Educational Management, leadership, Administration & School and Community

Educational Management

Management – Meaning

• The collective body of those who manage or direct any enterprises.
• Management means steering an organization towards specified objectives.
• Management in simple terms means the act of getting people together to accomplish desired goals.
• Management can also refer to the person or people who perform the act(s) of management
• Management comprises (factions of management)
• planning,
• organizing
• Controlling
• decision making
• Motivating
• Leadership
• Communicating
• Performance
• Appraisal
• Linking rewards with performance
• Human resource Development

1. planning

·         most basic and extensive process in management

·         it means deciding in advance what result are to be achieved and what actions are to be taken for the same and who should take such actions, where , when and how.

1. organizing

·         it is the process of grouping people and activities at the disposal of an organization.

·         in a judicious manner, people and activities have to be grouped to produce the best results by following the most appropriate sequence of events.

1. Controlling

·         Means checking the progress of the plans and correcting any deviation that might occur along way of implementation of plans.

·         Control ensure quality, appropriateness of means and action.

1. decision making

·         This means converting intentions to action plans on a rational basis, on the basis of a perceived relationship between actions and outcomes.

·         Decision making is the essence of all management.

1. Motivating

·         This means the continuous process of generation sufficient interest to each individual to carry out actions that can be benefit the organization.

·         As strategies for motivation both monetary and non-monetary rewards are used.

1. Leadership

·         It is a process of making ordinary people to extra ordinary things which they would not accomplish if left alone.

·         Leadership involves skills in inspiring, integrating divergent interest, building self confident and morale etc.

1. Communicating

·         Communication is aimed at making others understand what they are expected to do and at ensuring whether they are doing it or not.

1. Performance Appraisal

·         Performance appraisal is the process of evaluating the contribution on an employee for the purpose of determining his rewards and developmental needs.

·         Performance appraisal can done through:

o    Establishing acceptable levels of performance in qualitative and quantitative terms.

o    Adopting effective methods of assessment.

o    Using performance appraisal data for various managerial objectives

o    Giving feed back to the employee to help him to modify his behavior in the organization.

1. Linking rewards with performance

·         This means motivate employees to perform better by giving rewards to them.

·         Where such linking is absent, fall in standards and failure to achieve excellence in performance are natural outcomes.

1. Human resource Development

·         This is the process of helping employee to develop their competence in a continuous manner, for the benefit of themselves, their organization, and the society.

·         Career planning, career guidance, setting of standards for performance, performance appraisal, feedback on performance, training programmes etc. are some strategies for human recourse development.

Management – Definitions

·         "Management is principally the task of planning, coordinating , motivating and controlling the effort of others towards a specific objective. Management is what management does. It is the task of planning, executing and controlling."                             – James, L.Lundy

·         Management is the distinct process consisting of planning, organizing, activating and controlling performed to determine and accomplish the objectives by the use of human being and other resources"                                              – George, R.Terry

Educational Management

• The management in education field.

Factors influenced the development of Educational management

• Growing complexity of educational enterprise
• Modern technological development
• Ever changing pattern of education
• Rising cost of education
• Increasing politicization of education
• Social changes

Aspects of Educational Management (5M's)

·         Management of Men

o    This include staff, student and their parents, members of the community, members of the governing body and developmental officials.

·         Management of Money

o    This concerns with finance.

·         Management of machines

o    This include different kind of machinery for carrying out programmes related to work experience and Socially Useful Productive Work (SUPW)

·         Management of Material

o    This includes a variety of material in the form of furniture and stationery etc. exist in the educational institutions.

·         Management of Method

o    This means organization of ideas and principles into school system-curriculum, methods of teaching

Management – Principles

• Principle of cooperation
• Principle of coordination
• Principle of democratic philosophy
• Principle of equality
• Principle of freedom
• Principle of flexibility
• Principle of human relations
• Principle of justice
• Principle of leadership
• Principle of optimism
• Principle of optimum utility
• Principle of professional growth of the staff
• Principle of recognition of individual worth
• Principle of sharing responsibility
• Principle of values
• Principle of budgeting
• Principle of economy

Application of the principles of management to education

• Optimum utilization of man and material
• Management action involves not only the most use of the material resources but also of human resources.
• Optimum utilization of man and material implies the identification of available resources in the community maintaining available resources and developing accountability towards control and monitoring resources.
• The human elements in management of education includes
• Children
• Parents
• Educational planners and administrators
• Teachers
• Other employers
• By coordinating the functions of these human elements in a proper way we can have the optimum utilization of human resources.
• The material element includes
• Money
• Buildings
• School ground
• equipments

 Supervision

• Supervision is a planned programme for improvement of institutions.

Aims of supervision

• To provide professional leadership to educational institutions so as to improve their work and put them on right direction and path.
• To set suitable goals for educational institutions.
• To apprise the work of educational institutions and to give valid criticism
• To offer technical service to teachers in the form of instructional aids and suggestions.
• To promote professional growth of teachers by providing in-service training to them.

Types of supervision

• Corrective type
• Here the intention is to find out what is wrong with the teaching learning process.

• Preventive type
• Under this the supervisor anticipates the difficulties of headmasters or teachers, and help them to avoid these difficulties.
• Creative type
• This aims at liberating teachers fro set procedures and makes him self-reliant and enthusiastic in his work

Educational Leadership

Leadership - Meaning

• leadership is the art of motivating a group of people to act towards achieving a common goal.
• Leadership is a winning combination of personal traits and the ability to think and act as a leader, a person who directs the activities of others for the good of all.

Educational Leadership

• "An educational Leader is always trying to get others to accept his decisions or his objectives, or encourages them to join in some common purpose. His skill like that of any other leader. Rests on his ability to make significant judgment and to encourage others to accept these judgments"                        - Barky
• Barky has identified three types of educational leaders
• The educational statesman
• The teacher
• The administrator

Theories of leadership

1. "Great Man" Theories:

·         Great Man theories assume that the capacity for leadership is inherent – that great leaders are born, not made.

·         These theories often portray great leaders as heroic, mythic, and destined to rise to leadership when needed. The term "Great Man" was used because, at the time, leadership was thought of primarily as a male quality, especially in terms of military leadership.

1. Trait Theories:

·         Trait theory assumes that people inherit certain qualities and traits that make them better suited to leadership.

·         Trait theories often identify particular personality or behavioral characteristics shared by leaders.

·         But if particular traits are key features of leadership, how do we explain people who possess those qualities but are not leaders? This question is one of the difficulties in using trait theories to explain leadership.

1. Contingency Theories:

·         Contingency theories of leadership focus on particular variables related to the environment that might determine which particular style of leadership is best suited for the situation.

·         According to this theory, no leadership style is best in all situations.

·         Success depends upon a number of variables, including the leadership style, qualities of the followers, and aspects of the situation.

1. Situational Theories:

·         Situational theories propose that leaders choose the best course of action based upon situational variable.

·         Different styles of leadership may be more appropriate for certain types of decision-making.

1. Behavioral Theories:

·         Behavioral theories of leadership are based upon the belief that great leaders are made, not born.

·         Rooted in behaviorism, this leadership theory focuses on the actions of leaders, not on mental qualities or internal states.

·         According to this theory, people can learn to become leaders through teaching and observation.

1. Participative Theories:

·         Participative leadership theories suggest that the ideal leadership style is one that takes the input of others into account.

·         These leaders encourage participation and contributions from group members and help group members feel more relevant and committed to the decision-making process.

·         In participative theories, however, the leader retains the right to allow the input of others.

1. Management Theories:

·         Management theories (also known as "Transactional theories") focus on the role of supervision, organization, and group performance.

·         These theories base leadership on a system of reward and punishment.

·         Managerial theories are often used in business; when employees are successful, they are rewarded; when they fail, they are reprimanded or punished.

1. Relationship Theories:

·         Relationship theories (also known as "Transformational theories") focus upon the connections formed between leaders and followers.

·         These leaders motivate and inspire people by helping group members see the importance and higher good of the task.

·         Transformational leaders are focused on the performance of group members, but also want each person to fulfill his or her potential.

·         These leaders often have high ethical and moral standards.

 Administration

Administration is a complex process which involves planning, programming, organizing, staffing, training, controlling, implementing, monitoring, evaluating etc.

Educational Administration

• "Educational administration is to enable the right pupils to receive the right education from right teacher, at a cost within the means of the state under conditions which will enable the pupils best to profit by their training."                              -Graham Balfour

Characteristics of Educational Administration

·       Making all efforts and agencies work together in unison.

·       Assisting in the realization of the aims and objectives of education.

·       Rending service to society in its progress and that of the individuals.

·       Concerned with diverse human beings, the teachers, staff, students, parents and public, and coordinating of their.

·       Concerned with all those activities undertaken, and fullest utilization of resources, for education.

·       Its purpose through the procedure of organizing, ordering, facilitating and improving the efforts of people in the realization of the goals of education.

 Gullick & Urwick – the concept of Administration

According to Gullick & Urwick , in Administration comprises the following

• Planning
• Organizing
• Staffing
• Directing
• Coordinating
• Reporting
• Budgeting

Administration - Gregg's Analysis

• Planning
• Organizing
• Communicating
• Influencing
• Coordinating
• Decision making
• Evaluation

What is the difference between management and administration?

Basis of difference	Administration	Management
Nature of work	It is concerned about the determination of objectives and major policies of an organization.	It puts into action the policies and plans laid down by the administration.
Type of function	It is a determinative function.	It is an executive function.
Scope	It takes major decisions of an enterprise as a whole.	It takes decisions within the framework set by the administration.
Level of authority	It is a top-level activity.	It is a middle level activity.
Nature of status	It consists of owners who invest capital in and receive profits from an enterprise.	It is a group of managerial personnel who use their specialized knowledge to fulfill the objectives of an enterprise.
Nature of usage	It is popular with government, military, educational, and religious organizations.	It is used in business enterprises.
Decision making	Its decisions are influenced by public opinion, government policies, social, and religious factors.	Its decisions are influenced by the values, opinions, and beliefs of the managers.
Main functions	Planning and organizing functions are involved in it.	Motivating and controlling functions are involved in it.
Abilities	It needs administrative rather than technical abilities.	It requires technical activities.

 

Leadership and administration in education

·       The administration is concerned with administrating an organization

·       The functioning of the organization is made dynamic by effective leadership.

·       The administration is concerned with the process of providing leadership.

·       The leader has to deal with the formal groups – teachers, students, parents, management and departmental officials and also informal groups – cliques among the teachers, gangs among the students, politically minded peoples among the parents, groups with in the management

Teacher as an Educational Leader

·       The teacher should possess capacity for leadership.

·       The leadership of teacher depends upon his character, energy, impressiveness and his consideration for the good of others.

·       The teacher should be able to create confidence in his pupils and members of the community and lead them to productive actions.

The role of the head of institution

·       As an Organizer

o    The head of the institution must systematically organize the routine work of the institution.

o    The head of the institution has to organize various activities – both curricular and co-curricular – in the institution.

o    He should pay special attention in the distribution of work, preparation of time table, conduct of examinations, PTA meeting etc.

·       As a Supervisor

o    Supervision should be comprehensive.

o    It include supervision of the teaching work, moral development of the students, maintenance of registers and accounts.

·       As a teacher

o    The head of the educational institution always should be a good teacher.

o    He should not confine his teaching to one particular class but distribute it among several standards.

o    The intimate relationship established between the head of and the pupils through direct teaching help him to have more sensitive communication with them.

o    It will help him to have a direct touch with existing syllabus and textbook.

·       As a leader

o    To be a successful head of an educational institution one should become a effective leader.

o    The qualities of a good leadership include:

§  High intellectual ability

§  Sound mental and physical health

§  Ability to exercise sound and mature judgment.

§  A healthy personality.

§  A sound, workable consistent philosophy of education.

§  Ability for democratic leadership and effective decision making.

§  Ability to work well with other in a group.

§  Ability for effective and written communication.

·       As an administrator

o    Administration is a complex process which involves planning, programming, organizing, staffing, training, controlling, implementing, monitoring, evaluating etc.

o    There are two types of administrators:

§  Task-oriented administrators: they give instructions to maintain all the registers up-to-date and finish the work as per rule. But they have no consideration for the well-being of their co-workers.

§  People-Oriented Administrators: they give stress only to the benefits at the expense of shirking responsibilities. They attach more importance to popularity among subordinates rather than accomplishment of task entrusted with him.

o    A fully task-oriented administrator cannot expect people's support and a purely People-oriented administrator cannot accomplish the task expected.

o    To achieve anticipated goals the administrator considers himself as one among the workers of the institution and work with them instead of trying to extract work from them.

o    He should motivate the workers to work hard and maximize the output according to the target anticipated.

·       As a Co-ordinator

o    The head of the institution should co-ordinate all the activities in the school.

o    He should provide positive support and encouragement to all teachers.

o    The head of the institution should co-ordinate the abilities and work competencies of all the teachers for the common good of the institution.

Staff council

• The staff council will consist of the headmaster and representatives of teachers.
• For staff council there will be a staff secretary selected among the teachers.
• It will help the headmaster to deal with the problems confronted by the school, such as indiscipline, misbehavior and disobedience.

Functions of staff council

• To discuss problems of discipline and advise the headmaster on how to solve these.
• To advise the headmaster regarding actions to be taken against pupils for misbehavior.
• To provide information regarding problems relating to working conditions and advise the headmaster in that respect.
• To advise the management on step to be taken for the development of the school.
• To assess the academic work periodically.
• To plan important festivals and celebrations and other co-curricular activities.
• To support the teacher whenever he experiences problems and difficulties.

Conduction of staff meeting

• The staff secretary should keep the records of staff meeting.
• The staff secretary should prepare agenda of the staff meeting and it should circulate well in advance.
• The headmaster should provide dynamic leadership to the colleagues.
• He should give complete freedom to express their views.
• Staff meeting should not be too long.
• Unhealthy criticisms should be chocked.
• Staff meeting should not be too frequent, the best appears to be once in a month.

 

Institutional Planning

institutional Planning – meaning

• An institutional plan is a programme of development and improvement prepared by an educational institution on the basis of its felt needs and the resources available or likely to be made available.

Objectives of Institutional Planning

• Improvement of Instruction
• Improvement of library equipment and facilities in school
• Optimum utilization of existing resources.
• Harnessing community resources and goodwill to improve and develop the school.
• Providing an opportunity to the local community, school staff and student to join hands and improve the school.
• Developing co-curricular programmes in the school like work experience, social service and adult educational programmes, and youth service which will make the school a community centre.

Institutional Planning – Steps

• Identifying the needs of the institution
• Pooling together the resources available
• Preparing a plan of action
• Implementing the plan
• Evaluating and taking corrective actions.

School plant

• The term school plant includes the site, building, furniture and equipment

The site

• The criteria to be observed in selecting a school site.
• It should be within the easy reach of the pupils.
• It should have public transportation facilities.
• It should not be too near to bus stand, railway station, factories, cinema theaters, liquor shops or cremation grounds.
• It should be free from disturbing noises.
• It should be located in a healthy environment.
• It should provide safe and healthy conditions to the pupils.
• It should be sufficient to meet all the educational requirements of the pupils, including play ground.

The School Building

• It should be beautiful and strong
• It should meet all the educational requirements.
• It must provide all facilities for curricular and co-curricular activities.
• It should be safeguard the health and safety of the pupils and teachers.
• Each unit of the school building should be designed to suit the purpose, but it should have a satisfactory co-ordination with other units.
• It should be adaptable to the changing requirements of education.

Design of Class Room

• Apart from the regular class rooms there should be special rooms for lab, store room for science equipments and materials, libraries, a school hall, teachers' room, headmaster's room, office room, dining hall, waiting room for girls, visitors room, auditorium, toilets etc.
• While planning, rooms for special subjects should be located close to each other
• Science room and laboratory should be adjacent.
• Library in central place
• Headmaster's room should be so placed that he could have an overall view of the whole school campus from his room.
• There should be separate toilets for teachers, boys an girls.

Classroom

• While planning class rooms the following requirements should be ensured.
• Size: A class room should be large enough to accommodate 40 to 45 pupils. The dimension may 7m x 7m
• Lighting: Every room should be well-lighted.
• Windows: Windows should admit enough light and air into the class room. The window area should not be less than one-fifth of the floor area.
• Ventilation: Ventilation can be ensured by two method – natural or artificially produced by use of fan.
• Black Board: Easel black board is better than wall black board because easel blackboard can be moved from one place to another and their angle can be changed to suit the light.
• Cleaning: The classrooms must be cleaned daily.

Furniture and Equipment

• Lack of good furniture might result in poor postures of children, which in turn can affect their health, efficiency and even attitude.
• The seats and other furniture should suit the age and body measurement of pupils.
• While arranging the furniture the following points must be in mind
• The desks should be arranged at right angles to the window walls
• Each student should be allowed atleast 45 cms of space with enough moving space in between group of desks, and between desk and walls.
• The teacher must be able to move freely among these in order to give individual attention to pupils.
• There should not be more than six rows of desks.
• There should be sufficient black boards in each class room.
• There should be shelves and almirahs for keeping the books of pupils and for storing equipments.

Library

• "A good library is one that keeps books on every subject – but selected books ; where the librarian is a true devotee, devote of ulterior seeking, from pride in the mere loading of shelves, capable of discriminating rejection"                                - Tagore
• Library is the store house of books
• No system of education can succeed without a well stocked library.
• The efficient running of the library depends upon the factors – Role of Librarian, Role of Teachers, Location of the Library room, Quality of Books.
• The books for the school library should be selected with reference to the educational needs, vocational needs and recreational needs of the pupils.
• Reference books and encyclopedias should be readily made available for teachers and pupils.
• Adequate copies of important books should be secured.
• There should be a library supply of current periodicals and newspapers , which would be useful to pupils and teachers.

Purpose of School Library

• It provides self study and elf education
• It supplements class work of students and increase pupil vocabulary
• It broadens the out look of students by placing before a vast store of useful information.
• It develops new interest in children and motivates them to write poems, stories, essays and plays.
• It help pupil to improve their performance in debates
• It gives them pleasure in leisure hours
• It help children to maintain good discipline in their life.
• It impart training to pupils in comprehension, note-making and keeping books clean.
• It imparts training in punctuality by borrowing and returning books in time.
• It develops the habit of silent reading.

 

Organization of School Library

• Location of the library
• Quality of books
• Suitability of books
• Librarian
• Arrangement of the books
• Issue of books
• Class library
• Reading rooms

How to encourage pupils to use the school library

• Each student should asked to maintain a library note book.
• Periods for library work should be provided in the time table.
• Class library system should be encouraged.
• Teachers should give talk on the importance of extra readings.
• Book lovers club should be formed.

Laboratory

• Laboratory provide help in making activity dominated teaching more successful.
• Interest is created in the subjects of study.
• In addition to a big room where experiments are performed, a lecture hall and a store room also be provided.
• The size of there rooms should be determined according to the number of students, so that at least 3 square meters of space is available for work of each student.

Equipments for Physics Laboratory

• Table for experiments
• Proper arrangements for gas, gas burners and spirit lamps.
• Wall almirahs and cupboards for keeping apparatus safely.
• Fixed tables, preferably of stones, along the wall for keeping physical balance in a manner that students can work on them easily.
• Apparatus and materials related to different experiments.
• Proper arrangement of water-sink and tap.

Equipments for Chemistry Laboratory

• Table for keeping equipments. There should be ample arrangements for drawers, gas, gas burners, water tapes and sinks attached to every table.
• Arrangements for fresh air.
• Glass cases for keeping chemical balances.
• Adequate provision of wall cupboards and almirahs for keeping chemicals and apparatus.
• Arrangements for preparing distilled water.
• Apparatus and materials for different experiments.
• Adequate number of microscopes.

Equipments for a Biology Laboratory

• Tables for experiments. In these water tap, drawers and shelves should be provided.
• Specimens of different creatures, charts, models and slide showing their life cycle.
• Instruments for dissecting and handling of creatures and plants.
• Almirahs for keeping different materials and apparatus.
• Aquarium for keeping fish and water plants.
• Arrangements for keeping plants out sides the laboratory.
• An epidiascope and slide projector.
• Specimen book for plants, flowers and leaves.

Office

• There should be a well equipped office in school in order to ensure effective administration of the school.
• The office room should have filing cabinets and racks for keeping files in orderly manner.
• Steel almirahs for keeping confidential papers and a small steel safe for keeping cash also necessary.

Maintenance of records

• Maintenance of records is very important for school administration
• The important records that maintain in school are:
• Admission records
• Attendance register
• Fee registers
• Time table records
• Examination records
• Corresponding records
• Stock registers
• Purchase register
• Registers regarding parents
• Progress records
• Visitors book
• Log book
• School calendar

Curricular and co-curricular activities

• Experience has shown that achieving all-round development of the learner is not possible with curricular activities alone.
• The pupils have to provide with certain dynamic activities meant for all round development of the learner is called co-curricular activities.
• Co-curricular activities are not directly part of the regular studies in the class rooms but at the same time they supplement the curricular experience.

Objectives of Co-curricular Activities

• To promote physical and mental health.
• To develop team spirit and social cohesion.
• To inculcate love and a sense of dignity of work.
• To develop aesthetic tastes.
• To promote discipline.
• To supplement academic work.
• To develop positive attitude and value system.

Classification of co-curricular activities

• Category I : Literary, cultural and Club Activities
• These provide the pupils opportunities for creative expression and for nurturing their specific innate talents and interests.
• Library activity
• Debate
• Creative writing
• Elocution
• Manuscript magazine
• Cultural activity
• Drama
• Music
• Dance
• Drawing and painting
• Sculpturing
• Artistic embroidery
• Club activity
• Science club
• Social science club
• Mathematics club
• Yung farmer's club
• Natural club
• Environmental club
• Philatelic club
• Health club
• Category II: Outdoor activities

o   

o    Games

o    Sports

o    Gymnastics

o    Yoga

o    Swimming

o    Scouts

o    N.C.C

o    Work experience

o    Gardening

o    First Aid

o    Junior Red Cross

o    National Service Scheme

Organization of Co-curricular Activities

• Planning
• Implementing
• evaluating

 

Time table

• Time table is the detailed plan showing the schedule of time allotment to various subjects and academic activities.
• Usually timetable is prepared for a week, to be repeated.
• All the work is carried out systematically in tune with the timetable.
• The successful working of the school depends on a suitable timetable.

Need for a Timetable

• Timetable is necessary for the proper management of the affairs of a school.
• Through this the headmaster knows the work of every class and every teacher.
• The timetable will help the headmaster in carrying out the work of the school effectively.
• Headmaster will be able to arrange extra work for teachers if required.

Importance of timetable

• Timetable ensures orderly work. It assign proper persons for particular classes during appropriate periods in a proper manner.
• It save the time and energy of teachers and pupils by preventing duplication and overlapping.
• It ensures right allocation of time for different subjects and activities, by giving proper weightage according to needs.
• It ensures proper distribution of work among teachers.
• It makes the work load of teachers balanced and equitable.
• It inculcates habit of orderliness, steadiness, regularity and alertness among the teachers and pupils.
• It helps to maintain discipline and order.

Content of Timetable

• Time of beginning and ending of the school day.
• Time of beginning and ending of each period.
• Subjects and activities assigned a specific period.
• Days on which and time during which each subject and each activity is to be handled.
• Name of the teachers engaging each subject and each activity during respective periods.
• Name of the teachers in charge of each division of each standard.
• Room in which each class meets.
• Details regarding the recess periods

Types of timetable

• Class timetable
• Teacher's timetable
• Master timetable
• Teacher's vacant period time table
• Activities time table (time table for each school activity)
• Room timetable showing the work, the class and the teacher in relation to each room.

timetable construction

• The first thing is to be decided in the framing of a time table is to determine the number of working days in a week and duration of school hours.
• All these are determined by Department of Education and also prescribes number of periods for each subject.
• Timetable also depend on the type of school. Timetable in a basic school, or in a double shift school will be different from that in ordinary school.

Principles of timetable construction

• Principle of fatigue
• Each pupil has a warming-up stage , full-working stage and a falling-off stage, every day.
• During first period happens warming-up, the second and third period full-working stage, The fourth period is falling-off period.
• In the same manner, first period of the after noon is happens warming-up, second period is full-working-stage, and third period happens falling-off.
• The best period for fatigue creating subject (subject like Mathematics and English) are the second and third periods in the morning and second period in the afternoon.
• Mother tongue and other subjects do not cause much fatigue, the first and fourth periods in the forenoon and the fourth and third period in the afternoon can set for these.
• Principle of variety
• Student will feel bored and dull if they are taught the same subject for a number of periods continuously.
• It is better not to have the same subject for two consecutive periods.
• There should be a alternation of mental and physical tasks also.
• Principle of justice
• Work among the members of the staff should be equally distributed.
• Unequal distribution of work may cause frustration.
• Leisure periods should be judiciously distributed.
• No teacher should be asked to teach a subject for which he is not qualified.
• Principle of rest and recreation
• Rest and recreation are essential for children. Hence provision should be made for that.
• Principle of flexibility
• The timetable should be flexible, and not rigid.
• It should be a faithful servant and not a tyrant master.

Student's Council

• Student's Council is formerly constituted body of students.
• New educational ideas gives ample opportunities for students to actively take part in various curricular and co-curricular activities of the school.
• Student's council can help teachers and school administrators in conducting literary activities, cultural functions, and sports.
• Student's council can affectively take up the responsibilities of maintaining discipline in school.
• By actively participating in the activities of student's council, students will get training to be a democratic citizen of the country.

School Complex

• Clustering 0f 8 – 10 institution in a vicinity for the purpose of sharing resources is what we call a school complex.
• There institutions can reinforce each other by exchanging resources, personnel, materials, teaching aids etc.
• The expertise of teachers can be shared among the institution belonging to the school complex.
• A complex can prepare and standardize achievement tests and conduct common examinations for all school in the complex.
• Sharing of resources will help not only to reduce the expenditure but also rise the academic standards of the students.

 

 

School and community

School

• School, the term used to indicate the general concept representing all the institutions meant for providing education.

Community

• The term community used to indicate a group belonging to a particular region or to a specific sect which leads a common but free life with a sense of co-operation and identify feelings.
• A restricted society.
• Today school is viewed as a community centre and regarded as an integrated part of the community.
• To fulfill the functions of education, there e should be close relation between school and community.

School and community – reciprocal relationship

• School and community depend on each other for their development and stability.
• The community and school should work together closely and co-operatively, positively and consciously for the welfare of the community as well for the school children.
• "The school will, no doubt be a community but it will be a small community and its success and vitality will depend on constant interplay of healthy influence between it and the large community outside. What we would like to see is a two-way traffic so that the problems that arise in the home and community life and the realistic experience gained there should be brought into school so that education may be based on them and be intimately connected with real life" - Secondary Education. Commission
• The relation between the school and community can be strengthen through close co-operation and mutual give and take between them.
• "Bring the community to the school and take the school out to the community. The school cannot work alone. The community does contribute to education which goes in the school. Whether they two together or not, positively or negatively they affect each other" - Prof. V.K. Taneja
• Mutual co-operation and collaboration between the school and the community is desirable for the democratization and improvement of education.
• The school should be developed as a community centre by making its programmes relevant to life, needs and aspiration of the people.

Educational functions of community

• Community socializes the child.
• Community teaches is members desirable behavior and values.
• Community assesses the developmental needs of the area and provides appropriate educational facilities.
• Community establishes different types of educational institutions suitable to the locality.
• Community co-ordinates the efforts of various educational agencies in the area.
• Community lays down educational standards of the pupils in the school.
• Community gives financial support to educational institutions.
• Community encourages other agencies of education like libraries, youth clubs and mahila mandals etc. which contribute to education.
• Community provides educational and vocational guidance and encourages research and experimentation in various fields of education.

School as community center

• The school must make up for the inability of many parents to prepare children for assuming the responsibilities associated with social and family life in future.
• To internalize the culture of past ages.
• The school should function as miniature community within the large community.
• The school has to work centre of community life: This can be done by
• Bringing the community near to school.
• Taking the school closer to community.

Bringing the community near to school.

 

1. Parent Teachers Association (PTA)

• Every school must organize the PTA with all the teachers and the parents as members.
• PTA executive committee formed.
• The executive committee must have equal representation of teachers and parents.
• The committee should elect its president and other office bearers.
• It will be better if the parent elected as the president of the PTA.
• Once formed the PTA will function automatically during the successive years by enlisting new members and discarding the parents of those children who have left the school.
• The executive committee also may be renewed every year.
• The executive committee should meet atleast once a month and the general body should meet at least once in two or three months.
• Separate meeting of the parents of the pupil studying in a class also can be arranged to discuss the problems specifically relating to that class (Class PPTA)

Objectives of PTA

• To facilitate participation of parents in school activities.
• To enable parents understand the working of the school
• To provide support for improving the standards of the pupil achievements.
• To organize programme for student welfare.
• To improve the condition and facilities of the school.

1. Celebration of festivals and days of national importance

• The school can bring the community nearer to it by celebrating local festivals and arranging fetes for which local community can ne invited.
• Observation or celebration of important occasions such as the Independence Day, Republic Day etc and conduct of various other fetes can be utilized for the purpose.

1. Film show and Exhibitions

• Very useful and important knowledge of different activities of the community can be imparted to the students through informative and documentary films and by organizing exhibitions.

1. Organizing different activities of community life in school

• Eg: 'Panchayath' may be set up in school to solve common problems of the student.

1. Social service

• Eg: A school can organize an adult education centre to educate the illiterate adults of the community

1. Community participation

• The school should invite persons working in the various fields of community life such as social workers, scientists, religious personalities, doctors, engineers, farmers, lawyers, journalists, businessmen, different kinds of craft men etc. to impart knowledge of their fields of activity to the children.

1. Utilization of community resources

• The school has to share its resources for the use of the community and the community is to make its resources available to the school.

1. Alumni

• All the students who have studied in the school are eligible for the membership to the alumni
• The alumni association can actively involve in the development of the school.

Taking the school closer to community.

• Interview
• Organizing social surveys
• Social service association
• Field trips
• Social education

 

 

 

community School

• community school is a system that reflects the ideas of Basic Education envisaged by Gandhi
• the progress of an Educational institution depends upon the mentality of the society.
• Community school will help in developing value orientation among children as well as adults through programmes such as work experience, community living etc.
• In a community school the institution works sincerely for the society and the society works for the institution.
• While the students actively participates in socially relevant activities such as construction of roads, sanitation, etc. , the society readily participates in constructing sheds, play grounds etc. required for the school.
• The student can initiate action for the purpose of remediating social problems and eliminating social evils, and the public can make use of the school auditorium and the school library.

 

community School Meaning and Characteristics

A community school is a public school that acts as the hub of its community by engaging community resources to offer a range of on-site programs and services that support the success of students and their families.  Every community school looks slightly different, because it is developed through mutually beneficial partnerships with students, families, community agencies, businesses, and residents that are unique to that community.  The community school model is often characterized by these four components:

1.  Partnership between the school and at least one community-based organization;
2.  Development of an advisory board with broad representation from the community;
3.  Programs and services that support the academic success of students, and;
4.  A full-time community school director or coordinator to manage all out-of-school time activities.

Community schools focus on the whole child by providing resources to support academics, health and social services.  At the same time, youth and community development occur.  This is accomplished through community engagement, which in turn leads to improved student learning, stronger families and healthier communities. Schools become the centers of their community and are open to everyone - all day, every day, evenings and weekends. 

The end goals of community schools are tangible and crucial to the future of this country.  The goals are: 

• Children are ready and able to learn when they enter school and every day thereafter, achieving higher standards.
• Young people are well prepared to be productive adults in the workplace and at their homes.
• Families and neighborhoods are reconnected, safe, supportive and engaged.
• Parents and community members are involved with school and life-long learning.