MANAGEMENT

By: Joanah Marie R. Bolido

Marvin D. Catalan
MAED MAPEH
“ The secret to success is good
leadership, and good leadership
is all about making the lives of
your team members or workers
better”

- Tony Dungy
 EDUCATIONAL
MANAGEMENT
Management is the art and science of
decision making and leadership.
A distinct process consisting of planning,
organizing, directing, and controlling and
evaluating to accomplish the predetermined
objectives of an institution through the
coordinated use of human and material
resources.
Is the accomplishment of results through the
efforts of other people.
CONCEPT OF EDUCATION MANAGEMENT

Is the process of planning, organizing,

directing and controlling the activities of
an institution by utilizing human and
material resources so as to effectively and
efficiently accomplish functions of
teaching, extension work and research
 NEED OF EDUCATIONAL
MANAGEMENT
Policy at the national level focuses on social,
economic and cultural development. The best
means to achieve the development in these
spheres is through human resource
development and Education. There have been
tremendous advance in the field of technology.
Thus,
1.Education has to make its curriculum more
relevant to life and needs of a changing society
in an effective and efficient manner.
2.Education therefore has to be dynamic, so that
it can contribute towards accomplishment of
national development goals
3.Education must also enable students to bring
about desirable social change and at the same
time

In order to fulfill the above stated role of

education, keeping in mind- NATIONAL
DEVELOPMENTAL goals effectively and
efficiently, there is a need to manage education
professionally and move beyond the traditional
role of academics values only.
Thus the knowledge of;
1. Educational management theories, principles,
concepts, techniques, skills and strategies, when
applied to education will bring about effective and
efficient functioning of educational institutions
2. Scientific and systematic management of
educational institutions is necessary to bring about
qualitative changes in the educational system.
3. Knowledge of educational management is also
necessary to train the present teachers to learn and
run educational institutions professionally,
SCOPE OF EDUCATION MANAGEMENT

1. Scope is a very wide and includes history and

theories of management science, roles, and
responsibilities of educational manager as well as
managerial skills
2. Includes a study of educational planning at
macro level, its goals, principles, approaches and
procedures and the micro level institutional
planning and educational administration
3. Helps in decision making and solving problems.
4. Co-curricular planning, preparing timetable
5. Motivating staff and students
6. Conducting staff meetings and
managing conflicts and stress
7. Developing healthy and conducive
school climate
8. Organization of health and physical
education, Organization of exhibitions
and fairs
9. Maintenance of school records,
evaluating students achievements
10. Financing and budgeting
 FUNCTIONS OF EDUCATIONAL
MANAGEMENT
  management are largely based
These functions of educational
on the 14 principles of management, which have been given
by Henry Fayol 1916. They are;
 
Division of work
Authority
Discipline
Unity of command
Unity direction
Subordination of individual interest
Remuneration
Centralization
Scalar chain
Material and social order
Equity
Stability
Initiative
Espirit de corps.
 FUNCTIONS OF EDUCATIONAL MANAGEMENT
 
PLANNING
Planning is defined as a process of
setting objectives and determining what
should be done to achieve them. It is a
decision-making activity through which,
managers act to ensure the future success
and effectiveness of their institutions and
departments as well as themselves.
 
ORGANIZING

Organizing involves the establishments of authority

relationships with provision for co-ordination between
them, both vertically and horizontally in the enterprise
structure.
Thus organizing is;
Concerned with work, the people and authority
relationships.
Aims at effective teamwork towards achievement of
predetermined objectives.
It involves the assignment of authority and allocation of
resources
DIRECTING
It is the art or process of influencing
people so that they will strive willingly
and enthusiastically towards the
achievement of group goals.
Direction in management is that part
which affects the decision gives the signal
to act, indicates what action is to be? and
when is it to start and stop?
CONTROLLING
Controlling involves measuring and
monitoring performance, comparing results
with plans and taking corrective action
when required.
Thus controlling;
Indicates how far the goals have been
achieved.
Extent of deviation from plans.
EVALUATING

It is the process of measuring and assessing the

achievement of objectives.
Provides an insight into strengths and weaknesses.
Helps to bring about improvements in Educational
Management.
Need for evaluation:
To determine the effectiveness of plans for
managers as well as others
To document that objectives have been met
To provide information about the achievement to
staff
To enable manager and staff to make changes that
improves plans
 Classroom Management

Classroom management has been cited as

one of the most serious obstacles in
promoting effective teaching.
One of the most common reasons for
teacher burnout and attrition of first year
teachers.
 
What is Classroom Management?

Administration or direction of activities

with special reference to such problems
as discipline, democratic techniques,
use and care of supplies and reference
materials, the physical features of
classroom, general house-keeping, and
the social relationships of pupils
Good classroom management
creates an atmosphere that
permits activities to be carried on
efficiently and economically
maximizing the time, effort and
energy of both the teacher and the
student.
 Aspects of Classroom Management

A. Managing the Physical Environment

1.Physical Condition of the Classroom

2.Lighting
3.Furniture Arrangement
4.Seating Arrangement

B. Establishing Classroom Routine

C. Directing and Controlling Learning
Principles in Classroom Management
Consistent, proactive discipline is the crux of
the effective classroom management.
Establish routines for all daily tasks and needs.
Orchestrate smooth transitions and continuity
of momentum throughout the day.
Strike a balance between variety and challenge
in the student's activities.
As classroom manager, be aware of all actions
and activities in the classroom.
Resolve minor inattention and disruption
before they become major disruptions.
Reinforce positive behavior
Treat minor disturbance calmly
Work out a physical arrangement of the
chairs that facilitates an interactive
teaching-learning process.
Make good use of every instructional
moment. Minimize instructional time.
 
 Principle in effective and constructive Discipline
 
Students need control and direction but it’s unlikely
that they can learn self-control and self-direction if
they are controlled and directed all the time and at
every turn.

In general, students should learn to discipline

themselves and thus grow up to become adults who are
responsible, law-abiding, considerate of the welfare of
others and able to carry on the important
responsibilities of life in the face of frustration,
tempting distractions and other difficulties. Schools
should help the students develop self-discipline by
teaching them such values and traditions.
Effective discipline aims for self-direction
and should be based on the tenants of
democracy. Discipline, to be effective,
should be vital, meaningful, sympathetic
and humane. The key is consistency and
persistence. Democracy means freedom
with restraint. Constructive discipline is
feasible only when a thorough identification
and study of the causes is made by the
teacher.
 Important functions of discipline
It is necessary for socialization- for the
learning of standards of conduct that are
approved and tolerated in any culture.
It is necessary for normal personality
maturation
It is necessary for the internalization of
moral standards and obligations.
It is necessary for the students emotional
security
 Causes of Disciplinary Problems

Teacher factor

a. Teacher's personal characteristics

b. Teacher's scholastics qualifications

Pupil as a factor in discipline

School as a factor in discipline

Strategies and guidelines in classroom
management and discipline

All teachers are faced with problems of

discipline. It is suggested that the best
approach should be positive rather than
negative. Aggressive disorder should be
dealt with positively such as having a
personal conference with the pupils and
parents.
Negative measures which should be
avoided are sarcasm, threats, forced
apology, punishment of the group for the
offense of one or a few, ridicule, nagging,
embarrassment, name calling, humiliating
remarks, and corporal punishments.
Teachers should always take note of the following:

Establish good routine habits and keep pupils

busy.
Stand at a place in the room where everybody can
be within your gaze.
Be alert to detect any signs of boredom,
discontent, or misbehavior
Call on pupils who do not pay attention or who
may begin to be disorderly
Firmness and forcefulness in speaking can make
the pupils be attentive.
Remain calm and poised even in an emergency
 Positive Reinforcement Technique
Conditions:

The child whose behavior is to be reinforce or

modified should be in agreement as to what
should be done. The tact and diplomacy as well
as the genuine concern of the teacher which can
be felt by the child, will be very helpful in this
phase .

The child should know what is expected of him;

he should know and clearly understand the rules.
If step 1 and 2 are met and the child still
misbehaves, it is possible that he does not
possess the skills and abilities he is ask to
accomplish. It would be necessary then to
determine this skills deficit and to teach
them first before the actual problem is
handled.

If the first 3 conditions are met and

misbehavior continues, the possibility is
that the student is not motivated to do what
is expected of him
Technique
Rewards
a. reward the students every time the
given behavior occurs

b. giving of rewards every now and then

should be given once the behavior is
securely acquired

c. Vary the types of reward given

 2. Punishment
a. learn what types of punishment the
school authorities permit.

b. learn what punishment can be given.

c. never assign extra homework as

punishment .

d. As punishments, never provide

students from attending a favorite class.
e. do not assign a punishment which is actually a
reward.

f. never strike a student

g. a punishment should come early in a sequence

of misbehavior and should be systematically
applied.

h. be consistent with punishment

i. before accusing or punishing any student, get

facts
j. be prepared to document any serious incidences of
misbehavior.

k. never punish a whole class for the offense of one

individual.

l. be sure that child understands why he is being

punished.

m. punishment is more effective if the teacher already

has appositive relationship with the pupil.

n. It is generally better if reprimands can be delivered

privately, rather than publicly, to the pupil
concerned
 Seven Key Elements of Classroom
Management

Classroom Design

Although often overlooked, the first

element of classroom management is
intentional design. Use the positioning of
your desks, displays, storage and equipment
to create a warm and welcoming room.
Rules
Develop rules that foster respect, caring
and community in your classroom. Make
your expectations for behavior clear at the
beginning of the year by reviewing these
rules with students. Continue to reinforce
your rules throughout the course, and post
them in a visible location
Discipline

Classroom rules must have concrete

consequences. Students will test the limitations of
each teacher from the very first day of school. Be
firm, fair and consistent.

Scheduling

Keep your class in order by staying on time and

on task.

Organization

Stay organized inside and out. Keep your student

files, assignment, lesson plans and administrative
paperwork in order.
Instructional Technique
Although you may not have flexibility
over the content of your curriculum,
teachers are able to convey information as
they see fit.
 
Communication

Communication is the most important

aspect of classroom management. It is
essential to have clear and consistent lines
of communication with your administration,
colleagues, students and parents.
References:

https://education.gov.gy/web/index.php/te
achers/tip-for-teaching/item/1735
https://www.slideshare.net/mobile/gemino
rumgem/concept-of-educational-manage
ment
https://www.slideshare.net/mobile/ambie3
6k/classroom-managementpresentation
Thank You!