Course: Educational Management and Supervision (6502)

Semester: Spring, 2022

ASSIGNMENT No. 2

Q. 1 Define the scope of classroom management. Classroom management is a complex

process, discuss the issues of classroom management during workshops of distance education
programs. 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 classroommanagement strategies are executed effectively,
teachers minimize the behaviors that impede learning for bothindividual students and groups of
students, while maximizing the behaviors that facilitate or enhancelearning. Generally speaking,
effective teachers tend to display strong classroom-management skills, while thehallmark of
the inexperienced or less effective teacher is a disorderly classroom filled with students who
are notworking 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.

Entry Routine is a technique in which teachers establish a consistent, daily routine that begins
as soon as students enter the classroom—preparing learning materials, making seat
assignments, passing in homework, or doing a brief physical “warm-up” activity would all be
examples of entry routines. Thistechnique can avoid the disorder and squandered time that can
characterize the beginning of class period.

..Do Now is a brief written activity that students are given as soon as they arrive in the
classroom. This technique is intended to get students settled, focused, productive, and
prepared for instruction as quickly as possible.Tight Transitions is a technique in which
teachers establish transition routines that students learn andcan execute quickly and repeatedly
without much direction from a teacher. For example, a teacher mighsay “reading time,” and
students will know that they are expected to stop what they are working on, putaway their
materials, get their books, and begin reading silently on their own. This technique helps to
maximize instructional time by reducing the disarray and delay that might accompany
transitions between activities.

Seat Signals is a technique in which students use nonverbal signals while seated to indicate
that they need something, such as a new pencil, a restroom break, or help with a problem. This
technique establishesexpectations for appropriate communication and helps to minimize
disruptions during class.

Props is the act of publicly recognizing and praising students who have done something good,
such as answering a difficult question or helping a peer. Props is done by the entire class and is
typically a short movement or spoken phrase. The technique is intended to establish a group
culture in which learning accomplishments and positive actions are socially valued and
rewarded.

Nonverbal Intervention is when teachers establish eye contact or make gestures that let
students know they are off-task, not paying attention, or misbehaving. The technique helps
teachers efficiently and silently manage student behavior without disrupting a lesson.

Positive Group Correction is a quick, affirming verbal reminder that lets a group of students
know what they should be doing. Related techniques are Anonymous Individual Correction, a
verbal reminder that is directed at an anonymous student; Private Individual Correction, a
reminder given to an individualstudent as discretely as possible; and Lightning-Quick Public
Correction, a quick, positive reminder thattells an individual student what to do instead of what
not to do.Most classroom management problems are related to a lack of clarity in some form. A
close examination of any class will bear this out. When the class experiences the deliberate
movement toward a goal they are much less likely to be bored, distracted, or feel their work
lacks purpose. Third, students need to be given clear boundaries. Boundaries help students
understand where lines exist. In their absence, problems arise. In part, this is due to the fact that
inevitably students come to any class with a wide range of previously learned behavior and
expectation for boundaries. Fourth, abstractions such as respect, listening, effort, responsibility,
etc, need to be operationalized or they will remain only abstractions. Many teachers complain
that their students lack these traits, yet do not make the concepts concrete and practical for
their students. Clarity can only exist in a concrete and observable world. Words can only point to
behavior. Clarity, therefore requires concrete purposeful action. Along with Clarity, if the element
of consistency exists in a classroom, things will run relatively smoothly. Even a flawed set of
strategies, if applied consistently, will result in relatively effective results. When our decision
making process is perceived as too subjective, or random, students lose trust in us. The loss of
trust usually translates ultimately into a loss of commitment on the part of the student.

Second, when the teacher follows through and consistently implements consequences, it
makes the (concrete and practical) statement that the agreement (our social contract, class
rules, bill or rights, etc.) is primary and the teachers subjective interpretation is secondary. Third,
when we are working with a student or a class to help.

Q.2 Explain the different levels of decisions making in financial management of a school.

Since the release in 1983 of the National Commission on Excellence in Education report A
Nation at Risk, there has been widespread call for education reform. The reform efforts of the
1980s and 1990s focused on organizational, curricular, and instructional changes necessary to
improve the quality of education. Almost without exception, national reform reports advocated
decentralization and enhanced teacher involvement in decision-making as a means of fostering
necessary changes within school. School-based decision-making is a concept based on the
fundamental principle that individuals who are affected by the decision, possess expertise
regarding the decision, and are responsible for implementing the decision, should be involved in
making the decision. This concept often is attached to the broader school-system reform
efforts of decentralization and school-based management (SBM), where decision-making
authority is shifted from the district to the local school level. Some educators use the terms
shared decision-making and schoolbased management interchangeably; others see shared
decision-making as a component of SBM or decentralization. In general, the goal of school-
based decision-making is to "empower school staff by providing authority, flexibility, and
resources to solve the educational problems particular to their schools" (David, p. 52).

Key Elements School-based decision-making rests on two well-established propositions:

1. The school is the primary decision-making unit; and its corollary; decisions should be made at
the lowest possible level.

2. Change requires ownership that comes from the opportunity to participate in defining change
and the flexibility to adapt it to individual circumstances; the corollary is that change does not
result from externally imposed procedures. (David, p. 46) These propositions recognize that
those closest to the technical core in education systems, because of their access to
information concerning students' diverse characteristics, needs, learning styles, and
performance levels, are better positioned to make decisions about educational programs than
those farther removed from the teaching and learning process. Thus, decisions concerning
curricula, instructional technologies, and other school initiatives will be most effective and
enduring when carried out by those who feel a sense of ownership and responsibility for those
decisions.

For school-based decision-making to work, four key resources need to be present to develop the
capacity to create high performance organizations:

1. Knowledge and skills in new instructional strategies; interpersonal, problem-solving, and

decision skills for working together as a team; business knowledge for managing the
organization, including budgeting and fiscal planning; and assessment strategies for analyzing,
interpreting, and acting on school performance data.

2. Information about the performance of the organization, including student performance data,
budgets, and demographic-trend data

3. Power and authority to make decisions, especially in the areas of curriculum and instruction,
staffing and personnel, and resource allocation and budgeting.

4. Rewards for high performance, including intrinsic and extrinsic rewards, such as salary
adjustments, professional development opportunities, performance-based pay, group or team-
based rewards, and public recognition for their accomplishments.

Scope of Decision–Making In general, three areas of decision-making can be school based:

budget, personnel, and curriculum. Regarding school finances, under school-based decision-
making models, schools receive either a lumpsum budget or some portion of the district budget
from which they may make decisions regarding personnel, equipment, materials, supplies, and
professional development. Although budget authority implies a new level of autonomy, because
personnel expenditures account for approximately 85 percent of the district budget and other
fixed costs cover an additional 5 to 10 percent, few discretionary dollars actually remain for
school-level allocation. Therefore, staffing expenditures and decisions regarding staffing
structures and assignments are key to schools making decisions that might substantively
affect the school's operation and effectiveness.In terms of personnel decisions, schools are
afforded flexibility and the power to determine how best to staff their schools. Personnel
decisions typically fall in two areas: determining staffing needs based on the school's mission
and educational plan and selecting people to fill the positions. Schools are afforded the latitude
to decide whether their personnel funds are best spent on teachers, instructional aides,
specialists, or clerical support. Once determinations are made regarding staffing needs, schools
are actively engaged in the selection of new school personnel.
In the third decision area, decisions regarding the curriculum and instructional strategies are
determined at the school level within a framework of district or state goals, while attending to
the school's unique mission and needs. School-level personnel draw on their professional
expertise and localized knowledge in making decisions that affect the school's educational
program and instructional system. School personnel monitor the effectiveness of their
programs and their students' academic performance. Decisions pertaining to budgeting,
staffing, and the instructional program are often restricted and controlled, however, by district
policies .

Q.3 Write different types of registers and their function in management of a school system.

Attendance Registers:

As for as possible, only one attendance register should be kept by a teacher. Usually, students’
attendance register is maintained by their class-teacher and it maintains a record of students’
names with their attendance on every working day

Great care should be taken to see that attendance is regularly and properly marked. Attendance
should be,

ideally, marked twice a day, one in the morning or beginning of the school day and the other at
the end of the school day.

No blank spaces should be left in the register and no dots in pencil should be marked in it. It
should be filled in with ink only. However, one can use some letters to make the process of
marking the attendance faster such as ‘P’ for being present, ‘A’ for absence, ‘S’ for sickness and
‘L’ for leave.

Usually, names of boys and girls are entered separately though it does not serve any specific
purpose. For the sake of convenience, students’ names should be entered in the register in an
alphabetical order. Holidays need to be shown in the attendance register along with the nature
of the holiday, e.g. Sunday; Diwali, Christmas etc.If a student wishes to remain absent,
application for leave must be signed by his\her parent or guardian. The application must clearly
specify the reason for absence and vague reasons such as ‘urgent domestic work’ should not
be accepted.

In case of absence for a longer duration on account of sickness, a doctor’s medical certificate
should accompany the application for leave. If a student remains absent for a longer duration
i.e. about a week or longer without intimation, the principal should be informed immediately. At
the last day of the month, the total number of working days along with the number of days each
student has remained present in school need to be entered in the register in a separate column.
(b) Teachers’ Attendance Register:

This is generally kept in the principal or supervisor’s office. It should show the time of arrival
and departure of a teacher. It should be regularly signed by a teacher twice a day, once when
he/she arrives at the school and once at the end of the school day.Holidays and their nature
should be entered in this register. It should also indicate the number and nature of leave taken
by teachers such as casual leave, sick leave, leave without pay, duty leave, etc. All applications
of leave must be filed in the school office.In case of medical leave, a doctor’s certificate must
accompany the leave application. Leave application needs to be sanctioned by the principal.At
the end of each month, the number of days’ casual or sick leave taken during the month should
be entered in the register. Names of the teachers are usually entered in this register in order of
seniority along with their dates of appointment confirmation.In addition to these two, there are
some other records to be maintained by a school. These include:

(c) Records of Time-tables:

(d) Examination Result’s Records:

(e) Teachers’ Log-book:It is a record showing details about the daily teaching- learning activities
of a teacher. It contains details about the date, class, chapter, objectives of the lesson, teaching
points, teacher’s activities, students’ activities, audio.

Q.4 Highlight the function and powers of executive district officer (EDO) under federal
government.

An Executive District Officer (EDO) shall:

Assist the D.C in formulation of policy and bring cases which are required to be submitted to
the D.C under the rules.

Duly execute the sanctioned policy;

Be the official head of the group of district offices and be responsible for its efficient
administration and discipline, and for the proper conduct of business assigned to the Group of
offices;

Submit all proposals for taxation and the bye-laws to the Zila Council through D.C

Be responsible to the D.C for the proper conduct of the business of the group of distsrict
offices, and keep him informed about the working of the District Offices;

Where the D.C’s orders appear to involve a departure from rules, regulations or Government
policy, resubmit the case to the D.C inviting his attention to the relevant rules, regulation or
Government policy and if the D.C still disagrees with the E.D.O., the E.D.O., through D.C shall
refer the case to the Provincial Local Government Commission for decision.

Subject to any general or special order of Government in this behalf, issue standing orders
specifying the cases or other classes of cases which may be disposed of by an officer
subordinate to the EDO; and

Be responsible for the careful observance of these rules in his Group of District Offices.

Executive District Officer (EDO) is the Head of this Department, who has been assigned
following responsibilities in the Local Government Ordinance 2001:

Elementary, Secondary and college education except professional education

Education o handicapped children, especially deaf, dumb, blind and with low vision

Production and distribution of educational and scientific films

Promotion of sports and co-curricular activities

Service matters except those entrusted to the services and general administration department
attached

departments and the administrative departments

Establishment of new schools and up-gradation of existing schools.

Q.5 Discuss the role of evaluation along with its purposes in improving the management of a
school.

In every walk of life the process of evaluation takes place in one or the other form. If the
evaluation process is eliminated from human life then perhaps the aim of life may be lost. It is
only through evaluation that one can discriminate between good and bad. The whole cycle of
social development revolves around the evaluation process. In education how much a child has
succeeded in his aims, can only be determined through evaluation. Thus there is a close
relationship between evaluation and aims

Your evaluation should be crafted to address the specific goals and objectives of your EE
program. However, it is likely that other environmental educators have created and field-tested
similar evaluation designs and

instruments. Rather than starting from scratch, looking at what others have done can help you
conduct a better evaluation. See MEERA’s searchable database of EE evaluations to get started.
Good evaluation is inclusive.

It ensures that diverse viewpoints are taken into account and that results are as complete and
unbiased as possible. Input should be sought from all of those involved and affected by the
evaluation such as students,parents, teachers, program staff, or community members. One way
to ensure your evaluation is inclusive is by following the practice of participatory evaluation.

Good evaluation is honest.Evaluation results are likely to suggest that your program has
strengths as well as limitations.Your evaluation

should not be a simple declaration of program success or failure. Evidence that your EEprogram
is notachieving all of its ambitious objectives can be hard to swallow, but it can also help you
learn where to best put your limited resources.

Good evaluation is replicable and its methods are as rigorous as circumstances allow

A good evaluation is one that is likely to be replicable, meaning that someone else should be
able to conduct the same evaluation and get the same results. The higher the quality of your
evaluation design, its data collection methods and its data analysis, the more accurate its
conclusions and the more confident others will be in its findings.Education is considered as an
investment in human beings in terms of development of human resources, skills,

motivation, knowledge and the like. Evaluation helps to build an educational programme, assess
its achievements and improve upon its effectiveness.It serves as an in-built monitor within the
programme to review the progress in learning from time to time. It

also provides valuable feedback on the design and the implementation of the programme. Thus,
evaluation

plays a significant role in any educational programme.

Evaluation plays an enormous role in the teaching-learning process. It helps teachers and
learners to improve teaching and learning. Evaluation is a continuous process and a periodic
exercise.

It helps in forming the values of judgement, educational status, or achievement of student.

Evaluation in one form or the other is inevitable in teaching-learning, as in all fields of activity of
education judgements need to be made.

In learning, it contributes to formulation of objectives, designing of learning experiences and

assessment of learner performance. Besides this, it is very useful to bring improvement in
teaching and curriculum. It

provides accountability to the society, parents, and to the education system.