Educational management refers to the administration of educational institutions and organizations. It involves planning, organizing, coordinating, and controlling the policies and systems of an educational organization. The scope of educational management is broad and includes organizing various school resources and activities, maintaining student records, evaluating student achievement, preparing timetables, coordinating with educational authorities, and providing student services. Effective communication is important for teaching and learning as it helps build relationships between teachers and students, improves student performance and self-esteem, and allows teachers to assess how well students are understanding lessons.
Michael_Moore_distance_education
Historical perspective.
International Council for Correspondence Education (ICCE) 1972.
.. the universe of instruction consists of two families of teaching behaviors, … "contiguous teaching" and "distance teaching."
distance teaching:
"instructional methods in which the teaching behaviors are executed apart from the learning behaviors,.. so that communication …must be facilitated by print, electronic, mechanical, or other devices."
“… we should direct resources to the macro-factors: describing and defining the field; discriminating between the various components of this field; … building a theoretical framework...”
Michael_Moore_distance_education
Historical perspective.
International Council for Correspondence Education (ICCE) 1972.
.. the universe of instruction consists of two families of teaching behaviors, … "contiguous teaching" and "distance teaching."
distance teaching:
"instructional methods in which the teaching behaviors are executed apart from the learning behaviors,.. so that communication …must be facilitated by print, electronic, mechanical, or other devices."
“… we should direct resources to the macro-factors: describing and defining the field; discriminating between the various components of this field; … building a theoretical framework...”
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Running head YOUR THEORETICAL POSITIONALITY 1ACADEMIC SUMMARY.docxagnesdcarey33086
Running head: YOUR THEORETICAL POSITIONALITY 1
ACADEMIC SUMMARY 4
YOUR THEORETICAL POSITIONALITY 2
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Sarita Phumvichit
California State University, San Bernardino
College of Education: EDUC 605
December 3, 2014
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Within the field of philosophy of education, there are a great number of philosophical frameworks that explain the nature and the basis of education and schooling process. Each educational theory helps educators to have more thorough understanding about how they could fit in the field of education by using a combination of theories and practices that could bridge a gap between the abstract and the practice in educational realms. As education is a field, each of us has a certain framework that reinforces our practices. For me, a combination of four main theories of education: social transmission theories; conflict theories; interpretive theories; and social transformation theories, would be best employed to describe my perspectives towards education including my particular positionality at this moment of my academic trajectory.
To begin with, based on social transmission theories, schools function as breeders who reproduce values that serve the intellectual, political, economic, and social purposes of the mainstream society. As a matter of fact, such notions seem to be held true in today’s rapidly changing world because one of the main purposes why children go to school is to be able to function “properly” in the society. For instance, through schooling, children are educated to become well-equipped assets of the society. Being prepared and trained to become quality workforce, children learn how to behave and be responsible for playing appropriate roles to serve the society. As DeMarrais and LeCompte (1999) mention “schooling serves to reinforce the existing social and political order” (p. 7). From social transmission theories’ viewpoints, schooling engages children in the learning process and educates them in order to meet the mainstream society’s demands so that the society would not be in chaos. Such the theory seems to be true to me particularly in today’s capitalism world where almost every person has to increase his/her skill and knowledge through schooling so that they can be qualified “commodities in the labor market” (p. 10). In other words, although it is widely held that schools serve as tools to keep wealth and power of the privilege, it is quite difficult to refuse that students still need to be a part of the system as a fine way to add values to themselves in job markets.
Secondly, as far as conflict theories are concerned, part of my theoretical positionality as an educator is s.
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Running head YOUR THEORETICAL POSITIONALITY 1ACADEMIC SUMMARY.docxagnesdcarey33086
Running head: YOUR THEORETICAL POSITIONALITY 1
ACADEMIC SUMMARY 4
YOUR THEORETICAL POSITIONALITY 2
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Sarita Phumvichit
California State University, San Bernardino
College of Education: EDUC 605
December 3, 2014
What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education?
Within the field of philosophy of education, there are a great number of philosophical frameworks that explain the nature and the basis of education and schooling process. Each educational theory helps educators to have more thorough understanding about how they could fit in the field of education by using a combination of theories and practices that could bridge a gap between the abstract and the practice in educational realms. As education is a field, each of us has a certain framework that reinforces our practices. For me, a combination of four main theories of education: social transmission theories; conflict theories; interpretive theories; and social transformation theories, would be best employed to describe my perspectives towards education including my particular positionality at this moment of my academic trajectory.
To begin with, based on social transmission theories, schools function as breeders who reproduce values that serve the intellectual, political, economic, and social purposes of the mainstream society. As a matter of fact, such notions seem to be held true in today’s rapidly changing world because one of the main purposes why children go to school is to be able to function “properly” in the society. For instance, through schooling, children are educated to become well-equipped assets of the society. Being prepared and trained to become quality workforce, children learn how to behave and be responsible for playing appropriate roles to serve the society. As DeMarrais and LeCompte (1999) mention “schooling serves to reinforce the existing social and political order” (p. 7). From social transmission theories’ viewpoints, schooling engages children in the learning process and educates them in order to meet the mainstream society’s demands so that the society would not be in chaos. Such the theory seems to be true to me particularly in today’s capitalism world where almost every person has to increase his/her skill and knowledge through schooling so that they can be qualified “commodities in the labor market” (p. 10). In other words, although it is widely held that schools serve as tools to keep wealth and power of the privilege, it is quite difficult to refuse that students still need to be a part of the system as a fine way to add values to themselves in job markets.
Secondly, as far as conflict theories are concerned, part of my theoretical positionality as an educator is s.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
Public School Curriculum What's Being Taught and Why It MattersCSSGI
The Lay of learning structure in this context is provided by the public school system and the education curriculum. It explains what is taught in classes from the class K, through twelfth grade, and what subject, topic, and skills are of it. But who is the teacher or principal, the data behind them, which enters a public-school curriculum? And in what capacity does it serve?
#1 DeniseInformation Processing ModelThe Information ProcessinMargaritoWhitt221
#1 Denise
Information Processing Model
The Information Processing Model is a theory that was developed to understand how information is processed by the brain. It describes four stages where new information is developed and understood. The first stage is external and is where the person gives information their attention. It is the initial stimuli that causes the person to show interest in the information. The second step is internal and is where the person begins to process the information. At this point, the person determines if the information is relevant and worth remembering. The third stage is also an internal process where the person selects the information to be remembered and stored. This information is then placed in short term memory, where it is held for less than thirty seconds, or in the long-term memory, where the information is stored but may be difficult to retrieve (Utley, 2011). The fourth stage is an external process where the person responds to the information. External factors that can influence curriculum development is to gain the students attention. There are many ways, teachers can gain attention. Visual stimuli, touch stimuli, and sound stimuli can help gain attention. When teachers develop curriculum, they can use a PowerPoint, visual representation, show and tell items, design hands-on lessons and allow students to share their own thoughts (Cox, 2020). Touch stimuli and be used by passing around objects that pertain to the curriculum. Sound stimuli could be music, a speech, or each student presenting their own information. Internal process that can be used to influence curriculum are how a teacher presents the information. A presenter can lump information into smaller organized groups to help students memorize information (Utley, 2020). Another way a presenter can help students memorize information is link it, write it down, use mnemonics, or create songs or jingles (The Learning Center: University of North Carolina at Chapel Hill, n.d.). Linking or showing a connection with information that a student already knows can help the student link the information together in their long-term memory. Presenters can pass out handouts that have the information noted so the student can return to the information at a later date. Presenters can give students phrases that connect information together. For example, the phrase: my (Mercury) very (Venus) educated (Earth) mother (Mars) just (Jupiter) sat (Saturn) upon (Uranus) nine (Neptune) pies (Pluto) is a mnemonic for the planets in the solar system (I learned this in elementary school). Songs and jingles can also help with memorization.
Nursing educators can impact external stimuli by making the information interesting and relevant in what they students are learning an using. For example, when a student is in labor and delivery, combine information that they are using in class as well as what they are doing in clinicals. Nursing is not only about critical thinking; i ...
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
Topic: Dynamics of change: Concepts of change
The phrase "Dynamics of change" means the forces and processes that make things transform or evolve over time. It includes the different factors that cause shifts and developments in a specific situation.
"Dynamics" usually refers to the underlying mechanisms or driving forces, and "change" is about the shift or transition from one state to another. The term is commonly used to talk about the complexities and interactions that affect how things develop or adapt. This idea is important in various fields like managing organizations, social sciences, economics, and natural sciences. It helps in analyzing, planning, and making decisions effectively by understanding how things change over time.
Concepts of Change
Change is a big part of our lives. It's when things become different or shift from one way to another. This happens in many parts of life, like how we live, how society works, and even in nature. Change is just a natural part of how things are. People have looked into and talked about change in different fields like psychology, sociology, how organizations work, and philosophy. We're going to talk about some important ideas related to change.
In the context of educational change and development, several key concepts are crucial for understanding the dynamics of transformation and improvement. While I won't delve into specific change theories, I'll explore fundamental concepts that are often associated with educational change:
1. Innovation: Innovation refers to the introduction of new ideas, practices, or technologies in education. It can include changes in teaching methods, curriculum design, assessment techniques, or the integration of technology. Innovations are often central to educational change and development as they aim to improve learning outcomes and experiences.
2. Adaptability: The ability of educational systems, institutions, and educators to adapt to changing circumstances is essential. This includes being flexible in response to new educational challenges, societal shifts, or advancements in pedagogical research. Institutions that are adaptable can better navigate and implement changes effectively.
3. Professional Development: Ongoing professional development is crucial for educators to stay current with evolving educational practices. Providing opportunities for teachers to enhance their skills and knowledge ensures that they are well-equipped to implement changes in the classroom and contribute to the overall development of the educational system.
4. Leadership: Effective leadership is a critical factor in driving educational change. Educational leaders, whether at the school, district, or national level, play a key role in creating a vision for change, fostering a positive culture, and providing the necessary support and resources to implement and sustain transformations.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. EMS Assignment
Q.1: Define the term EducationalManagementand explain its scope
in detail.
Ans: Educational Management:
Educational management is both a field of academic study and a collective group
of professionals that includes principals, teachers and other education
professionals.
Educational Management
Educational management, also sometimes known as educational
administration, is commonly associated with elementary and secondary
schools as well as institutes of higher learning like colleges and
universities. Educational management professionals can also be found
working in governmental agencies, private companies, and not-for-
profit organizations. Those working in educational management might
act as policy-makers, researchers, or consultants to help evaluate and
develop ways to enrich and enhance the educational system at all levels.
Most educational management professionals have earned at least a
master's degree and many are licensed teachers or principals.
OR
Educational Management
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.
2. Scope of Educational Management:
Everything concerned with the education of the child through the agency of the
school, will be included in educational management.
To organize library, museum, hostel etc.
To maintain the schoolrecords.
To evaluate of pupil achievement.
To provide the material equipment, such as building, furniture, farms
laboratories, library, museum, art gallery etc.
To prepare timetable.
To maintain discipline.
To cooperate with departmental authorities and implementing the orders of
the higher educational authorities.
To organize guidance service.
To prepare the curriculum for the different classes.
To organize a systematic co-curricular programme.
To supervise schoolwork.
To organize exhibitions and museums.
To coordinate the work of home, schooland community.
To provide various auxiliary services like mid-day meals, school uniform,
textbooks etc.
To organize health and physical education.
To finance and budget.
3. Q.2: Enlist the School System Theories and define social system
theory.
Ans: List of School System Theories:
Following is the list of School System Theories:
1) Bureaucratic Administration/ Organizational Theory
2) Social System Theory
3) Open System Theory
4) Contingency Theory
Social System Theory
Providing Meaning to Theory. General systems theory, which
includes the narrower field of social systems, is a cross-disciplinary
body of scientific thought that developed during the twentieth
century. Social systems perspective: a philosophical viewpoint on the
relationship of person with their social environment.
Characteristics
It is comprehensive
o It offers greater potential for description and integration
of disparate theories into a single framework that any
other framework.
It provides suggestive leads
o For all sectors of human behavior
It has the potential to provide a common language.
Parsimony
o It allows the reduction of theories to a framework that
can be mastered.
4. o Providing Meaning to Theory
General systems theory, which includes the narrower field of social
systems, is a cross-disciplinary body of scientific thought that
developed during the twentieth century.
Social systems perspective: a philosophical viewpoint on the
relationship of person with their social environment.
Social systems model: meaning that it is at the same time a
hypothesis to be tested, primarily through its application to
professional practice.
Systems perspective provides the best theoretical basis for the
study of human communication.
o Systems/Systemic Thinking
System:
o A set of things or parts forming a whole.
o A complex unity formed of many often diverse parts subject
to a common plan or serving a common purpose.
Systemic Thinking:
o Using the mind to recognize pattern, conceive unity, and
form some coherent wholeness – to seek to complete the
picture.
Social System Theory is “holonistic” requiring:
Specification of the focal system
Specification of the units or components that constitute that
Holon.
Specification of the significant environmental systems
Specification of one’s own position relative to the focal
system.
5. Holon
Each social entity whether large or small, complex or simple, is a
Holon.
This term is borrowed from Greek language to express the idea
that each entity is simultaneously a part and a whole.
A social unit is made up of parts to which it is the whole (supra
system) and at the same time is part of some larger whole
(component).
What is central is that any system is by definition both part and
whole.
6. Q.3: What do you mean by COMMUNICATION? and define its role in
teaching learning process.
Ans: COMMUNICATION
Two-way process of reaching mutual understanding, in which participants not
only exchange (encode-decode) information, news, ideas and feelings but
also create and share meaning. In general, communication is a means of connecting
people or places. In business, it is a key function of management--
an organization cannot operate without communication between
levels, departments and employees.
7. Communication, Teaching and Learning
PEDAGOGICAL APPROACHES and ACTIVITIES
If we are using the media, libraries, archives and other information providers
(including the Internet or new technologies) in the classroom, we need to consider
our ways of teaching: how are we using media and other information providers?
How do they impact the ways in which information is communicated to students?
Communication models can provide a framework for conceptualizing the place of
MIL (Media and information literacy) within the teaching and learning experience.
These models provide the opportunity to closely examine the roles of teachers,
students and the media, libraries, archives and other information providers in the
classroom. Many of these models share the components listed below (Shannon and
Weaver, 1948; Schramm, 1954; Berlo, 1960):
Sender (originator/source)
Message (content)
Channel (medium)
Receiver (responder/decoder)
Feedback (receiver to sender and vice versa as the loop continues)
Identify the ways in which this model could be applied to the learning experience
in your classroom. What roles do you assume as teacher? What roles are available
to your students? How is the learning experience shaped by these roles? How is the
feedback process managed in the teaching-learning process? How can your
knowledge of MIL help to improve this process?
Consider the opportunities students have to critically examine the platforms
through which they receive information in your classroom. Related to this are
notions of teaching about and through the media, libraries, archives and other
information providers. Through which media are students receiving information in
your classroom? What is the impact of these media on the teaching and learning
experience? Identify the media and sources of information that students have
access to in your classroom. Explain the rationale and selection process for
including these in the curriculum.
8. Teaching about MIL requires awareness and analysis of the media, libraries,
archives and other information providers and the role they play in lifelong learning
and the conveying and shaping of information and messages(i.e. the media and
technology themselves become the subject of study in the classroom). Teaching
through the media and other information providers requires an awareness and
analysis on the part of teachers of their own role and the role of the media and
technology in the teaching and learning process. Phrased differently, what is being
taught through media and/or technology in the classroom? Is there a particular
topic or subject that is being taught through the use of technology or the media?
How can teachers apply MIL skills to what they are teaching?
Identify general examples of teaching about MIL and through the media, libraries,
archives and other information providers. Describe specific activities/examples in
your classroom where both of these approaches are used. What do these
approaches offer to students in terms of their learning experience?
When communication is effective, both the student and the teacher benefit.
Communication makes learning easier, helps students achieve goals, increases
opportunities for expanded learning, strengthens the connection between student
and teacher, and creates an overall positive experience
Self Esteem: In general, people want to be heard. If a teacher shows interest in a student’s
opinions, that student will feel that their thoughts or ideas are appreciated. This increases self
esteem and confidence. A confident student is less likely to second guess his answers on tests,
and a self-assured student is more likely to speak up in class. Class participation leads to
increased learning for the entire class.
Class Performance: Teachers who reward student communication and class participation
will notice an improvement in overall class performance. A teacher can gauge the effectiveness
of a lecture by student feedback. By asking questions, a teacher can determine if students were
able to retain the imparted information. If there are a lack of responses from the class, it is likely
that the students were unable to understand the lecture. This can lead to poor performance on
exams.
Professional Growth
A degree of communication is required in every profession, and communication skills are
necessary at even the most preliminary stages of career growth. For example, an applicant must
be able to communicate her skills and abilities during an interview in order to acquire a job.
9. Q.4: Write a shortnote on the following:
Ans: Job Analysis
13. Job Analysis & Its Components
Job analysis: The process of describing and recording many aspects or
elements of the job.
The outcome of job analysis has two components
Job description: A written summary of task requirements. This is the
physical and environmental characteristics of the work to be done.
Job specification: A written summary of work requirements (knowledge,
skills, aptitudes, attitudes)
Job Analysis: Importance & Purpose
Legal validation of employment decisions
Defines duties & tasks
Identifies reporting relationships
Basis for determining relative worth of jobs
Identifies redundancy
When Job Analysis is Used
1. Most commonly for personnel selection
2. Forrecruitment in providing realistic job data
3. Forlegal compliance
4. Forperformance appraisal
5. To identify job similarity for easy transfer
6. Job evaluation
7. Job redesign and re-engineering
14.
15.
16. Q.5: Write a note on the following:
Ans: Accounting:
Accounting is the process of recording, summarizing, analyzing, and
interpreting financial (money related) activities to permit individuals and
organizations to make informed judgments and decisions. By law all
businesses must keep accounting records. Decisions are based on
accounting information for profit and non-profit companies alike. There
are different types of business organizations:
17. Service business—doctors, lawyers, barber shop, etc.
Merchandising business—purchases goods for resale
Manufacturing business—produces a product to sell
Private business—object is to earn a profit o Sole
Proprietorship—owned by one persons o Corporation—
owned by investors called stockholders (The business—not
the owners—are responsible for the company’s obligations.)
THE ELEMENTS OF ACCOUNTING ASSETS:
Assets are items with money value that are owned by a business. Some
examples are: cash, accounts receivable (selling goods or services on
credit), equipment (office, store, delivery, etc.), and supplies (office,
store, delivery, etc.).
LIABILITIES:
Liabilities are debts owed by the business. Paying cash is often not
possible or convenient, so businesses purchase goods and services on
credit. The name of the account used is Accounts Payable. Another type
of liability is Notes Payable. This is a formal written promise to pay a
specific amount of money at a definite future date.
OWNER’S EQUITY:
The difference between Assets and Liabilities is Owner’s Equity. The
can also be called capital, proprietorship, or net worth.
THE ACCOUNTING EQUATION:
Assets = Liabilities + Owner’s Equity This equation must always
balance!
18. BUSINESS TRANSACTIONS AND THE ACCOUNTING
EQUATION:
A transaction is any activity that changes the value of a firm’s assets,
liabilities, or owner’s equity. Each transaction has a dual effect on the
basic accounting elements. A transaction may affect more than two
accounts in a transaction. This is called a combined entry. Withdrawal
(Drawing) is the removal of business assets for personal use by the
owner. This transaction decreases the asset taken and the value of the
business.
Record Keeping
Definition:
Record keeping in school is the maintenance of information about each
student, which includes basic biographical data, contact information,
educational progress and modifications, attendance, discipline, and
medical concerns. These records not only document information about
the student, they also contain information on which a school is judged
and funded. Many laws exist concerning the use and availability of these
records to non-school personnel.
Explanation:
Record keeping in education is a very big part of the "business" of
school, as accurate records keep educators accountable and facilitate the
transfer of students, who are less likely to finish school in the system in
which they started than they were years ago. Accurate biographical
information, transcripts, medical records and special needs modifications
must be transferred with a student from school to school, whether the
school is within or outside the student's previous system. Decisions
about a child's future education are often made based on school records,
stressing the need for accuracy. Because of the Family Educational
19. Rights and Privacy Act, parents of students younger than 18 and
students who are 18 or older have the right to inspect and amend school
records. Decision about the school's future are also made based on
school records, and federal funding often relies on information contained
in them. Each school or school system must utilize a method of creating,
keeping, storing and disposing of records that maintain their integrity
and privacy.
Records Come in Different Forms
Paper
Microfilm/Microfiche
Electronic Documents
E-Mail
Web Pages
20. Yahaya (2007), Olagboye (2004), Durosaro, (2002) & Akubue,
(1991), also listed some specific importance which peculiar to each
school records as;
1. Admission and withdrawal Register:
This is a permanent record book into which is entered information
regarding the entry and exit, including the details of the education and
progress of each pupil that ever passes through the school;
The importance includes
Serves as a historical document or reference with
detailed records of every child who was admitted
into the school
The admission register is a reference for tracing the
entry progress and exit of any student admitted into
the school
It is useful in supplying information on the personal
and family background of student.
It becomes a vital document for the settlement of
legal controversies and claims.
Yielding reliable data which may be needed for the
planning and administration of the educational
system.
Showing student(s) who withdraw from the school
Promoting accountability as well as enhance
planning.
21. 2. Attendance Register
An attendance register is a book in which the presence or absence of
students in a school is recorded on a daily basis. It is a statutory record
that must be kept by every school. This record is kept on individual class
basis.
The class teacher is the custodian of this record.
Its importance includes:
Providing necessary data that may be requested from
time to time either by researchers, planners or ministry
officials
Information from it could assist considerably in
determining the amount of grant to be given to a
particular school.
It could be used to identify a child’s interest and
problems and to take administrative decisions.
It is also helpful in identifying sick students, truants,
absentees and students who attend school regularly.
3. The log Book
The log book is a historical record of events that have significant effects
on the schools activities.
Their importances are as follows;
It records detailed happenings, during the visit of dignities
whose signatures appear in the schoolvisitor’s book
It gives background information to a new manager.
It amplifies the local history of a village or town, especially the
role of the school in such development.
It reveals important events or occurrences in the life of the
school E.g. new building, rainstorm, collapsed building, motor
vehicles, and accidents in school, expulsion or fire disaster.
22. 4. The Visitors book
The book is meant for recording the visit of important personalities,
including officials from the ministries of education or other related
government agencies or any other school related visitors.
Importance includes:
It provides a record of the interest shown by the
community in the school
It could serves as a means of getting the contact
addresses of very important people who have shown
interest in the school.
5. Staff and Students’ personal files
It is necessary that the school should have as much information on every
one of teachers and students as possible without violating their privacy.
Importance includes;
it provides current and first hand information on the
staffing as well as studentary situation.
It helps in checking ghost workers and other financial
abuse in schools.
It makes it easy to locate a teacher’s or student’s
relatives during emergency.
23. 6. Corporal punishment book
The book contains the names of pupils who create disciplinary problems
in school and the nature of punishment awarded mostly canning,
flogging, whipping and hard knocks.
Importances are:
To ensure that proper procedure is followed in
punishing offenders
It reduces cases of misuse of punishment
Recording and noting student name in the book
naturally reduces indiscipline in schools.
7. Commulative Record folder
Students’ commulative record folder is a storehouse of information on
student cognitive, affective and psychomotor development.
Importances are:
It reflects continuous assessment on students
educational or academic progress.
It also reflect students performance in extracurricular
activities
It could be useful by researchers on both child
development study and school management.
8. Students report sheet/card
It keeps data on student’s academic performance in
termly basis
It assists in monitoring student’s academic progress
It is a compliment to commulative record folders.
24. 9. Lesson note/plan
i. It gives information on what a teacher plans to teach the students at a
period of time.
ii. It clearly shows the teachers level of preparedness and his level of
competence.
iii. It psyches and challenges teachers for the task ahead
10. Scheme and record of work book
It reflects estimate of academic work which a teacher expects to
accomplish in each subject based on number of lessons he will have
during each term.
i. it assists head teachers or educational administrators to know what is
being taught in school.
ii. It assists in enforcing accountability and continuity in the work of
school.
iii. It clearly shows teacher adherence to the syllabus and how and when
the work is done.
iv. It is a means of evaluating teacher’s competency and efficiency.
11. Record of work book or weekly diary
A carefully kept record of work is a strong stimulus to dutiful and
progressive work. Pertinently it shows the ability of the teacher to
organize the year’s work his resourcefulness and enthusiasm regarding
the progress of the pupils.
25. 12. School time-table
i. It provides information on when classes begin, when school opens and
closes
ii. It shows activities to be performed by the teacher and student
iii. It assists in regulating the activities of students and staff of a
particular school.
iv. It facilitates and enhances student interest and attention and prevent
mental and physical strain.
13. Staff time book and movement book
i. They provide information on when staff report and or close at work.
ii. They promote regular attendance and punctuality
iii. They help checking truancy and gross indiscipline in staff.
14. The school cash Register
i. It is a record of financial transactions in schools
ii. It gives information about income and expenditures
iii. It promotes accountability and prevent corrupt and sharp practices.
15. Transfer and leaving certificate
Transfer and leaving certificate licensed the formal exist of the pupils
after completion of study or leaving during the course of study in a
school. Other vital school records which are very paramount to the
effective management of the school system are, mark book, heath record,
report files, board of governors minutes book and others,
principal/headmaster announcement book and staff information book,
handing over/taking over file, national policy on education, subject
curricula, anecdotal/record, report on guidance and counseling
programme etc
26. Conclusion
The roles of head teacher and school records are synonymous because
effectiveness and efficiency of head teacher depends largely on these
vital documents. However class teacher should complement this task by
effectively discharging their duties by proper keep and maintain these
academic records for which they have direct responsibility.
Record Series
“A group of related records (such as minutes of a board, payrolls, and
purchase orders) that are normally used and filed as a unit and that
normally have the same retention requirements.” (NY SARA Glossary
of Terms)
27. References
Hubley J. London: Macmillan; 1993. Communicating Health.
Abbatt F, McMahon R. London: Macmillan; 1993. Teaching Health Care
Workers, second edition.
Durosaro D.C (2007) management of Schoolrecords. The crafts of
Education manage D.C Durosaro, S. Ogunsaju (ed) Ilorin. Indemic print
media.
Akubue, A. U (1991) Classroomorganisation and manage A5-point, strategy
Nuskka publisher Ltd.
Olagboye, A.A (2004) Introduction to Educational management in Nigeria.
Ibadan: Daily graphics (Nigeria) limited
Yahaya L.A (2007) Records keeping. Guidance and counseling in junior
secondaryschools under universal basic education program Paper presented
at Workshop for principal vice principal and selected teachers on records
keeping, continuous assessment and management strategies in Kwara state
junior secondary schools.
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