infin eates Tite Fdiaasoe enaral complexity of the country, Forinstance, ae ve tay aan a commanityprimaryist ie ‘whist in others, such institutionsare goverment owned. ee no uniform admission age, whilstthe ie a ie ies from six (0 eight years indifferent states jcurricular though several subjects are common, ee hhad it that it was the Wesleyan Methodist Mission that ived in Nigeria to start both Christian and education work,and this. in theyear 1842, September tobe precise. Mr.and Mrs, DeGraft fa member of Methodist) established the first school in Nigeria at in 1843. The school was named Nursery. ofthe Infant Church. 1845;6ome church Missionary society (C. M. S.) evangelists such Reverend and Mrs. Ajayi Crowther, Revd and Mrs: Henry Townsend, “Thomas Birch Freeman etc. arnved in Badagry and established a mis “sion and two schools there In 1846, the Church of Scotland Mission der the auspices of Revd. Hope M. Waddel arrived at Calabar. mas | Bowen, an American BaptistMissionary, arrived in Badagry 1850 and finally settled at Ijaye where he built his first station. ‘The main purpose and objective of early education was to teach Chnstianity and to convert A fricans to Christianity through education. (Agboola, 1995, Fafunwa, 1974; Fajana, 1978) The Bible served as ‘major master-textbook. Rote leaming was extensively used as thod of teaching ‘The early schools were usually located inor around the mission, At the iniual stage of the early schools, tuition was free. The basic curriculum in all schools consisted ofthe four Rs: Reading, Writing, Arithmetic and Religion 9, “the = bee ‘toearly schools were through their home missions and local churches contributions. The eaily schools also te- ceived gis from abroad such as textbooks, classroom equipment, teach- ing and leaming equipment etc. The medium of instruction was English Language, The early educational system was faced with many prob- Jems such as the problems of strong financial support, absence of cen- tral examinations system, lack of common syllabus and standard text- books, tere was no unique conditions of service forall teachers and c i 2 I NTRODUCTION (—)\y¢ p\s Pp + The General Objectives Primary Education ‘The National Policy on Education (NPE) provides guidelines educators to follow in order to give Nigeria, in time, an ed system which will be truly Nigerian. Itlays down the objectives to} achieved in changing the eurricular which have been fllowed in Ni rian schools and colleges for such a long time. This being the case, & general objectives of primary of education are (8) the inculeitionof permanentlitericy md numetiy, andthe ity t0 communicate effectively, i () the laying of a sound basis for scientic and reactive thi (©) citizenship education as a basis for effective panic : contribution tothe life of society oe (8) character and moral traning andthe developmen ba lope ofsound. (©) developing in the child the ability to adapt = (9 Gime thechild oppornitiesFordeveopicy many f that will enable him to function effectively Pusive sil the limuts of his capacity Society wit (@) providing basic tools for further education, ing preparation for trades and crafts ofthe... "M4 Republic of Nigeris 1981.12). "Y (Federal: NOs chneng envis =] 2, Historical Background of Primary Educa, A the Nigenan educational system has," yon the British pattem, variations exist in the c,“"delled flee ema nme tbe tne ee 1 wath tereviewed by some states which believe that it is one of the contributing to the fallin the standard and quality of education in country ‘Aithe end of the primary course all pupils take tests of ‘ment and aptitude (mostly m English language and arithmetic), the sults of which are used for the selection of suitable candidates i ‘post-primary institutions in each state. {n the Northem states, c cates of Primary Education (which are really certificates of a ance) are issued and in some parts ofthe south, Primary Schoo! Le ing Cerificates are issued after pupils have sat for end of course aminations, For the vast majority of pupils (about 75% in many pl education is terminal at this stage Although there i a wide-spr demand for further education, there are not the facilities to pr0 post-primary education fo thelarge majoity of pupils 3. Primary Education underNPEC ‘The National Primary Education Commission (NPEC), was: tablished by the Federal Government to arrest the progressive. which engulfed the nation's primary education sub-sector Prior tof ‘establishment, which came twice (1 989 and 1993), the sub-sector replete with irregular salaries for teaching and non-teaching staff, rmprale was atts lowest ebb industrial unrest was the order ofthe pupils spent more time at home than in classrooms anid it was not cz tun when aschool year calendar would run its full course. Before establishment of NPEC in 1989, the Local goverment councils wel handling pnmary education independently This witnessed the call Che ry education delivery as there was lack of uniformity m stant Janes of teachers were epileptic and the infrastructural ie ‘of primary schools was left at the mercy of those who weret Power in those councils When the situation became unbearable, t Federal Goverment established the NPEC as an interventionist to revive the primary education sub-sector ‘However. in 1991, 15a esultof same extraneous consi the commission was scrapped by the government and pamaryedt ion delivery returned to the strus quo. In |993, the federal include: “ re-established the commission through Decree By the decree, the commission is charged with the of sourcang for and disbursing funds so State Primary Education {SPEBs) and Local Govemment Education Authorities (LGEAs) the purpose ofthe funding and management of primary education, ‘the same decree, NPEC is. so mpoweed sims ate of the SPEBs and LGEAs as itor and eva . p ion ofthe funds, NPEChas the powers fo withhold funds from SPEB and/or LGEA if itis not satisfied thatthe funds have been ly applied. Organisational Structure of NPEC “The apex office of the commission is that ofthe Executive Sec- Under the Executive Secretary's office ae some units. Works and maintenance a ~ Management Information System ~ World Bank Implementation Unit - Special Projects Unit + Intemal Audit Unit { ~ Special Duties Unit Puble Relations Unit Protocol Unit Each of the units 1s headed by staff no ower than the rank of Other departments include: > Monitoring and Evaluaton = Personne! Management and Administration ~ Finance and Supplies = __ Planing. Research and Development ‘Thenew adminstratve structure is established to strengthen the ity ofthe commission, maximise the human resource output and utilize the limited financial resources. The national office been established in Abuja while the Kaduna office which hitherto been furctioning as the headquarters has been taken over by a office Zonal offises have also been established throughout yuarters structure. the at paar poser uapeoeicrrer a Ree yale.Pe UE) PIES i has a new field operational structure, The structure 1s establish reflect three tiers of field activity, There are: | - The national field office whose primary duty is to nat supervise the field activities and prepare/present national +- The regional field office which is headed by officers not! the rank of Deputy Director, ensures that monitoring and evaluat standards and ethics are maintained in a given number of states, receives consolidated state monitor reports from zonal co-ordinatg and presents same to the Executive Secretary and Management. Thy regions are in line with the geo-political zones of the country. - The zonal field office is headed by officers not below the rank. Assistant Director. The zonal office carries out the primary field tas, as well as prepare primary zonal unit monitoring reports and conso dated state monitoring reports. ‘There are ten zones strategically located across the country. Th arrangement is to strengthen the capacity of the zonal offices in supe vising the monitoring and evaluation activities of SPEBs, L GEAs, DEC and Schools. The introduction of the regional structure is to furth decentralise the field functions of the commission for maximum eff ciency. Functions and Activities (a) __ NPEC supervises the activities of more than thirty-seven (3 SPEBs, seven hundred and seventy four(774) Loe Education Authorities, and numerous District Education Cont mittees (DECs), which the LGEAs have established in line wi () Ne * oe ‘0 ensure that all the tiers of, government, “The fedegeatPaticipate in the funding of primary coe aon i govemmentis expected to provide capita eats provide funds for the operation ofSPEBs and some aspects of school capital development, local overnment councils ber the responsibilty of teachers’ sala- igs. Their respective contributions to the primary education fund 18s follow: Local Government 83 percent, state governments 11 percent, while the federal government coniributes 6 percent, Tn receiving and monitoring these deductions, NPEC acts as a Clearing house and supervisory body with a hold on the manage- ment and funding of primary schools, Itis from these funds that the commission disb urses funds for the payment of teachers salae Nes and emoluments monthly, It isalso from the pool that SPEBs ‘ue given allocations forthe infrastructural development of schools under their junsdiction, NPEC prescribes the minimum standards maintained in the pri- mary edilcation sub-sector 7 Ttperforms the functions of similar regulatory agencies in the education sector such as National Universities Commission (NUC), for Universities, National Board for Technical Educa- tion (NBTE), for polytechnics and National Commission for Col- leges of Education (NCCE), for Colleges of Education NPEC regulates the standards which the teaching staff must attain, Tr makes sure that the infrastructural development in schools are uniform <7 Ttplays a big role inthe curriculum, development in schools and ofthe pupils. 5 It advises governmenton the cost of primary educaion and how best tofunidit ‘The commission is responsible for the execution of the World Bank-Assisted Programme for pmary education and liaison with ‘such bilateral organisations such as UNICEF, UNDB and all such special programmes, Achievements NPEC has recorded a lot of achievementsin the areas of super structure, and the child development.i There is now stability in the primary education sub-sector, Sala. hes and emoluments of teachers and non-teaching staff are paid Promptly, The industrial atmosphere has been congenial as there have not been any cause for industrial unrest, Strikes arenow alien in the sub-sector, school calendar has been Tunning full course without interruption, pupils are now tau; very well and spend more timein classrooms rather than at home as was the case before the advent of NPEC. Rapid promotions for teachers and theit non-teaching colleagues who hitherto had not witnessed promotions. Payment of annual increments, advanced trainings ete. ‘Teachers status in the society has improved a bit as they are sure of regular salaries and benefits at variance with the past when they were perpetually in debt and did not command respect due to their indigent status, Teachers are now more dedicated to their jobs as much as the ‘current economic situation allows them. Parents as well as the pupils are now experiencing a new le of life as the quality of primary education has improved Since the re-establishment of NPEC, a lot has happened in area of infrastructural development. Of the 40,204 (forty thou sand, two hundred and four) primary schools scattered all over the federation, more than one-third of them are in bad shape. However, over four hundred and fifty schools (450) spread across the federation have been renovated ‘The commission has established a model primary school in Kaduna for purposes ofpilot-testing new initiatives in curriculum delivery and serving as library resource centre to the public. 4 As partofits effort to ensure standards in the infrastructur: iform look. tt of'schools, renovated schools wear a uniform So in the national colours, Green, White, Green; They ated i ee apie the aesthetics and the ecology: ot henertocts i toplan undertaking school renovation were man ess eo Word Bar Cet Scho, of 2 9w 589 pick-up vans meant for the local government areas. ‘The purpose of the vehicles under the credit is to assist in the distribution of infrastructural and instructional materials and school supervision. Similarly, arrangements have been concluded to procure boats and motorcycle for areas with difficult terrain. Primary one textbooks in four core areas (i.e. Mathematics, Eng- lish, Social Studies, and Primary Science) have been procured and distributed to all schools in the country. Arrangements are being concluded for the procurement and distribution of primary 2 to 6 textbooks inthe core areas. These textbooks are not for sale but parents are required to pay a rental fee of N20.00 per book annually to sustain the programme after the expiration of the project. Recognising the importance of school furniture in bringing about aconducive leaming environment, the commission has procured and distributed standard and quality funiture to schools nation wide. Considerable progress has been made in the area of capacity- building, schools administrators and teachers through the prepa- ration of appropriate training manuals for different categories of personnel The Management Information System (MIS) is being established for the operations of the commission. This would eventually link the SPEBs, zonal offices and regional offices. In this regard also, a computer training centre with full training facilities has been established in Abuja office. The Commission in collaboration with the National Board of Ara- bic and Islamic Studies has developed a draft-integrated curricu- lum for Islamiya primary schools which has been sent to the appropriate authorities for approval. To shore up school enrolment and retention especially of girls in the North East/North-West and boys in the South-East, the com- mission carried out enrolment campaigns in 1996, These include seminars, awareness campaign jingles on radio and television and the use of billboards. These activities proved to be useful 10Further activities toconsolidate on these ‘gains have been planned. the country. It will be noted that Programme was recently adjudged” the best World Bank Project i west Africa as well Saharan Africa Problems Militatin, Fesounding success which the commission h Tecorded, there are still a lot of, These problems include O @ (ii) @) @ ) Also in collaboration with UNICEF and other agencies, due to the success of NPEC, it as the most Outstanding in performance in sub. 8 Against the Work of NPEC Ih spite of the Problems wedging its wheel of progress Non-telease of ca pital fund for school rehabilitation. This h Slowed down the rate of rehabiltaing dilapidated schoot build: ings. Non application of special grants disbursed to each state to mary education, The effectiveness and quality of the Capacity of local govern.. ‘ment education ison the lowside. Sinceit is envisaged that loc; Sovemment councils will eventually take over te fll admins tration and management of primary education, there ig need t improve their capacity through adequate training, Consequent upon the capacity of the federal government that all ministries and parastatals should relocate to. Abuja for proper ordination, NPECis yet to move to Abuja due to lack of finde NPEC isnot includedin the concurrent ist ofthe daft consi ~ tion, yet, primary education, is concurrently funded uThis creates conflictsin NPEC’s operational mechanism. (vii) Non-implementation of the Teachers Salary Scale (TSS). (viii) Delay in the institution of pension scheme for teachers.weet Aine te J ) . Od ORGANISATION AND MANAGEMENT OF PRIMARY SCHOOLS 1. Setting the Standard The material components of a school are the pupils, teachers, books, equipment and the buildings; and these must harmonise. Th task of co-ordinating them is the responsibility of the head teachers an it requires much skill ifheis to do the job well. A school is acommunii ofliving, active people. The classrooms, school buildings and grounds} provide the physical environment for their work and life together. Or- ganisation is needed if they are to be held together as an efficien happy unit, Successful organisation as opined by Adesina (1982), Eze at al (1982) and Farrant, (1990) requires two things. (a) Goodleadership (b) Efficient management ; With the rapidly expanding programme for primary education many teachers become head teachers soon after leaving college. Iti important therefore, for them to ne me ee a — ss ake a gi ad teacher. A ead teacher must ps a lites ae ene like authority does not come readily: a n who grabs for it, but it comes with knowledge and expe- toe Pind an understanding ofpeople and human laionships There igno happier relationship between human partners than when one will- is an - ingly accepts seats rest ofa headeteacher’s leadership is tobe seek the best for both. nal relationships in the school and the uality of the pert a into a united team ~:~... within a school depend largely on the Ifthe PY each technical efficiency depends largely leadership of 5 soe? Seaon the effectiveness of his management, which involves the ability to plan the school programme of activities, Supervise its practice and ana- lyse and assess its results. a Good management requires knowledge and experience and the ability to demonstrate practical processes when required. ‘The head teacher must supervise the work of his teachers, but he must avoid Over-supervising. Good supervision is neither too much nor too little, too strict nor too slack and varies according to the need for,help and guidance. 2. Running the System Once the head teacher has a satisfactory management structure for running the school he must see that the policies are effectively and efficiently executed. Attention to certain practical aspects of adminis- tration will help to achieve this. Planning: The satisfactory running of school cannot beleft for each day tolook after itself. Planning and forethought are necessary all the time. Hereunder are some of the routine matters that the head teach- ers must give thought to and plan in his capacity as administrator. - A new Session S The first day of term : The last day of term - Special occasions = Educational visits - Sports activities = Seasonal activities. The head teachers should keep a diary in which he enters all the forthcoming events. It should include the special occasions mentioned above and all routine matters like games f fixtures with other schools, the dates of external examinations in which his school is involved, together ‘vith all his official engagements, Such a diary allows him to plan dates forthcorning events with confidence, and to see at a glance what He ents are. With such a diary to prompt him, the head teacher ce ted out letters making arrangements for important occasions in plenty of time. 4 7,'" These are too important to be given to ajunior member of staff. ie ‘ ane Goes through school educationally lame because he Tot get a proper grasp inhis infant years of the basic skillson which all his later formal education depends, Heis the sad prod- uct of an infant teacher who did not do his job properly and of, later teachers who did not have the time to rectify his weak- nesses, (b) Thefinal year ofthe Primary school is an important one because, for many children, it is their last year of formal education. Init the teacher must check and put the finishing touches to the work of all who have shared in the building before launching each child into he stream of adult life. In this year too, there are children being prepared for further education whose minds must be tumed to the higher intellectual pace that will be demanded of them. There are children to find schools for and children to encourage This is not work for the beginner or the teacher interested only in his pay, It is vital work and worthy only to the dedicated and experienced teacher (Holt, 1969); Nelson (1970); Ola(1991) (©) A reception class taking innew children from other schools is also important. In it the teacher must cope with a class of children whose individual attainments will vary much more than those in a normal class, which has been taught as a unit for some time. The teacher of a reception class has often the added advantage having no information about each of! his pupils by himself. The attainment and diagnostic testing required for this demand an able and experienced teacher, he School. es al have tended to keep parents out, eee £ that a professional skill such as teaching must be carried out aoa interruption or interference. Today this.aititudeis changing and ee nis to encourage parents to take a greater interest in the Si . is Zoi in the class- standing of what is going on in school and get a better under for no satisfaction can be drawn from oS comed, 2 rots 7 ae ate in which children at school became cultur e = 4.5, The School and the Community, , De soe up of the School to the communi ty will make for a much better relationship between the school and the community and ill go some Way to tackling the problem of the Out-of school education of youth and to providing a means for tuming lifelong educati reality. Until comparatively Fecently most schools tended to isolate themselves from the community, with the result that schools and come munity proceeded along separate courses of development with rarely any point of contact apart from the pupils. The unfortunate consequence of this was that the children be- came increasingly alienated from their communities and ill prepared for playing any useful roles in them. However, today the pendulum is swing- ing back rapidly and schools are becoming more involved with the community. Schools are now seen as instruments of development for the community, both local and national, and as centres for the education and training of members of the community. These concepts provide schools with two objectives (a) Toincorporate the community in the curriculum in sucha way that children leam about their community from members of the As (b) Toopen their doors to the community in such a way that the schools become local centres for the cultural and educational activities of the community i ‘of the Community in the School Sea Se eae in the school, particularly in rural has the potential for stimulating development and for bringing nou +t areas of Nigeria that are gradually dying, butit ou ae iaiges in existing attitudes among teachers, thepublican signi! overnment. . a Developments of this e teachers willing to serve i ith ind need a stable teaching force, will teal ares lng enough forleadeship 19Fe to be established and for them to be accepted by communities, & They alsoneed the agreement of employers not to move staff about in a seemingly mad game of transfer. 3 Involvement also lays responsibilities on local communities to doll they can for their teachers not least being the provision of essential equipment and housing that is in keeping with their professional status. 4. Such co-operation could leadto anew harmony in community relations and new benefits to national development. 6. Tackling the Problem of Low Quality When many teachers are unqualified in a school, there are vari- Ous measures a school can take to reinforce the quality of its instruc- tion. Inasituation of poor quality teachers, the need for efficient and tegular supervision cannot be exaggerated. This requires co- operative effort by the head, his assistant, subject heads and other senior staff to guide and advise their subordinates and less experienced staff = It is most rewarding for teachers in one school to visit other schools in the neighbourhood. The value of such visits is tremen- dous. Most schools neglect this aspect of school activities. ‘The practice is non-existent in most of our schools. Such visits ex- pose teachers to new techniques, environments, teachin, 1g meth- ods anda variety of new friends in school activities When new teachers are posted to a school, the senior staff of the school has the responsibility for their professional training, and development on the job. Before such ill equipped teachers are assigned to classes they should be giveh induction/orientation training by the school. This is done by organising discussions on teaching and preparation of lesson ‘ee adler ee enced subjects heads. They should be taught Hote talineead preparation as well aslesson planning. They should also be i structed in the correct use of the various school records (regis- ters, diaries, mark books, etc) Demonstration teachingcan also } tale yza0 he 4be given for them to observe, This form ote on the job is strongly recommended for schools witha large number of | inexperienced and unqualified teaching personnel, . - Apart from internal inspection, the Ministry of Education and other external agencies can help upgrade the professional output of unqualified and in-experienced personnel in schools, A-suffi- cient number of inspectors should be recruited by the ministry to ‘oversee what goes on in schools. Such officers should visitthe schools to help improve the various conditions and factors that affect teaching. and learning behaviour in schools. Such inspec- torsneed to be stationed near the schools under them to facili- tate regular and effective monitoring and assessment of teach- ers’ work. In this way, there would be a general alertness on the partof the staff. In the course of such advisory inspection, teach- ers who display exemplary performance would be commended, while the less competent would be advised toimprove. Theas- sessors are not inspectors but adviser. -. Teachers of all grades should be provided with opportunities for } icetraining. The mature ones cn the job should be given “opportunities for retraining on a short term or part-time basis to update their skills and methods. Such in-service courses should “pe slated for long vacations, week-ends and afterschool Such an arrangement would reduce the cost of stafT'development pro- | mes. Teachers should be encouraged to get themselves actively in- volved in the aciivities of their professional organisations, such fs the Nigeria Union of Teachers and the various subject associa- tions. Through membership of these associations teachers are able to keep abreast ofthe latest developments, Thus, helping to improve them professionally es well as preventingthem from becoming obsolete. isation of School Sports 4 aise of sports activities ina school cannot be over estimated 21 —2, 3 ‘Sports activities lead to friendship and understanding among indi- viduals, schools, communities and nations. Schools sports encourage team spirit and other desirable social habitsin children, Sports develop students socially, physically and mentally. But nowadays when all the traditional sources of funds and materials are drying up, the following stratepies and adaptation canbe adopted by the school head to use the limited resources he has to pro mote excellencein sports (a) b) © Schools should be selective in their sports activities. What sports programme the school operates should be determined by stu- dents’ interestand available resources of money and sports equip- ment, It is better for the school to specialise in a few sports: activities and distinguishitself'in them than to play all sports with outreaching an appreciable standard of performance in any of them The cost of sports equipment these daysis very high, and schools have no money to purchase them as in the past when the economy was buoyant. The school head whois operating in a tight situa- tion can involve the old students association, sports enthusiasts, and the PTA to solicit for funds and equipment Students too can be involved in generating funds for the promo- tion of sports Thehead teacher could contact neighbouring schools to lend sports equipment which his own school could not afford to purchase such interdependence and co-operation should be exploited to advantage during this period of financial constraint. By so doing. maximum utilisation of the school’s limited resources could result. When schools had more money, lime was always used for the marking and lining sports grounds, Today wood shavings and ashes could be substituted to serve the same purpose. Financial Management and the Headteacher 1 Almost all nations of the world today are passing through a pain- ful period of economic depression, austerity and inflation. Under such 2difficult economic conditions, educational institutions are bound to ex- perience dwindling and inadequate financial and material support from thepublicand private sectors. The situation of deep economic reces- sion we face today in Nigeria poses great challenges to the managerial capacity of school head-teachers who are rebuked for pupils poor per- formance in examinations, failure to execute school projects and’ indiscipline, Headteachers may not be primarily responsible for these lapses. These deficiencies arise primarily from poor and inadequate funding of schools. According to Alege(1992), such inadequacies are bound to have adverse and far-reaching effects on the achievement of educational objectives. Managing the affairs of primary schools under such circumstances “can bea most agonising experience anda challenge toboth the experi- enced and inexperienced head teacher, The heartof the matter is that traditional source of funding education (government grants, school fees and PTA) levies) are inadequate to meet educational requirements, and this imposes severe constraints. ‘A head teacher who wants to cope with such challenges must use his imagination, creativity and resourcefulness, The traditional style of administering a schoo! will not be effective in dealing with the short fall in funds, personnel and materials, Such an approach ean succeed only under a buoyant economy. Any head teacher who cannot adapt, improvise, and chart new paths in management is likely to fail, or be frustrated out of the teaching service (Callaway and Musone, 1968, ni, 1986) Fr cy the modem school headteachers need beequipped ith strategies and skills to operate successfully. Headteachers who wath strates jin the management of their schools will need to ac- want ae in adaptation, and practise cost-reduction by improvising and enting with the available human, material and financial resources attheir disposal ; 7 Management Strategies hen Traditional sources of funds to schocls are no longer reliable ent grants, which used to be adependable source of revenue oes lly stopped. The PTA, philanthropic institutions ‘ 23situation. But, be- viduals are doing their best 0 salvage the diture is onan \d while noe ion, expenditure ‘de Capen donot have the necessary ene ee ial inputs for the efficient running of: ‘schools: a ‘bilities of government (roads, hospitals, indust<® agricl ie make it difficult to fund education adequately. Head-teac! : themselves in dilemma: how are they 10 use the scarce Te es at their disposal to get optimal regults in an era of economic ch and inflation? The cost of educational material is rising daily. numberof teachers 1S rising in response to changes in curriculum jon. These school managers must have effective strat- egies to cope with austerity and inflation, How are they to achieve the objective of educayonal planners? 1 "Setting the right priorities: One way of meeting the challenges ‘of economic recession is to set realistic financial priorities. The j head teacher must be oriented to the need for prudence and economy. He must prune down expenditure to manageable lim its, leaving opt what can be avoided without damage to the goals of education. The areas he mustnot compromise include the following dmong others (a) vision of appropriate textbooks for the teachers on us subjects (Beeby, 1996). j (b) Provision-for security of life and property in the school () _Basicsporting equipment for promotion of sound health and proficiency in games and sports. 1 3 eee grandiose and luxury projects must be cut conn if need be, completely suspended until there is im. wement in school fi 5 e Ca ee a interest groupsin the school the school so astoreduce the an snarl situation of POT the incidence of disurbance. . Cost. fc ice ae aaa Any school manager whois called e anes — = school in aperiod of austerity must acquire y reduction techniques Spend money only onthings of absolute necessity, omitting non-essential items ; school would not lose anything if it does not take parting, dance competitions or marks its, jubilee anniversary at the, way Hotel. Cost reduction requires constant and Systema, ting of priorities in expenditure. The essential objectives, institution must not be compromised. Cost Comparison: Before purchases are made, a mar vey should be conducted to locate where items can beh most cheaply, Price quotations should be invited fora from fouror five suppliers, and the one, which quotes the} price, should be asked to Supply the item. Internal auditing: In an era of limited resources, the) teacher must always be on his guard to check waste and{ From time to time, a team of internal auditors should be g tuted to check the cashbooks, and tellers and reconcile ¢ tions with deposits and ensure their balance. The memb, the school’s intemal audit unit should be made up ofrespo; Officers - the headmaster and his deputy or anyone delega perform this function. Daily deposits should be encouraget_ where possible, students must be encouraged to pay all fee _/ the bank, and bring tellers to the school. Where this is not; ble because of bank location Or government directive, Bang. cient: checking system must be established to rule out thefye a bilityoffraud. All necessary checks and balances mustbélren into the system to accurately record Teceipts and expenthool The headteacher Cannot afford to be completely ignorilose ¢ basic knowledge of book keeping and accounts, son » The head teacher m) ; Sei coe eet must fully ensure the? ce on est groups = as to incres? Appeals a als, books, umiture, equipment 25water, and school transport facilities couldbe made to these vatlr ‘ous interests. Establishment of revenue yielding projects; The school must also try to organise small-scale projects that are capable of ge" erating funds. Some schools have embarked on practical farm- ing, poultry, rabbitry etc, 10 generate ids. Such co-oper tive efforts have yielded impressive results, Some schools have builtschool halls, and school libraries through such efforts. | Financial accountability: In @ situation where the school is almost totally financially dependent on the PTA, the community and philanthropic organisations for the running of the school, the head teacher must be seen to be honest and above board in the management of school funds. Atthe commencementof the school year, the head teacher must prepare arealistic budget for the "school and submit it to those interest groups for approval. Such an approach gets all the groups committed to the programm of the school and all are made aware of the financial constraints on ‘the school. When financial demands are made on them, they are sufficiently aware of the need. The Local Government Education Authority (LGEA) Education in Nigeria has over the years, undergone a lot of ges particularly in goals, structures and funding, These changes always demanded adjustments in management structures. The ent change which is the transfer of the management of primary ols to the Local Goverment Education Authorities is the latest of changes. To enable the LGEA to effectively provide and utilize nel necessary for performing its functions, each LGEA ts organ- into five functional divisions namely: Educational services; Planning, Research and statistics; Personnel Management;. ! Finance and Supplies; and ~ Schools Supervision.Nevertheless, each administrative unit has a full oy administrative personnel: - _ Administrative/executive officers [ - Clerks - Typists = Cleaners a Messengers etc. Functions of the Educational Service Division. i This divisions has responsibilty to initiate and/or coordinate: activities in the following areas: 1 Educational measurement: the LGEA should co-ordi tests and measurement exercises to aid effective teaching leaming as embodied in the National Policy on Education (}\ 2, Curriculum Development: The Curriculum should bev Consiant review to take cognisance of the changing needs, me ologies, and goals of primary education. 3. Guidance and Counselling: The LGEA should ine a professional counsellor to help the pupils, parents, and tes Such counsellors should have proper offices equipped wit terials necessary for effective performance. 4 Health Care: This includes the creation of first aid and en mental units in the LGEAs (prevention of pollution, provis) dustbins, incinerators etc). The LGEA should zone the si and provide a qualified nurse for each zone. They shoul with thehealth centre for periodicimmunisation ag require! essary. 5. Library: The LGEA shoul mini-libraries should be esi Id have a zonal library. Librat tablished in individual schools Proper system whereby the LGEA ensures that the facilitié” equipment are serviced tegularly and put into Proper use. ae ate sf Plating Research and Statistics Division i ™ISION comprises the physical Planning, research atl 27is units, its function shall be: To draw up physical plans for schools. To compile, ona regular basis, statistics tional developmentin the LGEA. To provide both federal and state governmen' " spect to primary education. To investigate ways of improvin, LGEA. ions of the personnel management division This division discharges the following functions: Looking into welfare matters of staff. Recruiment, appointment, promotion and discipline of teaching and non-teaching staff. Ensuring that annual reports are rendered by heads of schools on teachers appointed to serve underthem, and treated promptly. Posting, and deployment of teaching staff, including inter-Local jovernment Area transfer. Dealing with leave matters, including annual vacation leaves. Retirement and re-absorption of teachers. Preparing schemes for the training and re-training of teaching and non-teachingstaff. Issuing testimonials and certificates of service to teaching and non-teaching staff whenever necessary. ofall aspects of educ te with data in re- \g educational standards in the ns of the Finance and Supplies Division The functions of this division are itemised hereunder: Undertaking of capital projects and general maintenance ofpri- _ mary school buildings and infrastructure. To prepare the LGEA budget ‘Acquisition of materials and equipment and distribution to all pn- mary schools in its area of jurisdiction. To establish appropriate control for efficient administration of LGEA finances. Submission of annual estimates, annual accounts, and monthly Tetum to the authority. 28es 10, Finetions of the Schools Supervision Division. eS —— To purchase, store and supply needed equipment and may Pye table below shows the Operational Structure of the Local : Pek el Se Government Education Authority Ensuring annual auditing of act ‘Administer levies established nthe schools, Pg ‘Assessment and provision of salaries and elowances oft, ing and non-teaching staff on the scheme of service dray, theLocal Government Area. Disbursement of funds provided to it from the local gp rent sources Functioas ofthe supervision division include the following: 2 Periodic visits to schools to identity the problems teachen Ges ‘Schools | [Educational have inmaking their work effective. Research | Supervision asgenen Eas] Assessing the effectiveness of teaching in schools, Guiding teachers to overcome the problems encounteredisSource: Adapted from: FME (1991. Manual for Effective man- performance. agement of Primary Education in Nigeria. Kaduna Special Pro~ Helping teachers to meet the various standards set for therigramme Unit, Evaluating effective student learning to be ableto makeffi ot decisions about appropriate lines of action for continued gFi#+2 Structure of Authority in a Typical Primary School achievement Evaluating staff performance in schools Fcad Teacher “Assistant —] (Academic Head Teacher] Matiers) Source: Nadu, A (1990). The school as a social organisation, in M, 4. (Ed) Founda isha: Afric Be rshan ce ‘oundations of Education. Onis African- » 24 INGREDIENTS OF PRODUCTIVE TEACHING LEARNING IN PRIMARY SCHOOLS 1, _Time-tables \ The head-teacher’s skill is put to the test in his prep; time-table. In it he tries to bring subjects, teachers, classes, school equipment together in the best possible specification: the educational aims of the school ‘ Principle of good time-tabling u A good general time-table needs to fulfil certain ments which are given below: 3 @) Allocate teaching to each subject as directed by the or, where possible, in accordance with the impo the subject in the school. (i) Provide teaching each day for at least the minim time required by law. s (i) Physical eaicaptn is best held at atime of day when tht? not too hot and when the children are not too tired walks to school. ‘(iv) Set the length of periods in accordance with th pupils (v) Distribute the teaching time allocated to each subjectifl mae ect her that suits its needs e.g evenly distributed throt pectalantas work, or in double (mi) Allocate, as far 4s possible, the b a Stele est teachers for ea specialization such as infant work, music, artete, 45Arrange for teaching to be conducted in the most suitable place for it, always trying to match needs with resources. Allow an adequate number of short breaks. The younger chil- dren require one almost every hour. Older children only about half as many. Subjects requiring concentration need to be putearly in the day though preferably not firstperiod inthe day. They canalso be putimmediately after short breaks, ) Practical subjects such as those which require physical activity must be-altemated as far as possible with mentally demanding an S ive ones. Lesson Notes A lesson note isa step-by-step written account of what the teacher like to happen during a class period. Much controversy has d on the subject of lesson notes. There are those who feel a is not properly prepared until a full account of it has been on Others think that the drudgery of note writing in such detail ts from time which could be spent on better preparation and more: ive teaching, Lesson notes do serve a purpose, however, in the memory of thebusy teacher. They provide a programme for n, so that he can be reminded of each step, but notes must be and he should be able to read each section ata glance. There uld never be a time when he needs to bury his head in his notes. m this, it is essential to ensure that lesson notes should be short fough to be read quickly and arranged in a way that makes finding. ich step easy. Good writing and good spacing achieve this. At the e time the notes should indicate clearly the content and method of lesson. However, the degree of planning depends upon various ors, That is whether to embark on fully prepared or outline lesson may be dictated by the following factors Knowledgeof content by the teacher Practical experience Degree of security Organizational ability 46Ability to anticipate likely classroom problem (Jarolim 6. Memory, ability to retain material in the memory some teachers have good retentive memory, oll average. Matters to consider in lesson preparation (a) Title or theme of the lesson. (b) Date, time and period allocation. (c) Level and ability range of the pupils. (a) Aims and objectives of the lesson. ond (e) Relevant previous knowledge and experience of the pug (f) Lesson plan including introduction, presentation, conclusi¢ chalkboard summary. (g) Methods of communication to be adopted. (h) Resources to be used () Pupil activities to be incorporated. () Pupil groupings to be adopted (kK) Assignments to be givenas home work or follow-up Q) Matters of special note. 1, Instructional/Learning Materials According to Machine (1991), instructional or learning are the materials or objects which help teachers to make le: plicit to the children. They also transmit information, ideas andn the pupils. In anutshell, teaching aids facilitate learning 2 Importance of Instructional/Learning Materials Tnstructional/I_eaming materials provide the following ad (a) They cater for the interest of | Primary school learners. (b) They promote understanding : ie They aid memory ‘They can be used by the teach; Penne chers to complement and They a change in behaviour They facilitate leami isti i mame ing. the acquistion, retention and 47‘en work isto try to prevent the children from 3, incorrect facts are of no use to anyone. Teisleads th pup are unaware that they are wrong, discourages them when ay they are wrong, and gives the teacher lot of extra correo below are some ways cn how to prevent errors in pupils” work > Discuss withthe childien the work io be done so. that eich g ‘knows piecisely whatis expected of him > Ge over any special difficulties you foresee inthe Work sag mistakes can be avoided Emphasize the points that are importa the children will pay attention to\ them, ~ Provide sn sample onthe chilkbourdotthekindof wary Wantthe shilcren to do, fave likely tc b= too maddied a be ~ _ Takepains tosee that your exampleis good, because: EWlMBalance to meet thenecds of all the ices upheated nesses deprees of perfection by thy or forty nd spe Jamost pramary schools in Nigeria is asyetngeale wo think als Apes of tore than avery buss form ot ecoises conte Dyers - Stimulate the interest of the: children in the work: tobe done (1968), Onakerhoraye ( 1975), Abbott (1994) and Adenokiin (1999) spsure tei fall Copcentzation and maximum efforts by ap ee hat children should looms ‘while i primary school the ways in mg them well © Pict Kvowtedgéci be classified and how nscessary information can Paretievel fon these dhauseoflno wieder darever a smal lary esses jons of selwol library services ‘The.concept of the lisrary is rot new én Affica for its history cides with that of literacy and spans nearly fou: thousand years Byford, 1996), Whats new is thatincreasingly,Lbranes are being to tore relevarit end usable information rot only inbook form. pPitin a variety oF oer med.a also (Kuye 199]; Ogunseye 1991: and Conisequcaily; the coniemporay library, or resource centres it ye often called, contams film tapes, pctutes, charts, models and ei teaching materials in addition to the panted books 10 Which mest people ae accustomed Idowu (1985); Onogha (1985) and Pespinick (1987), tout that ordenny and ciwanizing the contents ofa Hesouree centre dsmarids a |brarian's «hi Ficteatly oF too lacking in Marking pupils notebook work All notebook work in the pnt school should be: e > 7 Unless nett ches nab sons of Scho ita orn ck bce ty vibe led wshuncoicarmutahy SoT=eT be hrcas fete cans iilide lovesinddork Meer ttccieer ie ‘Asqusinon of relevant materials suppartcurneularandnot soto in thets Weck they theclves will lose ihites and thei Rae ee learning and teaching mean- wall besome careless and untidy. On the edicr ‘id AE Fo See Sl tea ace ‘of pupils inthe se ot book and non-book materials as sources of pieasure,. elaxation and study, Offering guidance and assis teaches and pepils nthe choice of matenals for use in teaching or leaming ‘Teaching the use of book. and non-book maternal for information: and research Giving opportunities for studyin conducive mosphere by ere ating access to matecials such ac films, tupes, articles ete,Sch Library Needs Inordert carry out the above-emumeratedfuncdons, library must have adequate resources in terms of A. Accommodation ‘Theimplementation committee ofthe National Policy on tion has recommended a space of (6m x 24m) for al large pris ry with population ofover one thousand. ‘Thisis because ths sy need ofthe library is weater than that ofthe ordinary clara ‘calise its users at any given time of schoo! day vill ot be liny The Anglo-American cataloguing rules could be followed in cara- merely one class ofpupis. Iwill eater forpupils with scheduled the resolices whilethe Dewey Decimal Classification (DDC) periods as well as those with fiee periods inthe school th tha, ® Money "eeommended fo primary school libraries ichers who arenot teaching during @ period want to maig2 Financial Needs fence or notes inthe library before they move on w teach tir The inane neds o the sche ibrar consist of (Odzevirbo, 1982) Purchase ofnew books, periodicals and non- book materials A ectanglrshapeis recommended sfc iite fue gg RePucemnt fot naterals icing solute sions arma. ron of the leaming resour centre. Th should 1: Rae en out due to tie, una vorioupumminemcesr cular aducctantak Eurcofpe caibrtndudtepeanec ing during theday, but avoiding the directrays ofthe sin fromene _ Pulshuse ofequipment andor furniture ing, Storage and Retrieval of the Learning ource Materials “itis very important to have a simple cataloguing and classifica- Which will facilitate storage and retrieval Theneglect of ofc handing ofleaming resource maerials often results es of valuable resources thus limiting the opportunity of others the materials in future Purchase of statione the centre "aa Sait B. Material Resources A eacher-libranan with Teachers’ Grade 1, NCE with a di- ‘The efficiency ofa schicol library depends much onits mijgma orcertcate in ibrananshy orthe equivalent resources such as i ‘ je 2 ‘The LGPA andSenvot Library Servi ~ Books. general, reference, non-fiction and fiction Paste ares ns als eee > Periodicals HBCHL.GEA to provide the more expensive learning resources materi- = Newspapers Pared As which the individual primary schoo! cannot afford. ‘This should be Ampllets, brochures, haidbills, and ephemetalnotice’ jfovided through loan and/or mobile library service to schools The Audiomaterials- dise, photogmphic records, auclo-t8?e5°" olfstion ofthe zonal media school library centre should be available and cassettes Bf the we of all schools in the LGEA by direct loan 10 the school Film materals~ slides, flmsirps, motion picture film "reries Thel.GEA school should aso provide facilities for training otter forms of photosraphi¢ materials 2acher-libranans through workshops and other short courses The Video materials video tapes on reels, cassettes and ¢2brarian atthe zonal school ibrary media centre would coordinate the 85 well as video disc hoo! library services of the LGEA Realit-toys, Microfi i ames, models and actual specimens ims microfilm, microfiche and micro card et 34 36. Quality and devoted teachers Itisan indisputable fact that any nation that does not hy. petent and devoted teachers in its System of education jg money being expended on thesystem and will regretfully fing ofthe day that it has not made any appreciable tant sectors of its School education, he i a person who, because of his rich op experience or education, or both, ina given field oF fields jg Contribute to the growth and developm into contact with him and is therefore employed in anofficial gt for the purpose of guiding and directing the leaming experi shuleren and adults in an educational institution bet publicorp, Teachers who go by the above desctiption are not eas) Save through protracted training and careful selectgn that woul School work attractive and rewarding to school children who Sm reliable pillars of society in future Mo resources to learning, interaction and profitable social develop- Soe fon the fact that however good teachers may be, ‘and also in character and learning, if they do not work in sphere at school, they would be quickly frustrated and ‘of the good qualities they brought to the school and fail to perform at peak level, thereby falling to give quali- erfinento note that condiciveschool atmesphere/ environ not refer only to structures but to structures and routines form an important part of the school as all good a bl, for ood buildings and equipment without discipline, co one another, genuine interaction without discrimination ane here for all will not produce the qualitative education to FS, parents and society fervently look forward. Allteach- ng factors-physical, social, emotional and mental-that ney, time, human ad mddideaw the best out ofboth teachers and pupils must be provided ave to be lavishly spent to produce stich Te ingredient b at all costs as happy, Appreciated nation-builders, otherwise school children cannot ge must also be retained on the jo ‘quality workis accomplished to the admiration: see nl gi I its on erly we vant schol ed IM ca pe wn he OM Bee roi atractve, ard ofacceptable standard we must proair¥athe Bible ed he ee ee ee along ers ofthe best quality in knowledge, character and professional edie conuiealh Te mace will work with great tence, otherwise our expectations on school education willno He? a all the inconveniences to provide opportunities for filled and ae Will not have the desired Peace, stability andp interaction and profitable social development as patriotic cit- (Majasan, 1997) R,asociety where faimess, justice and equity thrive. Conducive School Atmosphere/Enyironment We rf All institutions, of | % | Ge-operative and Supportive Parents learning must have permanent buildins| | To provide qualitative education for the ‘youth, the parents and efor classrooms ‘ oa 8nd special rooms with suitable equip eho! need to meet fairly regularly to discuss the performance, esa Binds and space for athienssandane, ce and personality ofeach child, From time immemorial, paren’s . Bee theinstitutions, They may be helpful" Been a very important factor in the e:lucation of their children. Giatey may beep the earners sOeether or keep them far 398'pean either make or mar itby theirbehawnour or omrtane Sich ace tes for imraction and leaming, or present be Fundamentally speaking, they are the first teachers of their chile a Mites, therefore they must be soprovided as io give ma Before the children are ‘weaned, before they can crawl or walk, ‘56before they go to school, before they start fo form habits» they begin to share life with others at home and at schoo}, d by the adults right, left and centre in full glaze of the youny the parents have so much influence on them that they (parenjs kgale, Unless we can reduce this, it may not be possible fo give ou ‘assist the teachers in giving them true quality education for yj fren the quallly education that they deserve and desire. dren go to school the teachers are regarded as being in logy Blable Society This vantage positienisone that every parent should be prowig!= hs isa crucial priority, fer without, there would be no organ training of their children, Even when the parents are ill Poe ellcatdon'er all’ Caxsbealernty vty gids tas eed should be consulted and advised on the growth and develon ‘echication af School the Stale of the sociefy in which th their children, They need toknow how the society and thes jf operates is an important element. Qualitative education is im working together to fashion out the future of their children, ypadinotonly thoroueh schoo! work, but also the home and the societ become an acceptable principle all over the world and PTA ( ‘which, through e variety of agencies, mould the character 0 The chief objectives of such associations is to provide th Penveiscly, standard academic work requires along with othe: tunity for the teachers and the parents to meet regularly ton application of knowledge to one's environment and traditions information on the child so as to give him the most suitable ey show that what is learnt is digested and assimilated for th for his growth and proper development, Ifparents are enco i development The teachers should have time to think of th participate in this way, each child will get he best out of schoa pact che comin sera otal We tcesners WO oar tion and the local community will benefit tremedously from: Bare a ena ey Fave Team wally wal Boes of arsine daw out positive points for development in the tradition 0 ae po pment in the tredition © work going on around them ‘education. This needs a peaceful society where things are 9. Co-operative learners id the citizens do their duties briskly, conscientiously and in th Iie are ready to provide quality education inschools, sstinterest of the public good. to makesure thatthe students are ready and eager to haveit cannot expect tohave a well-run school i words, just as the co-operation of the parents is so vital to the Sivironment, where there is no law and order, and discipline i education oftheir children, so also 1s that of the students ther#eounted within the society As we expect the child to come from ‘Tharsis even toroimportant fr tiey are the horses we ine ‘so do we expect the good home to be part ofa steble soci the river which ve cannot force o drink They have to drink lensble the teachers todo their work peacefully and the child t (ov valtion an must be eager to do so to sustain competi Cae “nd undisturbed by social unrest and politcal usheavals j)stologists are of the opinion thatthe state ofthe society, that is whethe ful or inherently tumultuous, is always reflected in the tone o and the behaviour ofthe children for students’ indiscipline and refusal to co-operate Wit sin Nigeria. The frst arises from youthful exubera™*| “etvelopmentin the youth but which must be moni! Useful channels for the development of the cout Nisthe indiscipline within the society itself forme? 576 RECORD KEEPING AND SUPERVISION 1 PRIMARY SCHOOLS 1. Reasons for keep : Reseda OF Keine recone: Vy aes 2 fais forplanaiy and enrolment a fot assessment of school pa @) Indices for budvetin Saas a fa pes of fetotds statutory andnon Statutory: The Would be properly kept Penetlykep\at he cho eve yan 5 and head teachers 2. The statutory records, © Admission Regist hese icles The itchy 1d date, of admiss ae ee Wis arecond joo} Used duly by teach SF: (0 register Pupils. who ay aNLOEA are also recorded ©), Valorsbonte eee theschool forether offcia weit () Diary otworke A recordtooy 70" topics taught based on the modus ne (9) Time book or Duty atrenra 2 where teachers indicate their TUME OF arrivyy ae. 8 Library, counseling, accounts yan? ; i tosiba, loins mau “budget {for the school to have an adequate budget. Punishment Book: This book contains the ecordsofall punish- rent givento pupils. The offence, thename of the pupils, time offence committed, the typeof punishment given and the person whoo excotited the purishment should all be recorded, Continuous Assessment’ Teachers should be encouraged to atiend workshops on continuous assessment andto carry out the exercise faithfully, That LGEA should provide all materials, for effective assessmentin our primary schools m ventory allschool property &g tables, desks etc ~ Records of Physical Developments in thie school such ast, acquisition of lands, structures (buildings, offices, classrooms, toilets library, counselling toometc) Dates of sequssition Shuuld be indicated Minutes books: These are records of every meeting held by thestaiTof the school SAvda— Fe presets Cy Accounts Records: Al nancial mamters shouldbe accurately dosuinentedby the accounisclerks, The amountofimprest given to any staff should be signed for and retired ayprepriately Staff records: Eachschool shouldhave adequate information oneach ofitsstaffboth academic andnion-academic. This record should include the name, qualifiations and years obtained, fan , residential address, salary and level, dates of pro- ily stant ‘motion ete Stu Students report forms yrds to be kept at the LGEA office, Records of facilities: These shouldbe records ofall fcilities suchas dramatic fcilities, sports andgames, science and arts in each LGEA ‘Training and Development Records: This record book should n report form: Tie Schoolshould keep a copy ofall be usp esegyd includes” nent yD Tis sad beara ants — oh= ——~ med = st SSS sof — Suedent separ que a Seas xs ep tec bept at the LGEA SS Sse Sada Beer SS ceed gees SEES ES =contain the types of training received by staff with dates tion, andthe profissional attainments or development 3. Records of physical structure: The LGEA shoulg ( survey maps and site plans ofall schools under its jugs’ f°) The record of the number andlypeof building and cys”) should bekept bythe LGEA 4 Personel Records: The LGEA office should have, wheteall heparticulas ofstaffin all pimary schools wf (9 ten Thenames and sex of staff, qualifications, date of, _ tot, dat of postings, the schoo ofthe taf andmartasl(@) should all bendicated Record of school Account: A record indicating the, expenditures, teachers salaries andthe numberof tal dittepor ofeach school should be athe LGEA 6 Supervision Reports: The LGEA should have schedules, which should be used ad-quately by supervise Copy af each schedule should be kept atthe LGEA’s offal 7. Discipline of sta. Thisis a ted ook nating all he and sex of staff, discipline, types of offence ‘committed, | offence was commited, the Schoo ofthe stat and the displ aed the dt dpa ease was given Ap borescemy nla esas cs he 8 Records of School Budget: \j 5: annual budget shouldbe kept by coe oe bespecifces sales equpmen aca «itis Cuet master’s allowances etc. 9, Pension: ‘The LGEA stould im) ans guiding pension. Every washer ea ules and if Soreaed. All remuneratns hou yes PSO LGEAs and Record Culture ed rome tor the operat ‘would be aneffective way 0 Tesching and leaming are the majoracuyities going on within the sctool [Archives should be established for old records LGEAS should provide standard record books. ener Record books should be continuously replenished: yo yat.c5-2 eA Offices for head teachers and general storageshould be pro- vided ‘There should be effective supervision to ensure properand effective record keeping ‘There should be continuous training and re-training of personnel inrecord keeping. This will help in developing a record culture LGEAs should seek essistance in computerizing their records where possible ‘Supervision ‘Whien all resources are in, of parially in place, the need to moni 's within the school system by all interested groups ting the best out of the school sysiem need ta/stipervise these major activites for efficiency and 1s (Abade, 1993), Inather words, educational supervision 48 one of the many instruments for the quality. contro! system of the ‘edvcational enterprise. It isa helping relationship whereby the superi- sor guides, and assists the teacher to meet sot targets According to FME (1991), it must be seen as distinct ftom, though related to inspec tion which must be conducted in @ educational nistrvction evel WW Supervision is carried out at various levels: ene eer level by sentional ead asst ead eachers sd overall head teacher, and External fevel by stiff of the LGEA designated as supardisors and for supervisory staffallowed by state and federal laws Ii should be stressog however thatthe LGEA must pet‘orm ance ofits statury fictions insist both fons af superusion espe ‘Gal as effective day-10-day superasion can only be done throurh ‘checks" turgels are met Supervision sy that is consistent with the processes of “ntemalsupersision. Extemal supervision ftom the LGEA must be pro- n he m"i is jective selection exercise Brash eh school rceives external apervisin a an jee ae oe i adverts hers get their salar enidlic ends ae Ovinorerat Supervision canbe eetively cer Mingo t that feats ET aenk oad a through ie fllowing procedures, se eased 1 a > Oteasionalinspection visits cle vision of proviso" A Pee etinal materials eC) formefectively ced by supervisor. icher in order fo pe fedby the tea 7 Chasstoom visitation (scheduled and unstheduled) need > Coschiny > Workshop + Texcherconferences (individual and group) Ipablems fa yfsupervision education > Demorstration ete 2 gene oree et ee The procedures adopted need to be tailored to: pues ‘of school head teachers an (a) Time‘available for supervision - Negative: (6) Thepanicular subject being tough visors, eENSeS (c) Theneeds of thechildren’ ‘whose leaming issupervised, cons ignanng supervisior eng theica sors E Thebully posters ot pete anifas puitunet ectorat theimnesdute cmnmaniy 5 ee (Range of resources available oteachercte (Ozgiand Cantal Lackof mobility 192) Tofacitate supervision and inpeoven shovld provid enough als. Dunng external ‘visit Provision of such physi) ABESPAeCs, sks, beschesere Tthas also been sues that fly high ssential fr ating excell ig both teach nce (bay, (1983); jadusla joys 1999) The LGEA has tesponsibilities efor, Frfocm in order to produ and maintun te ideal cher sothaa pe SEUNUES 1 ett gual ‘Such responsibilities include. Monti L Fae J Sacre meen vache oe cee g workshops, seminars, lctwn Conseauereesor penalties that await thieves should be ‘old the ering child Use punishments and rewards appropriately: Panisime ) Sould aim at stopping and correctingbadpractices Rewar “hculd be used to acknowledge suecess and effort, they ean al prusedas incentives, Purishmens should pever beso light . zy become ridiculous, and rewards should never be so easy yetthat they lose thes worth a ishments fo become aform oFrevenge, Thei 1p coitectandrefomm, Pupils canbecome hard 3. Gass control and discipline Het ee some practical supestions for exercising la55 contr in an effective manner | Never allo epee must always + 50 always Orca ott aula as3ieache wil quick betosifyag POI na frosuenly or underserved given; Sei bewreiia yous decison, Dorentel pu ype ee putushmentsapproprstenot only othe offence but the Sealy what you want tem todo, but speak to thes decisive) jen fc: Do not use big punishments ler inl ofenees baer he ntttst¥ouespestcompliance and obedience We Peter betoo rm than to easy when teaching a eace for the [_ISHT 0 slshen the dope of sisness than Sace authority has boen lost @ Thang nt iby: Bea poodesannic of what you noua like the pupils to admire Noid tying tobe popular withthe chi_| dren, iis the mark ofawealecharaeree Do not lower your ey by fs involved in mseemly arguments or physical strugcles wih children ee ee rar hat somes dic ode aera state simply byobserving behaviour (eae sot person shy not doped hes proba bang i vlonent on owe wold rl te sme stsnon TS ops of ference s eommonly wsed in strains hoe plan eG Sl satya otecrenatn ty are not met, however, the ‘When these conditions afta a ate ewe te SI ota ene ee aes ie tres Sg ee as come to discuss bad come : irairulor nay appear tobe simplyanxious vhilebels bee ete ape jaghmayreflect either amusement ot di do aot necessarily correspond with overt En ii) Beself-cri 1 BY tying tote yourself tect ste Yourself the children aoe eran eed tnbnenensin ey gee Carry authority, you must be Ste ofboth your strong and your, {tesk Poin, Petsona menses aon aracter tal ie Wht you miei mex cae ee , ee ae ()Be-consistent: Do not = 56 wi spline one dy ae Becta Ona: ‘Femoticnal states are not Usually slack another. Donotshow fveuriisar vand er judgements of emo ie 2m ory pupil a bechavious obser fara sienfifc sud) of teha your we mishchavo, be jstand tured gas ae oe can ined te tie atenolol ; Hons fo control your setions. Never taker Sig ‘you havelost your temper, waituntl yon iavorogan cl if Spect the children and their rights Remember thy 0 R= ‘most unlovable child has the same FIGS as any oh, Sven the Asympathetic and: Understanding attitude to children ier! of weakness but of strength Nota sign — theret se Noro yen lv eg ay eas development too rahe observaionsactualy feels Their reasons cn ow the su behaviour re basically the sme the rationale for sudan ony Cree oobservo objectively. aHere, the focus for observation will be a small group ‘Nonal behaviours thet are relatively common in 'Pre-schoo} have been fairly extensively studied These behavi ; dependency and fear mens te ‘pependency "Among behaviours commonly classified as “dependent” aresee ingassitance, attention, recognition, approval, reassurance, clinging juults or other children; resisting separation from adults and solicitin iitection and support. Dependency has is ovigins infancy when th baby is almost totally dependent on adults for his survival and wratifiea tion As the child pets older he is able to domore things for himselfbu | emotional dependence oa others continues (although to-a decreasing extent) voyghout the preschool period, Like aression, the amount of éopendent behaviour achild displays related to the degreeto which parents and other adults reward dependency and tothe emountofex- posure the chutd has to dependent models. Aggression: There is some disagreement am © greement among psycholo spsaticbefaviours should belaboled ‘aguressne. Ace hee toward another person are the mostabvioiie - ne ae erets general apreement that acciden iu ‘ession Unfortunately, it is not always de ae ae one Was, in fact, accidenial Sone peas quite skilful at making their agpres ‘ | Cee ee ist arstotias look accideny “The forms of dependent behaviour exlubited by the child tend to Dae ule Calo vary with age. Two-year-old: are likely ro engage in dependency be- ensidered tobe aperessve, but tie ec ee arto 8 Beau havious sich asclinsingorsecking affection, while fur andfivesyear- hard fo ealuate in preschool chiléren eso our is Pasticulay folds show dependency by seeking approval: avention Krowledge about what Linds of cbjacr Inuch stress various materials withctang define destructive avsressionaspesisins (en Out evidence of remorse over the dan ‘banging it on the floor and continu shattered, you ume theb, feos hand, ifthe childcries, Tuas to the teact Soon asthe toy breaks, its fairly ily he ih be abe SS Nee BF steumentsaboinhaee Nt accent | Sraneld ‘tgereisive!, fereare svar, ope °chaviour ar seeressivelichavious One teonysipyert y= OU the ca fesponseto istration “Other theories empn.e 2 ionig anand 80 DE PEE ES AeBressive parentbehaviourinpronding et mportmcad) eee a ee Tce Seo etbtesinronntsr romadl urna behaviour, Probably al orany of mean riermiconsonse y Alera often cai ress Develop ane conta eakable a Fear se, Fears indicated by behaviours such as enrng, withdrawal and appeals for help, Most preschool setings include a minimal mumberof fear-producing situations but there may be children in the elassrocm ‘who areafrad ofanimals, playing on ajungle zymor oferossing streets during class outines. Fears ofthese ypes which are more or less Fealisticreactions othe threats (being biten, falling or getting run over) inherent wn actual situations aremost typical of younger preschool chi dren. Olderchildren ave more likely to fear imaginary or supematural dangers messters and ghosts, for example), and tese fears willprob- ‘arable only during:maginary play, As mught beexpected, tendency te aequirs fears similar fo those held by thunderstorms. mining a child's level ofazeression. The fac 4 Ya tole ‘birth the: fathers’ aggressin than that boys ean Ati iT has been belléd excitement. By age two, children Fa Cate a inate iour pater ‘motignal pattems ranging fiom feat show about eleven ‘Significantly more aggressive than gurls during the a‘mentin a way that will hance pupilTeaning Consequently, anal tethers xpesedo dhe filling @ relate well wit pups, colleagues and parents (@) innovate varying his teaching methods snd the tral presented to students inorder o enric the learing achieved, (W) be dedicated this work, (jv) mspire’students to work hard and achieve reatorhcighsihacae demic and occupationalareas, (9) be pragmatic in handling issues relating to schoo! work, (0) motivate students greatereffors, (1) havea mastery of his school subjects and methodolowy, (i) communicate ffectively with te pupil, parents, the LGEA te, (ix) be punctual ard regular at schoo); (8) _giveand markassignments regularly (6s) encourage pupils’setivepartiipaton and involvemenrinschoal activities: (si) demonstrate love and acceptance wall kis pupils, (sli) play the role ofa model it character and behaviour xiv) be far toall hispupits and geal to feel accented und integrated into the school community (xv) _beepsecords ofpupls peformancee' altendance, involvement i lass work ete (en) Spee ths eval ef echlden © mike srt they arent Jeft behind. the lessonspeogress (Goi) partispatein co-curricular activities sngeranddelighttoaffection, 1c probable that this mereng ‘entiation of emotional responses continues throushout a into adulthood as inreasis levels of cognia ve developnieng, pression of more subile smioions like scepficism or fiveyear olds ire likely o bemore sophistcatet in emotional son than vo year olds. Five year olds are also likely ta be BS Poofcient at contollins shew emotions than two year ollg eves feiialvoticerirthar mone ir ag Partoltie socinizanon process corsist of duliken earing whee where certain emotions can be expressed Boin 15 and will restrain himself iva sn ot hesitate to ex sre Wie 190 yeur old wa dhrowng 4 tintrity imseltby 5. th disorders in the elasivouin youbelF and your pup and also beiw = Ensure theres encush work ychidoe Adlenessisa major ineredieatot hi ishelyey (Once RRO Hee a fi a oy he tiny ete consequences ~ Check to see that each child knows todo, otherwise you have a sire + Keep an eye on the performance inefficient work or breakdous, 6 Behaviour and Job Expectations fo Tasch, The buildings, facilities and pioyrarnns 2 what heis sup Ibe tor cont tonfusion ° preved "etied fi the pupil will be tono aval fhe eae aie, gy ta Theteachers the most mporant sues ny tion for itis teacher that decides 19 set the texchyin, |." °tion fine e