significance of the language laboratory has been much felt in the domain of
communication. We live in a multilingual and multicultural world, which is being shrunk to the
size of a village by the advancement of science and technology. The language laboratory exists
to help one to use technology effectively to communicate. It is not merely for learning a single
language, but can be used for teaching a number of languages efficiently. To acquire a
sensibility for the sounds and rhythm of a language, one has to hear the best samples of a
spoken language (Richards, 2001). This is precisely the function of the language laboratory.
Some highlights of the language laboratory are given below:
1. It is a tool designed for teaching any language.
2. It helps one to learn pronunciation, accent, stress and all other aspects of the phonetics of a
language.
3. Effective communicative training programmes for the general public, private and corporate
sectors, junior and senior level officers can be given through the lab.
4. Web-content creation, the setting up of in-house news magazines, corporate publicity and
identity, and teaching materials can be generated through the language laboratory.
5. General documentation, software documentation and all forms of technical documentation
can be done.
6. Experts can utilize the laboratory for creating and editing scientific and technical materials
for teaching language.
7. The language laboratory enables one to conduct courses for various groups of people like
students, faculties, businesspeople, etc.
8. Short-term and long-term coaching classes for international examinations like IELTS, TOEFL
and other competitive examinations can be organized.
9. Online courses and paperless examinations can be conducted through the language
laboratory.
As the ability to communicate effectively has become the prerequisite for anyone who ventures
into a new profession, the need for developing such a skill is a much-felt phenomenon today.
Both governmental and private institutions focus their attention on students developing their
communicative skills. As technology has entered into every aspect of human life, it has
extended its advanced products into the field of communication. So everyone strives to get the
best on the market.
Reference:
 https://faculty.londondeanery.ac.uk/e-learning/small-group-
teaching/Using_learning_resources_to_enhance_teaching_-_learning.pdf
 https://www.linkedin.com/pulse/20140808080603-51876784-the-significance-of-the-
language-laboratory-in-communication/
 https://www.sciencefirst.com/the-importance-of-advanced-science-lab-equipment-in-
school-labs/
HANDOUTS
Handout 10.1
Types of Records
The following are the types of school records.
Main Record Sub types of record

General 1. School Calendar
2. Logbook
2. Visitor book
3. Service Books/registers
4. Register of loan of Buildings
5. Order book
6. Staff leaves Register
7. Memo Book (Correspondence Record)
8. Local delivery Register
9. Principal/Headmaster Movement Register
10. Transfer Certificate Book
Educational 1. Pupil Attendance Register
2. Teachers attendance register
3. Register of Casual leave granted
4. Time Tables (Class Timetables, Teachers Timetables, School / General
Timetable)
5.Teachers Monthly programs of work /Diary
6. Pupils progress Record
7.School Tests Records
8.Headmaster Supervision record
9. Admission & With drawl Register
10. SLC Register
11. Students Examinations result
12. Public Examination Record
13. Principal School Supervision Register
14. Bazm-e-Adab Register
15. Co-Curricular Activities Register

Financial 1. Acquaintance Roll
2. Cash Book
3. Contingent Order Book
4. Contingency Register
5. Register of Fee collection
6. Abstract Register of fee (Late Certificate Fee, Duplicate Certificate Fee
etc)
7. Students Private Fund Register
8. Register of Receipts & Register of Games
9. Register of receipts and Expenditure (union) Bill register
10. Register of Donations
11. Register of Scholarships
12. Remittance book for the purpose of making remittance to Treasury of
Bank
13. Register of Pay Bills
14. Detail Contingent Bill register
15. Acquaintance Roll (Salary /Non salary Register)
16.Stationary Register (regular Budget) & Issue Register
17. Stationary Register (Private Fund Register) & Issue Register
Equipment 1. Main stock register (furniture & School Appliances)
2. Stock & issue register of sports gears (fund)
3. Library catalogue
4. Library Issue Register
5. News Paper & Magazine register received
6. Auction Register
7. Accession register
8. Sports Register
9. Laboratory Register
10. Perishable Register
11. Dead Stock Register
Correspondence 1. From & to Register (Diary & Dispatch)

2. Peon Book Dakbay
3. Memo Book, Register
4. File of departmental orders & Notifications / circulars
5. Public Examination File
PTC 1. Cash book
2. Stock register
3. Repair register
4. Consumable Items register
5. Meeting minutes register
6. Vouchers
Purchase & Committees for Purchase & Auction.
Auction All formalities be carried out in the whole process,
Proper record and detail of accounts along photo copies of challan in case
of auction, related to purchase & Auction shall be maintained by the
Principal (DDO Concerned), if Possible duplicate record be maintained
Procedure of 1. List of non-repairable items through a committee,
Auction 2. Verification of list by Head of Institution,
3. Constitution of Auction Committee with clear TORs
4. Principal /Headmaster as Chairman, Members: one senior Teacher (SST)
OR (Subject Specialist) in case of Higher Secondary as Secretary of the
committee, One Member from DEO Office, Chairman PTC Member, Stock
In-charge, One member from Ministerial Staff preferably Account Clerk
5. Request to DEO concerned for nomination of DEO Office representative
6. Fixation of rate for auction / advertisement as per delegation of
Financial Power.
7. Advertisement or Placing /display of Flayers (Banners) for auction on
visible points for community / public information.
8. Minutes recording of the whole process (from start to end)
9. Detail /Transfer of Income Obtained as a result of auction if from Govt.
Assets should be deposited on Challan in Govt. Treasury ( it should be
entered on Cash Book as Receipt ,with a photo copy in Auction File for
future record and original in the cash book concerned File in account
section) OR
10. Money obtained from auction of articles purchased from Private fund
should be deposited / transferred to the concerned Head of private fund.
Procedure for All Purchase in Govt. Institutions should be made through Purchase
Purchase Committees. Principal / Headmaster Shall notify the committee.
a. Committee for Private Fund :
• (Principal/Headmaster as Chairman OR (vice Principal as Chairman
in case of Higher Secondary School)
• one Senior Teacher (SST) OR (Subject Specialist) in case of Higher
Secondary as Secretary of the committee
• Stock In-charge
• Examination In-charge
• PTC Chairman OR PTC Member in consultation with PTC Chairman
• Account Assistant
b. Committee for PTC Fund :
• (Principal/Headmaster as Chairman OR (Designated Vice Principal
as Chairman in case of Higher Secondary School)
• one Senior Teacher (SST) OR (SS) in case of Higher Secondary as
Secretary of the committee
• Stock In-charge
• Account Assistant
• PTC Chairman or his nominee
• One Teacher from Each Category
TORs: Proper TORs shall be defined for purchase committee.
Reference:
Afridi Arbab, (1998), School Organisation Ijaz Printers Pakistan.
Managing Teaching Learning Processes Module -2 Leadership management published by PITE
Handout 10.2
Group Activities on Organizing School Records
Group 1: Student record card
Student record cards are used to record and manage information about individual students.
The school creates a new student record card for each student when they enroll, to record
information about the student’s personal and family details. During the student’s attendance at
school, additional information about academic performance, progression, and changes in the
personal and family details are included. Teachers and school administrators use student record
cards to find detailed information about individual students, and to generate summary lists of
students, data and indicators on enrolment, performance, grade repetition, drop out, sex
ratios, age distribution, etc. The school uses this information to track and manage the students,
to help teachers manage their classes, and to identify students who need counseling or extra
teaching.
Content and presentation
Student record cards store information on the personal and family characteristics of each
student when he/she enrolls in a school. It reserves fields for recording during the school year,
additional information about individual student’s academic performance, examination results,
successes and failures, participation in school activities, behaviour, and observations by class
teachers and head- teachers. Other information may also be included, such as whether the
student receives a school meal, scholarship, free uniform, transportation, boarding and/or
other incentives to attend school. In a SRMS, student record cards can be filed as record cards,
on printed forms, as electronic records in a database, or using a combination of paper-based
and electronic media. The student record card in example 1 may be adjusted to suit national
and local requirements and information needs.
Creation and Use
The school staff member responsible for enrolment creates a record card for each student
when he/ she gets enrolled to attend the school. Each record is used for one school year and
continues to be updated during the school year when there are changes in the student’s
personal and family data. Information is added at the end of each school term about the
student’s academic and behavioral performance as well as his/her progression in school. If the
student continues his/her study at the same school in the following school year, a new student
record will be created and the previous year’s record will be archived. When a student transfers
to another school, a copy of his/her records may be provided to the new school for reference.
The same applies to new students transferred into this school. For students who dropped out of
school, the item ‘dropped out’ under ‘Result’ may be circled, together with the date of drop out
so that action may be taken to bring the student back into school.
Storage, access and retention
Most schools keep their student record cards in the school manager’s office in paper and/or
electronic form. Only school management staff and the teachers responsible for teaching
specific students can have access to their record. If feasible, computerized storage of student
records can facilitate sorting, searching, retrieving and updating them. Each school should have
a policy that specifies the period of time student records are kept. Ideally, student records are
actively updated during one school year, and then archived and kept for a number of years so
the school can track their performance over time and observe the progress of students after
they leave school. Before student record cards are archived or destroyed, key information
should be extracted to create summary lists or entered into a computerized database if that has
not been done already.
Activity: (a) Fill in the provided printout sheets of the Sample Student Record Sheet:
(b) Answer the following Questions (on the provided charts):

1. How useful are student record cards for managing students in your school?
2. Are the questions and terms in the provided sample easy to understand? Is the design clear
and is the form easy to fill out? Please circle any questions, terms and aspects of design you
think are unclear or inappropriate, discuss with relevant school staff/group member, and
summarize the findings.
3. Do you find the instructions provided in this section clear and helpful? Any suggested
improvements?
4. Which data items are relevant to your school? Which other data items are not relevant?
Why?
5. What other data items should be added to the student record? Why?
6. How should the student record card look, taking into consideration your suggestions
in questions 2-5 above?
Home Assignment: Sketch your preferred new student record card and discuss with your
colleagues in order to refine it.)
Group 2: Textbook Record Sheet

Purpose
Every student should possess his own copy of basic learning materials such as textbooks by
subject.
Textbook record sheets are created and used to monitor whether all the students in a class
have all the textbooks required for all subjects. Their main purpose is to record each student’s
possession of the required textbooks, and to identify students who do not have certain
textbooks so that appropriate action can be taken to either directly obtain and distribute to
them the missing textbook(s), or to contact the parents of the student in order to assist them in
acquiring the textbooks.
Content and Presentation
A textbook record sheet lists out the names of all the students in each class in a school, and
records the number of copies each student possesses of textbooks required for each subject. A
‘0’ is entered under a subject if the student does not have his/her own copy of the
corresponding textbook. The list of subjects in the heading of the record sheet may be adjusted
according to the kind of subjects offered in each grade, class and school.
Creation and Use

The school creates textbook record sheets at the beginning of each school term. Teachers use
these sheets to verify and record, in each class, whether every student has the textbook(s)
required for that grade and each subject. Students who have ‘0’ textbooks for any subject, or
those who have less than the required quantity of textbooks, can be identified so that the class
teacher and the school management can find out about the reasons and help these students to
acquire the missing textbook(s). The school may use the records to calculate and compare the
percentages of students without textbooks by class and by grade, and to analyse the patterns
according to the characteristics of students and causes, so as to take appropriate actions.
Textbook record sheets should be updated during each school term to monitor any loss or
damage to textbooks. When some textbooks for a subject change from one school term to
another, either update the existing textbook record sheet or create a new sheet for the new
school term.
Storage, Access and Retention
Completed textbook record sheets are kept at the school management office, classified by
class, grade or subject. Textbook record sheets may be kept for two or three years according to
each school’s SRMS policy, for use in monitoring the patterns of missing textbooks and actions
taken to solve the problem over time. They can be accessed and used only by teachers who
teach the corresponding class or group of students, and the school management.
Note: Similar record sheets may be created to monitor other learning materials, equipment and
services that student should receive from the school, including school lunch, free uniforms,
stationary supplies, scholarships or other incentives to attend school.
Activity: (a) Fill in the provided printout sheets of the Sample Textbooks Record Sheet:

1. How do you and teachers of your school monitor the availability and supply of textbooks?
What kind of records does your school keep to monitor textbooks?
2. How closely do the textbook record sheet in example 3 and monitoring practices described
in this section correspond to the needs and practices in your school? Which aspects are
relevant, and which are irrelevant? Why?
3. Are the above instructions for the textbook record sheet clear and helpful? What can be
improved?
4. What other information about textbooks should be collected by schools?
5. How would you go about monitoring textbooks in your school in the future?
Home Assignment:
Sketch a textbook record sheet, discuss it with your teachers, and refine it according to their
suggestions.)
Group 3: Teacher Record Card
Purpose
A teacher record is created for each teacher who teaches in a school. It records each teacher’s
personal, educational and employment characteristics and information about the teacher’s role
and responsibilities at the school. The school manager can use the teacher record cards to look
up and compare the educational background, experience, competencies and aptitude of
teachers to determine their assignments, duties, responsibilities and workload. Through
updates based on periodic evaluation of teacher performance (see Section 3.6), school
management can improve career development opportunities for teachers and give them more
suitable work assignments. When individual teacher records are tallied and summarized, the
resulting lists and tables can give an overall picture of the composition of the teaching staff by
sex, age, qualification, work assignment and performance, thereby showing the availability,
gaps, strengths and weaknesses of the teaching staff in the school.
Teacher records are individual records that include information about the personal and
academic details of teachers in a school, and particulars about their previous work experiences
and current responsibilities. Like student records, teacher records can incorporate key results
from periodic evaluations of each teacher’s performance. Information about pre-service and in-
service teacher training each teacher has received, as well as plans for future career
development may also be included in the teacher’s record.
Creation and Use
Teacher records are created when a new teacher joins a school. The school manager is
responsible for ensuring that the record is complete and the information is correct and
accurate, before validation for the teacher record to be maintained at the school and the
information entered into the computerized teacher database. The same procedure applies
when information updates and new performance evaluation results are added to the record.
Teacher records are used by school managers and education administrators at
district/provincial level and/or the Ministry of education to manage the assignments, working
conditions, transfers, promotions, in-service training, and discipline and career development
opportunities for teachers.
Teacher records are confidentially kept in the school management office, and continuously
updated when new information or performance evaluation results become available. If
possible, all or part of the information in teacher records can also be entered into computerized
storage in a teacher database either at the school or at the Ministry of education. Some
countries have a central teacher service register that can be used to facilitate sorting, searching,
retrieval, processing and use of the information about teachers. When a teacher retires,
resigns, dies or transfers out of the school, the teacher’s record can be archived, but should not
be destroyed.
Activity: (a) Fill in the provided printout sheets of the Sample Teacher Record Sheet:

1. Are teacher records useful for managing teachers in your school? Why?
2. Are the questions and terms easy to understand? Is the design clear and easy to fill out?
Indicate by circling the questions, terms and parts of design that might be problematic, for
discussion.
3. Are the above instructions for the teacher record clear and helpful? What can be
improved?
4. Which data items are relevant to your school? Which other data items are not relevant?
Why?
5. What other data items should be added to the teacher record? Why?
6. How should the teacher record look, taking into consideration your suggestions above?
Home Assignment:
Sketch a teacher record and discuss with your colleagues (in order to refine it.)
Group 4: Teacher Performance Evaluation Report
Purpose
To improve teaching and learning at school, teacher performance evaluation can be organized
on a periodic basis for each teacher, and the results can be summarised in individual reports
(see example 6). Such reports can be used by the school management and higher levels of the
education administration to improve the assignment of teachers and to determine continuation
of employment, transfer, promotion, demotion, further training, award or disciplinary
measures. For the purpose of school improvement, it is important that such reports are
systematically produced and kept at the school for reference in the management of teachers.
As and when they become available, key performance evaluation results can also be added to
the corresponding individual teacher record for future reference.
Content and presentation
A teacher performance evaluation report (see example 6) presents the results of an evaluation
of a teacher’s aptitude and actions in: (a) planning and organizing teaching-learning events; (b)
using instructional techniques and strategies; (c) adhering to established curricular objectives;
(d) creating a conducive learning environment; (e) implementing national and school policies,
norms, rules and regulations; (f) teamwork with other teachers, school staff and substitutes; (g)
keeping accurate and timely records and providing data when required; (h) communication
with students, parents and local community members; (i) participating in supporting co-
curricular, extra-curricular and other activities at school. A teacher’s performance for each of
these attributes can be scored numerically to compare teacher performance by individual
attributes and the total of all attributes.
Creation and use
Each teacher’s performance should be evaluated at least once a year, towards the end of the
school year. The evaluator(s) score each teacher’s performance according to each attribute,
and then record the scores in an evaluation report. In consultation with the teacher who has
been evaluated, the school manager reviews, checks and validates the report, then stores it
confidentially for use in managing the employment and career development of the teacher. The
key findings of these reports are also summarized and reported to higher levels of the
educational administration. Individual teachers can learn about their strengths and weaknesses
from the report and take action to improve their work and to plan their own career
development.
Teacher performance evaluation reports are kept confidentially at the school management
office, with restricted access granted only to top school management staff and the
corresponding teacher. Key results of the evaluation can be added to the relevant teacher
record for reference. Once created and validated, such reports will not be modified. When a
new evaluation takes place, the new report will be added to past reports as an update. When a
teacher retires, resigns, leaves or transfers else- where, the corresponding evaluation report
can be archived at the school. Only when it is learned that the teacher has died can the report
be destroyed.
Activity: (a) Fill in the provided printout sheets of the Sample Teacher Performance Evaluation Record
Sheet:

What kinds of records are used in your school to monitor teacher performance? Discuss with
other school managers about their practices and experience with these records, the advantages
and disadvantages of evaluating teacher performance, and list the lessons learnt and
suggestions for the future.
How closely does the teacher performance evaluation report in example 6 correspond to the
needs and practices in your school? Which of its parts are relevant, and which are irrelevant?
What other information should be kept in such a record?
Are the instructions for the teacher performance evaluation report in this section clear and
helpful? What can be improved?
How should a teacher performance evaluation report look, taking into consideration your
comments above?
Home Assignment: Sketch a teacher performance evaluation report and discuss with your
colleagues in order to refine it.)
Group 5: Inventories of School Facilities
Purpose
The main purposes of keeping and updating inventories of school facilities are:
(a) To record the number of buildings, classrooms, furniture, equipment and other physical
facilities;
(b) To monitor the conditions of these facilities in order to determine maintenance work,
repairs, replacements and new construction/acquisitions;
(c) To assess the physical capacity of the school in relation to the number of students and the
scale of school operations. If needed, such inventories can also include data on the frequency of
use of specific facilities to ensure that they are being fully utilized.
An inventory of physical facilities (buildings, classrooms, school grounds and other structures,
furniture and equipment) contains summary tables of the quantity of different school facilities
and information about their condition and use. If needed, the inventory can also record
information about past repairs, replacements and new constructions or acquisitions. Each
country or local school can identify and define the most common types of school facilities,
furniture and equipment, and adapt the tables accordingly. If deemed important, additional
data about the material used for the building, roof and/or floor, lighting, ventilation and noise
level may be recorded. In some schools, certain school facilities are not used either due to poor
condition of the structure, or because there are inadequate numbers of students or teachers. It
can be useful to know the degree to which various school facilities are over- or under-utilized,
so actions can be taken to improve their rate of use.
Creation and Use
Staff within the school management who are responsible for the acquisition, maintenance,
repair and replacement of school facilities create and update these inventories. Inventories of
school facilities should be created when the school first opens, and be updated whenever
changes occur such as new constructions or acquisitions, damages or destruction. Before the
start of each school year, the school management must update these inventories in order to
prepare enough capacity for handling the upcoming school activities, students and teachers.
The updated inventories will inform decisions for maintenance work, repairs, replacements,
new constructions or new acquisitions. These inventories can also help the school management
to determine how to ensure these school facilities can be fully utilized during the new school
year.
Inventories of school facilities are kept at the school management office. Access to the school
inventory records should be restricted to school management staff only. Construction plans and
maintenance schedules must be systematically kept as evidence of new acquisitions,
constructions and repairs, together with the invoices, purchase orders, receipts and other
documents from the suppliers or constructors. All these documents should also be kept for
accounting purposes. If possible, data and information about school facilities can be entered
into computerized storage in the school database, to facilitate updates, search, retrieval and
use for planning and commissioning maintenance, new acquisitions or construction work.
Inventories of school facilities are created and maintained continuously from one school year to
another, as long as such facilities are available. Records of school facilities that are no longer
available or used can be archived for future reference.
Activity: (a) Fill in the provided printout sheets of the Sample Inventory of School Facilities:
Inventory of School Furniture and Equipment


1. What kind of inventories and records are used in your school to monitor school facilities,
furniture and equipment? Discuss with the relevant school staff about their practices
and experiences as well as the advantages and disadvantages of these records, and list
the lessons learnt and suggestions for improving them.
2. How closely do the inventories of school facilities, furniture and equipment in examples
correspond to the needs and practices in your school? Which parts are relevant, and
which are irrelevant? What other information should be kept in such inventories?
3. Are the instructions in this section for the inventories of school facilities, furniture and
equipment clear and helpful? What can be improved?
4. How should such inventories of school facilities, furniture and equipment look, taking
into consideration your comments above?
Home Assignment: Sketch inventories of school facilities, furniture and equipment and discuss
with your colleagues in order to refine them.)
Group 6: Inventory of Teaching/Learning Materials
Purpose
Teaching and learning materials are essential for supporting teaching-learning processes in
school. Their availability, conditions and use determines the quality and outcomes of education.
Schools that receive teaching and learning materials from central or provincial education
authorities should keep inventories of these materials, and encourage teachers and students to
access and use them throughout the school year. Such inventories will also enable the school to
ensure that all students have the necessary learning materials including textbooks, and to
replenish those teaching/learning materials that are, or will be, in short supply. Requests for
teaching/learning materials from the schools that are based on up-to-date inventories will
inform and help central and/or provincial education authorities to more reliably and efficiently
plan their production and distribution.
An inventory of teaching and learning materials consists of summary tables of the quantity of
various materials available at the school, such as teaching aids; textbooks by grade and by
subject; supplementary reading and learning materials; and sports, music, arts, and practical
work equipment and materials. If appropriate, additional information about new acquisitions,
distribution to students, and frequency of use, damage and disposal can be included in the
inventory. inventories of teaching materials and some shared learning materials may also
record the number of times each material has been used per week or per month, so that
utilization rates can be calculated to help in improving their use. Each country must take
prevailing practices in the country into account to determine which type of teaching and
learning materials should be inventoried in school.
Creation and Use
Inventories of teaching/learning materials are created and maintained by school staff members
who are responsible for managing the stock, distribution and use of such materials. Such
inventories should be given a major update at the beginning of every school year to ensure that
all the students and teachers have the necessary teaching and learning materials. Obsolete or
irrelevant materials can be disposed of at the same time. During the school year, these
inventories are continuously updated based on new acquisitions, distributions, damage and
disposal. The school management uses the inventory to monitor the quantity, distribution
and/or use of various teaching and learning materials so as to identify shortages and gaps. This
allows the management to get new supplies, make new acquisitions, and to ensure that the
materials are optimally distributed and used. School inspectors can be required to
systematically verify these inventories during school visits.
The inventories are kept at the school management office. Access should be restricted to school
management staff, relevant teachers and inspectors. If possible, the data and information can
also be entered into computerized storage in the school database to facilitate tracking,
updates, search, retrieval and use. The inventory of teaching and learning materials should be
continuously maintained and updated for as long as the school is in operation.
Activity: (a) Fill in the provided printout sheets of the Sample Inventory of Teaching and
Learning Material:

1. What kind of inventories and records are used in your school to monitor teaching and
learning materials? Discuss with teachers and relevant school staff about their practices
and experiences as well as the advantages and disadvantages of these inventories, and
list the lessons learnt and suggestions for improvement.
2. How closely do the inventories of teaching and learning materials in correspond to the
needs and practices in your school? Which parts are relevant, and which are irrelevant?
What other information should be kept in such inventories?
3. Are the instructions in this section for the inventories of teaching/learning materials
clear and helpful? What can be improved?
4. How should the inventories of teaching/learning materials look, taking into
consideration your comments above?
Home Assignment: Sketch inventories of teaching/learning materials and discuss with your
colleagues in order to refine them.)
Handout 10.3
Definition and need of School Record
School Record:
• Any document which shows the physical availability of something in school is called school
record. It may be in digital or hard form.
• Documented evidence of all school’s activities is called school record. School records
include data about various domains/features/aspects of a school’s operations, such as: data
about its students, teachers, classes, facilities and finances.
Need for School Record:
It is very important for school managers to properly maintain and manage school records
because:
• It provides a clear picture of various aspects of the school in terms of its origin, its growth
and development with the passage of time, and condition and circumstances at different
time periods/eras.
• Properly managed records reflect: aims, aspirations, achievements, efficiency and
effectiveness, and usefulness of the institution that managers can use to project a real
picture of the school to stakeholder especially to high authorities.
• It confirms evidence based management of the school.
• School managers use proofs/ facts and figures/ evidences/ rationale from the records to
make informed decisions.
• A school record management is necessary for school heads to collect, accumulate and
interpret data about the school so that they have relevant and authentic bases for making
realistic and practical decisions in the school.
The School Records Management Process
A School Records Management System typically involves the following eight activities:
 Creation – beginning a new record and starting to record data and information, for
example creating a student record card for a new student.
 Storage – keeping the records in an organized manner so they can be accessed by
authorized people but kept secure from unauthorized access, loss or damage.
 Update – adding new information to a record or modifying existing information in a
record.
 Retrieval – searching for, locating and extracting records from storage.
 Use – applying information from the records to help make management and policy
decisions.
 Appraisal and retention– determining whether and how long a record should be:
 retained for active use;
 archived; or
 Disposed of.
 Archiving – storing inactive records so they can be later retrieved for use.
 Disposal – discarding, deleting or destroying a record.
Reference:
http://www5.unescobkk.org/education/efatraining/module-a1/what-is-a-school-records-management-
system-srms/
Handout 10.4
Protocols of Keeping Records
The following protocols should be followed in maintaining the stock of registers:
 On the outer cover of each register the following particulars should be distinctly written
o Name of School
o Serial No. of the register
o Name of the Register
o Number of the volume
o Number of pages in the volume and
o Dates on which the volume was opened & closed.
Note: certificate on each register should be attached for example, Certified that this register
contains 100 pages i.e. from page-1 to 100
 When the register is opened the pages should be numbered consecutively, either in red
ink or with a numbering machine. No page should be inserted into or detached from any
register. Due to wrong entries or disfigured/ spoiled/torn page, the entries should be
sectored of the remarks “cancelled”.
 Each register should be clean and tidy. Writing should be neat and legible for
appearance. Naught (zeros) in money column should be avoided as it creates confusion
during totaling. Register should not be folded, nor should the pages be crumpled.
 If correction is required in records due to some valid reason, the incorrect one should
not be scratched out, but a line in red ink should be lightly drawn through it so that the
original & corrected entries are clearly seen on the face of the record.
 Each entry should be authenticated from the head of the office / authority by putting his
dated initial against each correction or interpolation. All must be in ink. Entering balance
or total, its correctness should be checked before noting them in ink.
 When standardized printed registers are not available, a stiff bound notebook of the
same size should be used.
 New volume of a register should not be opened till the utilization of the old one.
Remarks should be recorded on the new volume stating its start date and number of
pages in the volume.
Every column provide in a register should be filled up. No blank space should be left between
entries and subsequent entries should be avoided.
Handout 10.5
Maintenance of school records
10 most important records that every school of the world must maintain positively
Reference:
https://www.slideshare.net/anivvp/maintenance-of-school-records
Handout 10.6
School Record
1. The School Calendar
The school calendar is a mirror where the probable dates of various events and activities to be
done during the coming sessions are reflected. It is usually prepared at the beginning of each
academic session. It should contain the following Stems of information.
I. Information about the general, local and gazetted holidays.
II. Dates for the submission of monthly, quarterly, holidays and annual reports and returns.
III. Dates of monthly, quarterly and annual examinations.
IV. Dates of the meetings of the school and faculty committees, Teachers’ Associations,
different societies, school excursions and educational tours, school tournaments etc.
V. Dates of important school functions like the annual prize day, the parents’ day, (the
U.N.O. day, Independence Day, Republic Day, Birthday of eminent persons etc.
Thus the school calendar provides important information about various activities to be carried
out throughout the academic session.
2. Log Book:
The Log Book is specifically designed for the purpose of containing remarks of the school
inspector or other important officers of the education department, who pay an official visit to
the school. But it should not be confined to the remarks of the inspecting officers only. It should
contain a complete record of the important events that occur during the session. It should also
contain the history of the school of a particular year.
Information like the introduction of new text books or apparatus, visits of the inspecting
officers, changes in the school routine, absence or illness of any of the official staff etc., should
be written in the Log Book. The headmaster is the only authority to make entries in this book.
3. Admission Register:
It is a record of all the pupils who are admitted to a school. According to departmental rules,
the admission register is to be preserved permanently in the school. Therefore, it is essential
that it should be got specially bound and kept in safe custody. It is to be free from mistakes
because this register is at times required by superior authorities in a court of law as an evidence
for the date of birth of the pupils. The admission register should contain the following items.
I. The serial number and name of the pupil.
II. His father’s name, caste, occupation and address.
III. His date of birth.

IV. Date of admission to the school,
V. The class to which he is admitted.
VI. Dale of withdrawal or migration from the school.
4. Pupil’s Attendance Register:
This is another important register which is maintained in each class and section, showing the
names of the pupils on the role of the class or section, during a month. The attendance is
marked in the beginning of the school hour. Entries should be made in ink. Blanks should not be
left. Students who remain absent from the school without leave for fifteen consecutive
attendance is struck off from the rolls. Holidays are marked in red ink. Monthly fees and fines
are collected from the pupils in this register.
5. Teacher’s Attendance Register:
To record the daily attendance of the teachers, schools maintain the teacher’s attendance
register. This shows the time of arrival and departure of the teachers on each day. The teachers
are to sign regularly in the forenoon and afternoon every day. Time of arrival of the late comers
should be indicated. Leave taken by (he teachers during the month holidays etc., are to be
written on it. It should be kept outside the room of the headmaster. When the first period
starts, it should go to the headmaster for verification.
6. Cash Book:
Cash Book is a record of all money transactions occurring from day-to-day in the school. Money
received by the school from different sources like fees, fines, donations, stipends, scholarships,
grant-in-aid are entered on the credit side. On the debit side the payments like the salaries of
the teachers, stipends, scholarships, contingent expenditure incurred, deposits made in the
Treasury, bank and post office are shown. Balance is shown in red ink. It should be regularly
written and the day’s business should be closed with the signature of -the headmaster. It
should be an up-to-date record.
7. Cumulative Record Cards:
It is a document in which the relevant information about a particular students at one
educational institution is recorded cumulatively. This gives a complete and growing picture of
the individual student, which helps him during his long stay at the school and at the time of
leaving it, in the solution of his manifold problems of educational, vocational; personal and
social. It follows the pupil from class to class and from school.
It provides an opportunity to have a comprehensive picture of the all-round development of

the personality of the child. It is a very important record which should be maintain in every
school. Therefore, The Secondary Education Commission opines “these should be a common
feature all over the country.”
8. Stock Register of Equipment’s:
This register keeps information of all the movable property of the school. While purchasing
equipment or furniture, it must be duly entered in this property register. The head of the
institution should check this register physically at least once in a year. Verification report should
be recorded in the stock register. It can show which articles are missing and which need
immediate repairs. The register should contain the following information:
I. Name of the article.
II. Quantity of the articles.
III. Date of purchase.
IV. Name of the firm which supplied the articles.
V. The authority ordering purchase,
VI. Signature of the authority.
9. Reports to the Parents:
To get cooperation from the parents, reports containing various information about the child
should be sent to the parents periodically. It should contain information like the academic
progress of the child, his health condition, participation in curricular and co-curricular activities
and other important information.
As a result, the parents can know the physical, intellectual, social, moral and emotional growth
of their children. Parents are also requested to guide their children according to the
information given in the report.
10. Service Book:
`The service book contains the service history of the employees. Information like the
employee’s date of appointment, his date of birth, educational qualifications, identification
marks, permanent home address, transfer, leaves. Study of important school records, accounts,
date of increments, reversion if any of reinstatement etc., are carefully written in this book. The
original service book is kept in the custody of the headmaster in the secondary school.
The authorities should duly verify the service book and make necessary entries. The first page
of the service book contains the following information:
1. Name
2. Residence.
3. Date of birth
4. Educational qualification.
5. Exact height by measurement.
6. Personal mark for identification.
7. Father’s name and residence.
8. Left hand thumb and finger impression.
9. Signature of the teacher.
10. Date of entry into service.
11. Signature of the Headmaster.
From the next page the name of the post, temporary or permanent, monthly pay, date of
increment, details of leave account etc., are written neatly. The entries of the first page should
be renewed or re-attested at least every five years except in the case of finger prints.
Fee Register
When pupils pay fee, the detail of the payment entered in a register and receipt issued to the
pupil. The fees are handed over to the office in time. Fee concession and scholarships are also
the sometimes granted to pupils. Record for the same also maintained.
Timetable record
The teacher should learn the process of construction a class time table. Class time table,
teacher’s time table and master time table are drawn in most of the school. Time table can also
be made for sport and games, homework, etc.
Reference:
University Islamabad
HANDOUTS
Handout 11.1
School Timetable
Introduction and values of school Time Table
A school timetable is a table for coordinating the following four elements:
 Students
 Teachers
 Rooms
 Time slots (also called periods)
A timetable is table showing distribution of time and subjects to be taught at different classes
and sections. A schedule showing a planned order or sequence. It shows when and where
educational activities take place and when will be finished. It enables an individual that such
and such subject will be taught by such and such person and such and such place. So in simple
words, a time table is chart enabling different stakeholders within schools to know about
different teaching learning activities.
Students are assigned different curricular and co-curricular activities to be performed in due
course of time. It is impossible to properly start and finish these activities without having a
Timetable. Time is divided into specific intervals which is positively utilized both by teachers
and learners. In the absence of Timetable no head of school is able to properly plan and
observe different curricular and co-curricular activities. Only through Timetable s/he can be
able to check where and by whom classes are being taken. It also enables to know which
subject is taught by which teacher. Hence for the proper management of any school, for
carrying out all activities, it is necessary to have proper division of time and work for which
Timetable is key.
There are some system like the Project Method or Dalton Plan which reject the importance of
time table by saying that it snatches the freedom of learners. They are of the opinion that
freedom is the basic right of students which should not be sacrificed, as they learn through
their experiences but In Pakistani conditions, learners cannot be left alone and such system is
not favourable for getting education, so, in every school especially Middle, High and Higher
Secondary Schools, Time Table is must and is in practice since long time.
Need, value and importance of Time Table

The following points advocate the need and importance of Time Table:
1. Avoidance of disturbance
Time Table helps in division of time and work. Every teacher is busy in teaching learning in his/
her concerned class. Students also know where and by whom different subjects will be taught,
so they are mentally and physically ready for it. So, there is no room for disturbance.
2. Responsibility
Through Time Table, a sense of responsibility is developed both in teachers and students and
they know what to do next in the classes.
3. Avoids Fatigue
As it has time for recreation so, it avoids fatigue and bore some.
4. Easy Supervision
A school head can easily supervise different activities taking place in the school. Different
activities of the supervisor are checked as it is well reflected through Time Table.
5. Psychological Adjustment
It enables both teacher and taught psychologically adjusted that which activity will be
performed by which teacher. So both are physically and mentally ready for it.
6. Time Saving
Time is saved due to its proper utilization and planning.
7. Balanced Teaching
As every subject is given time properly on the basis of its worth and value, so, no subject is
ignored and balanced teaching is insured.
Handout 11.2
Factors affecting School Time Table
The following factors influence school Time Table
Importance and difficulty of subjects:
Time is an important factor which plays great role in the construction of Time Table. Different
subjects are given different time per period and per week so, the amount of time allotted to
different subjects is determined by the due importance and difficulty level of subjects.
Most important subjects need more time to be allotted than those who are less. Similarly
practical work also demands more time as its time consuming than theoretical.
The staff, equipment and building
The number of teachers also have equal important role in framing a time table. A school having
large number of teachers can arrange different sections of the same class for smooth running of
educational activities. While having least number of staff, students are taught in one over
crowded classroom.
Another factor is the availability of number of classrooms, so, it should also be kept in mind
while framing time table. Making of time table is easy when number of rooms is sufficient.
When the number of classroom is less than required then a single classroom can be used for
more than one class. In such case time table should be framed in such a way that one class
should be engaged in silent reading while another is silent work.
All the classes will not have the same subject. Similarly, the availability of equipment should
also be kept in mind while framing time table.
Fatigue:
The element of fatigue influences the construction of school time-table a number of ways.
Children arc fatigued at certain periods or certain days. It is not only physical but also
psychological in nature. It results in a definite weakening of attention and diminishing interest
and effects of learning.
a) Work Rate: Some subjects are more fatiguing than others. They involve more mental strain
and effort. Such subjects are taught during early hours when the student’s mind is fresh.
b) Mental freshness is the greatest in the morning. This is also true after recess. The order of
subjects causing strain is as follows:
(i) Mathematics
(ii) English
(iii) Science
(iv) Science Practical’s
(v) Drawing and physical Education.
Younger children are more quickly fatigued. The duration of a class period for them does not
exceed 30 to 35 minutes. Seasons too cause fatigue. In summer due to heat learners do not like
to work.
Reference:
http://www.preservearticles.com/education/what-are-the-basic-principles-of-time-table-
construction/18747
Handout 11.3
Qualities of a good timetable
Ten characteristics of a good school timetable
Is it really critical that an architecture or engineering project manager have a project schedule?
Most clients and design firms will probably answer the question with "You must be kidding! Of
course, you need a schedule, and a good one at that."
Regardless of the scheduling system or the project, a number of specific attributes are found in
many a good schedule. Here are the top ten!
1. It’s easily communicated. Those who are doing the work must understand what the
schedule is all about. If none of your team has ever seen a Critical Path Method Diagram
(CPM), the last thing you want to do is use a CPM as your scheduling method. In general,
schedules that are in a graphic format are most easily communicated.
2. It’s flexible. Schedules change. It’s a fact of project life. No matter what you say or do, a
high percentage of your schedules are going to change. Hopefully, these schedules will
not change as a result of mistakes that you make, but they will change, nonetheless.
3. It has the commitment of the project team. If you tell a team member that he or she
must have a task finished by Wednesday, that team member must agree to get it done
and believe that the task can be done under that time constraint. Otherwise, the team
member won’t feel committed to the schedule and may not feel compelled to meet it.
4. It shows interrelationships among tasks very clearly. Tasks are never done in isolation,
and most rely on information or results from a previous or concurrent task or group of
tasks. Your schedule must show how these tasks interrelate.
5. It’s prepared in calendar time, not in number of work days. To illustrate this point, try
to determine the date, within a day or two, that is 60 work days from today. Now, see
how much easier it is to determine the date that is 60 calendar days from today.
Everyone thinks in terms of calendar time, so use it when preparing your schedules.
6. It forces early deadlines. Tasks will generally expand to fill the available time. If your
deadline is July 31, you can count on your office to be humming at 11:59 p.m. on July 30,
as everyone scrambles to finalize last-minute changes. The same thing would happen if
the deadline were July 20 or August 10. Set the clock ahead, and give yourself some
extra time to clean up loose ends.
7. It allows for revision time following each review. Revisions follow reviews like night
follows day; however, most project managers schedule time only for the reviews, not
the revisions.
8. It builds in time for slippage. Plan for time, or even several periods of time, within the
schedule when absolutely nothing is scheduled. Use that time to catch up on those tasks
that have fallen behind. If your schedule is so tight that you cannot find any slippage
time, use the weekends. Do not schedule any activities for Saturdays and Sundays and
use them instead to catch up when you fall behind.
9. It has correlation with other projects assigned to the team. The single biggest
influence on the schedule of your project is the workload from other projects that are
currently in your unit/team. If you prepare your schedule in isolation from other
projects of the unit/team, it is, most likely, going to fail.
10. It extends beyond the due date of the contract. There will always be activities that
extend or arise beyond the contractual due date. Your client will want to ask you
questions, contractors will call you, and summary meetings will be held. Anticipate
these activities and build them into your schedule.
Handout 11.4
Preparation of timetable in different situations
Modern educationists advocate the abolition of timetable altogether because each individual is
unique in certain respects. Each child has his own taste, his own preferences and his own
routine and speed of working. When he is left un-attended, he loses interest and feels fatigue.
In case of taking interest in his work, he remains alert and active, resultantly, it gives him
psychological satisfaction. But when work is being done under a rigid timetable, a child might
feel fatigue before the period is over. But as the period is meant for that particular subject, he
has to continue even though he is disgusted. That’s why some educational reformers like to
abolish time-table altogether. If a child is left to himself, he would give more time to those
subjects in which he is interested and give up those in which he is not interested for the time
being till the favorable time.
It is mandatory to take care of individual needs of the students, hence different methods are
advised for preparing timetable like Dalton plan, project method etc. But as the teachers have
to complete the course work, also due to scarcity of resources in our local context, mostly
collective timetable is devised and executed.
Though both the sides have strong evidences yet it is clear that a schedule/timetable has a
great importance on educational institutions as well as in other departments.
1. In a best schedule there are no two consecutive periods of the same teacher with the same
class or section.
2. There is at least one or two periods rest for every teacher during the whole working day.
3. There are maximum three consecutive teaching and writing periods of every teacher per
working day.
4. Difficult and compulsory subject like English, Maths, Urdu etc. have been kept before short
break or 5th period.
5. Physical Education and other light subjects like Qiraat and Drawing have been kept in
between 2nd and 8th period.
HANDOUTS
Handout 12.1
Role of PTC in development of school
Parent Teacher Councils have to play various roles in the development of schools. Some key
objectives of PTC are:
1. To improve community involvement in school-based decision making
2. To improve transparency, accountability and responsiveness
3. To improve learning and learning environment at school level
4. To utilize the funds on need basis
PTC has a worthwhile role in developing quality of education in schools like:
 Role in Accessibility and Quality of Education The most important and basic responsibility
of the PTCs is to provide financial assistance to the most deserving children to continue
their education and don’t became a burden on their parents. The members of the PTCs help
the poor’s children in the schools on behalf of their own resources and well as from the PTC
funds. PTCs work actively to reduce drop outs, motivate parents regarding education of
their children’s, provide gender responsive conducive teaching environment and extend full
cooperation in this regards.
 Role in Civil Works PTCs are responsible for making arrangements including supervision, for
the repair and maintenance of the schools. PTCs can makes arrangement for repair of
furniture, wash rooms, boundary walls, roofs, class rooms, water supply, drainage and
electrification and maintain a good and transparent record.
 Role in betterment of Educational Activities Each member of Parent teacher councils
cooperates with the teaching staff as well as students to solve each and every hurdle
occurring in our mission. All PTCs member have the responsibility to address problems of
students and teachers particularly female students and teachers and to overcome on those
deficiencies so the curricular activities are not disrupted.
Other than curricular activities, PTCs can also help school staff in organizing co-curricular
activities to enhance the mind status of the students as well as physical fitness which leads
the students towards the healthy society which is necessary for the well-educated
community. PTCs play their role in community about enrolling disable children to make
them educated, productive, responsible citizens rather than a liability for society. PTCs are
trained to develop the linkages and relation with various organizations and departments to
consolidate the PTCs. They are devoted to help in maintaining good working relations
between the community, governmental and non-governmental organization for the
betterment of the schools. PTCs can appoint teachers against vacant post on temporary
basis in schools where teacher to student ratio are not equally proportionate. The payment
to temporary teachers is made in the form of subsistence allowance. PTCs are authorized to
ensure the regular attendance of the teachers and in case of their continuous absence and
poor performance, report to the concerned authorities.
It sensitize teachers on ban on corporal punishment and also sensitize children and parents
for complaints redressal in particular to corporal punishment.
 Role in Financial Management Parent teacher councils ensure transparent, effective and
efficient financial management and that the funds should be used for the purpose they are
meant for. The expenditure incurred through PTCs like provision of basic facilities-
Rehabilitation/ construction of school building including rooms, room tops, wall repairs,
latrine, liberary, shelter etc and provision of utilities, such as electricity, water, payment of
utility bills had been exempted from audit; however in order to ensure transparency in the
expenditure process, third party validation and monitoring system has been introduce. PTCs
play their role in purchase of furniture, stationary and other consumables for the schools
and any other material or equipment’s demonstrating direct benefits to the school. PTCs
are authorized to spend up to Rs. 1000,000 (10 Lacs) on addition of class rooms, provision of
boundary wall, group latrine, and electrification in schools. PTCs are responsible to maintain
cash book regularly.
 Role in Community Mobilization The consolidated PTCs having linkages with various
organizations, departments, communities and governmental organizations committed
about the provision of funds for the requirements and problems identified by the students
or teachers. All participants shared their ideas about fund collections and proper manners
of fund utilizations. PTCs can take any other steps related to the educational activities in the
schools to boost up the quality education.
The PTCs also organize walks, debates and other activities on the national festivals, so as to
encourage the students and propagate the importance of education.
Handout 12.2
PTC Constitution
1. Structure
The PTCs consist of general and executive bodies. All parents of enrolled children are members
of general body. The executive body consists of eight members elected by the general body.
Structure of executive body is:
1. Chairperson: Elected by parent members
2. Secretary-cum-Member: The Principal/Head Master/Head Mistress/Head Teacher of the
school will be ex-officio secretary-cum-member of the council.
3. An influential person: from the same locality.
4. A retired government servant: from the same locality.
5. A local bodies representative: Nazim/Councilor from Village/Neighborhood councils of
the same locality
6. Three elected parents: from the general body
2. Membership Requirement
1. Only parents of the enrolled children will be member of PTC’s general body.
2. General body will elect four members from the parents for executive committee.
3. Elected parents will select the chairperson
4. Elected parents will select the influential person from the same locality
5. Elected parents will select the retired government servant for executive body. If the
retired government servant and influential person are not available, additional
members from parents will be elected by parents.
6. Councilors of the respective gender from the same locality will be nominated by District
Nazim among the general councilors of the village or neighborhood council
7. In case of leaving the child of executive body members, his/her membership from
executive body will be ceased. The general body in replacement will elect another
member within a month for executive committee.
8. Failure to attend more than three consecutive PTC meetings without valid reason would
lead to dissolution of membership.
9. For technical support and facilitation, the executive committee can involve any
volunteer from the community.
Note: the representatives of parents in girls’ schools do not necessarily have to be a mother.
Father may also become member of PTCs in girls’ school.
3. Election Process
Secretary PTC is responsible for holding elections after every three years. The election should
be through raising hands or casting vote by general body.
1. Secretary PTC will announce a date for general body meeting with the agenda of
election for executive body.
2. The parent members shall be elected by at least 25% of the general body of the parents
3. Election message sent through verbal or written to all general body members.
4. SDEO/DDEO (election incharge) will be informed for the date and time of election.
5. Through show-off hands or through casting vote, general body elects four members
from the general body.
6. SDEO/DDEO will endorse and notify the executive body within five days after election.
4. PTC Meetings:
1. It is mandatory for the executive committee to conduct PTC meetings on monthly basis
as well as on need basis
2. At least four members (50%) of the executive committee shall constitute the quorum for
the meetings.
3. The General Body will have to review the performance of executive committee in a
General Body meeting to be convened by the Chairperson on bi-annually basis.
4. All the decisions related to general and particular financial matters shall be taken in the
PTC’s executive committee meetings.
5. Emergency meeting of the Council can be convened on the written request of three
members.
6. Minutes of each meeting will be recorded in Karwai register and will be approved by the
members.
Handout 12.3
Formats for record keeping in PTC
Cash Book
Month:___________________
Income Expenditure Signature

Date Details Receipt Amount Balance Date Details Receipt Amount Balance
No. (Rs.) No. (Rs.)
Stock Register
Items: ______________________________________________________________________________
Date Details Stock In Stock Out Balance Signature
Karwai Register
Meeting No.__________ Total Members:____________________ Attendance_____________________________
Time:_______________ Date_______________ Day__________________ Place___________________________
Agenda
1:
2:
3:
4:
5:
Agenda Number Decisions Responsibilities
Signature Chairperson/President: __________________ Signature General Secretary:

_____________________
Signature of All Members

Quotation Form
Date:___________________ Name of Supplier: ______________________________
Sr.# Detail of Items Quantity Cost (Rs.)
Signature/Thumb
Impression of Supplier:__________________________
Signature of Procurement Committee: 1:______________________________

2: ______________________________
3:______________________________
4: ______________________________
5:______________________________
Purchase Order Form
Date:___________________ Name of Supplier: ___________________________________________
Supplier’s Address :____________________________, Place of Delivery :______________________
Sr.# Detail of Items Quantity Unit Cost (Rs.) Total
Signature/Thumb
Impression of Supplier:__________________________
Signature of Procurement Committee: 1:______________________________

2: ______________________________
3:______________________________
4: ______________________________
5:______________________________
Worksheet 12.1
Instruction: Use the given terms and complete the organization chart for PTC constitution.
Note: Write selection criterion / condition in 1st Column and designation in 2nd Column. You
may use the term more than once.
Influential Person, Chosen by Parents, Head of School, Member, Chairperson, Elected Parent,
Secretary-cum-Member, From locality, of respective gender, retired Govt. Servant, Councilor
8 Members 4
8
Worksheet 12.2
1. How is the establishment of PTCs at school useful?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Enlist some of the civil works it execute.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. What are the responsibilities of head teachers/principals in PTC?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. What financial challenges are faced during PTC?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. How PTC plays its role in development of quality education?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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HANDOUTS

Induction Program for Teachers (Phase III) 4

Parameter Administration Management Organization

Scope of School Organization

 Facilitates effective communication: it clearly defines channels of communication among

Handout 2.2 (a)

Handout 2.2 (b)

Democratic administration provides conducive environment for listening to the opinions of

Demerits of this type of Administration

Handout 2.2 (c)

We must try to Pleasant Circulars One on One

Overall speaking this type of democracy as a principle of educational administration gives

reasons for existence of inequalities of educational opportunities cited by the Education

organisation, an enterprise from misbehaviours and misappropriation by an official or authority

evaluation of students’ academic programme may be described as the process of determining

5. Imagination and Resourcefulness

Handout 3.4 (a)

Handout 3.4 (b)

Column A Column B Column C

help teachers improve

supervise in assessing the

instil best practices in the

and high success rates _________________________ _________________________

provide time and support

provide support and

GOVERNMENT OF THE KHYBER PAKHTUNKHWA ESTABLISHMENT AND

Peshawar dated the 16th September, 2011.

(vi) making appointment or having been appointed or promoted on extraneous

(ii) compulsory retirement;

6. Suspension.—A Government servant against whom action is proposed to be initiated

corrupt practices, or has been acquitted by a court of law as a result of compounding of an

13. Duties of the departmental representative.—The departmental representative shall

(i) exonerate the accused if charges had not been proved; or

16. Procedure of inquiry against Government servant lent to other governments or

19. Appeal before Khyber Pakhtunkhwa Province Service Tribunal.—(1) Notwithstanding

20. Exception.—Notwithstanding anything to the contrary contained in these rules, in cases

GOVERNMENT OF THE KHYBER PAKHTUNKHWA

Peshawar dated the 18th July, 2012.

No.SO(REG-VI)E&AD/2-6/2010.-In exercise of the powers conferred by section 26 of the Khyber

GOVERNMENT OF KHYBER PAKHTUNKHWA

Human relations in the organization as under

9. Passion for Children and Teaching

4. Be Prepared Every Single Day

10. Demonstrate Trust

16. Put Your Students First

23. Work Well With Other Teachers

Handout 4.6 (a)

Handout 4.6 (b)

Handout 4.6 (c)

B – Teachers and the Community

Handout 5.4 (a)

Handout 5.4 (b)

How to put a reward system to work

The Positive Side of Punishments

Level 1 Infractions Level 2 Infractions Level 3 Infractions Level 4 Infraction

Make-up/ Jewelry Disruptive Behavior Cheating/Academic Drugs or intoxicants

Violating Uniform Violating Area Bullying Sexual Harassment

Chewing gum Fighting/ Vandalism Immodest behavior Major assault on

Inappropriate hair Concealing the truth False Emergency Bomb threat

Disruptive Behavior Violating field trip Reckless driving/ Continued Cyber

Not completing Offensive language/ Leaving campus Possessing,

Display of phone Disrespect of others Extortion/ Theft/Unauthorized

Worksheet 5.2 (a)

and high success rates _ _

discussions, essay and story _ _

writing competition, poetry _ _

activities, celebration of _ _

special festivals, conducting _ _

embroidery, knitting, book- _ _

binding, spinning, gardening, _ _

competitions, etc. _ _

operative stores, cleanliness _ _