Quality education is crucial in the socio-economic development of a country. Different measurements are being taken to boost the standard of academic programs at higher education level. Quality assurance agencies have been established worldwide for this purpose. At the institution level, Quality enhancement cells (QEC) have been functional, Quality assurance agency (QAA) conducts external quality assurance practices at the institutional level like Institutional performance evaluation (IPE) while QEC ensures program level quality. Besides, there are accreditation councils to ensure program quality. The QEC also takes action to improve academic quality in HEIs through the use of a quality evaluation tool for academic programs called the Self-Assessment Report. The Self-Assessment Report (SAR) is the outcome of this process. The core of the entire system of quality assurance is self-assessment reports. The major goals of a self-assessment report are to improve academic programs and make sure of high academic standards by giving faculty and administrative input to make an improvement action plan. The self-assessment approach was introduced in Pakistan by the Quality Assurance Agency (QAA) of HEC, who also recommended a self-assessment model based on eight criteria. QECs' main goal was to carry out a program evaluation. This was accomplished using a self-assessment approach. At the end of each academic year, each institute prepares a self-assessment Report based on the standards set by the QAA and for this purpose, QEC makes a program Team (PT). The PT members in each department write a Self-Assessment Report (SAR) and submit it to the QEC, who sends it for an external audit, after receiving the necessary training and materials. The Implementation Plan is created in response to the audit report and submitted to higher-ups at the institution and the QAA together with the executive summary of the SAR. So, a correct set method is used to carry out the program assessment. Program self-assessment yields several benefits such as a better and increased understanding of the effectiveness of learning resources used to carry out educational activities, identification of the strengths of the program as well as the areas for improvement (Andrade & Valtcheva, 2009). This involves an objective judgment to identify strengths and weaknesses and bring improvements to them. (Paris & Ayres, 1994; Wiggins, 1998). Oakland (1999) maintains in his study that self-assessment helps in finding out areas for improvement. It aims to formulate a sustainable evaluation mechanism to check both academic processes as well as outcomes of any academic service or program to strengthen the quality and the performance of the organization (Stahl, 1998). Roseanna and Mandia (2011) assert that Self-Assessment can work as an important 'lens' through which one can see how to enhance learning to improve the program (Bourke & Mentis, 2011). SAR is conducted worldwide, and different studies

1. 1

2. Classroom
Management
Dr Muhammad Nisar

3. 3
Objectives
 know what is classroom management
 recognize the importance of classroom management
 identify the components of classroom
 devise a framework to effectively manage all the
components in the classroom
 overcome the problems occurring in the classroom
After attending this workshop, the participants will
be able to:

4. 4
Importance of Classroom Management
classroom management is the single most
important factor governing student learning.
Three authors reviewed 50 years of research on
student learning, encompassing 11,000 statistical
findings. They discovered 28 factors that help
students learn and classroom management was
the number one. The way that teachers run their
learning/working environment determines
whether the individual will be successful or not.

5. 5
classroom
 A place where human and material
resources are utilized for learning .
.

6. 6
Management
 Getting things done through others.
 The effective utilization of human and
materials resources to achieve the
organizational goals.
 The coordination of the personnel's
activities towards organizational goals

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Classroom Management
 “Classroom management is the
maximum utilization of available
resources for the maximum achievement
of pre-stated objectives.”
 “Classroom management is to Plan,
Organize, Lead and Control the
objective oriented classroom activities.”

8. 8
Classroom
Physical Resources Content Human Resources
Furniture / Tech.Aids Lesson Planning Teacher
Behavior
Time
Student
Behavior
Components of Classroom
Management

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Content management
Revision of previous / additional knowledge
Teacher Role
Student Role (Practical Activities / Experiments / Mental
Exercises lead to creativity)
Time Framework

10. 10
Lesson Planning Format
 Title: What is the lesson about?
 Objectives: Why is the lesson being
taught?
 T. Aids: What audio/video items will
be needed?
 Activities: Student / Teacher doing tasks
 Revision: Sum-up of lesson
 Feedback: Home Task

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Management of
Physical Resources
 Appropriate Lighting
 Proper Ventilation
 Safe Environment
 Acoustic Effects (Noiseless Environment)
 A good and visible black/white/green board
 Seating Arrangement according to the needs of the
classroom
 Relevant pasted Visual Material to create educational
environment in the classroom

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13. 13

14. 14
Management of Human
Resources.
teacher
Setting Standards
Set behavior standards
 Keep students busy and motivated
 Keep a positive attitude
 Control your emotions
 Corrective measures

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Keep Students Busy
and Motivated
 Start class on time
 Plan for the entire class period
 Be definite about your lesson plan
 Relate assignments to students’ interests
 Use various teaching methodologies
according to the need of the topic.
 Use touch, rhythm, objects, actions and
pictures to learn. The repetition of
 hearing information is not as helpful in
students with LD

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Keep a Positive Attitude
 Give praise, encouragement and
inspiration
 Be consistent and tolerating .
 Be fair when dealing with
behavioral problems. Favoritism
breeds resentment.

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Control Your Emotions
 Before assigning a task to the students, keep
yourself in place of them
 Don’t argue with students; however, you may
discuss and / or explain
 Admit errors if you make them as
we are all humans
 Don’t mind if students ask
again and again

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Corrective Measures
 Don’t make an issue
of everything
 Don’t threaten the
students
 Don’t punish the
entire class because
of the misbehavior
of one or a few
individuals
 Don’t criticize the
students negatively
 Don’t leave school
code of conduct
 Avoid punishing in
the “heat” of anger

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General Techniques to
Encourage Students
 Make mistakes okay
 Build confidence
 Focus on past success
 Recognize achievement
 Encourage students’
contributions to the class
 Encourage students to help
other students

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Classroom rules
 To overcome problems and for better learning
environment there should be class room rules.
 Classroom rule should be made with the consent
of the students and in the light of school rules.
 Classroom rules should be displayed in the class
and should also communicated to the parents.

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Set Behavior Standards
 Be reasonable, firm but fair
 Be consistent
 For the most part, practice what we
preach
 Insist on the general behavior that
students must abide by all the rules
before they speak / do
 Define classroom rules clearly

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Examples of Bad Rules
Be responsible
 Be a good citizen
 Pay attention
 Be ready to learn
 Demonstrate respect for others
 Respect others' rights
 Respect authority
 Treat school property appropriately
 Do your best
 Take care of your materials
 Maintain appropriate behavior in the classroom
 Be kind to others
 Be polite

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Examples of Good Rules
 Turn in completed assignments on time.
 Bring paper, pencil, and books to class.
 Sit in your seat unless you have permission to leave it.
 Do what your teacher says immediately.
 Raise your hand and wait for permission to speak.
 Work when you are supposed to.
 Do not bother or hurt others.
 Walk, don't run, at all times in the classroom.
 Keep hands, feet, and objects to yourself.
 Bring books, notebooks, pens, and pencils to class.

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Why a Teacher
Fails
 Preaching only
(not role-model)
 Don’t have command
over subject
 Yelling / Shouting /
Harassing
 Insisting on having the
last word
 Lack of Planning
 Holding a grudge
 Having double standards
 Making “put-down”
comments by talk and
action
 Using physical force

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T = Tolerating
E = Encouraging
A = Able
C = Committed
H = Hard Worker
E = Efficient
R = Righteous

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Teaching Slow-Learners
 Characteristics of the Slow Learner
“This student always has a confused look, always in
for help, never seems to understand material,
consistently does poorly on tests, rarely finishes
tests, can’t use reference materials,, has an
extremely difficult time with new concepts and
can stare at one problem for 45 minutes and be
no farther along than he/she was at the
beginning.”

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Strategies for Teaching Slow
Learner
 · Have the student sit in the front of the
room near the teacher.
 · Have the student repeat directions to see
if he/she understands them..
 · Monitor the student’s work, ask him/her
to show you what he/she has done when
half completed and have him explain what
he/she is doing.

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Strategies for Teaching Slow
Learner
 Break down the directions into a sequence of
steps, number the steps, have the student
complete the task one step at a time.
 · Utilize an academically stable student to help
monitor this student’s work or help explain
directions.
 · Before each math lesson put problems on the
board to remind and reinforce the concepts being
applied.

29. 29
Strategies for Teaching Slow
Learner
 · Have the student do two or three problems with
you, tell him/her to do two on his/her own and
then say you will be back to check his/her work.
Then remember to check.
 · Have the student do a shortened version of
class projects.
 · Monitor him/her closely to be sure he/she isn’t
putting down just any answer.
 · When finished with an assignment, ask him/her
to tell you the main idea of the work or explain
the process that he/she used.

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 Try to check on him/her from time to time
 · Invite him/her in to a morning or
afternoon private session to show concern,
possibly involve parents by calling them
about such a session.
Strategies for Teaching Slow
Learner (cont)

31. 31
Strategies for Teaching Slow
Learner
 Give him/her extra time on tests.
 · Ask another student, whom he/she likes,
to help him/her.
 · Read short stories followed by questions
dealing with the details, sequences, main
idea,, and drawing conclusions.
 · Start by giving simple oral directions and
progress to more difficult ones.