This document discusses effective school management and discipline. It outlines various team structures and roles within a school's management arrangement. It emphasizes the importance of collective responsibility among staff for student learning and well-being. The document also discusses causes of disciplinary problems, types of issues that arise, and acceptable versus unacceptable ways for teachers to deal with misbehavior. It provides examples of easy ways to foster effective school discipline such as increasing parental involvement and establishing clear disciplinary policies.

1. Presentation on:
School Arrangement & Effective Discipline
School Management

2. Contents
 Management Arrangement
 School as Teams within a Team
 Management Roles
 Collectives Responsibility
 Merits and Demerits
 Effective School Discipline
 Ways of fostering School Discipline

3. Management Arrangement
 The Management Arrangements means set
out the arrangements for the strategic
management of the relationship between the
Authority and the Contractor.
 In a team ,management arrangement the
manager is a guiding hand to help the
members of the team work together to solve
problems but doesn’t dictate policy and the
entire team receives the reward of meeting
those goals.

4. Management Arrangement
School as Teams within a Team
 Organizing in teams for work distribution, management control, distribution
of task, information gathering and processing.
Types of Teams:
 Head of Department, Principal, Grade Teachers, Form Teachers,
 Teamwork produces greater output. Members believe they are relevant,
appropriate and necessary.
 Involves planning, vision and mission, school development planning or
strategic planning, communication, student needs, general administration.
 Curriculum leader, financial and resource manager.
 Leadership style very important.
 As change agent ,Teachers are leaders and managers in their own right.

5. Management Roles
Curriculum :
 Alignment or balanced
 Selection of content/subject matter
 Appropriately Timed
 Teaching method/style/technique
 Student assessment
 Teacher placement
 Classroom Management
 Student Needs /human growth

6. Human Resource Management
 Teachers – Recruitment, Training, Motivation, Maintaining student interest
 Effective administrator influences effective teaching and learning.
 Structures must be in place to deal with existence of vacancies to
appointment followed by induction, mentoring and appraising.
Co curricular Activities
 Crucial to the development of a holistic manner.
 Various supply all activities
 Proper supervision and Proper Planning
 Increase School Spirit and Motivation

7. Communication
 Sharing information and feedback from teaching and learning process– written,
spoken, electronic.
 Long, medium and short term.
 Extensive in all schools
 Two way process ,Discuss the barriers to communicate among teachers
Management of Resources and Finances
 Limited Resources
 Contribution from government, corporate sector, parents
 Fund Raising – Care, if excessive, detriment to teaching.
 Financial Management –accountability and management

8. Record Keeping
Administrative
 Teachers’ Records
 Students’ Records
 Personal Information
 Registration
 Finance and Resources Teachers
 Student Achievement ( homework, classwork, tests, exams)
 Storage (manual or electronic)
 Must be valid, reliable, confidentiality maintained.
 Moving to electronic saves time, more accurate, allows teachers more time for planning, teaching and
assessing.

9. Collective Responsibility
 Collective responsibility also known as collective guilt is a concept in which
individuals are responsible for other people’s action by tolerating ,ignoring
,or harboring them ,without actively collaborating in these action.
 It offers a versatile array of services , from original issues and value chain
research into relevant topics to your firm , to hosting seminars and events
informing your organization and your stake holders about sustainable
practice.
 Insight and analysis
 Communication
 Events

10. Collective Responsibility
COLLECTIVE RESPONSIBILITY FOR STUDENT LEARNING AND
WELLBEING
 The first work of leadership and staff is to take collective
responsibility and accountability for improving teaching,
learning and wellbeing.
 The first individual responsibility is to be an informed
collaborator with a bias for action.

11. Collective Responsibility
Staff work together to:
 Improve teacher and student classroom practice.
 Increase academically engaged time for students.
 Determine what a year’s worth of learning looks like for individuals and groups
 Plan next steps and interventions to support student learning and wellbeing.

12. Collective Responsibility
Merits of Collective Responsibility
 It offers workers a voice
 It helps increase wages and productivity
 It is a transparent process
 It helps in reducing labor problems to minimum and in maintaining pleasant
relations between labor and management.
 Collective responsibility helps to create a sense of job security among
employees .
 It establishes workable relationship between the staff and the management.
 It allows the protection of everyone’s rights and welfare.
 Everybody can engage in discussions to solve the problems.

13. Collective Responsibility
Demerits of Collective Responsibility
 It is time consuming
 The position taken by a union may not line up with the viewpoint if its
members.
 It only benefits to the workers who actually belong to a union.
 It can be financial burden.
 It can affect relationship between members.
 It allows employs to hold strikes.

14. Effective School Discipline
Effective school discipline is critical to promoting students' successful learning and
well-being. This guidance from NASP provides an evidence-based framework for
effective school discipline policies and practices that:
 Promote a positive school climate
 Reinforce positive and prosocial behaviors
 Promote school safety
 keep students in the classroom and out of the juvenile justice system
 Addresses and reduces disproportionality in exclusionary discipline practices

15. Effective School Discipline
 Discipline is controlled behavior. It constitutes the next important concern of
teachers as part of good management.
 No matter how well managed a learning environment is, students will
occasionally misbehave. Teachers must be ready to deal with them with
utmost care and consideration
Traditionally, with respect to school discipline, educators have had two distinct
aims:
 To help, create and maintain a safe, and orderly and positive learning
environment, which often requires the use of discipline to correct
misbehavior; and
 To teach or develop self-discipline

16. Some Causes of Disciplinary Problems
Unfavorable learning conditions
 The classroom may not be conducive to learning if it is:
 overcrowded with more than the regular number of students to a class.
 with poor lighting facilities and inadequate ventilation.
 with furniture and storage cabinets disorderly positioned, making the
collection and retrieval of tools less efficient.
 with inappropriate seating arrangement such that distractions can easily
occur
 near sources of noise which obstruct understanding of the lesson.

17. Teacher’s Poor management skills
 The teachers’ lack of adequate knowledge and skills in handling occurrences
of misbehavior likewise contribute to a trouble-prone setting.
Students’ varied background
 The students bring to the classroom a surprising record of individual
attitudes, interests and abilities.
 Said characteristics could be traced from their differences in:
a) family background,
b) physical and mental capacities
c) emotional traits among others.

18. Types of Student Disciplinary Problems
Students act out in a variety of ways, impacting their own ability to learn as
well as those around them. Some of the types of disciplinary problems that are
most common are:
 Disrespect - students speak and act in a disrespectful way to adults and
peers
 Defiance - students openly refuse to listen to adults or follow directions
 Bullying - students consistently intimidate others, often to make themselves
feel better
 Aggression - students become physically or verbally violent

19. How to Prevent Discipline Problems
To prevent discipline problems, teachers can implement group-oriented
methodologies such as:
1) Cooperative learning approach,
2) Team learning,
3) Peer tutoring, and
4) Group projects and collections.
5) Use varied teaching techniques
6) Develop patience, compassion, genuine respect and care for the students

20. Schools differ in how they achieve and maintain good discipline. Following are
some common practices.
 Discipline is the students’ responsibility. If they misbehave, the teacher
accepts no excuses. They must be ready for the consequences.
 Discipline is the teachers’ way of establishing a desirable student- oriented
environment for learning.
 Discipline is coupled with effective teaching strategies and techniques.
 Discipline is achieved through the effects of group dynamics on behavior.
 Discipline is believed to be the exclusive responsibility of the teachers.

21. Ways of Dealing with Discipline Problems
ACCEPTABLE AND EFFECTIVE:
 Use verbal rein-forcers that encourage good behavior and discourage bad
tendencies.
 Use nonverbal gestures, frown or a hard look to dissuade them from
mischiefs.
 Dialogues can help in discovering problems and agreeing on mutually
beneficial solutions
 Focus attention on one who is unruly and is about to disturb the neighbors.
 Award merits for good behavior and demerits for inconsistencies and lapses.
 A private one-on- one brief conference can lead to a better understanding of
mistakes that need to be remedied or improved.

22. Ways of Dealing with Discipline Problems
UNACCEPTABLE AND INEFFECTIVE
 Scolding and harsh words as a reprimand will have a negative effect on the
entire class.
 Nagging and faultfinding, together with long “sermons” are repugnant and
nasty.
 keeping a student in a “detention area” during or after classes as a penalty
for misbehavior is a waste of time and occasion for learning. The shameful
experience is not easy to forget.
 Denying a student some privileges due to unnecessary hyperactivity can all
the more encourage repetitions.
 Assignment of additional homework compared to the rest can make them
dislike the subject.
 Use of ridicule or sarcasm could humiliate and embarrass a student.
 Grades for academic achievement should not be affected due to

23. Effective School Discipline
Following are some easy ways to foster Discipline
 Increase Parental Involvement
 Create and Enforce a School wide Discipline Plan
 Establish Leadership
 Practice Effective Follow-Through
 Provide Alternative Education Opportunities
 Build a Reputation for Fairness
 Implement Additional Effective Schoolwide Policies
 Maintain High Expectations

24. Increase Parental Involvement
 Parents make a difference in student achievement and behavior.
 Schools should institute policies requiring teachers to contact parents
periodically throughout the year.
 Half-term or end-of-term reports are often not enough.
 Calling takes time, but parents can often provide solutions to difficult
classroom problems.

25. Create and Enforce a School wide Discipline Plan
 Discipline plans provide students with acknowledged consequences for misbehavior.
 Effective classroom management should include the dissemination and use of a discipline plan.
 Teacher training on implementation along with periodic reviews can encourage the consistent and fair
application of behavior standards.

26. Establish Leadership
 The actions of the principal and assistant principals form the basis of the
overall mood for the school
 If they consistently support teachers fairly implement the discipline plan,
and follow through on disciplinary actions, then teachers will follow their
lead.
 If they slack off on discipline, it becomes apparent over time and
misbehavior typically increases

27. Practice Effective Follow-Through
 Consistently following through on the action plan is the only way to truly
foster discipline in schools.
 If a teacher ignores misbehavior in the classroom, it will increase.
 If administrators fail to support the teachers, they could easily lose control
of the situation.
.

28. Build a Reputation for Fairness
 Students must believe that teachers and administrators are fair in their disciplinary actions.
 While some extenuating circumstances require administrators to make adjustments for individual
students, in general, students who misbehave should be treated similarly

29. Provide Alternative Education Opportunities
 Some students need controlled environments where they can learn without
distracting the wider school community.
 If one student continually disrupts a class and shows an unwillingness to
improve his behavior, he might need to be removed from the situation for the
sake of the rest of the students in the class.
 Alternative schools provide options for disruptive or challenging students.
 Moving students to new classes that can be controlled at the school level can
also help in some situations.

30. Implement Additional Effective School wide Policies
 Discipline in schools can evoke the image of administrators stopping fights
before they begin or dealing with hostile students in a classroom setting.
 Effective discipline begins with the implementation of school wide
housekeeping policies that all teachers must follow.
 For example, if a school implements a tardy policy that all teachers and
administrators follow, tardies will likely decrease.
 If teachers are expected to handle these situations on a case-by-case basis,
some will do a better job than others and tardies will have a tendency to
increase.

31. Maintain High Expectations
 From administrators to guidance counselors and teachers, schools must
institute high expectations for both academic achievement and behavior.
 These expectations should include messages of encouragement and means of
support to help all children succeed

32. Significance of discipline in school
 Discipline is not just a moral value but it is the most powerful virtue that is
necessary to be successful in life.
 One cannot achieve the goals of life without being disciplined. From a film
star to a sports person, it is discipline that takes them forward in life.
 Discipline is not learned in a day. It takes years to acquire this trait and the
best time to learn discipline is right from childhood. That is why schools play
a crucial role in imparting discipline and creating well-balanced individuals.
 Discipline is essential to maintain a learning environment in school
 It develops the students into strong individuals
 It gives them a teaching of a lifetime
 It leads to the social development of a child