Students and staff council
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The document discusses staff councils and student councils. A staff council consists of the headmaster and teachers, and advises the headmaster on academic and administrative matters. A student council provides leadership opportunities for students and allows them to engage with teachers on school issues. It often includes roles like president and treasurer. Student councils work to share student perspectives with teachers, organize fundraising and social events, and help maintain school discipline. They aim to produce ideal citizen leaders and give students experience in democratic processes and responsibilities.
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Staff council
The staff council is a group consisting of the headmaster and teacher representatives that advises the headmaster on academic and administrative matters at the school. It helps the headmaster lead by discussing problems like strikes, indiscipline, misbehaviors and disobedience. The staff council also creates a friendly atmosphere, plans events and supports teachers experiencing issues. Its major functions are to discuss discipline problems, advise on actions for misbehaving pupils, consider academic works, and plan festivals and co-curricular activities.
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This document discusses co-education, which is the education of boys and girls together in the same institute. It provides definitions and outlines the history of co-education, which was first introduced in Switzerland but is now popular worldwide. The document also discusses the impacts of co-education on youth, such as building confidence and cooperation skills. Additionally, it notes that while co-education is common in Pakistan, most parents there do not support it according to surveys. Finally, it states that Islam is not against co-education if Islamic values like hijab and limits on interaction are observed.
Co-curricular Activities Should Be Made Compulsary
The document discusses whether co-curricular activities should be made compulsory for entrance into local universities. While there are benefits such as developing social skills and leadership abilities, the author does not support making them compulsory as it could take away time from academics. Co-curricular activities are best encouraged to develop students' character, but not required for university entrance since academic performance should remain the top priority.
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The document discusses co-education, which is defined as the education of two genders in the same school, college or university. It was first introduced in Switzerland and has become popular in Europe and America, with Asian countries now also adopting this system. Supporters of co-education cite economical and sociological factors, arguing that it eliminates gender discrimination, allows open expression of views, and reduces costs compared to maintaining separate boys' and girls' schools. However, some criticize co-education as being against tradition and fear it could lead to immoral relationships. The document also discusses perspectives on co-education from Islam and quotes from a Greek philosopher in its favor.
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This document discusses co-education and compares it to international practices. It begins by defining co-education as educating males and females together. It notes co-education began in ancient Greece and is now common worldwide. The document then discusses the role and importance of co-education in students' lives by exposing them to both male and female role models. It also notes co-education is more economical for poorer countries that cannot afford separate schools. While it has advantages like developing mutual respect, it also has potential disadvantages like increased distraction and chances for unethical activities.
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A presentation on Co-Education (An open forum) topic. I tried my best to make it real/realistic. Picked some graphs from internet. It might help you out to present in your class too.
Coeducation concept(In Brief)
Co-education means educating boys and girls together in the same institution, imparting the same education without distinction of sex. It was first introduced in Switzerland and is now popular in countries like the US, UK, and Germany. Advocates argue it enhances social skills through cooperation and competition, while critics argue it could encourage immoral relationships and spoil children by being against some traditions. Overall, co-education can be effective if implemented carefully and with an understanding of both sexes.
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Staff council
The staff council is a group consisting of the headmaster and teacher representatives that advises the headmaster on academic and administrative matters at the school. It helps the headmaster lead by discussing problems like strikes, indiscipline, misbehaviors and disobedience. The staff council also creates a friendly atmosphere, plans events and supports teachers experiencing issues. Its major functions are to discuss discipline problems, advise on actions for misbehaving pupils, consider academic works, and plan festivals and co-curricular activities.
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This document discusses co-education, which is the education of boys and girls together in the same institute. It provides definitions and outlines the history of co-education, which was first introduced in Switzerland but is now popular worldwide. The document also discusses the impacts of co-education on youth, such as building confidence and cooperation skills. Additionally, it notes that while co-education is common in Pakistan, most parents there do not support it according to surveys. Finally, it states that Islam is not against co-education if Islamic values like hijab and limits on interaction are observed.
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The document discusses whether co-curricular activities should be made compulsory for entrance into local universities. While there are benefits such as developing social skills and leadership abilities, the author does not support making them compulsory as it could take away time from academics. Co-curricular activities are best encouraged to develop students' character, but not required for university entrance since academic performance should remain the top priority.
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The document discusses co-education, which is defined as the education of two genders in the same school, college or university. It was first introduced in Switzerland and has become popular in Europe and America, with Asian countries now also adopting this system. Supporters of co-education cite economical and sociological factors, arguing that it eliminates gender discrimination, allows open expression of views, and reduces costs compared to maintaining separate boys' and girls' schools. However, some criticize co-education as being against tradition and fear it could lead to immoral relationships. The document also discusses perspectives on co-education from Islam and quotes from a Greek philosopher in its favor.
Dr Sushi Singh Story
Dr. Sushi Singh has had a 22-year career in education and now focuses on corporate social responsibility advocacy. She holds a Ph.D. in environmental science and has worked to empower underprivileged women and rural communities through education initiatives. These have included establishing schools in remote areas and creating programs to promote literacy, health awareness, and vocational skills training to help women become self-sufficient entrepreneurs. Her goal is to continue using education and social work to make a positive impact.
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This document discusses co-education and compares it to international practices. It begins by defining co-education as educating males and females together. It notes co-education began in ancient Greece and is now common worldwide. The document then discusses the role and importance of co-education in students' lives by exposing them to both male and female role models. It also notes co-education is more economical for poorer countries that cannot afford separate schools. While it has advantages like developing mutual respect, it also has potential disadvantages like increased distraction and chances for unethical activities.
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A presentation on Co-Education (An open forum) topic. I tried my best to make it real/realistic. Picked some graphs from internet. It might help you out to present in your class too.
Coeducation concept(In Brief)
Co-education means educating boys and girls together in the same institution, imparting the same education without distinction of sex. It was first introduced in Switzerland and is now popular in countries like the US, UK, and Germany. Advocates argue it enhances social skills through cooperation and competition, while critics argue it could encourage immoral relationships and spoil children by being against some traditions. Overall, co-education can be effective if implemented carefully and with an understanding of both sexes.
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This document discusses co-education, which is defined as the education of boys and girls together in the same institute or class. It was first introduced in Switzerland. Supporters of co-education cite two main factors - the economical benefit of using existing infrastructure for both genders rather than building separate facilities, and the sociological benefit of training young people to interact naturally with both genders in the wider community. While co-education provides equal opportunities and a realistic social training, some disadvantages mentioned include potential immoral relations, overcrowding, and reluctance from some parents or due to religious beliefs.
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This document discusses the advantages and disadvantages of co-education in Pakistan. Supporters argue that co-education promotes understanding between genders, raises educational standards through competition, and prepares students for interacting with the opposite sex in future education and careers. However, others note that co-education can increase temptation between genders for both students and teachers. While co-education may be adopted at elementary levels, separate schooling for secondary and higher education is preferable to avoid promoting vulgarity in society.
Co education
The document discusses co-education, which is defined as the education of boys and girls together in the same institute. It was first introduced in Switzerland but has since become popular in many other countries and regions. The main advantages of co-education are that it fosters healthy competition, builds confidence, prepares students for the real world where they will work with both sexes, promotes respect for the opposite sex, allows for effective division of work, and is more economical. However, some disadvantages are that it can lead to lower concentration, immoral relations, unethical activities, overcrowded institutes, and influence teacher attitude.
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The document outlines a proposed model to improve primary education in rural India by establishing an oversight committee and departments to better manage resources, implement new teaching methods, provide vocational training, conduct career counseling, and generate community involvement and small business opportunities to increase funding and attendance. Key issues addressed include poor infrastructure, untrained teachers, rote learning, lack of awareness of benefits, and financial barriers preventing children from attending school.
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This document discusses the role of education in promoting religious and communal harmony in India. It begins by defining religion and examining the importance of religion in human life and society. It notes that religion can inculcate moral qualities like tolerance and equality. However, religious education needs to be implemented carefully to avoid promoting bigotry or narrow-mindedness. The document also examines the role of communities in education and how communities can both positively and negatively influence children's development. It provides recommendations for using religious education and communities to effectively promote national unity and development.
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Co-education means educating boys and girls together in the same institution. It was first introduced in Switzerland and is now popular in many countries like the US and Europe. Some societies support co-education for economic and sociological reasons, such as making use of existing infrastructure and training students for interactions between genders. However, others criticize it due to concerns about developing improper relationships and spoiling the morality of students. Overall, co-education can have benefits but also requires experienced staff and maturity from students.
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Co-education refers to the education of boys and girls together in the same institution. The ancient Greek philosopher Plato advocated for co-education and believed it fostered a spirit of camaraderie. While co-education was first introduced in Switzerland, it has since become popular in most of Europe and America. Supporters argue it is more economical and provides a realistic way of training young people for society by allowing them to naturally interact with both genders. However, conservative critics argue it goes against traditions and could promote improper relationships or corrupt the students. Proponents counter that Islam does not forbid co-education if Islamic values like gender separation and limits on interaction are observed. Overall, there are reasonable arguments on both sides and
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2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
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Co-education involves educating boys and girls together in the same institution. It was first introduced in Switzerland and has since become popular in Europe and America. Supporters argue it has economic benefits by making efficient use of infrastructure and allows boys and girls to socialize and learn from each other's perspectives. However, critics argue it could promote improper relationships and negatively impact moral development. While some religious restrictions and cultural norms exist, proponents counter that co-education can be implemented in an Islamic way by maintaining gender separation and values. Overall, there are reasonable arguments on both sides, and it may be possible to implement co-education effectively with the right precautions and policies in place.
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Co-education affects students' academic performance. The document discusses the origins and adoption of co-education in various countries including Pakistan. It outlines the research objectives to understand students' perceptions of co-education's effects on lifestyle and academic performance. A survey of 70 students at a university in Lahore assessed views on topics like healthy competition, confidence, and satisfaction with co-education. Analysis found most students believe co-education promotes confidence and is an appropriate system when a proper study atmosphere exists.
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The document discusses co-education in Pakistan. It defines co-education as the education of boys and girls in the same institute. It notes that while co-education was first introduced in Switzerland, it has now become popular in most of Europe and America. Supporters argue it has economic and sociological benefits, but critics argue it goes against tradition and could promote improper relationships. The document also discusses people's preferences in Pakistan, with most parents not supporting co-education.
co-education
The document discusses co-education and provides context on its history and introduction. It defines co-education as a system that provides mixed-gender education. In ancient times, co-education existed in Sparta where boys and girls studied and played together. Supporters argue it has economical benefits by utilizing existing infrastructure and is suitable for underdeveloped countries. Co-education also allows students to gain social maturity through interaction and helps eliminate differences between genders. While it has advantages like equal opportunities and healthy competition, disadvantages include potential lack of focus due to attraction between sexes and romantic relationships forming between classmates. Overall, the document argues that if students approach co-education positively and are properly guided, it can be an effective system.
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This document provides guidance for teachers on a unit about adult education. The unit aims to raise awareness of the problem of adult illiteracy in India and have students develop strategies to increase adult education in their communities. Some key points are:
- 45% of Indian adults are illiterate according to government data, while NGOs estimate it is closer to 50 million.
- Adult illiteracy leads to exploitation of laborers and an inability to fight for their rights.
- Students will research causes of adult illiteracy, analyze local data, develop awareness campaigns and strategies to increase adult education enrollment.
- Students will make presentations to community leaders and organize rallies to encourage more adults to enroll in education programs.
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This document discusses the impact of collaboration between home, school, and community on student achievement. It outlines that active parent participation is a significant factor in student development. Home-school collaboration can result in higher academic achievement, improved behaviors, and increased graduation rates and college attendance. Effective collaboration between home, school, and community is important to create a holistic learning environment for students. Schools need community support through volunteers and funding to help meet students' social, economic, and family needs in addition to academic needs. Collaboration requires flexibility, compromise, trust, respect, and sharing. Barriers to collaboration include professional differences, pragmatic issues like scheduling, and conceptual or attitudinal differences developed over time.
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The document discusses co-education in Pakistan. It defines co-education as the education of boys and girls in the same institute. While most countries have adopted co-education, it remains a controversial issue in Pakistan. Supporters argue it promotes healthy competition and confidence, while critics argue it could lead to immoral relationships or negatively impact youth. A survey found most students believe co-education develops confidence, but some have concerns about its effects. The document concludes co-education can be appropriate from an Islamic perspective if schools provide a positive environment and students observe proper gender interaction guidelines.
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The document provides information about education and co-curricular activities in different countries including India, China, Egypt, Australia, and the UK. It discusses key differences in approaches to education between Western countries and India, with Western education focusing more on learning and career interests while Indian education prioritizes job prospects, status, and marriage. The document then outlines common co-curricular activities and differences in education systems across the various countries.
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Co-education means educating boys and girls together in the same institute. It has economic benefits as it is less costly than operating separate schools for boys and girls. It also has sociological benefits, as it eliminates gender differences and allows boys and girls to build confidence by studying together, as long as Islamic rules like hijab are followed to avoid inappropriate relations.
Read Ch5. There are 3 Questions Put the Questions on top of each
Read Ch5
. There are 3 Questions: Put the Questions on top of each one. Have to make it good. 200+ words
0--No summary or summary is not on topic.
0.5--On topic with no reference or connection to the week's readings.
1--On topic and includes a reference to the week's readings.
1. How might an administrator help inform his/her staff on the importance of community relations?
2. What steps might be taken with all members of a staff to discuss and model effective messaging for students, parents, community, etc.?
3.You have been asked to give a workshop to new school board members on their role in school–community relations. What points would you cover in your presentation?
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After completing this chapter you should be able to …
■ Distinguish the key organizational and administrative structures that characterize successful programs.
■ Identify the roles boards play in contributing to school–community relations success.
■ Identify the roles administrators play in contributing to school–community relations success.
■ Define the standards for education public relations practitioners.
■ Outline methods for delivering training and support to staff to foster the development of skills essential to their communication roles.
Setting up a school–community relations program means paying attention to organization and determining who is responsible for what. What is the role of the board of education? What do the superintendent and the administrative team need to do? How about the person appointed to be in charge of the operation? What kind of organizational plan will be developed? Which administrators and supervisors are responsible for which parts of the program? How much money will be allocated to the school–community relations effort? An important component must be clearly outlined: the role of teachers and support staff.
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Board members must constantly remember that the schools are owned by the people: taxpayers. The community expects the children sent to the schools to learn effectively, and the community members pay the bills to keep the schools running. In most districts, people elect representatives to govern the schools they own. They should, therefore, be kept informed on a regular basis about how money is being spent and how effective the education being provided is.
How people feel, what they believe, and how they act toward the school, its officers, proposals, and programs can be summed up in the term public opinion. Public opinion is that intangible but powerful force in American life that influences all that is done in public affairs. A school board must know something about the nature of public opinion in order to run a good school system. If it fails to do what the public wants, sharp criticism follows. If it moves too far ahead of public opinion, it invites opposition. If board members confuse their own interests with those of the pub ...
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This document discusses co-education, which is defined as the education of boys and girls together in the same institute or class. It was first introduced in Switzerland. Supporters of co-education cite two main factors - the economical benefit of using existing infrastructure for both genders rather than building separate facilities, and the sociological benefit of training young people to interact naturally with both genders in the wider community. While co-education provides equal opportunities and a realistic social training, some disadvantages mentioned include potential immoral relations, overcrowding, and reluctance from some parents or due to religious beliefs.
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This document provides an analysis of the role of education in society. It discusses what education and society are, and the relationship between the two. The key role of education is to make better citizens by teaching skills, etiquette, and rules to help social organization. An educated populace helps a country progress through awareness, confidence, ensuring a bright future, and contributing skills. Overall, education plays a major role in developing individuals and society by transferring cultural knowledge between generations and establishing social hierarchies.
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This document discusses the advantages and disadvantages of co-education in Pakistan. Supporters argue that co-education promotes understanding between genders, raises educational standards through competition, and prepares students for interacting with the opposite sex in future education and careers. However, others note that co-education can increase temptation between genders for both students and teachers. While co-education may be adopted at elementary levels, separate schooling for secondary and higher education is preferable to avoid promoting vulgarity in society.
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The document discusses co-education, which is defined as the education of boys and girls together in the same institute. It was first introduced in Switzerland but has since become popular in many other countries and regions. The main advantages of co-education are that it fosters healthy competition, builds confidence, prepares students for the real world where they will work with both sexes, promotes respect for the opposite sex, allows for effective division of work, and is more economical. However, some disadvantages are that it can lead to lower concentration, immoral relations, unethical activities, overcrowded institutes, and influence teacher attitude.
Pioneers
The document outlines a proposed model to improve primary education in rural India by establishing an oversight committee and departments to better manage resources, implement new teaching methods, provide vocational training, conduct career counseling, and generate community involvement and small business opportunities to increase funding and attendance. Key issues addressed include poor infrastructure, untrained teachers, rote learning, lack of awareness of benefits, and financial barriers preventing children from attending school.
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This document discusses the role of education in promoting religious and communal harmony in India. It begins by defining religion and examining the importance of religion in human life and society. It notes that religion can inculcate moral qualities like tolerance and equality. However, religious education needs to be implemented carefully to avoid promoting bigotry or narrow-mindedness. The document also examines the role of communities in education and how communities can both positively and negatively influence children's development. It provides recommendations for using religious education and communities to effectively promote national unity and development.
Coeducation 110525142225-phpapp02
Co-education means educating boys and girls together in the same institution. It was first introduced in Switzerland and is now popular in many countries like the US and Europe. Some societies support co-education for economic and sociological reasons, such as making use of existing infrastructure and training students for interactions between genders. However, others criticize it due to concerns about developing improper relationships and spoiling the morality of students. Overall, co-education can have benefits but also requires experienced staff and maturity from students.
CO_EDUCATION..
Co-education refers to the education of boys and girls together in the same institution. The ancient Greek philosopher Plato advocated for co-education and believed it fostered a spirit of camaraderie. While co-education was first introduced in Switzerland, it has since become popular in most of Europe and America. Supporters argue it is more economical and provides a realistic way of training young people for society by allowing them to naturally interact with both genders. However, conservative critics argue it goes against traditions and could promote improper relationships or corrupt the students. Proponents counter that Islam does not forbid co-education if Islamic values like gender separation and limits on interaction are observed. Overall, there are reasonable arguments on both sides and
Home based education
1. The document discusses a proposed amendment to the Right of Children to Free and Compulsory Education Act 2009 in India that would make home-based education a legal option for children with severe and multiple disabilities.
2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
Coeducation 110525142225-phpapp02
Co-education involves educating boys and girls together in the same institution. It was first introduced in Switzerland and has since become popular in Europe and America. Supporters argue it has economic benefits by making efficient use of infrastructure and allows boys and girls to socialize and learn from each other's perspectives. However, critics argue it could promote improper relationships and negatively impact moral development. While some religious restrictions and cultural norms exist, proponents counter that co-education can be implemented in an Islamic way by maintaining gender separation and values. Overall, there are reasonable arguments on both sides, and it may be possible to implement co-education effectively with the right precautions and policies in place.
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Co-education affects students' academic performance. The document discusses the origins and adoption of co-education in various countries including Pakistan. It outlines the research objectives to understand students' perceptions of co-education's effects on lifestyle and academic performance. A survey of 70 students at a university in Lahore assessed views on topics like healthy competition, confidence, and satisfaction with co-education. Analysis found most students believe co-education promotes confidence and is an appropriate system when a proper study atmosphere exists.
co eduction system in pakistan....chheena
The document discusses co-education in Pakistan. It defines co-education as the education of boys and girls in the same institute. It notes that while co-education was first introduced in Switzerland, it has now become popular in most of Europe and America. Supporters argue it has economic and sociological benefits, but critics argue it goes against tradition and could promote improper relationships. The document also discusses people's preferences in Pakistan, with most parents not supporting co-education.
co-education
The document discusses co-education and provides context on its history and introduction. It defines co-education as a system that provides mixed-gender education. In ancient times, co-education existed in Sparta where boys and girls studied and played together. Supporters argue it has economical benefits by utilizing existing infrastructure and is suitable for underdeveloped countries. Co-education also allows students to gain social maturity through interaction and helps eliminate differences between genders. While it has advantages like equal opportunities and healthy competition, disadvantages include potential lack of focus due to attraction between sexes and romantic relationships forming between classmates. Overall, the document argues that if students approach co-education positively and are properly guided, it can be an effective system.
Student councils
Student councils in Greek secondary schools and the last three years of primary school are elected each year to introduce students to democracy. There are elections for a 5-member class council and 15-member school council. The councils address practical classroom and school issues to serve as a link between teachers and students. They may provide input on disciplinary actions and help organize school activities. It is their duty to ensure new students are welcomed and integrated into the school community.
Adult education
This document provides guidance for teachers on a unit about adult education. The unit aims to raise awareness of the problem of adult illiteracy in India and have students develop strategies to increase adult education in their communities. Some key points are:
- 45% of Indian adults are illiterate according to government data, while NGOs estimate it is closer to 50 million.
- Adult illiteracy leads to exploitation of laborers and an inability to fight for their rights.
- Students will research causes of adult illiteracy, analyze local data, develop awareness campaigns and strategies to increase adult education enrollment.
- Students will make presentations to community leaders and organize rallies to encourage more adults to enroll in education programs.
Illiteracy
Illiteracy is a major problem in Pakistan, where the overall literacy rate is only 58% and female literacy is just 26%. Illiteracy has many negative consequences for both individuals and society, such as unemployment, poverty, low civic participation, and increased crime rates. To reduce illiteracy in Pakistan, the government needs to increase education funding, build more schools especially in rural areas, improve teacher training, and make education more affordable and accessible for all.
Impact of home-school-community collaboration
This document discusses the impact of collaboration between home, school, and community on student achievement. It outlines that active parent participation is a significant factor in student development. Home-school collaboration can result in higher academic achievement, improved behaviors, and increased graduation rates and college attendance. Effective collaboration between home, school, and community is important to create a holistic learning environment for students. Schools need community support through volunteers and funding to help meet students' social, economic, and family needs in addition to academic needs. Collaboration requires flexibility, compromise, trust, respect, and sharing. Barriers to collaboration include professional differences, pragmatic issues like scheduling, and conceptual or attitudinal differences developed over time.
co education by Waseem Abbas
The document discusses co-education in Pakistan. It defines co-education as the education of boys and girls in the same institute. While most countries have adopted co-education, it remains a controversial issue in Pakistan. Supporters argue it promotes healthy competition and confidence, while critics argue it could lead to immoral relationships or negatively impact youth. A survey found most students believe co-education develops confidence, but some have concerns about its effects. The document concludes co-education can be appropriate from an Islamic perspective if schools provide a positive environment and students observe proper gender interaction guidelines.
Co curricular activities
The document provides information about education and co-curricular activities in different countries including India, China, Egypt, Australia, and the UK. It discusses key differences in approaches to education between Western countries and India, with Western education focusing more on learning and career interests while Indian education prioritizes job prospects, status, and marriage. The document then outlines common co-curricular activities and differences in education systems across the various countries.
Co education
Co-education means educating boys and girls together in the same institute. It has economic benefits as it is less costly than operating separate schools for boys and girls. It also has sociological benefits, as it eliminates gender differences and allows boys and girls to build confidence by studying together, as long as Islamic rules like hijab are followed to avoid inappropriate relations.
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0--No summary or summary is not on topic.
0.5--On topic with no reference or connection to the week's readings.
1--On topic and includes a reference to the week's readings.
1. How might an administrator help inform his/her staff on the importance of community relations?
2. What steps might be taken with all members of a staff to discuss and model effective messaging for students, parents, community, etc.?
3.You have been asked to give a workshop to new school board members on their role in school–community relations. What points would you cover in your presentation?
Chapter 5 Administering the Program
After completing this chapter you should be able to …
■ Distinguish the key organizational and administrative structures that characterize successful programs.
■ Identify the roles boards play in contributing to school–community relations success.
■ Identify the roles administrators play in contributing to school–community relations success.
■ Define the standards for education public relations practitioners.
■ Outline methods for delivering training and support to staff to foster the development of skills essential to their communication roles.
Setting up a school–community relations program means paying attention to organization and determining who is responsible for what. What is the role of the board of education? What do the superintendent and the administrative team need to do? How about the person appointed to be in charge of the operation? What kind of organizational plan will be developed? Which administrators and supervisors are responsible for which parts of the program? How much money will be allocated to the school–community relations effort? An important component must be clearly outlined: the role of teachers and support staff.
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Board members must constantly remember that the schools are owned by the people: taxpayers. The community expects the children sent to the schools to learn effectively, and the community members pay the bills to keep the schools running. In most districts, people elect representatives to govern the schools they own. They should, therefore, be kept informed on a regular basis about how money is being spent and how effective the education being provided is.
How people feel, what they believe, and how they act toward the school, its officers, proposals, and programs can be summed up in the term public opinion. Public opinion is that intangible but powerful force in American life that influences all that is done in public affairs. A school board must know something about the nature of public opinion in order to run a good school system. If it fails to do what the public wants, sharp criticism follows. If it moves too far ahead of public opinion, it invites opposition. If board members confuse their own interests with those of the pub ...
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Navigating cps
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This document discusses power and authority in education systems. It begins with an overview of how hierarchies of power and authority affect education, leading to important questions about operating ethically and legally. It then outlines several sub-topics, including empowering students, teachers unions, teaching for equity, the effects of poverty on education, and state-level administration and policy. For each sub-topic, it provides background information and discusses relevant issues through references to additional sources.
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Allowing students to rate their teachers could have benefits. Students have first-hand experience in the classroom and can provide feedback on a teacher's teaching ability, subject knowledge, and ability to engage and connect with students. Their feedback could help identify both good teachers and those needing improvement, leading to better quality of education. However, there are also concerns such as students grading teachers poorly due to personal dislikes rather than objective evaluation of teaching. Overall, student ratings may help improve teacher quality if implemented with safeguards against purely subjective ratings.
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The document discusses the need for inclusive education (IE) in light of the Rights of Persons with Disabilities Act. It outlines the key principles of IE, including that all children can learn and participate in regular classrooms. IE provides benefits like higher expectations, opportunities to develop friendships and community participation. Effective inclusive schools establish high learning expectations and support for students. Barriers to inclusion include attitudinal, environmental, and institutional factors as well as issues like inappropriate curriculum and untrained teachers. The scheme for Inclusive Education at the Secondary Stage aims to enable students with disabilities to complete secondary education in an inclusive environment through support like assessments, aids, teacher training, and removal of architectural barriers.
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Students and staff council
- 1. STAFF COUNCIL ANDSTAFF COUNCIL AND STUDENT COUNCILSTUDENT COUNCIL O P FOUSIYAO P FOUSIYA Asst. Prof. in EducationAsst. Prof. in Education ATCWATCW fousimohd76@gmail.com 1
- 2. Staff Council Staff council is a group of Headmaster and Teachers. The headmaster is the chief executive of the school. He should consult the staff members regarding academic and administrative matters. fousimohd76@gmail.com 2
- 3. The staff council will consist of the headmaster and representatives of the teacher. It will help the headmaster to lead while the problems confronted by the school such as strike, indiscipline, misbehaviours and disobedience. This gradually establishing the feeling of belonging which will create a cordial (friendly) atmosphere in the school. To be more democratic in administration it is advisable to organize a staff council to advise the head maste fousimohd76@gmail.com 3
- 4. The major functions of the staff council • To discuss problems of discipline and advise the headmaster on how to solve this. • To advise the headmaster regarding action to be taken against pupils for misbehaviors fousimohd76@gmail.com 4
- 5. • To provide information regarding problems relating to working condition and advise the headmaster in that repeat. • To advise the management on step to be taken for the development of the school. • To asses academic work periodically. • To plan important festivals and celebrations and other co- curricular activities. • To support the teacher whenever he experience problems and difficulties. fousimohd76@gmail.com 5
- 6. Student’s Council A student council (also known as a student union or associated student body) is a curricular or extracurricular activity for students within elementary and secondary schools around the world. Student councils often serve to engage students in learning about democracy and leadership, as originally espoused by John Dewey in Democracy and Education (1917). fousimohd76@gmail.com 6
- 7. Operation of student’s council. The structure of an elementary student council may include a president, a vice president, secretary, treasurer, sergeant of arms, fundraising officer, historian, boys’ rep, and girls’ rep. These roles may be assigned or voted on, either within the student council or by the entire student body. They may also reflect descending grade-levels, with the president in the oldest grade, and so forth. Secondary school governments often have more independence and power than younger governments. fousimohd76@gmail.com 7
- 8. Often a student government is overseen by a sponsor, which is usually a teacher at that particular school. Most junior or middle school student councils have a constitution of some sort and usually do not have a judicial branch. fousimohd76@gmail.com 8
- 9. Compared to elementary school councils, junior high and high school councils generally have fewer people. In some schools, a student council representative is assigned to each class. That person passes on requests, ideas and complaints from students in that class to the student council. In other schools, the elected Class Officers are automatically members of the student council fousimohd76@gmail.com 9
- 10. Functions of students’ council The student council helps share students’ ideas, interests, and concerns with teachers and school principals. They often also help raise funds for school-wide activities, including social events, community projects, helping people in need and school reform. Most schools participate in food drives, fundraisers and parties. fousimohd76@gmail.com 10
- 11. • Many members learn skills that were an extension of their formal education. • They should share with their teachers the burden of work in the school by forming committees of discipline, literacy activates, culture; functions and sports etc. even now in many schools no provision has been made for students committees. fousimohd76@gmail.com 11
- 12. • In such schools committees should be established and the students should be gradually given the opportunity to take up responsibilities • A student council can be do many thing for the school with assistance of such committees fousimohd76@gmail.com 12
- 13. • The aim of producing ideal citizens for such democratic set up can be realized through student councils. • Student councils usually do not have funding authority and generally must generate their operating funds through fundraisers such as car washes and bake sales Some student councils have a budget from the school, along with responsibility for funding a variety of student activities within a school. fousimohd76@gmail.com 13
- 14. The student council is functioning with the following objectives • To give various opportunities to students to actively take part in different curricular and co-curricular activities. • To share the burden of teacher to maintain discipline fousimohd76@gmail.com 14
- 15. Advantages of Students Council • It will help the teachers by sharing responsibilities. • It will provide opportunities to student to take part in school activities. • It will help maintaining discipline. • It will make teacher pupil relation friendly fousimohd76@gmail.com 15
- 16. THANK YOU ALL…..THANK YOU ALL….. fousimohd76@gmail.com 16