Unit No.

Concept of Management In School

Management is a fundamental instrument in all organizations.
It lays major emphasis on the interaction of people both inside
and out side the educational institutions or organizations.
To be called an educational manager is to be placed in a
position from which one has to ensure change in other
people's behavior patterns, purpose of achieving the
educational objective instructed to him.
The management techniques employed in education in the
past were probably well enough suited to a small size system
in the limited objectives it fulfilled. The rapid expansion and
changes that have been taking place in the education have
led to public authorities, assuming an increasing role in
managing educational institutions. They have an extremely
difficult and complex task on their hands. They have to solve
the problems of:
Defining the purposes of education

THE CONCEPT OF SCHOOL MANAGEMENT

MEANING OF MANAGEMENT:
It is a social process, which is designed to ensure cooperation, participation, intervention and involvement of
others in the effective achievement of a given or determined
objective.
Management is a fundamental instrument and economical
use of time, money and material. It is the process by which
the manager can change the behavior of his/her co-workers to
achieve the objectives of the organization.
There are some more definitions of management in the
following:
"Getting things done through other people".
"Management is a distinct process consisting of activities of
planning organizing, actuating and controlling, performed to
determine and accomplish stated objectives with the use of
human being and other resources".
"An active exercise for development of practices and
procedures which suit to the environment in which an
organization functions."
"Management seeks from its environment and climate method
of organization that can bring about changes suited to new
demand."
"Managers are people who do the things right, leaders are
people who do the right things."

The conflict between invasion and tradition.

The tension between different sections of staff and

students.
Attaining a balance amongst different objectives of
education at each stage.
So educational management must be organized on a
systematic basis of implementation, with every thing that
implies in the exchanges with the environment and with
officials from the Ministry of Education, that is why,

Management is considered as a process of planning,

organizing and control of educational activities.

3.
Discipline
It means a condition of work arranged in the most orderly
manner. In every office of the world particularly in the school
management there must be discipline, in which both the
senior and junior respect each other in order to keep and hold
friendly relationship and atmosphere during the work. For
establishment and maintenance of discipline, a good
leadership must be provided to a staff.

FAYOL'S PRINCIPLES OF MANAGEMENT

1.
Authorities and Responsibility
Authority means power to command and responsibility means
someone accountable of something. These both are
counterpart to each other, without which no one will pay full
attention to management. In school authority can be used to
gain the objectives or goals.
As responsibility is the counterpart of authority, therefore, in
school the manager or the principal can not use his authority
without responsibility. If he has any responsibility in the
school, he must use his authority given to him. Similarly, a
Principal is the chief of a school and he is responsible for any
loss or any other mistake. Therefore, he must use his
authority.

4.
Equality
It means equal treatment, kindness and justice with the
subordinate's staff by the superior and obedience, respect
and devotion with the superior by the subordinate's staff.
5.
Esprit De Corps
It is a French phrase which means "Union is Strength" so to
get the best result of the work, this principle should be
adopted, because it creates spirit of working and co-operation
and it gives a new birth to school management.

2.
Division Of Work:
It means to divide the work of management among suitable
workers according to their qualification in order to bring speed
and efficiency in the work. In small schools a single person
accomplishes the whole work where as in large schools there
is a suitable and a particular person for every particular work.
In such large schools there is a separate section for each
work in which the existed staff works under a head that is
responsible and accountable for his section.

6.
Initiative
It means to take the first step for others to follow. It is very
essential for the growth of school management; therefore,
encouragement should be given to the workers.
7.
Order
It means a right place for everyone and everyone at its right
place. This principle is very important for school management
because due to this principle everyone gets a suitable place
2

or designation according to his or her qualification and

experience.

12.
Unity of Command
It means command comes out from one authority and all
inferiors or subordinates have to obey such command or
authority without any resistance.
In the school order or command comes out from the principal
and then transmitted to lower staff with the help of assistant
principal, who is the in charge of the section. Thus one
supervises each employee.

8.
Remuneration
It means, 'equal work for equal pay" reward that is the salaries
of the employees be according to their work. Similarly the
method of payment to employees should be clear and fair in
order to bring speed and efficiency in the work.
9.

Subordination of Individual Interest To Genera/

Interest
It means that individual interest should be and must be
subordinated for the sake of common and collective goals and
objectives. The basic purpose of this principle is the
development of the of organization.

13.
Unity of Direction
It means directions or instructions issued from one source of
authority in order to proceed the work in the desired direction.
In the school the principal issues the instruction to the
professional staff with the help of assistant and thus only one
authority or instructor instructs each employ.

10.
Scalar chain
It means that authority and responsibility flow in an unbroken
line from highest executives to the lowest rank. Similarly,
order and instruction flow from top to bottom.

IMPORTANCE OF MANAGEMENT
A manager's role is to set goals and aims and mobilize the
resources of men and women, materials, machines, methods,
money and markets to accomplish the desired results with in
predetermined constraints of time, effort, and cost.
We are all managers of our own lives and the practice of
management is found in very facet of human activities,
schools, businesses, religions, government, union, armed
forces and families.
Management brings order to endeavors by combining
isolated events and dies-jointed information into

11.
Stability Of Tenure Of Personals
It means continuity in promotion of the staff. It brings
prosperity and satisfaction for them.
Stability of staff is of prime importance and filling up some
position in the school can do it with suitable persons who will
stay in the school for a specific period of time and after this
time there should be promotion for them.

meaningful relationship. This relationship then works to

solve problems and accomplish goals.
Management makes human efforts more productive. It
brings better equipment, plants, offices, products,
services and human relations to our society.
Improvements and progress are its constant
watchwords.
There is no substitute for good management. We should
therefore learn to recognize and influence the quality of
management that affects our lives.

b)

c)

d)

e)
What is Organization?
Organization' is a formal relation, co-ordination and cooperation between various activities.
When two or more than two individuals struggle for common
goals, and objectives, it forms an organization. This type of
struggle may be temporary or permanent. Organization
usually contains distribution of work, communication and
discipline. The success of organization depends on
achievement of objectives/ goals and the standard of work.

It means a pre-planned programmed for an institute to

run it in a pleasant, peaceful and educational
atmosphere according to the prescribed curriculum.
To perform all the activities of an educational institute
in an organized way that an individual may be able to
achieve the goals of education.
To organize and arrange all the activities of the school
in such a way that the growth of the individual may
take place according to his/her natural tendency and
abilities.
To arrange all the activities of the school with a mutual
Cooperation and understanding. This will lead to better
training of the individual.

Modem Concept of School Organization

School is a vital source of formal education. It is an institute,
which fulfils the needs and requirements of the society. In
school the awareness of values, culture and ideas are
created in the students.
In fact, school is a miniature society. It reflects all the
problems of society. Thus school is a center of cultural life of
society.
Actually organization is an art with the help of which we coordinate various activities.

Meanings
a)
Organization means way of arranging. How to arrange
the various materials present inside the school. How
these can be used in a better way for promoting the
Educational system inside the educational institute.

According to H.G.Stead:
"Organization is an institute through which we reach the goal."
Organization is not a goal in itself but it is a source to reach
the goal.

social process. Thus it is the first principle of school

organization to protect social values.
2.
Achievement of specific aims:
The school must monitor its specific aims, for example, in
Pakistan the aim of education is to make teaching effective.
Thus the school must organize these activities on the basis of
which they can reach their goals and these activities must be
suggested according to the organization of the school. Thus
achievement of specific aims is the second principle, is to
develop love with the ideology of Pakistan.

According to Sears:
"Organization is like a machine, which helps in doing work. It
contains individuals, sources and resources, ideas and
beliefs, rules and regulations as their parts. Thus they are
collectively called parts of organization. This machine is either
perceptual or dependent upon the human desires."
For effective administration, organization is necessary. It acts
as a preface for any activity and plays a motive role. It helps
the teachers in using their capabilities and consistence in
various parts of a school. It is a vital fact that the basic aim of
organization is to complete a work. For this purpose human in
schools are organized and distributed as staffs, distribution of
sources and resources, building, furniture, equipments and
timetable etc. in the organization of school.
In short the basic function of organization is to do useful work
like a machine.

3.

Principle of keeping in mind The interest

of individual differences of children
Students from various categories take admission in school.
They vary from one another in ability, intelligence and
interests. Thus the school Administrator must keep in mind
these factors. For this purpose the school performs various
activities due to which every one get opportunity to develop
their innate potentialities. Thus it is the quality of school
organization.

PRINCIPLES OF SCHOOL ORGANIZATION

4.
Co-operation with society:
According to this principle, there must be co-operation with
society. A school can never go through progress until the
individuals of the society develop positive attitude toward the
school. The co-operation of society with school is must

1.
Protection of social values:
The school organization must be a preventive of general and
specific aims of a society. It is because school is a component
of the society. Its duty is to help the society and fasten the

because due to the help of society, the student's capabilities

can be improved. Thus the organization must be democratic.

1O. Professional Growth:

Teachers and other workers should be provided in-service
training facilities for better performance.

5.
The organization must be flexible:
The school organization must be flexible and balanced
because changes appear in human needs and activities with
the passage of time. These changes also effect the school
activities. A school, which doesn't paralyze the social
changes, can never achieve the goal. Thus it is necessary
that organization should be based on the principle of stability.

11.
Accountability:
The analysis of the activities of the staff gives a positive result
to organization. This principle will encourage hard worker and
a sign of alertness for the rest.
12.
Simplicity:
Medium, instruction should be given in an easy and simple
medium/way instead of complex or complicated manner.

6.
Comprehensiveness:
An organization can be only succeeded, when the planner
keeps each and every aspect of an activity. This skill gives a
clear picture to organization.

13.
Reforms/Amendment:
There should be a door for reforms and amendments for the
betterment of school and society.

7.
Purposive ness:
The aims and objectives of an organization must be clear to
every one that he can achieve his goal as soon as possible.

SCOPE OF SCHOOL ORGANIZATION:

1.
Organization of School Life:
A school should first and foremost be a co-operative society.
Co-operation between headmaster and staff, among
members of the staff, between headmaster and pupils,
between teachers and pupils and between school and
Parents, should be emphasized. Our organization is a mean
to secure the smooth and efficient running of this co-operative
society. L.P. Jacks says that the most precious art in the world
is that by which crowds can be turned into communities and
the school is undoubtedly the first and the foremost agency,

8.
Utility:
The principle shows that utilize each facility, which you have
for achieving your objectives. If you have the skill of utilizing
your resources you must succeed.
9.
Adaptability:
Adaptability can facilitate our activities. The power of
adaptability is the key of a successful organization.

which can perform this duty most efficiently. The school with a
community life of its own is an excellent training ground for
children. When a child cannot live in this small organization on
a co-operative basis, how can we expect that he will be able
to pull on well in a very complex world where co-operation is a
necessity?

3.

4.

2.
Relationship of the School and the Community:
The school bears the most intimate relationship with
community. The modern idea is to consider the school as a
community center. Education is not to be regarded as an
isolated activity, but it is related to life at all points. According
to K.G. Saiyidain the school is an "idealized epitome" of
school life reflecting within it the elements of all the wrathful
major activities that make up the work of society. It is wrong to
think that education in a school is the exclusive responsibility
and privilege of teachers. It is the business of the whole
society.-Teachers should find ways and means in attracting
the society to the school.
1.

2.

The co-operation of the parents should be

secured in
school activities. They may be
encouraged to visit the school during school
hours and may not only observe but participate
in its activities whenever there is an opportunity.
Invitation to the school social functions should
be sent to parents. Besides this the parent
teachers associations should be encouraged. In
short the school authorities should try to have a
constant flow of ideas from the society to the
school and from school to society.

3.
Co-Curricular Activities:
One of the important activities of the school organization is
training its pupils in the gracious art of living. That the art of
living is a much more comprehensive concept than the
organization of knowledge. It includes training in the habit and
graces of social life and the capacity for co-operative work, it
calls for patience, and temper sincerity, fellow-feeling and
discipline. These can only be cultivated in the context of
social life and the many curricular and co-curricular activities
that must find a recognized place in every good school.

The school can become a social centre for the

adults in the evening. They can therefore feel
that the school belongs to them as much as to
the younger people.
The co-operation of the adult members can be
secured by associating them with the governing
body of the school.

4.
The School Curriculum:
Our most important object of school organization is achieved
through proper curriculum, the primary objective of which is
the transmission of tradition and preparation of social ideals.
It is a sad commentary on the education of Pakistan that the
7

ideology, culture, myth and religion, and arts have found no

prominent place in our schools. Schools should not be mere
mirrors of society but should be critics of society as well. In
the interests of proper education, therefore, it is imperative
that the curriculum be modified in terms of Pakistani culture.
In all curriculums planning the teacher must be consulted. A
curriculum development programmed should include much
emphasis on the classroom environment, the nature of pupilteacher relationship, and teaching procedures.

e)

Close Relationship between Teachers and

Students:
In an organized school the teacher has close
contact with the students and hence he/she
(The teacher) will be able to know more
informations about the personality of the
individual as well as about the innate
potentialities of the individual.

f)

Matching with the Environment

The child in an internally organized school is
able to match him/herself with the environment.
In this way the child tries to adjust him/herself to
the environment provided inside the school.

g)

Guidance
Those students having leadership qualities
should be guided in a proper way after
identifying them.

h)

Adequate Use of Resources

In' a well-organized school there is check and
balance system. Therefore all the resources
available inside the school for the betterment of
the educational environment are used
adequately.

IMPORTANCE OF SCHOOL ORGANIZATION

The following are the advantages of well-organized school.
a)

b)

c)

d)

Awareness of Rights and Duties:

In an organized school, each one is aware cl
his/her duty and right. This has a positive impact
on learning situation.
Provision of trained Environment:
A well-organized educational institute provides
training environment to each individual.
Better efficiency:
If the organization of the school is good, the
efficiency of the school will be unto the standard.
Co-operative Attitude:
In internally organized school, there is cooperation between the members of the school
as well as between the students.
8

Unit No. 2

Discipline does not mean mere the name of rules, and

regulation, but a system, procedure and line of action to
achieve pre-determined goal. From the narrow point of view,
discipline means subjection to authority, obedience to law and
order and bringing the child under control. From a broader or
modern point of view, by discipline we mean the training of
mind, manners and attitudes, sublimation of instincts bringing
the lower impulses of the child under control, formation of
right habits and in fact the development of character.
According to Dr. Spiegel "Discipline is the force that
prompts an individual or a group to observe the rules,
regulation and procedures which are deemed to be
necessary to the attainment of an objective. It is also
the exercise of restrained or the enforcement of
penalties for the violation of group regulation".
According to Ordway, Discipline is the orderly conduct
of affairs by the members of an organization who
adhere to its necessary regulation because they desire
to co-operate harmoniously in forwarding the end
which the group has in view, and willingly recognize
that to do this, wishes must be brought into a
reasonable unison, with the requirements of the group
in actions.
According to some educationists discipline term refers
to a condition in the organization where staff member
conduct themselves in accordance with the

SCHOOL DISCIPLINE
Meaning and Definition of Discipline
The word discipline has been derived from the Latin word
"Disciple", "Disciples" which means followers, and pupil.
According. to dictionary, discipline means mental and moral
training, bringing under control. Webster's dictionary gives
three basic meanings to the world discipline.
1.
It states that it is training that correct mould or
perfects.
2.
It states that it is control gained by enforcing
obedience.
3.
It states punishment.
If we combine meanings first and second we can say that
discipline involves the conditioning or molding of behavior, by
applying rewards or penalties. The third meaning is narrower.
It pertains only to the act of punishing wrongdoers.
Discipline in the broad sense means orderliness the opposite
of confusion. It simply means working, co-operating and
behavior in normal and orderly way.
Discipline in a school usually means order and system in
doing things, regularity and obedience to commands.
Discipline means regularity, punctuality, co-ordination and
systematic performance of curricular and co-curricular
activities in school.

organization
behavior.

rules

and

standard

of

acceptable

But this form of discipline does not ensure permanent results

because it seeks to treat symptoms but no cure the disease
that produces them. The teacher may be able to impose his
will upon his pupils, he may be able to insist upon and
enforce obedience, but he does not touch the inner strings of
conduct; he does not command love and respect. If pupils
obey him it because of fear not because of respect and love.
This sort of discipline touches only external conduct and
makes the pupil a successful hypocrite. The personality of the
pupil is psychologically split up into two: the outer one orderly
obedient under the teacher's eye and the inner and real one
positively dangerous, asserting itself when the teacher is
away.

According to all these statements the simple definition is that,

"It is a process of training a work so that he/she can develop
self-control and can become more effective in his work. It is
an attitude of mind, a product of culture and a particular
environment, which applies an individual to willingly cooperate in the observance of the rules and regulation in
organization.
The Older Concept of Discipline
The older conception of discipline was concerned with
maintaining order. The school discipline was confined to rod,
(pure and simple). Sultan Mayodan writes that the birth and
the book were the two installments with which the teacher
worked and they were often employed in such close cooperation that an ingenious teacher is said to have drilled the
idea of an active verb into the head of one of the helpless
pupils by the sentence, "I chastise thee" giving simultaneously
a practical demonstration of the action signified by the verb by
bringing the cane down forcibly upon the poor pupil head."
Fear atmosphere prevailed in the school the student had to
abide by certain rigid rules and regulations and any breach of
these meant penalties. The rod and instruction were deemed
inseparable. Discipline was enforced from above and known
as 'external discipline'.

Modern Concept of Discipline

According to modern conception school discipline cannot be
conceived in terms of military discipline, which is based on:
There is not to reason why
There is not to make reply
There is not to do and die.
Today the rod is no longer the symbol of pedagogical
authority. The teacher is no more an Army Officer or
Policeman. He is now an Engineer. The modern conception of
discipline is therefore, of freedom. It is positive rather than
negative. It must be self-discipline or creative discipline.
In the words of Reborn, "True discipline should be mainly
positive and constructive rather than negative and restrictive.
10

It must be creative. It should build up rather than tear down.

The goal of emotional control is character building is a
constructive process. The desirable requisites are not
repression but expression and wise sublimation.

2)
External Discipline
This type of discipline Js founded on fear and is imposed from
outside and from above the use of authority.
This discipline is referred to the people who forced or
constrained to obey orders and to perform their tasks in
accordance with the rules and regulations, that have been
laid down, failing which they would have to suffer penalties.
However this kind of discipline ensures only the minimum
standards of the students so that they avoid indiscipline like a
famous proverb. "Spare the rod spoil the child".
3)
Social Discipline
Social discipline means to create such conducive
environment, where an individual obeys the rules and
regulation willingly i.e., like in civilized nations, people wait for
their term instead of breaking the queue. This can be made
by internal persuasion and where needed external measure
also be made.

Discipline should be maintained through positive measures

and not through negative measures of it is to be creative.
Punishment is not creative. It is negative. It can stop anything
but it cannot create anything. By punishment a boy may, for
example, stop telling lies but he will not love truth.
Types of Discipline
1.
Internal Discipline.
2.
External Discipline.
3.
Social Discipline.
1)
Internal Discipline
We can have the discipline, which is the result of the gradual
building up of habits, of self control and of co-operation
accepted by the pupil and carried out not because imposed
from above, but because of its recognition of its necessary
and value.
This type of discipline refers to rewards appreciations and
behavior, constructive, supports, reinforcement of approved
personal action and behavior, incentive payments and
promotion to motivate employees to extend their co-operation,
to management and work willingly conform to rules and
regulation. This discipline is achieved when the school
management applies principles or positive motivation.

Importance of Discipline
An opinion may be formed about a school by observing the
discipline among its students. It is necessary for every school
to enforce certain rules of conduct to ensure discipline.
Conversely, discipline is essential if rules are to be
implemented. If the students and the teachers of a school are
not disciplined, it will be difficult for the school to realize the
goals of education namely all round development. To
inculcate the virtues, desirable in a good citizen, discipline is
absolutely essential.
11

Forms of Indiscipline School

5. Bullying the Younger Students: It will be in this case to

make the offender apologize.

1. Reaching the School Late: There can be many reasons

for unpunctuality. It is possible that due to some domestic
circumstances a student gets late or other students might be
teasing him while he is on the way to school. Hence, before
punishing the student on this score the principal or the
teacher should find out the course.

6. Telling Lies: The students often tell lies for fear of

punishment. Hence, they should be treated with love and
sympathy.
7. Disrespectful Behavior Towards the Teacher: First of all
the cause for this should be found out. The headmaster may
make the student apologize for his offense is repeated the
offender may be given corporal punishment.

2. Talking in the Class: The reason for this may either be an

uninteresting method of teaching or the large number of
students in the class. In order to make teaching interesting the
teacher should try to get the co-operation of the students
along with other useful methods. Students who are found
talking may be seated separately.

8. Truancy: Some students run away from the school. This

may be due to disinterestedness in studies. Hence, the
individual difficulties of the student should be attended to. It
should also be found out how the student passes his time
after running away from the school.

3. Destroying the School Property: The students should be

punished for this and some fines should be realized from
them as far as possible. If the student can repair the articles
he should be required to do so.

9. Stealing Things: Some students steal pencils, books,

pens and other articles from their classmates. The reason for
this habit may be an excessive fondness for that particular
article, self-conceit, exhibition complex or the feeling of
revenge. Hence, the real cause should first be found out. If
excessive fondness is responsible for this, those articles
should be provided to the student. If exhibition complex is
responsible other means should be provided for the
expression of this complex. The student be treated with love
in order to cure him of the feeling of revenge.

4. Neglecting Homework: There may be several reason for

not doing the homework. It is possible that the amount of
homework in the various subjects becomes so much that the
student cannot do it, or due to family circumstances he is
unable to complete it or his negligence may be responsible for
it. In fact, the real cause should be found out before giving
any punishment.

12

10. Copying of Examinations: Some students have the habit

of copying at examinations. For this the school should raise its
moral standard and instill .in the students the spirit of morality.
The students should be strictly warned when caught for the
first time, but one who does this repeatedly should be turned
out from the examination hall.

of the guardians should be elicited for the

establishment of discipline. Through discussions with
guardians, the problems and difficulties of the students
should be found out. If the co-operation of those
persons, who are closely related with the students, is
available, it will not be difficult to discipline the
students.

Principles Of Discipline
In a democratic society discipline should be self-imposed,
otherwise it will assume the form of an external imposition.
For the inculcation of the habit of self-discipline we may keep
the following in mind:
1.

2.

The basis of discipline should be mutual love between

the teacher and the student. There should be no
element of fear, because discipline based on fear does
not serve its ends. The students should obey the
teacher out of a feeling of reverence and not out of
fear. On the basis of respect alone mutual confidence
may be created between the teachers and the
students. This spirit of mutual confidence is the true
and permanent foundation of self-discipline.
The student remains in the school for about 6 or 7
hours and the remaining time is spent either at home or
in society. Evidently, the responsibility of inculcating
discipline in the students does not fall only on the
school. The guardians and the society also have a
responsibility in this respect. Hence, the co-operation
13

3.

Discipline should not be enforced on the basis of

punishment. Punishment should be give only when it is
unavoidable.

4.

It is one of the demands of a democratic set-up that

each individual should have control over himself. Only
he, who can influence others, knows how to exercise
control over himself. The students should be made
responsible for the establishment of discipline amongst
themselves, because in this way they will exercise
control over themselves and will exert a good influence
over the others. Hence, the headmaster should give an
opportunity to the students to control themselves.

5.

Discipline should be regarded as indispensable for the

collective life of the school. Its significance should be
well explained to the students. This means that breach
of discipline should not be regarded as a revolt against
the teacher but an attack on the collective life of the
school. If a regard for the collective life in the school is

6.

created in the students, they will themselves

understand the significance of maintaining discipline.
In the interest of discipline it is necessary to provide in
the school the necessary facilities for study and
teaching. In this connection the following things should
be taken into account:

of observing the rules and regulations of the school,

but it also includes the observance of the laws of
society, that is, discipline is not confined to the school
only but is related to the whole-life.
8.

Classroom:
There should be sufficient and comfortable chairs and
desks for the students.

Observing rules to maintain one's health and to avoid evil

habits.

The School:
The necessary means for the physical, mental and
moral development of the students should be available
in the school. The standard of teaching in the school
should be of a high order.

To make constant efforts towards mental development.

Inculcation in the student of the democratic virtues of

dutifulness, and co-operation and the ability to
discharge obligations and responsibilities.
To become liberal minded.

The Headmaster/Principal and the Teachers:

The headmaster/principal and teachers should be
efficient when discharging their various responsibilities.

To avoid ill will against anybody and to be always

imbued with the spirit of tolerance, love and justice
towards others.

Such an atmosphere should be built up in the school that the

above-mentioned virtues may be automatically developed in
the students.

The Home:
The environment of the home should be peaceful. The
people at home should take an interest in the
education of the student and should not place any
hindrance in his studies.
7.

Since discipline is related to the whole-life, attention

should necessarily be paid to the following:

The above discussion indicates the basis on which discipline

should be built into a democratic society. In a totalitarian setup discipline is enforced between the master and the
dependent. In a democracy, free individuals have to learn to
discipline themselves. There is no room for any misgiving in

It is necessary in the interest of discipline to make the

student understand that discipline does not consist only

14

this sphere. The essential elements of discipline in a

democracy are enumerated below:
A compromise between individual rights and those of
others.
A regard for others personalities.

Tolerance, love and justice for others.

Devotion to the nation and society.

Sacrifice of self-interest for social good.

If we place before the students the above ideals from the very
beginning and inspire them to live up to the same, they will
become disciplined and contribute towards the strengthening
of the democratic set-up in our country.

Parent teacher co-operation.

Moral Instruction.

Desirable tone and tradition of the school.

Provision of necessary facilities for studies in the

school.
Organized games and sports.

Co-curricular activities in the school.

Due recognition of the merits of the various students.

Corporate life of the school.

Negative Measures
The negative measures include various types of punishment,
which we shall discuss in a coming page.

Means for the Inculcation of Discipline

We have indicated that in order to make the students
discipline. We should create the suitable atmosphere in the
school. Mere theoretical discussions and speeches will not
suffice. Hence the organization of school, its ideals and all its
activities and programs should be based on democratic
principles. It is obvious that the best means of discipline is the
maintenance of the necessary atmosphere and for this we
have to give our attention to positive measures. Under they
special circumstances some measure may be necessary.

Causes of Indiscipline in our Schools

At present indiscipline in our educational institutions is a
serious problem. It extends from the secondary schools, to
the universities. In society itself we find several
manifestations of indiscipline and it is the wonder that these
have serious repercussions on the educational institutions as
well. The following may be some of the important causes of
indiscipline in our schools:
1)

Positive Measures
Pupil's self-government.

15

Lack of Leadership in Teachers: Today teachers do

not enjoy that respect in society, which they did in
the past. Consequently, students also do not show
due respect to their teachers. Some teachers get

2)

3)

involved in the cesspool of politics and self-interest

in the development of the students. Very often
these teachers excite the students and use them as
tools for the realization of their selfish ends. Due to
the practice of private tuition's the prestige of the
teacher in society has gone down. Their miserable
economic conditions add to this. Due to all these
reasons, the teachers have lost originality in
thinking. As a result, they are incapable of giving
guidance to students in the various situations of life.
So it is no wonder to find indiscipline among the
students.
The Current Education System: The current system
of education is being criticized at all times. Hence,
the students have begun to feel that the education,
which is being given to them, is not good. As a
result they have no regard for this education. They
consider it merely as a means of getting some
employment. The prime aim of the present day
educational system has become the securing of a
good division at annual examinations and the
students do not desist from adopting any means to
achieve this objective. This is also a cause of
indiscipline.
Lack of a sustaining Ideal in the Students: At
present the condition of our society is pitiable. Many
people, because their self-interest, have started

4)

attaching greater importance to the ends rather that

to the means to achieve them. The social values
are undergoing rapid changes; as such the
individual errs in fixing his moral standard. This has
shaken the very foundation of our society. Today
the individual is not sure about the security of his
life and property. Therefore, there is a lack of
healthy ideal among the students. Hence
indiscipline is increasing among them.
Economic Difficulties: Our economic conditions
have deteriorated to a deplorable degree. The
population has increased, unemployment is a
national problems. The students are always
haunted by the fear that their future is dark. So they
cannot chalk out their path of duty and on
occasions they behave in an undisciplined manner.

From the above discussions we may conclude that the

responsibility for indiscipline does not ret only with the school,
but also with the home, the society and the government.
Hence for its eradication the co-operation of all the concerned
is necessary. On the basis of the causes mentioned above,
some suggestions are given below to solve the problem of
indiscipline.
Suggestions for Rooting out Indiscipline
In order to create in the teachers a spirit of leadership,
their living standard should be raised. Their emoluments
16

will have to be sufficiently increased. The will have to be

provided with the required facilities so that they are not
compelled to undertake private tuition's. This will afford
opportunities to them for self-development and their moral
strength will be increased. It will develop in them the power
of leadership and they will be able to give correct guidance
to the students.
1) In order ct between the teachers and the taught the
number of students in a class should be within
reasonable limits.
2) Vocational e included in the educational set-up so that
the students may bet education according to their
particular tastes and aptitudes.
3) Lack of funds should not cause any hindrance in the
path of the higher education of any student.
4) Each individual should be given an equitable
opportunity in the scheme of education according to
his individual merits and demands.
5) Efforts should be made to minimize the defects of the
current educational system through constructive
suggestions and mere theorizing should be avoided.
Merely theoretical criticism creates distrust in the
students.
6) Such ideals should be inculcated in the students as
may create in them the spirit of tolerance, love, fairpi^ and self-sacrifice for the good society.

7) Such conditions should be created that the students

may get full opportunities for their physical, mental
and moral development.

Motivation of School Discipline

Discipline has been given a very significant place in modern
educational thought. To run a school in a satisfactory manner,
disciplined students are essential. The importance of rewards
and punishment has been recognized to maintain discipline in
schools. We shall understand both these factors in below
pages.
Rewards
There are different ways of giving rewards I our schools
today. On securing a high position in some field, a student is
rewarded with some plaything or a trophy, a medal, books or
certificates. To appreciate the students for the good work
done and to encourage them in this habit, rewards are given.
Rewarding students is important due to the following factors.
The spirit of competition is awakened in the students and they
get an incentive to work satisfactorily and systematically.
The tendency to discharge duties readily and to imbibe good
habits is created in the students.
There has been some criticism of the system of giving
rewards; the basis of their argument is that nature has not

17

gifted everyone with equal or similar intelligence and physical

powers. He who has a sharp intelligence and good physical
power will get the reward. Hence, a reward does not attach
importance to the labor of an individual. It is also said that
students who do not get rewards become lazy and their
progress is checked. Keeping this criticism in view we may
now think about the aims and occasions for rewards.
Some people are of the view that rewards should be given
collectively and only in particular circumstances should these
be given individually. The moral aspect of the child should be
given greater. Consideration in the award of rewards. The
rewards, which are based on the day-to-day work and on the
conduct of the student, have a special importance. Rewards
given on the basis of some particular performance (standing
first in the class, securing good position in games and sports
or participation in Scout and Red Cross activities, etc.) are
indicative of the achievement of the student only in one
particular field. Hence, these cannot be regarded as very
significant. The hardworking and painstaking students must
be rewarded. While rewarding them it should be clearly
pointed out to them that they have been given the reward for
their good qualities. This will inspire other students to become
hardworking.

the political, cultural, educational and other fields of our life. In

the past, corporal punishment was regarded as very effective
and it was considered necessary for maintaining discipline. In
a democracy great importance is attached to the personality
of the individual, who is given due freedom and opportunity to
develop him self. This aim cannot be achieved if punishment
is given in order to get a thing done by the student.
Punishment destroys in the children the spirit of love, courage
and also the power of discussion. Their health is impaired,
several mental complexes arise and their physical, mental
and spiritual development is stemmed. Thus punishment
defeats the purpose of education.
To abolish the system of punishment from our schools,
society has to become perfect. But this is not possible. There
are sure to be some undesirable elements in us. Hence
punishment cannot be totally banned. In some situations
punishment may create a conducive atmosphere to fulfill the
purposes of education. There are several types of
punishments. We are mentioning some of these below:
1) Corpora/
Punishment:
At
present
corporal
punishment is given to student in schools. Boxing
the ear mildly, slapping or caning are some of the
forms of punishment given in schools. Corporal
punishment should be avoided. When all other
forms of punishment have failed, only then should
corporal punishment be given. While giving

Punishment
An institution, society or association is influenced by
contemporary thought. Our country has adopted a democratic
setup. Hence the influence of democratic thought is evident in
18

corporal punishment the following things may be

kept in mind.
Corporal punishment should be given only for a
very serious misconduct or offence, viz.,
disrespectful behavior towards the teachers,
disobedience, agitation, serious charges relating to
character etc.
The headmaster of the school alone should give
corporal punishment. The assistant teachers should
not be given this right.
Hen any serious charge against any student is
proved only then should corporal punishment be
given. It should not be given when there is any
doubt regarding the offence.
Small children should be given corporal
punishment.
While inflicting corporal punishment, the health of
the child should be taken into consideration.

4)

2) Scolding: It proves very effective when employed

properly. One has to be very careful while scolding.
Abusive language should not be used.
3)

Insult:
Insulting the student is a very bad
punishment. If a teacher makes a student in the
class stand on the chair or makes a few unsavory
remarks against him, this will have greater and
19

more lasting effect on him than corporal

punishment. Hence, great care should be taken in
this respect; the success of the scolding given
depends on the personality of the teacher.
Fines: If the student has committed such an
offence, which has caused economic loss to the
school or his class-fellows, fines may be imposed in
order to compensate the loss. However, the
imposing of fines is not very good.

5)

Detaining the Students after School Hours: This

is not good from the psychological point of view:
The student begins to feel tired after 4 or 5 hours of
work in the school and he is not inclined to read
after that. Sometimes the evil effect of this go so far
that the students has not done is homework, or has
left ort a portion of it, he should be systematic. A
psychological approach should be made so that the
student may do his work the next day and may
become regular in his work.

6)

Social Boycott: If the students condemn any

offence of a student collectively, he is likely to give
bad habit.

7)

Apologizing: If any student has committed a

serious offence, he may be asked to tender an
apology. It will be? better if he apologizes to the
teacher and headmaster.

8)

Removal from a Post of Personality: If a student

does not discharge his responsibilities or if he has
done something wrong while holding a responsible
post, he should be removed from that office (viz.,
president ship, monitor ship or secretary ship of the
class or some association).

9)

Reducing Marks: It is seen in some schools that

some marks are awarded for good work and some
marks are deducted when the student misbehaves.
If marks have been fixed for some work the awards
should be made separately for the work concerned.
It is not desirable to deduct marks from answerbooks for any other wrong committed by the student
elsewhere.

3) If the offending student is tackled independently on a

psychological basis, it will be far better. In this way
the students will not commit the offence a second
time.
4) Polite language should be used while warning the
student.
5) Rousseau has accepted the principle of the
punishment of natural consequence, but if is not
proper to use it everywhere, nor can it be
implemented everywhere.
6) The personality of the student should not be insulted,
but only his bad habits should be discouraged.
7) Expulsion from the school should be restored to only
under very special circumstances and for serious
offences.
8) Only common punishments should be employed and
while awarding the punishment nothing should be
said against the student's family, his background or
his parents.
9) Before awarding the punishment the parents of the
student should also be informed for it is possible that
the student may be brought round through a warning.
10)Such a punishment should be given as may be
acceptable to society. It should not be that heavy
punishment is given for minor offences or light
punishment for serious ones.

Some Rules for Punishment

Punishment maintains discipline in schools. Hence,
punishment should not be given out of a feeling of revenge or
retaliation. The following principles should be borne in mind
while awarding punishment.
1) The main job of the school is to give education. Hence
punishment should be restored to under very special
circumstances.
2) Punishment should be given only, when sufficient proof
is available. There should be no feeling of revenge
when punishing a student.

20

11) Corporal punishment should be resorted to for very

serious offences. It should nor hurt the student
unduly. It should not be resorted to out of a feeling of
revenge. No punishment should be against the rules
of the Education Department.
Punishment has been introduced with a view to maintaining
discipline in the school. In order that the students may be
completely disciplined and there may be no increase in
indiscipline, many remedial measures may b adopted. We
mention below some of the main methods:
1)

2)

3)

4)

5)

Punishment has been regarded as means for maintaining

discipline in schools. We should not consider it as an end in
itself. If in our school it is employed as a means and other
remedial measures are also adopted, we shall surely be
successful in achieving the ideals of education.
Unit No. 3

CLASS ROOM AND ITS MANAGEMENT

WHAT IS CLASS?
A class is a unit of teaching.

A complete meaningful contact should be

maintained with the student parents or guardians
and they should be regularly informed about the
conduct, work and behavior of the students.
A close contact should be established with the
students
and
they
should
be
treated
sympathetically.
Each moment of student's life should be
considered
as
useful and he should be kept busy all the time.
A study of the student's nature, proclivity and work
should be made and he should be entrusted with
responsible work suited to his ability.
Attention should be directed towards the individual
behavior of each student and the cause behind
each breach of conduct should be explored.

21

Class is a group of pupil put together for the purpose of

collective instruction.

The class is called a homogeneous group of pupils. So

that they can be able to work together and progress
together.

A group of students having the same age, equal

mental, physical, psychological qualities and other
similar activities having different teachers for each
subject, even a separate training teacher for their
physical activities is known as a class.

A group of students possessing the same and equal

characteristics in all aspects studying under the
supervision of different teachers for each different
subject.

A group of students reading or writing under the

auspices of a single teacher is called a classroom.

To educate a large number of pupils with minimum

expenditure of time, energy and money in a specific
place or room is called a class.

1. Good classroom management enhances the mental

and social development of pupils.
2. Good
classroom
management
facilities
the
achievement of goals of instruction.
3. Good classroom management provides intellectual and
physical freedom without known parameters.
4. Good classroom allows children to develop skills of
self-direction and independence.
5. Good classroom management allows pupils to share
some responsibility for classroom management.
6. Good classroom management works toward a warm
but firm relationship between the teacher and the
pupils.
7. Good classroom management results in positive
attitudes of the pupils toward the class.

CLASS ROOM AND ITS MANAGEMENT

Classroom management means what we do to ensure

that pupils are engaged in class.
To keep students physically and mentally busy in
classroom is called the classroom management.
The operation of all activities of a school in action
properly inside a room is called, classroom
management.
According to Yoakum and Simpson, "Classroom management
is the art of organizing the class room". So factors affecting
the classroom situations have been already discussed in
detail in the topic of "Arrangement/criteria for classroom".
Here we are concerned with physical aspect of classroom,
Teacher's role as a leader, Discipline in classroom, technique
of control etc.

Modem Concept of Student Classification

In classifying pupils, two functions of education must be kept
clearly in mind, namely, the integration and the differentiating
functions. These apply to all levels of education. In their
application, the student should always keep in mind that they
are considered in accordance with the integrating functions
they performs, rather than as divisions made up of so many
separate grades, groups, or year. Within each group, the
emphasis should be upon the greatest possible educational
and social maturation and advancement of each pupil,
considering the educational objectives to be attained.

Advantages of Class Room Management

The planning of good classroom management procedures can
anticipate and avoid problems. Through planning some of the
advantages of a well managed classroom are:-

22

1.
The Integrating Function
Man's responsibility towards man demands the acquisition of
knowledge, skills, and appreciation, which must be acquired
through the school. The integrating function must recognize
this fundamental, social objective. The school should teach
common understanding, common ideals, common attitudes
and a body of common knowledge and skills, which will
enable all men to live together with full recognition of their
mutual responsibilities and obligations. These facts should be
taken into consideration in classifying pupils and should apply
to all levels of education.

decrease certain divergences among individuals. This is

shown by comparing cultures and civilizations as well as
persons.
Basis of Classification at Elementary Level
In classifying children in the elementary school, the bases
most commonly used are chronological age, mental age,
educational age, social age, intelligence quotient and
teacher's judgment. While no single basis may be said to be
used exclusively, the most common one is the chronological
age of the pupil.
Bases of Classification at Elementary Level:
Chronological age has been the chief basis of classification at
the pre-primary level within the larger group; however, small
groups have been organized around the maturity of the child,
physical or social attributes and other factors.

2.
The Differentiating Function
The differentiating function is based upon the well-known fact
that children differ. The existence of individual differences is a
normal condition of mature they cannot be dominate them.
When one examines the scores of any test, however simple
be, is impressed with the wide range of achievement and
abilities revealed. Individuals are unlike not only physically but
in abilities and many other characteristics. While it is true that
one may tend to display superiority in one direction, may be
less proficient in another.

Basis of Classification at Secondary Level

1. Many pf the principles and practices which have been
discussed in elementary and pre-primary level have
equal application to the classification of pupils on the
secondary level. Grouping of pupils in the secondary
school occurs through selection, or assignment to
specific courses of study, as academic, scientific,
commercial and vocational curricula. Choices affect
assignment, as in elective or college - preparatory
course, one's circle of friends and economic and social
factors of home and community environment. So pupils

Provision for individual differences must be considered as an

important part of the educational function. Each pupil's varying
abilities and characteristics must be studied if he is to
develop, as he should, in the direction of a balanced life. At
the same time education tends to increase rather than

23

are classified and transferred as their abilities seem to

indicate or predict or as personal or parental choices
dictate.

can achieve but little in subject matter, it would be well to

place them in a situation where they can have a specially
trained teacher. A number of schools, group together those
pupils who need applied work in certain area such as
mathematics. In the same way, those pupils who plan to
attend college are often grouped together for particular
courses. There are also times when a number of pupils may
be placed in a temporary group for special help or remedial
work. After receiving the special assistance, these pupils
return to the regular class.

Classification of the Exceptional Pupil

Special consideration should be given when classifying the
pupils who vary markedly from the normal groups. Variation
may be of a physical, mental, social or emotional nature.
Special classes may be arranged to care for accelerated or
retarded groups, gifted children or any other who come with in
this classification. Children of similar characteristic may be
grouped without too great regard for chronological or mental
age achievement. Certain classroom procedures and
equipments are necessary for the proper instruction of these
groups.

There are teachers who group children for certain work, with
in regular class. A teacher may have a group of four working
on one project and another group on another project. The
children in these groups should not work together on all
projects. What may be a good team in reading may not be
grouped correctly for the social sciences. A pupil who may be
doing poor work in one subject may be doing superior work in
another subject. If methods of grouping are used wisely the
classroom instruction will be facilitated.

Need for Classification

The early schools were upgraded. Much of the teaching was
individual, the pupil coming up to the teacher's desk to recite
his lesson. Some attempts were made to classify the children
into groups according to reading ability by assigning them a
particular reader or speller. However instruction and recitation
were largely individual. As more and more children came to
be educated, especially poor children were often grouped
according to the potentialities of their future careers and sent
to appropriate schools and class.

Classification of pupils for instructional purposes is generally

approved. No two children are alike. The school must respect
the individuality of each child and do every thing possible
which will assure his success. The school must make the
adjustment that may be necessary in its instructional or
organizational plans. The integrating and differentiating

Classification of students is very necessary if a school has

pupils/ students whose mental abilities are so low that they
24

functions of education must be kept in mind when classifying

pupils at any school level.

It prevents the teacher to catch little glimpses of the child's

interests and possible vocational tendencies.
It prevents the teacher to develop diagnostic skill in
ascertaining just how a child's mind works as it finds its way
through a problem.
Briefly, not only should a child be assigned at the start to a
class or a division of class suitable to his mental capacity and
attainments, but the school should be so organized and
administered as to provide for the smooth, continuous, and
natural progress of every pupil through the course. The
classes should be so organized and the pupil so promoted
from class to class, that he finds the level and kind of work
most appropriate to him at each stage of his educational
course.

Advantages and Disadvantages of Classification

Advantages
It makes better provision for the social aspect of education,
because there is opportunity for co-operation, speech, social
and political participation. It assists in motivation, it appeals to
desire for the good opinion of others and to the interest in
group-discovered problems.
It is economical, because it saves duplicate preparation and
explanations.
It permits the slow learner to get something from the more
rapid learner.
It also enables the fast learner to his material better through
the experience of explaining it to the slower pupil.
It reduces the amount of preparation that the teacher must
make for his daily work and simplifies the problem of
management and discipline.
Disadvantages
It adversely effects both the slow child and quick learner
because they have to go at average rate.
It allows quick learner child to over-estimate his progress.
It concentrates the attention upon the average work of the
class rather then up the individuals. It prevents the more
gifted to go ahead and use his extra power upon the work of
his own choice and thus he falls into habits of idleness.

The Persona//fey of the Teacher

There are some suggestions for an ideal teacher to adopt.
These will make him a person who possesses the qualities of
a fit and proper person as a teacher in the class. The
intention of the teacher is to give the children information and
guidance, which will call forth their possibilities and fit them
for the work and leisure of life. He strives to train them or
think logically and widely, and to develop in them the power to
make right decision the teacher moulds the future citizens.
Confidence in One Self:

25

It is the first essential in a teacher. Confidence is born of

resolution and knowledge. So a teacher should has
confidence in one self and not work confused.

It also tells whether teacher's, knowledge is perfunctory or

thorough because children are splendid detectives.
Sound work requires an encouraging and purposeful
atmosphere in the classroom and it is the teacher who
creates that atmosphere.

New Sense of Proportion:

A teacher should have a new sense of proportion of relative
values in such a way that he must see a situation from various
sides not merely from the subjective point of view.

Speech:
Voice is the chief of a teacher's tools. He must be able to
address a class as a whole, oral reading of a high standard,
of both prose and verse, is also demanded, since the
teacher's duty is to illuminate the sense by adequate
expression, to give a pattern worthy of imitation and
demonstrate the beauty which lies in literature. For this
purpose a teacher should use a good pronouncing dictionary,
he should copy those recognized as good speakers and
should read aloud daily, in private, for five or ten minutes at a
time. This increases confidence in one's own voice. Speech
should be brief and make every word carry own weight. A
teacher should stress the important words, consciously stop
and close the lips after statement and reopen them when
compelled to.

Unequal Temper:
A teacher is a human being, but he should steadily diminish in
frequency as his or her experience increases, and should
eventually cease altogether.
A Sense of Humor Is a Priceless Asset:
Humor can notes kindliness, a sense of proportion, a
balanced optimism, and a capacity for infinite patience. A child
feels at ease with teacher whose humor springs from a sound
humanitarianism.
Courtesy and Good Manners:
Both are the outward signs of a cultivated mind, and every
teacher who aspires to train children should be able to lay
claim to these attributes.
The teacher should be earnest, reliable, and progressive. An
alert, frank, bright attitude is a necessity.
Manner is the reflex of personality. It reveals the presence or
absence of interest in the children and in what is being taught.

Speech is the tool of the personality and can only give of its
best when ruled by a wise and well-informed kindliness. "He
who hath the truth at his heart, need never fear the want of
persuasion on his tongue" Ruskin".
The Role of Teacher in Classroom Climate

26

The teacher is the most important single element in setting

the learning group. There are four main roles, the teacher will
pay:
1. As leader of the group, whose purpose is to keep the
group together to keep things going?
2. As teacher and an agent of change. The term changeagent, which has been used for the teacher to bring
about changes in skill, knowledge, understanding and
behavior.
3. As member of the group.
4. As audience, outside the group, the person before
whom the group members will perform their newly
acquired learning in search of evaluation and
reinforcement.

Enthusiasm:
The way the teacher feels about the subject being taught
about the students their learning, the commitment of teacher
both and student participants to the learning task.
Organization:
The teacher demonstrates competence in organizing; the
devising carefully planned and purposeful exercises so that
all involved feel they are not wasting time.
Needs/Arrangement of a Class Room
Proper arrangement of classroom is one of the basic
necessities of school. So organization of school classroom is
"working teaching unit". It is a study place for group of pupils
but together for purpose of collective instructions. That is why,
while doing the management of class room the needs and
requirements of students should be fulfilled because when the
class room and working conditions are good they not only
facilitate the better intellectual achievement but also physical
or good physique development.

Elements of Classroom Climate

Warmth:
The strength of emotions and identification, the teacher and
the students participants; is the group welcoming between
encouraging to the learner, not dismissive or exclusive.

Generally the proper utilization of A/V aids, pointer,

arrangement of seats desks, cupboards and other furniture,
proper care and usage of board and storage of maps, globes
and other apparatuses etc. are the basic necessities of
classroom arrangements. There are some more requirements
to make a best environment in the classroom. They are in the
following.

Directness:
Whether the interaction between the teacher and the students
participants is direct or indirect, whether the teacher does all
the work or whether the class stimulates the learner to do
their own work.

27

possible lighting and cleanest view of board and other

visual materials. The disk should not be larger than the
age of student. It should be firm and rigid. Disks should
not be arrange more than six rows.

The best shape for classroom is "Rectangular".

The length of classroom should be about 22-25 ft. It
means that the distance to which the teacher voice
could carry and the students with normal vision could
see writing on board.

Writing board should be on front wall of the classroom,

properly lightened but light should be always direct. Writing
board should be kept 4 feet high.
The materials on the teacher's desk should be neatly
arranged. Erase the black board at the end of each period,
except for those materials that are to be used by all classes.
At the end of each period the floor should be free of scraps of
paper and other waste materials that may detract from a neat
appearance.

The width of class is 20 feet recommended so. It will

accommodate 45 students.
The ceiling of room should not be very low because
during summer, room becomes very hot therefore the
height of the class should be 14 ft.
The basic aim of classroom lighting is being about
environmental conditions. So there should be sufficient
windows and ventilators in class room, while there is
still a need of prevent out sidelights and stop of
directing sunlight. For all these reasons teacher must
care to protect every pupil from handicaps to normal
vision.

Techniques of Control In Classroom

Definition of Control:
A teacher should know children psychology while controlling a
class. "Control implies restraint, regulating or regimentation
and the direct use of power."
The circumstances of class room management after with
different ages, and in varying environments, but the
essentials are never the same.
Control is the testing point of personality. One may be master
of all the best methods of teaching, but in the absence of
good discipline this mastery is all but futile.

Fresh air provides the alertness. It keeps body and

mind healthy, while in stuffy and smelling room the
pupils become less active and this cause discomfort to
teacher also. So both they feel tired and become sick.
Arrangement for the fresh air should be provided.
Seating should be adjusted to the needs of the
students, to give each student at his seat the best
28

Class is a group, and in successful group management, it is

the group psychology rather than individual psychology, which
is important. Groups have their own characteristics quite apart
from the individuals who comprise them. The earnest teacher
merely requires resolution in order to go forward with
confidence as the dominant personality in the classroom. The
mental attitude he intends his scholars to adopt towards him
must be the teacher's first consideration and aspect comes
first.
"Teachers are the makes of a nation and a nation that does
not respect its teachers is bound to be doomed".

Use surprise, an interesting film, an outside speaker, a

change in classroom routine etc.
Conserve the voice, a noisy voice creates and
encourages noise in the room. So speech should be a
little above the conversational pitch.
Expect attention. Give each statement once only and
see that the desired result is obtained immediately.
Check each misdemeanor immediately.
If any student challenges you do not take it personal.
If a child misbehaving as a direct question. Look
straight in his eyes. Follow another question if
necessary.

Some General Tips On Classroom Control

Following are some general types for classroom control.
Teacher should read in the classroom before time and
start the class immediately.

Teach with an alert eye.

Teacher should learn the name of the students as soon

as possible.

Be methodical. Work to a system use

method (recommended) whenever necessary.

A teacher is supposed to come to class fully prepared.

Praise your pupils at their work, considering their ability

and aptitude time to time.

In the beginning of new classes be strict with them.

Teacher must be consistent, he should never discipline

one time and ignore the next.

the

Always be with them friendly, fair and firm.

When class seems to be restless start some type of

action games, as to keep the classroom healthy.

Weekly or fortnightly review the classroom students.

Arrange meeting with their parents and work as team.

Make sure that children are succeeding in their class.
29

 Young male teachers should avoid showing special

attention to females students, their attention js often
misinterpreted. Young woman teachers can avoid
awkward situations with male students by dressing,
walking and sitting properly.

30

What To Do And What Not To Do?

Kinds Of Class Room Problems And Their Solutions

The following are few kinds of problems and their solutions.
Notice that each type of problem needs different types of
adaptation by the concerned teacher.
Problems
Techniques of their solution
Some
times
students
Never allow any student to
refuse to do their class
refuse class work even
work,
this
is
very
he/she has any solid
embarrassing
for
the
reason for it.
teacher these types of
Call that student for a
student not only disturb
private meeting to know the
the class but also effect
reasons.
Arrange
a
the working other students
conference with principal
in the class.
and parent for this reason,
if necessary.

Be
sure
that
the
assignments are reasonable
and the students can do the
work.

Sufficient time must be

allowed
to
them
to
complete their assignment.
Stealing: It is common
If a child is found stealing or
complaint that children
is seen with the stolen article
steal things from their
with a hard evidence, it s a
other fellows. They do not
good time to make admit his
admit their act easily.
deed.

Do not interrupt pupils with orders, statements, or

announcements when they are busy doing something
else.
Be sure the pupils are ready to hear you before you
make announcements, issue orders, or make
statements.
Do not interrupt yourself.
Avoid getting off the topic.
If you start discussing one thing, keep to it until you are
finished.
Dont jump around from one topic or activity to another
and then back again.
Avoid talking an activity to death.
When you have said what you have to say, stop.
Dont go into too much detail.
If something can be done in a few steps or explained in
a few words, don't expand unnecessarily.

31

Usually children are not

very honest and this is the
time to teach them
honesty.

Dishonesty In School
Work

Some
students
are
dishonest in their class
crowded classrooms. The
students with permanent
opportunities of learning.

Children are not admitting

their deeds easily. They
should be made to admit
their deed by showing
evidence.
If a child has stolen a
valuable article or keeps on
practicing of stealing, report
to the principal and the
parents.
In order to minimize the
theft
chances,
make
classroom
arrangements
so that no one should be
allowed in the classroom
with out teacher or under
any
other's
proper
supervision.
Teach them honesty, as
every child might be a little
bit dishonest.
While checking their
assignments try to notice
dishonesty signs and show
them to the student. In
order to made him to

Restless student:

If restless behavior of the

students in class disturbs
all other students their

restlessness may be due

to a child's being nervous.

Try, not having enough

schoolwork to do in the
classroom.

32

confess. Do not allow any

possibility of dishonesty in
classroom.
Some times students
fear to give their incomplete
assignment, due to same
type of fear towards the
teacher will accept his
honestly
worked
assignments.
Students, those who
keep
on
working
dishonestly,
call
their
parents. Take them in
confidence considering his
household
assignments
too, help the student
Make
classroom
rewards higher for honest
student.
Give them sufficient
work to do in class.
Call conference with
their parents and look if the
child to under slept
Observe and ask their


History:
In
every
students.

class

few

parents about any physical

problem
making
him
restless.
Do not be strict with the
child, it he is physically to
sit at one place.
Change his seat if possible
and provide space for him.
Change their seat, among
his friends and away from
their enemy.
If you are trying to know the
cause of fight, give time to
them to cool down, as a
calm child is good to tell the
reason
and
causes
correctly.
If a child blames others, call
the child in private and
argue reasons with him.
Call a conference with his
parents,
with
your
observation and his parent
suggestions work as a
team and help the child to
improve.

Students who shout:

Due to poor classroom
control this problem of
noisy students arises.

Students who are

mischievous:
These are very difficult
students to handle. Their

actions are generally not

noticeable. It is difficult to
pin point them or relate
any action with them.
They justify their actions
intelligently.

33

Tell the Principal about

this problem and arrange a
meeting
with
parents.
Principal-teacher- students
and follow the out come
suggestions.
Give sufficient amount
of work to students.
Check the noise as
soon as it begins.
Do not let together most
talkative students.
Arrange few periods like
social sciences, to give
them time to full fill their
desire of taking.
Punish these students
never excuse them.
Change his seat in front
of teacher.
Convince them that
actions to attract attention
in class are not necessary.
Observe this child all
the time.
Provide opportunities to

Today's well-intentioned parents are putting more and more

pressure on their children to do well in school. When the
student cannot do that he often resorts to cheating.
Suggestions
If you suspect a student of cheating, handle the situation
intelligently. Never accuse a student of cheating until you
have evidence. If you catch a student with a cheat sheet next
to his test papers, for example, quietly take the test and the
cheat sheet and ask the student to see you after class. If two
students turn in papers with identical off beat answers, show
the students the papers during a conference and ask for an
explanation. If the caliber of a student's paper seems too high
for his ability and you suspect plagiarism, you must locate the
item plagiarized for evidence. Usually, once the student
learns that he cannot cheat in your classroom. The matter
can be dropped after the conference, if cheating is a habitual
pattern of behavior, you must send a report of the incidents to
the counselor to see the student. In some cases, the parents
may need to be consulted.

them to attract attention of

class by good works like, in
studies, helping the class,
in sports etc.
Truant student:
Such student is a special type of problem student. When he
comes to class, he may be either a pathetic or descriptive.
Perhaps life at school is too dull for him and he sees to
reason for attending it. He may be restless due to being tired
or nervous.
Students Who Are Usually Absent
Be prepared also for the student who is often absent not
because he wants to stay out but because he wants to stay
out due to excessive family responsibilities.
Student Who Are Misbehaving:
Suggestions:
If a student continues to misbehave and cannot be ignored,
do not discuss his behavior in front of class. Ask him to see
you after class, and schedule the meeting in a room where
you will have privacy, begin by saying something pleasant. Let
the student do most of the talking. Be sympathetic.
Cheating:

34

Unit No. 4

groups and gangs. This grouping may be harmful to them and

to the society. Their activities give a healthy outlet to various
instincts like gregariousness, assertion and curiosity. Many
curricular activities e.g., self-government, social service
league, scouting etc. will be very conductive to sublimate their
instincts as they will provide them a field for doing something
socially worth while through group activities.

MANAGEMENT OF SCHOOL CO-CURRICULAR

ACTIVITIES
Previously the purpose of education was confined to the
teaching of subjects of the curriculum. The social activities
were regarded as 'extras'. A weak student had no right to go
to the playgrounds or to functions. Gradually, this attitude of
hostility changed into that of indifference. These activities
were not supervised nor any guidance was given. But now the
concept of education has changed. All-round development of
the child is the theme of new education. Modern education
recognizes that when the child comes to the school, he comes
in mentally, physically, spiritually, socially and vocationally and
as such he must be educated in all of them. Now it is
recognized that these activities are valuable media for
developing proper attitudes, habits, interests, and ideals
among pupils. Because of their importance in education,
they have been renamed as co-curricular activities as they
form an integral part of the school curriculum in their
organization, therefore, need just much care and fore thought.

2)
To provide Social Training:
By participation in co-curricular activities pupils learn valuable
lessons in practical co-operation and the habits of team work;
they realize the relation of the society to the individual and of
the individual to the society.
One has to sacrifice one's immediate interests for the welfare
of the group. Pupils have to move from sheer individualism to
social awareness. Team spirit is developed in them. Spirit of
"give and take" takes the place of selfishness.
The pupil identifies himself with the group of his own choice, a
debating club, a dramatic club or a football team. He is no
longer an individual but a member of the group. He learns
loyalty to his group. Universal brotherhood, true democracy,
faith in man and unselfish, service are ideals which are
encouraged.

Importance and scope of Co-curricular Activities

3)
Moral Training:
Co-curricular activities are also helpful in giving moral
training, what is moral conduct? "Moral conduct is the
response that an individual makes to the requirements and

1)
To meet the needs of Adolescent nature:
Gregarious instinct is very predominant in adolescents.
Growing boys desire to behave socially. If opportunities are
not provided to them, they will form their own undesirable
35

expectations of the social order, in which he lives, in matters

affecting the welfare of others". "It is a conduct approved by
society".

Self-government will provide experience of the life of a

democratic society. In this, pupils determine the policies and
the programmers; they plan and present assembly
programmers. The individual pupil learns how to conduct a
meeting in an approved and parliamentary style. It gives him
an opportunity to exercise his vote. Here the students will
know that rights involve responsibilities.

By participating in their activities.

i. Pupils learn to act according to the will and standards of
the group.
ii. Moral qualities such as honesty, truth and justice are put
to test.
iii. Pupils find opportunities to decide and choose the right
and to learn the great values of self-control
and - moderation.

Lessons in co-operation can be learnt by practice. In order to

retain his position as a member in a Students' Council,
Athletic team etc., a student has to exercise co-operation.
5)
To Provide Worthy Recreational Interests:
Education for leisure should begin in school. It is as important
as education for work. If recreational interests are developed
during school life, they prove to be very beneficial in leisure
hour of adult life and make life fuller and richer.
With the advent of industrial civilization, human lab our has
been replaced by machines. So increasing leisure hours have
been afforded to men. As the work is entirely mechanized, the
worker does not derive any human satisfaction from it. He is
never responsible for a work as a whole. He will never take
satisfaction and pride on the completion of the whole, work.
The denial of human values during work hours results in a
reaction in the worker to enjoy his leisure hours violently. He
is frustrated.

"Every ounce of moral experience is worth a pound of ethical

teaching". Through the community life of games and activities,
the child learns an inner discipline, which abides with the child
as a directing and restraining influence when he is away from
the school.
4)
Civic Training:
The school should be a training ground for democracy. It
should be organized and administered on democratic lines.
The students will thus have opportunities and responsibilities
somewhat similar in a small way to those they will have later
as grown-up citizens. Co-curricular activities train pupils for
their rights and responsibilities as citizens. Students learn the
mechanics and devices of government and develop true spirit
of citizenship.

Schools can create favorable attitudes in their pupils for

healthy activities and unfavorable ones for unhealthy leisure
36

time activities. If love for one or more hobbies is created at the

school stage, that hobby will be the principal leisure time
activity of the pupil throughout life.

8)
Training for Leadership:
Many performances have to be organized. Many situations
have to be faced in the running of various societies. All these
inculcate in the students the qualities of quick and clear
thinking, adaptability, good judgment, initiative, selfconfidence, broad vision, tact, patience, tolerance, integrity,
willingness to work, enthusiasm faith, courage, conviction,
unselfishness etc. These qualities cannot be developed
through the regular curriculum.

6)
Supplementation of Academic Work:
Due to co-curricular activities, the teaching of civics,
composition, history, geography etc. will be greatly
supplemented. Election to the students' council will give them
a picture of Central and State elections. Excursions to
historical, geographical and industrial places will enrich the
experiences of the students. Contributions to the School
Magazine will supplement the teaching of languages.

9)
Development of Discipline:
Discipline become self-discipline. Students remain busy with
different kinds of activities and develop their talents in
different directions. They make laws for various societies and
come to realize the need for showing respect to other school
laws. Many kinds of education activitiesBasic as well as
non. Basicshould be organized in schools. These activities
should be able to serve some objectives.

7)

To discover and develop individual Merest and

provide recreation:
The school should organize various kinds of activities in the
school so that the pupil may participate according to his
interest. The pupil will participate in only that activity in which
he is interested. So the teacher can find out the interest and
the aptitude of the pupil. Recreation can, therefore, be
provided according to the interest of the pupil. When
individual differences are recognized, when tastes and
aptitudes are discovered and when recreation is provided, the
problem of school discipline can be solved. All these activities
are helpful in experimenting with their likes and dislikes, in
finding their interests and capacities in these fields and in
developing their tastes and aptitudes they possess.

37

1.

All students should have equal opportunity to be a

member of school organization.

2.

These activities should stimulate children's interests

in their environment. Education of children in schools
should be closely linked to their lives in the
community.

3.

These activities should provide such experiences as

would contribute to the all-round development of

4.
5.

children. They should be organized in such a manner

that they are helpful in the physical, mental and
moral development of the child.

iii.

These should not be started merely for "show work."

These activities must be organized and considered
as a means to the educative process.

These activities should be helpful in giving training

for leadership.

iv.

The teacher should play the role of an adviser.

v.

Record of the various activities should be kept by

every organization.

vi.

Some credit should be given to those teachers who

organize these activities either in the form of less
teaching periods or in the form of extra payment.

They should give the child training in citizenship and

in the art of self-government.

6.

Pupils should learn while doing things. Learning

should be purposive, realization and more effective.

7.

They should give scope for creativity and selfexpression in children.

vii.

Activities should be started in a small way and

developed gradually.

8.

They should develop initiative in children.

viii.

9.

They should teach the child the art of recreation and

worthy use of leisure.

Once an activity is started it should not be allowed to

die. ix. These activities should not be expensive as
far as possible.

ix.

Funds should be raised by the society concerned in

order to meet the expenditure involved in various
activities.

x.

These funds should not be spent on a few selected

stars (selected players or characters in a drama or
debates).

xi.

Regular time should be devoted to these activities

xii.

Community should be well informed of these

activities and ample publicity should be given.

10. They should help acquire knowledge.

Essentials of a Programmed of Co-Curricular Activities:
i.

These activities should be organized during school

time.

ii.

These activities should be strictly under the guidance

of teachers.

38

Organizer Duties:
i.

To plan the schedule of the year's activities and to set

dates of special activities such as concerts, parents'
days, school sport etc.

ii.

To secure a list of clubs that the teachers desire to

offer.

iii.

To take care of special discipline cases during club

periods.

iv.

To issue bulletin of club activities.

v.

To make research in the educative value of the cocurricular activities.

vi.

To select and organize those activities which relate to

the school curriculum.

vii.

To, try to make the activities less expensive as far as

possible.

2)
Free Choice
In no case the membership of an organization be imposed
upon a pupil, it should be the result of his own free choice,
what the head of the school has to see to only the presence
of a large number and variety of organization so as to cater
for the different interests and aptitudes of the pupils. Each
pupil should be allowed to choose from the activities the one,
which is more interesting to him.
3)
Educational Value
Co-curricular activities should contribute in high degree to the
realization of educational objectives unless each activity can
be justified in terms of this principle; it has no justification for
being in the programme.
4)
Flexibility
The programme of co-curricular activities should be flexible
enough to fit new demands and meet changed conditions.
The same old programme should not be repeated year after
year.

Principles of Co-Curricular Activities

5)
Responsibility
Responsibility for the administration and supervision of cocurricular activities should be clearly defined and shared with
faculty and students.

1)
Need and interests:The programmed of co-curricular activities should grow out of
the needs and interest of the pupils unless the membership of
an organization satisfies a pupils native interest and results in
meeting his needs, he is not likely to take part in it with
enthusiasm.

6)
Protections
The number of co-curricular activities in which a pupils may
participate should be limited. This does not contradict that

39

every pupil should have the opportunity to participate and that

his participation should be varied according to his needs and
interests; it means that a desirable balance should be
maintained between the curricular and co-curricular
programmes. Unless limitations are imposed some students
are almost certain to overemphasize this phase of school life.
Thus limiting the extent of participation is likely to result in a
more general distribution of opportunities for the entire
students body.

10.
Direction
Individual activities in the co-curricular programme should be
planned and directed by pupils under teacher guidance. This
principle is fundamental to the achievement of objectives set
up for the programme. Pupils must have the opportunity to
learn how to plan their own affairs, to work co-operatively and
to assume their own affairs.

7)
Expense
Co-curricular activities should- be provided at a little or no
cost to those who take part in them. Those activities should
not be organized in which a very few member of students are
participating and which involve much expenditure.
8.
Eligibility
Co-curricular activities should be available to all pupils
regardless of their scholastic standing.
9)
Time
Co-curricular activities should be given a place in the daily
timetable of the school if it is not done so, they would be
looked upon as extra. By inclusion of these activities in the
regular timetable, on tie one hand all the students would be
provided with the opportunity to participate in social
experience and on the other land the status of the activities
would be raised to the level of curricular pursuits.

40

41
i) S tu d e n t
c o o p e r a tiv e
s to re

i)
J u n io r R e d
C ro s s

i) A th le tic s

ii) S t u d e n t
C o u n c il

ii) S o c ia l
E d u c a tio n

ii) G a m e s

iii) S c h o o l
Bank

iii) L a b o u r
Squads

iii) S p o r ts

iv ) V is it s t o
In s t itu t io n
th e
le g is l a tu r e
c o u r t e tc .

v) School
School
Panchayat

4 . C iv ic
T ra in in g
A c t iv it ie s

iv ) S e r v ic e
o n S p e c ia l
o c c a s io n s
lik e f a ir s

3 . S o c ia l
S e r v ic e
A c t iv it ie s

2 . L it e r a r y
and
A c a d e m ic
A c t iv it ie s

iv ) M a s s D r ill
and m ass
e x e r c is e s
o r c y c lin g

1 . P h y s ic a l
A c t iv it ie s

v i)
A s s e m b ly

v)
S c o u tin g

v ) D riv in g

v ii) M o c k
P a r lia m e n t

v i) G ir l
G u id in g

v i) B o a tin g

T Y P E S O F C O -C U R R IC U L A R A C T IV IT IE S

v iii)
C e le b r a t in g
F e s t iv a ls

v ii) h e lp in g
H e a lt h
a u t h o r itie s
in th e c o n tr o l
o f e p id e m ic s

v ii)
S w im m in g

42

i)
G a th e r in g

i)
D ra w in g

ii)
P a in t i n g
iii)
M u s ic

v)
S c u lp t u r e

7 . M u lt ip u r p o s e
A c t iv it ie s

iv )
B and

6.
C u ltu ra l
A c tiv itie s

5.
Hobbes
C o a c t iv e
and
C o lle c tiv e

v i)
F o lk
songs

v ii )
D a n c in g

v i ii )
D ra m a tic s

Unit No. 5

1) The school sites selected in our country are often

without proper regard for sanitary and health
condition.

MANAGEMENT OF PHYSICAL FACILITIES

AND LEARNING RESOURCES

2) In some cases these disadvantages are remediable

but in other cases they may be permanent and may
even render the school unit for no use.

Physical facilities are building and equipment provided for a

particular purpose. The physical facilities are the following:
1
3
5
7
9
11
1.

1.

School building.
School Cafeteria
Learning Resources
A.V. Aids
Time table

2
4
6
8
10

School Hostel
Dispensary
Library
Use of School Diary.
School Record

3) Modern methods of building have overcome many

of the natural disadvantages of certain sites.
4) Prevention is better than cure. In choosing a school
site in a city or town, opportunities are to be
considered for open-air education and organized
games.

Use of Instructional material

SCHOOL BUILDING
1) The site of the school.

5) Other important points for careful examination in

selecting a site are:

2)

The school building.

3)

The classroom.

a. The surroundings.

4)

Lighting.

5)

Ventilation.

b. The condition as to natural drainage and

ordinary level of the ground water.

6)

Water supply.

7)

Washing and lavatory arrangements.

8)

Writing Board.

9)

School cleaning.

c. The nature of the side soil and sub-soil,

d. The aspect and Elevation.

The site of the school:

43

2.

The school building:

1) In the construction of school building, not only
should good material be used but also expert
advice should be sought with regard to the
present and future needs of the school.
2)

3)

4)

3.

A simple dignified and artistic building suitable for

the purpose for which it is intended is a very
desirable thing from many points of view.
Its beautiful location help to make the scholars
proud of their connection with the school and it
exercises a lasting influence upon the
neighborhood.

4.

One of the well-known concerns of architecture is

that the exterior of the building should be
suggestive and should reflect the character of the
interior.

5)

First floor in the building must be planned in

conformity with hygienic laws.

6)

The building should be situated that the sun can

reach all the classrooms without filtering through
the foliage, without being absented by house type.

7)

The air must be able to play round it freely and the

natural drainage must be affected with out
saturating the sub oil with moisture.

The classroom:
1) The best shape for the classroom is that of a
rectangle with the greater side about a fifth longer
than the smaller side.
2)

There should be at least 15 feet of floor space

and 200 cubic feet of air for each scholar.

3)

The dimensions of the classroom should not

exceed 20 feet by 25 feet.

Lighting:
1) The problem of keeping the lighting of a
schoolroom properly adjusted be a difficult one
even if the amount and the direction of sun light
remain constant.
2)

Assuming that all satisfactory arrangement are

made in this regard by providing a suitable
number of windows and shelves, there is still a
need to prevent annoying side light spots of direct
sun light upon the desks.

3)

The problem is further complicated by the

variation of light between sunny and cloudy days
between mornings and afternoons. For all these
reason the following preventive steps should be
taken.
i)

44

Light should not fall directly on the eyes.

ii)

iii)

5.

6.

In class room left lighting is best i.e., the light

should strike the scholar's left shoulder when
he is facing the teacher.
When left lighting is impracticable right
lighting at least should be secured. The light
should not come from the front; in such a
case it dazzles the eye.

7.

Ventilation:
1) Ventilation is a matter, which has great effect on
health. A small room may be healthier than bigger
one because of better ventilation.

3)

In playgrounds, a drinking fountain is better than

cups, and cups, very often spread disease.

4)

Water comes from wells or springs; the care must

be taken to avoid pollution of drains or cesspools.

Washing and lavatory arrangements:

1) In our country the provision for enough lavatory
and washing is often a neglected feature in
schools.
2)

One lavatory for every 40 is the necessary

maximum. In fact twenty-five would be more
satisfactory

2)

It is rightly said that "Air is food as truly as bread

and meat." for fresh air makes vigor and
alertness.

3)

The absence of proper lavatory accommodations

is injurious not only in its direct effects but also
indirect affects.

3)

When children are in stuffy and close smelling

rooms they are less lively.

4)

As personal cleanliness is of utmost importance it

ought to be regarded as one of the chief lessons
to be learnt in school. Therefore, the school
should begin this lesson by providing hygienic
atmosphere. Washing and lavatory arrangements
as well as urinals, cleaning and washing of the
equipment's in this connection should be carried
out.

Water supply:
1) A plenty supply of pure drinking water must
always be accessible inside the school building &
on the playground.
2)

Children require frequent drinks of water & their

health suffers if it is not available.

45

8.

School cleaning:
1) Slate, writing boards are to be preferred to modern
ones since the former can be washed without
much difficulty.
2) The board should either be black or white in colour,
but whatever may be the kinds of Chalkboard
used, the production of chalk dust is inevitable.
3) The dust particles however may be prevented from
polluting the air and getting into nostril by using
damp duster.
4) Desks, and seats accumulate greased and dirt, they
therefore become a source of danger to health
unless they are cleaned periodically especially
during vacation.

Hostel environment should be as closely related

to a house as possible. All students should be
treated like family.

ii)

It should be constructed within the boundary wall

of the school but a little away from it.

iii)

Building should be of U-Type, so that lawns and

grounds can be in the middle.

iv)

There should be a
emergency treatment

v)

Rooms should be big enough to accommodate

four students.

vi)

There should be proper lavatory facility.

good

dispensary

for

5) Dirty windows decrease the amount of light, to allow

them to remain dirty, is to present a bad example
to the pupils.

vii) Rooms should be clean and walls should have

yearly white wash,

6) No amount of oral precepts in hygiene will do any

good when the visible example of the school is
bad.

viii) Recreational facilities should be provided.

7) Dust is a potent cause of ill health and it should be

avoided at all costs. In short everything in the
school should be kept as constantly clean as
possible.

ix)

A common room for the students.

x)

A Hall for the arrangement of functions.

3.
CAFETERIA:
It is a kind of restaurant which works on a self service basis, It
has got a. variety of mean fruits, chips, packets of biscuits,
peanuts and sweets.

8) Marker board helps in maintaining good hygiene in

the room.
2.

i)

HOSTEL

1) Good quality food should be prepared.

46

2) Wholesome and balanced food should be available.

conditions and then advise various directions in regard

to such diseases as ringworm etc.

3) There should be sufficient furniture and crockery.

4) A full time manager should be
who is responsible for good food.

Physical development is as important as intellectual

development, school healthy conditions influence in the
formation of child's personality.

appointed

5) Care should be taken that principles of cleanliness

are observed.
6) A teacher and some student assistants should be
there to provide help in distributing food and
collecting money.

1)

School dispensary is necessary to help the

students in case of emergency.

2)

Medical kit should always be ready for help.

Medical kit should contain cotton wool, bandage,
sticking plaster, and pair of scissors, gaze pads,
spirit and anti-septic ointment.

3)

At the time of admission there should be regular

physical check up of all students.

4)

Certain physical defects such as hearing, sight

and speech are noted and must be brought in
notice of the class-teachers.

5)

Physical weaknesses should be brought to the

notice of the parents.

6)

Doctor should visit the school frequently and point

out any student suffering from diseases.

7)

Some kind of free treatment should be given by

the school if the parents are poor.

7) Nominal price should be fixed which should attract

both teachers and students.
8) If possible free food should be provided to poor
students.
9) Cafeteria should be a useful place for recreational
and social activities.
10)If possible there should be a criterion for balanced
and fresh food.
DISPENSARY
1) It is necessary to establish clinics and to employ nurses
in school for necessary treatment of minor illness.
2) The school nurse should be a health visitor; she should
help in assisting the parents in the treatment of vermin's

47

8)

Importance should be given to the habit of

cleaning teeth after the meal.

9)

System of regular inoculation should be made in

school against infection diseases e.g. Measles ( )
typhoid. Etc.

1.
Resource Persons
Well expert and specialized persons in specified areas. They
are experienced persons and they have traveled widely. They
are invited to share their experiences with the students.
Lectures are arranged for different subjects and the resource
person with his detailed knowledge discusses with the
students. The students get motivated and got first hand
knowledge, students can ask questions and can learn in an
interesting manner.
e.g. if a lesson is about Hospitals and Banks. So a doctor and
a bank manager can be called to discuss and talk about his
field. He becomes a helper for the teachers.

A small medical room should be available where the

child can rest in case of fever.
6.

Need for teacher's special attention to health

Conditions:
1) It is clear that the teacher should cultivate certain
power of observation and judgment in regarding a
child's health. It would be better if he is also
trained to do some skilled work in this connection.
He should, for instance, know how to record
accurately the height, weight and chest
measurements.
2) The teacher should generally keep the under
height and under weight pupils in mind but more
important is the appearance of alternates or
languor vigor or weakness, a clear or muddy red
or pale lips, a healthy or unhealthy skin and so on.

2.
LIBRARY
The facility of a good library should be provided for the
students, they should be given all information in the use of
library. The students should keep quite in the library. How to
find a relevant book. It should be a source of motivation and
stimulation for the students. There should be a very large
variety of books, magazines, newspapers and illustrated
storybooks should be available.
Importance
They give training for youth in the art of communicating one's
ideas to other, fully clearly and effectively. The impulse to
communicate is very powerful in adolescents and it seeks
expression in various ways side by side with the growth of
this impulse, the thought processes develop rapidly and the

LEARNING RESOURCES
It will include the experts, equipment available and maintain
(books & maps).

48

youth becomes capable of organizing his ideas and of

reasoning about things. He also accumulates varied
experiences. His urge to express his thoughts and feelings is
thus greatly helped by his increasing rang of experience and
his ability in logical thinking.
The ability to communicate one's thoughts and feelings in an
effective manner is an essential condition for participation in
social life. The school should therefore, provide maximum
opportunities for practice in the art of effective expression and
to expand the social capacity of the pupil.

CONCEPT OF AUDIO-VISUAL AIDS

Instructional material is comparable to textbooks. Because
they facilitate learning and aid to teaching. Most of the
concepts, which are abstract, can be presented in a concrete
form with the help of instructional material.
According to Edger Dale (1969), "Audio Visual are those
devices by use of which communication of ideas between
persons and groups in various teaching and training situation
is helped". These are also termed as multi-sensory materials.
The audio-visual aids are of three types:
Audio aids.

1.
School Diary:
A school calendar is drawn up at the beginning of each year. It
gives out probable dates of various events or works to be
done during the coming year or session. It should contain the
following items of information.
i)

General, partial and local holidays.

ii)

Dates for the submission of monthly, quarterly,

half-yearly and annual reports and returns.

iii)

Dates of public and school examinations.

iv)

Dates of meetings of School Committees,

Teachers' Associations, Local Excursions, School
Tournaments, etc.

v)

Visual aids.

Audio-visual aids.

TEACHING AIDS OR AUDIO VISUAL AIDS

Definitions
1. Audio means to hear, visual means to see, and Aids
mean the helping materials. Thus we can say, those
materials, which can be heard, seen and the teacher
gets help from them during the presentation of a
lesson.
2. Whatever materials or machinery, which are used by a
teacher, to make the lesson interesting and effective.

Dates of the Monthly Tests and the subjects in

which they will be held.

3. A.V. aids make things clear, make instructions real,

and make the Teaching Learning process interesting.
49

4. A.V. aids include all the means, techniques,

instruments, in short, every thing which may, help the
teacher in catching the eyes and ears of the students
and enables him to do his job more effectively.
5. Devices that help to make learning more meaningful,
more interesting and more effective.
6. According to the dictionary of Education, Hardware
equipment's and media, used in learning, teaching and
research are called Audio-visual) A.V) aids.

They give concrete concepts in thinking.

4)

The students take keen interest in A.V. aids.

6)

They develop continuity of thought. This is true in

case of motion pictures.

7)

They contribute to the learning of meanings and

hence useful for building vocabulary.

8)

They give reality to the experiences of the students

and hence stimulate self-activity.

9)

They make abstract things concrete.

11) Easy-explanation is encouraged and time is saved.

12) Due to dynamic pictures, continuity of thought is
established.
13) Realism is created in the learning, which open
doors to individual activities.

There is another Chinese proverb about the use of

A.V. aids, "If we hear we forget, if we see we
remember, and if we do something, we know it".
Experts of education say, if we hear, we remember
10%, if we see we remember 50%, and if we hear,
see, and do we remember 90%.

3)

They make learning more beneficial.

10) They provide experiences not easily obtained

through other means and contribute to the
efficiency, depth and variety of learning.

The Importance of A.V. Aids

1) There is a famous Chinese proverb, "One seeing is
worth, a hundred words". According to WEBER, a
famous Educationist, We receive knowledge
through our senses. In which we get 40% by the
help of visual experiences, 25% by the help of
auditory experiences, and 17% by tactile
experiment.
2)

5)

14) An everlasting and stable base is provided to the

progressive lesson.
15) A.V. aids motivate and stimulate towards learning.
16) A.V. aids make the lesson more meaningful.
17) A.V. aids involve students in the development of the
lesson.

50

18) A.V. aids help in longer retention and better recall.

i)

Suitable objects should be used. It should not be only

a show of aids. These should be relevant to the topic
and should also fulfill some educational values. It
should be used to make the teaching effective. It
should be helpful to achieve your objectives it should
help you to get across the concept at which you are
shooting. It should give an accurate understanding of
the facts in the case.

19) It creates variety and change in the routine lesson.

20) Pronunciation and expression is developed.
21) Events of the past are presented at present.
22) It is the Prophet's way of teaching. He (PBUH) used
different aids in his teaching of Islam, to inculcate
the ideas of Islam.
Principles of using of A.V. Aids
The use of audio-visual materials involves four steps.
1)

Selecting the proper A.V. aids.

2)

Preparing the A.V. aids.

3)

Using A.V. aids.

4)

Following up the A.V. aids.

ii)

Visibility

iii)

Clearness

iv)

Level of understanding

v)

Ease of Presentation and

vi)

Availability

Visibility
It should be clear and visible to all students, and it
should be attractive and have suitable size.

iii)

Clearness
It should not be difficult for the students to understand.

iv)

Selecting the proper A.V. Aids

Selection of the proper A.V. aids is very important. Using the
wrong tool will make the class ineffective. For the effective
aids, we should consider their,
i)
Suitability
ii)

Suitability

Level of Under Standing

Too much complicated aids should be avoided.
Examine the mental age of the students and then
select aids according to that stage.

v)

Ease of Presentation
Select such type of material, which can easily be
shown in the class.

vi)

Availability
Select aids according to the resources.

51

2.
Preparing the A.V. Aids
The accurate use of A.V. aids, usually requires advance
preparation, both Psychological Preparation, in which you
prepare the pupils to get the most out of the A.V. aids, and
Physical preparation, in which you prepare the physical
conditions for use of the aids.
Sometimes the preparation needed is minimal, as with the
use of chalkboard, at other times, you will need to prepare
extensively and in detail. In your introduction you should
clarify the purpose of the activity, suggest points to look for in
general, take whatever steps you deem necessary so that
pupil will get the most from the use of the aid. You should
check physical A.V. aids carefully before the class begins. You
should check the class position, the machine and the required
instruments.

should make clear, those points which are not clear.

Questions, review, practice and discussion can be used to tie
together loose ends, to point out and drive home the major
concepts, skills and attitudes.
Techniques for using A.V. Aids
1) It should be clear and attractive.
2) It should fulfill educational values and standards.
3) It should be used on proper time and on suitable
places.
4) It should be used in a sequence and in a proper
order.
5) It should be according to the resources.
6) It should be durable.

3.
Using the A.V. Aids
The purpose of the AV. Aids is not to replace teaching, but to
make teaching more effective. Do not expect the A.V. aids to
do all the work. The teacher expects the A.V. aids to do all the
work. The teacher has to make it work for himself. The
teacher will have to explain certain points, show the
relationships and point out the concepts being demonstrated.

7) Questions
should
be
presentation for explanation.

asked

8) It should be removed after use.

4.
Following up A.V. Aids
The teacher should follow up all the A.V. aid presentation. The
teacher should evaluate, discuss and explain. The teacher
Some Of The Commonly Used Audio - Visual Aids
52

during

1
2
3
4

Audio
Radio
Cassette Player
Language Laboratory

Gramophone

5
6
7
8
9
10
11
12
13
14
15
16
17
18

Visual
Writing Board
Flannel Board
Display Board
Pictures
Wall, charts
Flash Cards
Maps /Globs
Real objects
Overhead
Slide projector

courage to deviate. In another occasion Allah Taala points to

the Prayer (Nemaz) to be offered in its specific time i.e.

Audio - Visual
19 T.V. Set
20 V.C.R.
21 Movies or films

"The Prayers has been assigned to the Muslims in their

respective times". It also gives us the lesson to be punctual
and do your work in time, as the Prayer of morning cannot be
offered at evening and the prayer of evening cannot be
offered at morning time. So similarly one should have a Time
Table for each and every work. Thus the school, the office,
the railways, the airports, Radio, T.V etc all have their
scheduled time table to follow. Even in a single atom there is
also a schedule for the movement of its components i.e.
Electron, Proton and Neutrons. If there is no such perfect
schedule for them to follow, the Electron will clash with the
proton, similarly the trains will collide with each other, the
aeroplanes will be air crashed and the masses will also be
crashed and thus, "The whole system will be destroyed".

Film strip projector

Computers
Models
Specimens

TIME TABLE
Introduction:
Timetable is a simple word meaning for schedule of various
activities, work or recitations in respect of time duration.
Looking at the universe the sun, earth, moon, stars, galaxies
and whole of the solar system run by a proper schedule. The
beneficent Allah has also pointed to it in the Holy Quran as:

School Time Table:

School is also a society with in the society in a miniature; so it
also requires a schedule to run its activities and gain its
objectives well in a proper way A school time table is a plan
showing the weekly allotment of the time among several
subjects and other co-curricular activities. It is a plan of
distribution of available time during the day among the
various items of work to be done. Its importance rests upon
the fact that the smooth running of the intricate machinery of

"Neither the sun can over come the moon nor the night could
overcome the day, each one of them run on their own orbits",
i.e. each one of the masses has been allotted his own job and
is bound to obey punctually and regularly; no one has the

53

the school, from the opening morning of the new session or

year to the last day of the year, depends largely upon the skill
with which the schedule of recitations has been made. Time
Table making is a very difficult task and can be properly done
only by an expert who becomes more skilful year by year. A
good schedule can be continued from year to year with rare
changes as experience suggests, or transfer of a skilled
person occurs. Through the time table both the Teacher and
taught get benefit i.e. the teacher may be able to know which
subjects he has to teach, to which classes, and the pupils
may know what ground of study they have to cover, which
standard they have to reach and what objectives they have to
achieve?

5)
6)

7)

8)
9)

Values of Time Table

A better time table is very useful to all concerned because:1) By the timetable the teacher and the taught know
their jobs and the time they should devote to it.
2) There is no wastage of time and energy as the
whole work is distributed among the members of
the staff.
3) Timetable ensures a regularity and even progress in
the institute.
4) Due place, attention and emphasis are given to
each subject according to its importance and
difficulty.

It develops methodical attitude towards work both

in teachers and pupils.
As definite items of work are allotted to definite
periods, so a timetable helps to form habits of
orderliness, steadiness, regularity and attention to
the duty assigned in fixed periods.
There is full adjustment of schoolwork. Everything
is planned in advance. All teachers and the
students know their jobs and the time allotted for
them.
There is subject justification, i.e. each subject is
given due time lord its study.
Assembly, recreation recess, tutorial group,
guidance group sports and library have given
separate periods; thus both curricular and cocurricular activities flourish side by side.

Types Of Time Table:

There are four major types of school timetable.
1) Residential school timetable

1.

54

2)

Ordinary school timetable

3)

Activities timetable

4)

Home work timetable

Residential school timetable implies where the

school is provided with the facility of hostel also e.g.
cadet college Kohat, cadet college Razmak

(Balochistan) the Fazli Haq college Mardan and

Risalpur College etc, where there are boarding-house
facilities. The students are in the supervision of their
teacher 24 hours. So they follow a 24 hour time table
i.e. morning prayers, exercise or running, breakfast,
school teaching periods, lunch, rest, games, dinner,
study / revision in the supervision of the teachers and
light off (sleeping). Such schools and colleges follow a
24-hour timetable and the students remain under
supervision all the time. Such types of schools and
colleges show good results.
2.

Head master or the Principal. This timetable also

shows the vacant periods of each teacher in
which he can check students notebooks and
prepare himself for the next class.
3.

Ordinary school timetable: Such type of timetable is

followed up in most of the Govt. and private schools
and colleges. There is a consolidated timetable for the
whole school, which has three sub timetables.
i)

ii)

Class wise timetable: In this timetable the

various subjects of the same class and section
are arranged. It is provided to each class or
section. Each section and class has a different
timetable and a copy of it should be present in the
class.
The teacher wise timetable: It is a timetable of
all the teachers showing period number, subject,
class and section. Each and every teacher keeps
on this timetable, while a combine copy of all of
the teacher's timetables is kept in the office of the

Activities timetable: This timetable contains all of the

activities and programmers to be arranged during the
year by the school. Their dates and little detail is to be
given in the time table, e.g.
23rd March Pakistan resolution day.

12th Rabiul Awwal (Bid Milad-dun-Nabi).

1st May Labour day

27th Rajab Shabi Meraj.

14th August (Independence day)

6th September (Defence day)

9th November (Iqbal day)

Bazme Addab

Parents day

iii)

55

Room time table: In such type of time table the

lecture rooms, laboratory, workshop, Drawing
room, and library etc, are to be used by each and
every class and section in a week These specific
rooms are to be used by every section and class
alternatively; so their time table must be as such

to arrange all of the subjects concerning to them

alternately daily or weekly in alternate periods.
4.

among the present teachers, one copy of the activities

time table, home work time table should be in office
and one copy of each should be on the notice board,
while one copy of the room time table would be in their
respective room and the second copy would be in the
office for verification.

Home work timetable:

It is a time table in which
Schedule of homework of various subjects and classes
is arranged in such a way that the student may neither
be over loaded nor left free to move hither and thither.
It is better to classify important subjects like English,
Maths, Urdu, G.Sc. etc and their homework should be
allotted in different days of the week. Thus their subject
teacher would be able to check and correct their
homework easily. If a Teacher
teaches the same
subject to the different classes or sections; He should
be given alternate days for the allotment of homework
to the different classes or sections. If there was no
such arrangement, then either the student will be over
loaded by the homework one day and would be left
free next day, which is not beneficial to the student- as
well as to the teacher for check up- and correction
work.

Preparations for Time Table Making

1.
Difficult and important subjects should be first:
Before making a time table for a school the difficult
subjects should be enlisted first e.g. maths, English,
physics, chemistry and other science subjects etc, that
they may be given enough periods and should be
retained regularly whole of the week.

In the consolidated time table on one side there would

be teacher wise timetable and on the other side there
would be class wise timetable. One copy of this
consolidated time table would be on the office table of
the head master or principle and the other copy would
be in the vacant period register; through which the
periods of the teacher on leave could be distributed
56

2.

Incidence of fatigue: Two or three consecutive

difficult periods bring more mental fatigue, so it should
be noted that after two difficult subjects one light
subject must be kept, e.g. Drawing subject, General
Science, Qiraat and physical education etc.

3.

Principle of variety: While framing a timetable

principle of variety should be kept in mind for both
teachers and pupils. Students will feel mental fatigue
and boredom, if they are kept engaged in the same
subject for a number of periods; so it is better not to
have the same subject for two or more consecutive
periods except science practical, wood work, metal
work or and any other vocational work. In case of

teachers principle of variety should be maintained in a

manner that easy and difficult subjects should be kept
in alternate periods. For example a teacher of English
or Mathematics could not attend two consecutive
periods of oral work or written work. So he should be
given a free period in. between the two periods or
some other alternate period should be given in the
middle. For the practical work e.g. Science practical,
wood work, metal work or some other vocational or
technical work if there are two consecutive periods then
it is better for them because they require more time to
complete and are interesting also.
4.

drawl register, stock register and funds registers etc.

should not be over loaded-by teaching periods.

Principle of Justice: Teaching periods among the staff

members should be equally distributed except special
subjects of the specific teacher e.g. science. Qiraat
Drawing, Arabic, Drill and vocational subjects, for which
there is a specific teacher. So these subjects should be
allotted to them definitely. If the total periods of a
teacher were less than the average periods of the
remaining staff members such staff members should
be given extra periods beside his own subjects. Thus a
justice could be maintained among the staff members.
The teachers of subjects with more written work and
correction work like English, Urdu, Maths etc should
not be over loaded by the burden of extra periods: The
teachers keeping various records like admission with

57

Teaching Staff, equipments and building: The

number and qualification of teachers, the number of
class rooms, lecture rooms, laboratory and library
should be taken into consideration while framing the
time table. The timetable for a primary or middle school
with a qualified staff will be quite different from a
school in which there is only one teacher. Again where
the number of classrooms is less than the number of
classes or sections, thus one room should be used for
two classes and the time table should be arranged as
such that one class will be doing reading work while
the other silent calligraphy writing work. The equipment
available also determines the timetable; science and
drawing rooms especially require well equipped rooms.
All the classes should not have to be the same subject
in the same period so that each class may be given the
chance for the utilization- of science equipment's and
library books as well.

6.

Vacant or free periods for teachers: All the teachers

must be provided with some free periods. The placing
of these free periods requires important consideration.
It would be useless if all the free periods of the week
are collected to one day or two days of the week, while
the remaining week he has to work like a machine, so

that the free periods should be scattered over the

whole week as far as possible. It would be better if the
form-masters are given the second period vacant and
the remaining staff should be facilitated by a vacant
period at least after two consecutive teaching periods.
An expert schedule maker could arrange such a
timetable in which there will be one vacant period after
each teaching period. A teacher must be facilitated by
at least two vacant periods daily because a human
being is not a machine so he should be given rest for a
while definitely. The vacant period is also not useless
but it is for the preparation to the next class as well as
for the checking/ correction of the note books of the
students.
7.

One week before the commencement of the new session, a

meeting of teachers is held in the supervision of Head master
or principal. The timetable maker usually has made the
necessary preparation like,
A list of all the classes and number of sections in
series along with their subjects to be taught and the
number of weekly periods of each subject written in
front of each section and class.
A list of names of all the available teachers along with
their qualification and post held. A list of subjects of
their own choice and space for the next subjects to be
allotted.
A list of available classrooms, lecture rooms, drawing
rooms, workshops, library and science laboratories etc.
Already square lined graph sheets one for teacher
wise schedule one for class wise schedule and one for
workshops and laboratories etc.
In the meeting held (called distribution of work) under the
supervision of head of the institute every teacher proposes
choice subjects, which are noted against their names in the
teacher's list. This option is for only those who are not subject
teachers i.e. science teacher, workshop instructor, drawing
master, Arabic teacher, Qari and subject specialists etc. who
are bound to teach their respective subjects definitely though
they can also be allotted subjects other than their respective
subjects or choice subjects.

The time table should not be rigid but flexible: It

must be remembered that there should be no rigid time
table, as the changes occur in the curriculum, teachers
transfers or the Govt. announce half day weekly or two
consecutive holidays weekly, for which the time table
can be adjusted. A timetable rigid by nature and
mechanical in its operation will reduce a school to a
static lifeless Shelton. So a schedule must be flexible
and not rigid to accept necessary changes.

Procedure of Schedule (Time Table) Making:

58

The schedule maker note all the selected, assigned and

allotted subjects in front of each teacher and simultaneously
cross those subjects and number of periods from the class list
and subject list one by one as the work proceeds during the
meeting. When all of the subjects noted in the list are crossed
it may be checked again. Then the total number of periods of
each teacher should be noted in front line of his name. Then
add the total periods of all the teachers; it should be equal to
the addition of the total weekly periods of all the subjects of a
class or section multiplied by number of total periods of the
week. When both the totals are balanced it would be a perfect
timetable. Now it should be arranged in the consolidated time
table sheet in the square lined graphs or blocks in the class or
section timetable sheet and room time table sheet, in which
the days of the week and serial number of periods have
already noted. The first period of all the form-masters should
be noted first, then the Quart and physical education
scattered in whole of the week, while English, Maths, Urdu
and some of the sciences of higher classes should not be
later than the half day or 5"1 period. It should also be noted
that two consecutive periods of the same teacher may not
come with the same section or class. Every teacher must
have a rest of one period after at least two or three
consecutive periods. The difficult and easy subjects should be
arranged alternatively, because three or more consecutive
difficult subjects bring more mental fatigue to the students as
well as to the teacher, so in the middle of the difficult subjects

there should be a shot break or physical education period or

some other light subject like. Drawing, G.Sc. Quart etc. If a
subject has more than six periods weekly, the remaining two
or three periods should be kept beyond 5 m periods i.e. in the
6th, 7th and 8th period. The period for library of each class
should be arranged after the 5th period scattered i.e. all of the
classes should not have the same period on the same day
but alternately arranged. Now we consider short time table
of a high school having 5 classes, 6 th, 7th, 8!n, 9th and 10th and
14 available teachers (Three SETs, three C.Ts, three S.Vs,
one D.M, one PET, one A.T, one T.T and one Qari.
The subjects taught in these high classes are English, Urdu,
Maths, Islamic studies, Pak Studies, Physics, chemistry,
Biology Qiraat, Library, Physical Education, G.Sc, Islamiyat
Elective, Pashto and Arabic, while the subjects in the middle
classes are; Eng. Urdu, Maths, Islamic studies social studies,
G.Sc. Drawing, Arabic, Qiraat, Library and Physical
education.
Qualities of a Best Schedule
1) In a best schedule there are no two consecutive
periods of the same teacher with the same class or
section.
2) There is at least one or two periods rest for every
teacher during the whole working day.

59

3)

4)

5)

There are maximum three consecutive teaching

and writing periods of every teacher per working
day.
Difficult and compulsory subjects like English,
Maths, and Urdu etc. have been kept before short
break or 5th period.
Physical Education and other light subjects like
Qiraat and Drawing have been kept in between 2nd
and 8th period.

those in which he is not interested to come back at a more

favorable time.
As education must enter the individual needs of the students,
modern education does not prescribe a collective time-table.
No two individuals are alike. All will, therefore, need individual
methods. Different methods will have to be devised, like
Dalton plan, project method etc. which are not bound to the
time boundaries.
Conclusion:
Though both the side have strong evidences yet it is clear
that a schedule / timetable has a great importance in
educational institutions as well as in other departments.

Modern Concepts about Time Table

Modern educationists advocate the abolition of timetable
altogether because each individual is unique in certain
respects. Each child has his own tastes, his own preferences
and his own rate and speed of working. When he is left to
himself, he loses interest and feels fatigued. If he is interested
in his work, he is alert and active. This interest gives him
psychological satisfaction. But when work is being done under
a rigid timetable, a child might have to stop it at the time when
he has begun way, that is he would feel fatigued with the
subject before the period is over. But because the period is
meant for that particular subject, he has to continue even
though he is disgusted. It is for this reason that some
educational reformers would like to abolish timetable
altogether. If a child were left to himself, he would give more
time to those subjects in whom he is interested and give up

SCHOOL RECORDS
Importance
1) School is entrusted with the task of all-round
development of the personality of a child. To
discharge this function it is absolutely essential to
keep a record of his day-to-day growth and
development.
2) School is social institution. It is answerable to the
parents, the managing committee, the department
and the public in general and records kept by the
school serve as a useful means to judge its

60

efficiency. Carefully kept records are indispensable

for the successful working of the school.

L.M. chamberlain and L.W. Kindred give the following

advantages of the school records.
i)
Records help the School:
1)
To locate each pupil quickly.

3) School records help us to assess the progress and

needs of a particular locality.
4) The department requires the supply of certain facts
on the basis of which grants-in-aid are sanctioned.
School records are helpful for this purpose.

2)

To have available the facts significant about

each pupil.

3)

To explain and remove undesirable conditions.

5) Educational reforms can be undertaken only when

the school records provide a useful help in supplying
comprehensive data to those who are asked to
shoulder the responsibility of educational reforms.

4)

To find if all legal requirements are met.

5)

To determine if any administrative or other

changes are desirable.

6)

To make important investigations and case

studies possible.

7)

To find if school funds are adequate and wisely

expended.

8)

To reduce retardation and failure to the

minimum.

6) School records help in the administration of the

school.
7) School records and reports are used to satisfy the
legal environments of the state, to appraise the
effectiveness of the instructional programme.
8) School records furnish research data for statistical
analysis and interpretation of policies and
programmes and to develop co-operative and
constructive relations with the parents of pupils in
school.

ii)

Records help the Classroom Teacher:

1)
To know pupils when the school year begins.
2)

To determine what work a pupil is capable of

doing.

3)

To provide learning activities suitable to each

pupil.

9) School records help in sending progress to parents.

Advantages of School Records:

61

iii)

4)

To formulate a basis for the intelligent guidance

of pupils.

5)

To explain the behavioral characteristics or

unhappy conditions of any pupil.

6)

To make possible the development of unusual

capacities or exceptional talents.

7)

To identify and make proper provisions for

mentally slow.

8)

The make assignments to committee work and

monitorial positions.

9)

To make periodic reports correctly and in time.

10)

To be properly informed when conferring with

parents and others about a pupil.

Mode of Keeping Records:

1)
A stock list of registers should be prepared in
the school.
2)

On the outer cover of the register the following

particulars should be written distinctly.

Permanent Records help the Pupil:

1)
To receive fair consideration in his classification.

4)

a) The name of the school.

b) The serial number of the register.
c) The name of the register.
d) The number of volume.
e) The number of pages of the volume.
f)
The opening and closing dates.
Number of the pages consecutively either in the
red ink or with a numbering machine when a
register is opened.
Keep the registers tidy. Avoid overwriting.

2)

To do his best in making a good record.

5)

Make all the entries in ink.

3)

To make a progress in accordance with his

ability.

6)

Get each cutting attested by the head.

7)

Do not open a new volume of a register every

year, if the previous volume contains some
blank pages.

8)

Fill up every column provided in a prescribed

register and do not leave any blank space
between entries.

4)

To secure
capabilities.

development

of

his

5)

To secure transfer of correct information to other

schools when desired.

6)

To receive proper adjustment and guidance.

3)

natural

62

Maintenance of School Records:

1)
It is the ultimate responsibility of the
headmaster/principal to maintain and preserve
the school records property and as such he
should be well conversant with this aspect of
school administration.
2)

3)

4)

5)
6)

The headmaster should not transfer to his clerks

or assistants blame for faulty discharge of what
are his own primary responsibilities.

7)

The records and reports should be easily

maintained and should require a minimum of
time and energy for making entries.

8)

School records should always be available in

the school premises and should not be removed
from the school premises for the purpose of
scrutiny.

Kinds of School Records:

School records and registers can be broadly classified under
the following heads.
A.
General Records:
i)
School Calendar.

All information contained in the school records

should be accurate, well organized, and
pertinent and justified solely on grounds of the
contribution it can make either directly or
indirectly to the welfare of the student.

ii)

Log Book.

iii)

Visitors' Book.

Record system should provide for the collecting

and recording of information that is relevant and
useful in working with children.

iv)

Service Registers.

v)

Admission and Withdrawal Register.

vi)

Transfer Certificate Book

In the case of a child's transfer from one school

to another, his records should follow him.

vii)

General Order Book.

viii)

School leaving certificate book.

For the harmonious development of the child,

different kinds of records should be kept. All
members of the staff have a responsibility for
keeping records according to their field of
activity.

B.

63

Financial Records:
i)
Acquaintance Roll,
ii)

Contingency Register,

iii)

Contingent Order Book,

C.

D.

iv)

Fee Collection Register,

E.

v)

Abstract Register of Fees,

vi)

Bill Register,

vii)

Register of Donations,

viii)

Register of Scholarships,

ix)

ix. Private Tuition's Register.

Correspondence Records:
i)
'From' and To' Registers
ii)
Peon Book.
iii)
Memo Book.
iv)
File of Departmental Orders.
v)
Register of casual Leave Granted.
F.
Account Books:
i)
Cash Book for Daily Receipts and Expenditure.
ii)
General Ledger or Classified Abstract of the
Monthly Totals.
iii)
Remittance Book,
iv)
Register of Pay Bills.
Few of the important school records, relating mainly to the
educational side of the school administration, are described
below:

Educational Records:
i)
Pupil Attendance Register.
ii)

Teacher Attendance Register.

iii)

Class Time Table.

iv)

General Time Table.

v)

Teachers' Monthly Progress Register.

vi)

Examination Result Register.

vii)

Head Master Supervision Register.

viii)

Cumulative Records.

2.
Log Book:
It is a school dairy. It records those events, which occur
during a year. It furnishes material for history of the school
year by year. It contains special events happening to the
institution, introduction of new text books or apparatus, visits
of officials, changes in school building, staff, timing etc.
The logbook should contain only 'statement of facts' and not
expression of opinion concerning those facts. If possible only
the headmaster/concerned authorities should make entries
into it.

Equipment Records:
i)
Stock Book of Furniture and School Appliances.
ii)

Library Catalogue.

iii)

Accession Register.

iv)

Issue Books, Register

Magazines received.

v)

Stock and Issue Register of Sports Material.

of

Newspapers

and

64

3.
Admission Register:
The headmaster is personally responsible for the entries
made in an Admission Register. It is one of the most important
school records. It is a record of all the pupils admitted to the
school. In it should be entered the date of admission, the
serial number of the pupil, the age and name of the pupil, the
father's name, caste, occupation and address, the class to
which the pupil is admitted and the date on which he leaves
the school. There should be no wrong entry at all as this
register is to be kept permanently.

teachers come to the school, they should write their initials

opposite their names in the columns provided for the purpose.
Latecomers should indicate the time at which they arrive. The
head master should also mark his attendance and should
check the attendance of his assistants at the commencement
of each school session.
6.
Stock Register of School Equipment:
All movable property of the school should be entered into this
register. Whenever any equipment or furniture is purchased
and placed in the school, it must be duly entered in the
property register. The name of the article, date and receipt of
the article, its price and the authority who purchased it must
be entered in it. The equipment should be checked by the
headmaster at least once a year and verification should be
recorded in the Stock Register.
If there is any difference in stock, explanation and action
taken should be recorded.

4.
Pupils Attendance Register:
This register is meant for making the attendance of pupils.
Attendance should be marked as soon as the class
assembles at the prescribed time. Attendance has to be
marked for both the morning and after-noon sessions.
Absence owing to illness is indicated by suitable symbols
such as S.L (Sick Leave). At the foot of each daily column, the
number present at the morning and the after-noon sessions
should be noted. At the end of each month, the number of
times each pupil was present should be noted in the column
provided. When the school does not meet, the nature of the
holiday should be written. These registers are to be preserved
for 5 years.

7.
Monthly Progress Register:
Usually the marks obtained by pupils in class, terminal and
annual tests are entered in progress records. The evaluation
of routine work also should find a place in progress register.
The progress of pupils should be shown separately for each
of the subject of the curriculum so that each pupil's strength
and weakness may be judged.

5.
Teachers Attendance Register:
A register for the purpose of recording the daily attendance of
teachers in a school is another necessary record. As soon as

65

8.
Cash Book:
In contains a record of all money transactions that are being
carried through from day to day in the school, the credit side
of the cash book shows all the money, received by the school
from different sources, e.g., donations, grants-in-aid, fees,
boys' fund etc. and its debit side indicates all the payments
made e.g., salaries paid, deposits made in bank, contingent
expenditure incurred etc.
Cashbook should be well bound and the pages should be
carefully numbered in print.
It should be written up from day to day. The entry relating to
each item of receipt and expenditure should be made at the
time of transaction.
As far as possible the cash balance should be immediately
deposited in the bank. Daily balancing of the cashbook avoids
chances of errors.

Unit No. 6

HUMAN RELATIONS
Definition

66

1)

Human relation means the action of every

individual.

2)

Human relation is the relation of a person in a

society with the other person.

3)

According to the nature of human beings they like

to live together in society. The combination of
economic, social and psychological relation
among the human beings are known as human
relations.

4)

To study the action of every individual is called

human relation.

5)

The way from which we know about the action of

people is known as human relation.

6)

According to Robert Rizzo: Human relation is the

process of dealing with people in such a way as
to accomplish the goals of both the motivator and
those being motivated.

7)

Actions and reactions of the individuals are

known as human relations.

The term human relation is the combination of two words

'Human and 'Relation' which means the relation among
various individuals on the surface of the earth. But now, the
question arises that why this sort of relations exist among the
individuals. Answers to this question are given by different
thinkers i.e.

Concepts
1.
Human Dignity:
Respect for the personality of each and every individual,
irrespective of the position, he occupies in the official
hierarchy, is the most cardinal principle in human relation.
This does not mean that there has to be no consideration of
superior and subordinate. What in principle it means, is only
this, that the superiors have to recognize the fact that every
individual has a dignity as a human being and that allowances
have to be made for his sense of self respect even when he
subordinates himself in an organization.

1.
Aristotle
Man lived social and political life not by choice but because of
their inherent nature, their needs, desires and their strength
and weaknesses make them do so.
2.
Imam Ghazali
Man is created in such a manner that he cannot live all by
himself but is in constant need of others. And man needs this
company for two reasons.
i.
For the sack of procreation (produce off spring),
ii.
ii. For food, clothing and proper education.

2.
Individual Differences:
The second principle is that as every individual has a
separate and independent personality of his own, he cannot
be treated as a cog in the organizational structure, nor is it
possible to make him an object of experiment under any
standardized condition. Management can best handle its
labour or employees problems by recognizing the fact of
individual differences and by making allowances for them in
their personnel policy.

3.
Ibni Khaldun
The nature and necessities of life compelled a man to live with
others. In order to defend and feed himself man must cooperate with man.
But one thing should be kept in mind, if people work together
with team spirit, and co-operation, It will also put positive
affects on social life, economic, and psychological objectives
of an organisation.

3.
Mutual Interest:
Human beings are by nature gregarious, that is they want to
co-operate and work together, or that when they work
together they develop a common interest which is different,
though not divergent from the individual interest of each
human.
67

4.
Motivation:
When a man has a tendency to develop a community of
interest while working in combination with others, then the
management of an organization should motivate the workers
to work together and develop a spirit of co-operation. This is
the only way to achieve the planned goals of the organization.
In other words, the management should rely in dealing with
the employees, upon the leadership rather than authority. The
art of human relations is primarily an art of developing
leadership in an organization.
In school organization "human relations" means creating
conducive environment for teamwork of the administrator,
teacher, the taught and the parents, so that the institute runs
Smoothly and properly flourished. Nowadays it is a
recognized fact, that without the community participation, any
predetermined goal is not only difficult to achieve but
impossible too. That Is why, the educationists stress upon the
need of close relation among the members of any
organization. The school administration can easily achieve
their objectives through close relation among their members,
teachers, taught and other allied members.
In this connection, there is a dire need to discuss in detail the
responsibility and quality of a head master, teacher, and role
of society besides the duties and rights of the taught.

PRINCIPLES OF HUMAN RELATIONS

Principles of human relations consists of the following steps.
1.
Gaining knowledge of the self
To know one's own self is one of the most difficult, it is
nonetheless essential for good human relationships.
Knowing oneself implies proper assessment of one's own
shortcomings, strong points, emotional conflicts, frustration,
and if possible, one's subconscious.
2.
Seeing on self through the eyes of others
It is extremely helpful to have a look at one's own self through
the eyes of the others. We are not only blind to our own
image with in ourselves but also one's own self can be
immensely helped by knowing what other's say about
ourselves.
3.
Self realizations
A really satisfied and self-secured person is seldom
aggressive on petty things in life. A person who knows that
the cause of aggression come from within is much less
aggressive because of his conscious control of himself. It is
the blind person who is all the time blaming others and
creating ill will all around. He can never be an effective
administrator. He can't create a sense o1 loyalty and
motivation in others.
4.
Counseling Helpful
Counseling is a specialized technique. Since the situations
are changing fast, and the training, given to an executive, to
68

run a particular organization today may not be helpful

tomorrow. It is desirable for them to acquaint themselves with
the fundamental principles of counseling.

unreliable sources. Social sciences can provide scientific

methods to avoid waste of time, money and energy and help
the organizations in making their policies successful in
modifying them, through a process of evaluation.

5.
Knowing Others Values
One of the most important qualities of a leader for motivating
his colleagues and subordinates is that he must know their
goals in life, their standards, their values and cultural
background, their image of themselves, their expectations
from others, their frustrations, their hopes and fears. He
should also know the political and occupational groups to
which they belong.

Personality Factors in Human Relations

Some times people wonder why some managers,
administrators and executives succeed so remarkably well,
while others, almost equally qualified in terms of professional
training and intellectual capacity, fail in similar circumstances.
The answer perhaps may be attributed to the type of
personality they possess. Personality is one of the most
important factors in managers, leaders, commanders in
creating a favorable and unfavorable atmosphere of human
relationship in any organization. Personality factor in human
relation is discussed under the following five headings.
I.
The Authoritarian Personality
An authoritarian personality is one, which demands
unquestioning obedience and submission; it is rigid and
intolerant of the shortcomings of others. Such an executive is
usually strict in getting work out of his subordinates and
becomes extremely autocratic; he makes all decisions himself
and keeps interpersonal relationship with the members of the
group to a minimum. The leaders of this type ultimately
create, an authoritarian atmosphere in the organization; and
in the very process of maintaining discipline, sows the seeds
of misunderstandings and consequently tension and
indiscipline. Change of assignment suitable to their

6.
Participation In Planning
Participation of the colleagues and follows in the
implementation of certain programmed is necessary in the
organization. What is important to note is that the followers
should not be made to feel that they are being ignored?
7.
Kindness
Kindness is a principle, which may not be accepted and
practised by an authoritarian personality, but researches
reveal that kindness, where it is really needed, always leads
to happy results, Some times just apart on the shoulder saves
the individual from many pitfalls in life. Punishment wrongly
awarded may lose the individual forever.
8.
Evaluation
Times are gone for the administrator to rely on his rational
considerations alone or mere impressions gathered through
69

personality structure can also help. In fact the problem of

placement right person in the right job is highly desirable
based on the attitude of the employees concerned. Job
satisfaction is one of the biggest factors in morale and
efficiency in work.

4.
Anti Authority Type
These people slander the superiors for their shortcomings,
real or imaginary. The subordinates contemptuously look
down upon their supervisors as inefficient or incompetent.
They develop an inflated view of their own importance and
show scanty regard to the lawful authority. If the boss
happens to be human, he will be criticized for not being a
good administrator, if he is firm, he will be criticized as cruel.

2.
The Frustration --- Aggressive Types
There are some individuals who are all the time grumbling or "
cribbing irrespective of the objective situation in which they
are placed with out realizing that the sources of their trouble
lies with in. They are all the time critical of individuals,
situations aiound and always out with a number of grievances
and demands even if you meet their demands they will never
feel satisfied. Such individuals become a problem for their
subordinates.

5.
Mixed type
A case can be mentioned of peculiar combination of anti
authority and authoritarian types. Such a person is
aggressively possessive, tyrant for the sub-ordinates and
problem for the seniors. He may be extremely efficient, well
read and intelligent. Neither his education nor efficiency nor
intelligence is of any avail in view of his personality factor.
Self-realization can help the situation.

3.
Chronic Critic or alarmist Type
An offshoot of the above type is a person who is all the time
criticizing, grumbling and magnifying only the negative
aspects of things around. Unconsciously such people spread
alarming news about such happening and have a knack of
misinterpreting things to their way of thinking which always
converges to ultimate destruction. Such are the people who
are called alarmists or destructionists not with any bad
intentions but by the compulsions of their personality set-up.
These people affect the social atmosphere around. It is
possible that by owing them and by providing them guidance
and counseling you may be able to change them.

Limitations of Human Relations

Although the study of human relations approach helps in
identifying some general and broad types of rules and
considerations which help us in establishing a rapport with
other employees of the organizations, but it has certain
limitations. Ghulam Jilani conceives these limitations as
follows.
(a)
Vastness of Human Nature
Each individual and each situation is unique. Therefore, a
knowledge of general principles of psychology cannot be
70

blindly applied to every situation equally well. Man is a

dynamic, purposive being with ever changing moods and
emotions, desires and aspirations, frustrations and
aggressions. Every administrator; therefore will have to use
his insight, experience, discretion in dealing with other human
beings instead of handling them mechanically on the basis of
principles alone.

(e)
Perfect Human Relationship: An Ideal
A leader, should not Strain him to achieve such an ideal. It is
not only impossible but behavior from others.
We can conclude from all this discussion that a good
manager/administrator trusts workers and given them
freedom to plan out their own mechanism of doing things.
Praising before other workers, giving increased responsibility,
writing letters of recommendations, praising before the higher
authorities are some of the mechanisms that can be used for
good human relationships. Such a recognition and public
acknowledgement helps workers to value work, derive a
sense of satisfaction and feeling of importance, which go a
long way in motivating them for better work.

(b)
Personal Prejudice
During the course of life, every individual acquires certain
attitudes, motives and forms of behaviour, which make him
rigid in his relationship with others. Awareness of this trait
does help a person to become less rigid and to meet
situations of life better. To what extent one is capable of
adjusting the advantages and disadvantages of experience
depends upon the individual himself and differs from individual
to individual and situation to situation.

School and Community

The school has an opportunity not only to make use of but
also to serve its community. The school can be of especial
use to community dealing with the problems of intercultural
relations. The school community relation dealing with human
relations a significant one in our society. The school
community relation offers and excellent opportunity for
harmonizing cultural differences. In this way we not only have
equality of opportunity and freedom from a political stand
point but we are also gradually eliminating racial and ethnic
discrimination in employment and in other community
activities.

(c)
Resistance to Change
When we learn more about how to motivate others it usually
calls for some change in us. Unlike a physician or a scientist,
here the senior himself is involved emotionally in the situation
which makes his task all the more difficult.
(d)
Expecting top Much from Others
The anxiety on the part of some superiors to make people
work hard to get the maximum without being sincere, defeats
all efforts of motivation.

71

The school is not alone in providing educational experiences

for the child: It is assisted by the community through which the
child has a variety of worthwhile and significant experiences.
It is important, therefore, that you should be informed about
the community and the cultural, educational and recreational
opportunities, which it provides for school youth.

teachers to keep closely in touch with the thinking of the

citizens in the community.
The activities of the school frequently are a center of cultural
and recreational activities for the community e.g. the athletic
contests; speech programs and dramatic productions provide
splendid cultural and recreational opportunities. In ways such
as these, the school may serve as a recreational and cultural
center for both youth and adult groups in the community.

The community is a social laboratory in which pupils can gain

valuable suggestions in to local civic social and economic
problems the community serves not only as a laboratory but
also as a focus of many school activities. A close interaction is
possible between community and the school. The community
is the source of the child's education during the remaining 70
or 80% of his day. People who think about education in broad
terms as a process of teaching children the concepts of their
society and of teaching them how to behave in their social,
civic and economic relations, tend to think of the whole
community as an educative agent. From this point of view the
school alone cannot do the job of education, nor can the
school and family together. Education is the result of living
and growing up in a community.

The democratic problem in education is not primarily a

problem of training children, it is the problem of making a
community with in which children cannot help growing upto be
democratic, intelligent, disciplined to freedom, reverent of the
goods of life and eager to share in tasks of the age. A school
cannot produce this result; nothing but a community can do
so. Because the community is so important in the education
of children, educators are interested in finding the best
combination of school and community experience for
educational purposes.
Close relationship with community groups is essential for
good understanding. It is therefore; important that you as a
teacher do everything you can do strengthen the programmed
of school by developing a close relationship with community.
The teacher will be happier and more successful of the
community in which he teachers become his home.

We should also remember that the citizens of the community

support the schools and that it is their children who attend.
Therefore, it is the parents and citizens who ultimately decide
the type of schools that the community should have. This
means that it is important for the administration and the

72

HEAD MASTER'S DIVIDED WORK

"Billet" evaluated the different schools of America and
prepared a timetable for headmasters activities. We can
follow this timetable in Pakistani schools with some ordinary
changes:

HEAD MASTER VS TEACHER

Position of a Head Master in a School
The Head Master holds the key position in a school just like
the captain of a ship holds the key position on a ship. The
Head Master is the co-coordinating agency that keeps the
balance and ensures the harmonious development of the
whole institution. He sets the tone of the school and is the
chief force in molding the traditions. He occupies a central
position in the school and has a multi dimensional role to play.
Often it is Head Master who is praised or blamed for earning
a good or bad name and reputation for a school. Hence it is
sometime said," As is the Head Master so is the school". The
old and new idea about Head Master/Principal The old idea of
Head Master was that an ogre, who used to confine himself to
the office and around with a cane, ready to inflect corporal
punishment with slightest provocation is that the whole school
would have filled with an atmosphere of fear on his
appearance. But time and again this idea has been exploded
and now a days an ideal Head Master is considered as one
who though retains a dignified superiority over the whole
school is to be approached by the youngest boys in the
school. With impurity and readily listens to the complaints of
all those who are in and outside the school. He generally
takes a deep interest in the problems of the school. Specially
those, which are faced by the students.

D is t r ib u t io n D a ily W o r k
1 . O ffic ia l w o r k 2 1 %

7 . F a u lt y m e e tin g 5 .9 %

2 . S c h o o ls in s p e c tio n 1 1 .7 %
3 . T e a c h in g w o rk 7 %

6 . M e e tin g w ith p a r e n ts 6 .2 %
1 3 . O t h e r a c tiv it ie s 3 %

73

Steps to be followed by the Head master for maintenance

of good human relations with the teaching staff
Following are the steps, which if followed by a Head Master in
a school will create a good relationship between him and his
staff with the maximum benefit to the school.

The Head Master whose behavior patterns believe his

statements will invariably find it difficult to maintain good
Human Relations with his staff.
3.
Familiarity with Teachers
The first task for a head Master is to get to know his staff. He
must try to understand their social back ground, their
educational background and their personal history, so that he
may be able sympathetically to understand their difficulties
and their relation to life and its various situations. This
understanding and familiarity is not some thing to happen
over might but will be a result of this, teachers will start
realizing the interest taken by the Head Master in their well
being and the natural outcome will be the concentration of
teachers efforts for the progress and uplift of the school.

1.
Basic attitude
Pre-requisite to the administrator's (Head Master) skill in
Human Relations is his basic attitude. He must have a strong
and overwhelming belief in the sure worth of all individuals.
He should think that even the least experienced teacher in his
staff is to some extent possible for the well being and
betterment of the whole institution. This attitude will naturally
lead to the cultivation of self-respect and sense of
responsibility among the teachers with the favorable result of
maximum contribution to the institution.

4.
Democratic Attitude in Dealings With Staff
As time goes on, the conditions, daily life and behavior of the
people have been changed, the autocratic attitude is
becoming less important. There is a global demand for
democratic attitude to be adopted in every institution.
Definitely school is not an exception.
A Head Master is a leader of a group and a leader is one who
secures co-operation of his followers and this is possible only
when he adopts a democratic attitude in his dealings with his
staff members. But his leadership becomes all the more
difficult because often he has under him persons who are
equal to him in qualification. In army a person in command is

2.
Good will
Actually for from being an occult science, a human relation is
nothing more than good will and applied common sense.
Hence for a Head Master the basic imperative of good human
relations is good will. A successful school system must be
perambulated with a spirit of good will. All the techniques of
Human relations that are employed by a Head Master will be
wasted, impact dangerous if a feeling of mutual good will is
lacking. This feeling should be evident in his behavior and is
not needed to be mentioned by him in the staff meetings.

74

usually out and out superior to the common soldiers. In such a

case leadership is easy but in school, the situation is different
as a Head Master leads people who use to be equally
intelligent and well qualified. In such a situation, the only way,
which can facilitate the job of a Head Master, is the
democratic attitude. For running the school affairs with a
smooth face, co-operation of the staff members is a must but
co-operation and autocracy can not go hand in hand with
each other. Another short coming of the autocratic
environment in the school is that teachers will never open
their lips from the fear of taking the risk of annoying their boss
or that the suggestion if put forward by them will not be
entertained by the Head Master.

2)

3)

5.
Friendly Attitude Towards the Staff
The relationship between the Head Master and staff should be
based upon sound and warm friendship. This will lead to the
flow of creative and beneficial ideas from the teachers
towards the Head Master.
1) Naturally, he will not have equal friendly attitude
with every member of the staff, some will attract
him more than others but he can maintain a
friendly attitude towards all members of the staff
so that they may feel that he is sympathetic with
them and honestly tries to understand their point
of view and their difficulties.

6.

It is most important that in cultivating the

friendship, initiative must be taken by the Head
Master. Specially this friendly attitude if already
exists, will turn the supervisory visit of head
Master to a teacher's class from a fearful affair to
a pleasant experience. It will have a direct
favorable effect upon both the Head Master and
teacher definitely an indirect one upon the
students.
But one thing must be remembered that friendly
attitude does not mean becoming easy, going or
letting things slide. Whenever a Head Master
finds any slackness or carelessness on part of the
teacher, he should act sharply and to the point.
But this can be done in a sympathetic way n
understanding of the teacher, environment and
conditions of one at fault. The friendly attitude will
make the rebuke more keenly felt and far more
effective.

Praise your Teacher Openly and admonish him

Privately
This is the most cardinal principle in the maintenance of good
relationship with the teacher by the Head Master. The
principle is based up on the saying of "Syrus" who states that
"Admonish your friend privately and praise him openly.

75

If there are good qualities in your teacher, mention them

frequently so that the other staff members can take an
example.
Some times at the time of a Head Master's visit to a class of a
teacher, he finds him teaching some thing wrong or in a wrong
way and he likes to set the thing right there. But it should be
done either carefully or the teacher might be corrected
privately after the class is over. But never ever the discussion
and suggestions be made in front of the students or teachers,
as the students always hold their teacher in a high esteem
and any careless act on such occasion on part of the head
Master will shatter down the trust of the students which they
put in their teacher and also the self confidence of the
teacher. The result will be the loss of interest in the school
affairs.

that the school belongs not only to the Head Master but to all
of them as they are given full opportunities to participate in
the school problems. Hence they will consider the problem of
the school as their own and well utilize all of their energies for
the progress of school.
When a head Master is desirous for brining some innovations,
the first thing for him is to use a language that fully conveys
his meanings to the teachers. But at times he will face
opposition. In such a case he should be open minded and
welcome suggestions from the staff and if possible reconsider
and present the plan or scheme in a modified form or if it is
not possible and the plan beans a real importance for the
school according to him. He can ask the staff to give their
idea or scheme a trail for certain length of time promising that
if it is found in effective will be given up.
One last thing which is worthy to mention here is whenever a
head Master goes first to a school, he should not rush for
changes and embarking upon extensive programmers of
reforms, let him give the staff, the pupils and their parents
time to know him. Hence he will get much quicker progress in
the long run if he starts slowly and gradually.

7.
Sharing The Staff In Important Matters
Education is a group work or teamwork or co-operative
enterprise and the fruitful results could be reaped when
combined efforts are exercised. Whenever a head Master
thinks of brining a change or launching a new plan, he should
consult all of his staff members by arranging staff meetings
with them. But these meetings should not be a routine matter
but in the real sense of giving the staff maximum opportunity
to share their ideas and proposals concerned to the plan
because group mind is more fertile than individual and group
action is more fruitful than individual. In this way they will feel

Teachers v/s Students Relationship

The modern approach is child oriented i.e. the student
occupies the central position in teaching learning process. In
other words it means that learning by the student is more
important than teaching by the teacher therefore advocates of
76

modern education stress that teacher should gradually make

himself less, important but actually he can not make himself
invisible as students will always look up to him as a guide and
facilitator and friend. So he must be careful about his precept
as proverbially "example is better than precept". But both are
equally important for a teacher. As if a teacher says one thing
and does another, pupil will lose interest in him.
A teacher should be a dignified man, which of course does not
mean un-necessary strictness or rigidity on his part. If he is
calm and judicious in his dealings and. clean in personal
habits, will tend to cultivate the same in those around him.

3)

Importance feather-Student Relationship

The major function of a teacher is to guide leaner in acquiring
knowledge and ways of behaving and this can be done
effectively when there is shrinkage of the distance between
the teacher and the taught. In other words when there is an
establishment of warm, friendly and sympathetic relationship
between the two. Following are some of its benefits.
1) Maximum learning can take place when the
classroom situation and environment is favorable
and conducive. Besides so many other factors
which together lead to the production of such type
of environment good relationship between teacher
and the taught is the chief one.
2) Maximum understanding of the subject taught in
the classroom is possible only when the traditional

4)

77

fearful and antagonistic relationship between

teacher and the taught is replaced by pleasant
relationship between the two, as it will lead to the
cultivation of self-confidence among the students.
There will be maximum contribution from their
side in the learning process. They will not hesitate
or afraid of raising questions which will lead to
better understanding of ideas or concepts, which
a teacher want them to receive.
In a way, job of teacher also becomes easy when
on the spot learning takes places through
students involvement hence there will be a better
and quick understanding of the subsequent
difficult parts of the subject to come as students
will be already having concrete basis to conceive
the advance ideas and concepts.
Education is over all growth and development of
the whole personality of a student and a student
in his school life is confronted by variety of
problems. If a good relationship exists between
him and his teacher, he can be proved as a good
substitute for his parents. He will bring all of his
problems and will share frankly with his teacher.
Now his teacher is in better position than his
parents to get a proper relation to his problems
and in this way over all growth and development
is ensured only because of good relationship.

5)

6)

The success of the guidance service if there are

any in a school is mainly dependent upon the
favorable relationship between the teacher
administering or extending guidance services and
the students who seek proper guidance.
Above all through the establishment of good
relationship with students, a teacher could be of a
help specifically to background students as only
he knows better that some of them are 'late
bloomers" and he can encourage them by words
and actions.

4)

5)

Improvement of Teacher-Student Relationship

Teachers want to be admired and respected by their pupils. In
order to achieve pupils acceptance, the teacher needs to
display those characteristics, which have been briefly taken in
to account in the very start of this topic i.e.
1)
He should be on cordial and friendly relationship
with his students.
2)
He should be very much careful about his
example as well as precept i.e. there should be
no contradiction between his words and deeds.
He should act upon what ever he says i.e. not
applying the formula "do as what I say but don't
do what I myself do ". As in this case pupil will
lose their interest in him.
3)
He must possess dignity, poise and selfassurance. But dignity does not mean un-

6)

78

necessary strictness or seriousness on the

other hand he must be easily accessible to his
students.
He should be calm and judicious in trying
situations and avoid favoritism but should
equally treat all of his students without any bias.
He should readily join with the students in cocurricular activities, as it will keep him young,
enthusiast and optimist. But unfortunately most
of the teachers feel reluctant to participate in cocurricular activities and think their duties are
over, after class work is finished. This is wrong
as in modern progressive type of schools what
happens on the playground is considered as
important as that which happens with in the
class room. As former leads to their physical
and social development while the latter one is
concerned with their intellectual development.
One last but not the least thing is that a teacher
impresses his students in many ways. His every
action is keenly observed by his students and is
of course imitated sometimes he is a hero at
other time he is taskmaster and still in other
time he is a philosopher. Therefore he should be
very cautious and careful about his conduct and
character as whatever he does will invariably
affect those around him. His pupils will respect

him if he himself respects rules of the school. In

short, in order to exert a desirable influence
upon learners, a teacher should give time and
attention to improve his own personal asset to
the end that they would exert positive rather
than negative effect upon the young people.

School is nothing else but an organized and systematic

extension of services previously provided at home. These
services include imparting knowledge of culture, traditions,
and heritage, religious and moral values. But increasing
complexity of life style and social environment also scarcity of
time and educational facilities at home led to the creation of a
new institution called as school. Despite the fact schools are
now-a-days doing a great deal in administering/imparting
these services from parents side these efforts can not be
fruitful in bringing a desirable degree of perfection in child's
whole some personality development. Therefore it is need of
the day that there should be a close harmony in the efforts
from both sides i.e. Head Master and teacher v/s parents in
order to achieve the desirable goals.
Hence the usefulness of a school largely depends upon its
closeness of contact with home.

Many of the problems that are experienced by teachers in

their relationships with their pupils are rooted in the many
factors of influence that have been discussed throughout this
topic. In summary the ways in which teacher-pupil
relationships can be improved included.
i)
Smaller classes
ii)

Improved teaching procedures.

iii)

More homogeneous grouping of pupils.

iv)

Greater teachers insight into

abilities, interests and attitude.

v)

More effective counseling services.

vi)

Greater administrative, parents and community

co-operation.

young

pupils

Who will bring them closer to each other?

Well, all the Head Masters, teachers and the parents should
play their roles in the establishment of this relationship among
themselves. But unfortunately owing probably to the fact that
many of the parents of the present generation of schoolboys
are either un-educated or only semi-educated, the difficulty of
securing parental co-operation is very great. Of course each
year this difficulty decreases and in proportion to the
decrease the effectiveness of the schools will increase. At
present in the best of government schools, not talking of high

These conditions constitute ideal school situations. Budgetary

allowances and other practical considerations often make it
impossible to realize all of these ideals.

Head Master and Teacher v/s Parents

79

standard Private schools, we find the Head Master, the staff

and the boys pulling in one direction and a large number of
parents? Pulling in the other. Unless all four are pulling in the
same direction, the work of the school is hampered severely
and its effectiveness is impaired.
Scotland is probably one out of the advanced countries of the
world where this parental co-operation is found to a highest
degree while our's probably is the reverse case.
Now, owing to the above facts, principal of a school is the
person who with the sincere contribution and participation of
his staff members is supposed to take the initiative for this
purpose he must retain cordial relationship with parents and
guardians of his students. He should endeavor by every
means to secure their good will and confidence as for as
possible without weakening discipline or sacrificing what he
believes to be for his pupils.

2)

How to Establish this Relationship?

4)

1)

3)

First of all there should be the development of a

basic attitude among the principal and his staff
members regarding this relationship owing to the
tremendous importance, which it has both for
students as well as for the school. They should
chalk out a comprehensive programmed for it and
then slowly and gradually work according to it.

80

Probably the surest way if not the only way for

establishing this relationship, students can be
used as effective and easily available medium
among the three parties head Master, teachers
and the parents. But for the purpose again the
first thing to do which I have already mentioned in
the previous pages, is to take the students first in
to confidence and earn their co operation by
teachers through their personal qualities of
justice, firmness, accessibility, courtesy, sympathy
and dignity. If a master fails in any of these
qualities on any occasion, he has taken a step
back and ground lost is difficult to recover.
Favoritism or loss of any qualities mentioned
above on part of any staff member will get them
out of touch from their students and through them
from their parents.
Students are reasonable beings. They like to
have things explained to them. For example a
new order is issued in a school that "all students
are to be weighed". A bad master merely tells his
class to go and get weighted. They go like a flock
of sheep. The good master explains exactly, why
they have to be weighted? The students report
the master at home and give the reasons and the
parents are interested and begin to believe that
there may be some thing in the case of the body

after all. No amount of letters to parents will

produce the same effect.
6)

As long as masters know that the co-operation and contact

with parents is essential and do every thing in their power to
secure it and as long as parents recognize that they must help
their children, the master and the school as for as they can, if
they wish their children education to be thorough and useful,
all will come out right in the end.

7)

8)

Means of establishing H.M. Teachers v/s Parents

relationship
Following are in brief various methods by which this
relationship can be developed.
1) By regularly sending them casual reports and
progress reports of the students.
2) Through personal contact of the Head Master and
teachers with the parents of their pupils.
3) To encourage students sending letters to their
parents
by themselves
mentioning
their
improvement, comments about school and
teachers.
4) To send parents sufficient notice about their
children weaknesses and remedial measured to
betaken rather than mere detention cards.
5) By inviting them to school for an interview and
hold with them meetings in special cases when
student is weak and detailed discussions are

9)

needed for arriving at a proper solution to the

problem.
By inviting parents to witness any special skill or
capability which their child possess and needs to
be given proper attention.
By inviting them to career conferences, where
experts in special fields be arranged to deliver
lectures.
Now-a-days one occasion, which is specially
observed in private schools, is the parents day
where parents of the students are invited and
they are familiarized with different facilities and
equipment's utilized by the school for their
children.
Parents can also be invited to the celebration
ceremony of some other important national event
like, Defense Day, Pakistan Day etc.

Mental Health of a Teacher

Definition:
Mental health includes the ability of management oneself and
ones environment in the effective and growth proceeding way.
Mental health effects the
performance of an individual.

81

mental

organization

and

A mentally sound individual has the ability to adjust himself to

his environment and situation. He does not permit the cares
and worries to affect his personality and remains mentally and
emotionally balanced. Contrary to this, a mentally un-sound
person is he, who cannot adjust himself to new situations.
Such a person always remains mentally and emotionally
perplexed.

REFERENCE BOOKS

If a teacher is not mentally sound, he will be un-able to inspire

his students that much. He will be incapable of transmitting of
his ideas and store of knowledge to the students.
The students of such a teacher are far from developing a
positive attitude towards teaching. So, resultantly the teaching
learning process will not be satisfactory and encouraging.

1)

Afridi, Arbab, 1998 Educational Administration

Peshawar.

2)

Arshad. 1998
Peshawar.

3)

Bent Rudyard & Henry H Principal of Secondary

Education.

4)

Dr. Malik Said Rasul, The system of Education

in Pakistan.

5)

Dr. S.A. Ghaffar & Arbab Afridi, History of

Education Peshawar 1999.

6)

Encyclopedia of Educational Research. Fifth

Edition, Vol. 4 MacMillan Company, Inc.; New
York PP.3

7)

Hitton Ernest: Rural School Management

American Book Company, New York -1949.

8)

Ishtiaq Hussain Qureshi Education in Pakistan.

M.A. Aref Ltd. G.P.O. Box 23 Karachi.

9)

Kokhar F.H:
School
Organization
Management Tahir Sons Karachi 1993.

Principles

of

Education

and

10) Mrs. Khalida Tanveer, Education.

11) Muhammad R.S. Modern School Organization
Z.A. Prentice, Lahore, 1997. pp. 52-61.

82

12) Rashid M. and Asif M. School Organization for

B.Ed. Unit. 1-9 Allama Iqbal Open University,
Islamabad, pp. 170-20.

SYLLABUS-2001 & ONWARDS

Unit No. 1:

The Concept of School Management.

13) S.A. Ghaffar Higher Education Peshawar 1997.

1.1

Meaning of Management

14) S.M. Shahid Tanzeem Madresa Lahore 1998.

1.2

Principles of School Management

15) Singh
H.M
Management.

1.3

Scope and importance of school organization.

Fundamental

of

Educational

Unit No. 2:

The School Discipline.

16) Singhal School Inspection System, a modern

approach.

2.1

Definition and Purpose of School discipline.

17) Sultan Muhiuddin School Organization and

Health.

2.2

Modern concept of School discipline.

2.3

Factors effecting school discipline.

18) VASHIST
S.R
administration.
19) VASHIST
S.R.
Supervision.

Theory

of

Educational

Methods

of

Educational

Unit No. 3:

21) Zia-ul-Haq Zia and Shahid S.M. School

Organization for PTC. Unit, 1-9 Allama Iqbal
Open University Sumaraz Press Liaqat Road
Rawalpindi, 1994, pp. 323-27.
22) Dr. Mahmooda Rehman, 1999,
Techniques Peshawar Ijaz Printers.

3.1

Criteria for Student classification.

3.2

Need for Classification

3.3

Psychological factors of classification

Unit No. 4:

20) Walter S. Monrore, Encyclopedia of educational

research supervision and in service training,
the MacMillan Company. 1940. Pp. 1191.

Definition of Co-Curricular Activities.

4.2

Importance and scope of co-curricular activities.

4.3

Types of Co-Curricular activities.

5.1

23) Dr. Wazim Khan, 1999, Research Techniques.

Peshawar Ijaz Printers.
83

Management of School co-Curricular Activities.

4.1

Unit No. 5:

Evaluation

Classroom management

Management of Physical Facilities and learning

Resources
(Physical Aspect)
1.

School building

2.

Hostel

3.

Dispensaries n and Cafeteria

5.2

Unit No. 6:

(Learning Resources)
1.

Use of Library

2.

Use of A.V aids.

3.

Use of instructional materials.

4.

The use of school diary, timetable and

school registration records.

Human Relations
1.

Headmaster vs Teachers

2.

Teacher vs Students

3.

Headmaster-Teacher vs Parents

4.

Mental Health of a teacher.

84