Documentos de Académico
Documentos de Profesional
Documentos de Cultura
In Collaboration With
MASTER COACHING ACADEMY (MCA)
(IER) UNIVERSITY OF PESHAWAR
Authors:
2nd Edition:
April, 2016
Year of Printing:
2016
No. of Copies:
1000
Publisher:
Composed By:
Printer:
Ijaz Printers
0332-9066350
Price:
Rs. 150/-
CONTENTS
CONTENTS.............................................................................I
UNIT-1.....................................................................................1
PRINCIPLES OF SCHOOL ORGANIZATION.................1
1.1
1.2
1.3
UNIT-2...................................................................................22
MODERN CONCEPT OF ADMINISTRATION AND
SUPERVISION.....................................................................22
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
UNIT-3...................................................................................56
HUMAN RELATIONS AND HUMAN RESOURCES.....56
3.1
3.2
3.3
UNIT-5...................................................................................96
CLASS ROOM AND ITS MANAGEMENT.....................96
5.1
5.2
5.3
5.4
5.5
UNIT-6.................................................................................114
ORGANIZATIONAL STRUCTURE OF THE SCHOOL
SYSTEM..............................................................................114
6.1
6.1.3
6.2
6.3
6.4
.............................................................................120
ADMINISTRATIVE EDUCATIONAL AGENCIES............127
TERMS & CONDITIONS FOR TEACHER
EMPLOYMENT.....................................................131
SCHEDULE OF EXAMINATION.........................137
UNIT 7.................................................................................138
ORGANIZATION OF CO-CURRICULAR ACTIVITIES
..............................................................................................138
7.1
7.2
7.3
7.4
UNIT-8.................................................................................150
ORGANIZATION OF PHYSICAL FACILITIES...........150
8.2
UNIT-10...............................................................................175
TIME TABLE.....................................................................175
10.1 INTRODUCTION AND VALUES OF SCHOOL
TIMETABLE:..............................................................175
10.2 FACTORS AFFECTING THE CONSTRUCTION OF SCHOOL
TIMETABLE...............................................................177
10.3 QUALITIES OF A GOOD TIMETABLE.........................184
10.4 PREPARATION OF TIMETABLE IN A GIVEN SITUATION
184
UNIT-1
PRINCIPLES OF SCHOOL
ORGANIZATION
1.1
Planning
2.
3.
Directing
4.
Co-ordination
5.
Communication
6.
Discipline
7.
Budgeting
8.
Reporting
9.
Appraisal
1.
Planning:
Directing:
4.
Co-ordination:
Communication:
Discipline:
Budgeting:
It mean to analyze all the factors, which are active in organization, is must
e.g. to overcome or to minimize the expenses to maintain equilibrium
between income and expenditure. Budgeting is as important as
organization is in school.
8.
Reporting:
It means to inform the administrator forms the nature of work. It is the duty
of administrator to inform his fellow with the help of recurs, research and
inspection, the efficiency of organization and it is the responsibility of head
master to present the commutative progress f the school before the teacher.
Thus a successful administrator is that who face all the above process in a
suitable manner.
9.
Appraisal
The school must monitor his specific aims for example; in Pakistan the aim
of education is to make teaching effective. Thus the school must organize
these activities on the vases of which they can reach their goals and these
activities must 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.
3.
with school is must because due to the help of society, the students
capabilities can be improved thus the organization must be democratic.
5.
Comprehensiveness:
An organization can be only succeeded, when the planner keep each and
every aspect of an activity. This skill gives a clear picture to organization.
7.
Purposive Ness:
The aim and objectives of an organization must be clear to every one that
he can achieve his goal as soon as possible.
8.
Utility:
The principle shows that utilize each facility, which you have for achieving
you objectives. If you have the skill utilizing you achieving you objectives,
if you have the skill utilizing your resources you must succeed.
Adaptability:
Adaptability can facilitate our activities. The power of adaptability is the
key of a successful organization.
Professional Growth:
Teachers and other workers should provide in-service training facilities for
better performance.
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.
Simplicity:
Medium, instructing should be given in an easy and simple medium/way
instead of complex or complicated manners.
Reform/Amendments:
There should be a door for reforms and amendments for the betterment of
school and society.
Meanings
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.
It means a pre-planned programme 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 n an organized way
that an individual may be able o 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 co-operation and
understanding. This will lead to better training of the individual.
1.2
Advantages of School
The following are the advantage of well organizes school.
A: Awareness of Rights and Duties:
In an organized school each one is aware of his/her duty and right, this has
a positive impact on learning situation.
B: Provision of Trained Environment:
agency which can perform this duty most efficiently the school with a
community life of its own, is an excellent training ground for children.
When the 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?
2.
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. Saiydain the school is an "idealized epitome" of
school life reflecting within it the elements of all the worthful major
activities that make up the work of society. It is wrong to thing that
education in a school is the exclusive responsibility and privilege of
teacher. It is the business of the whole society. Teachers should find ways
and means in attracting the society to the school.
1. The school can become a social centre for the adults in the evening.
They can therefore feel that he school belongs to them as much as to
the younger people.
2. The co-operation of the adult members can be secured by associating
them with the governing body of the school.
3. 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 also participate in its activities whenever
there is an opportunity.
4.
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 cooperative 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.
4. The School Curriculum:
Our most important object of school organization is achieved through
roper 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 ideology. Culture, myth and religion, and
arts have found no prominent place in our schools. School 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 Indian culture. In all curriculum development
programme should indude much emphasis on the class-room environment,
the nature of Eichide much emphasis on the class-room environment, the
nature of pupil-teacher relationship, and teaching procedures.
While describing the educational needs of democratic Islamic Republic of
Pakistan, the secondary Education Commission report sys, "Pakistan has
recently achieved its political freedom and has, after careful consideration,
decided to transform itself into a democratic republic, this means that the
educational system must make its contribution to the development of
habits, attitudes and qualities of character which will enable its citizens to
bear the responsibilities of democratic citizenship and to counteract all
those fissiparous tendencies which hinder the emergences of a broad,
national and an Islamic outlook. We must educate our masters it we mean
to make our democracy successful. But at the same time, we shall have to
democracies the whole educational system if we wish to make education
effective in democratizing the ideals of the millions. Democracy does not
lie in its political institutions alone. It is a way of life and it can be learnt
by living democratically. Here lies the need to democratizing education.
For this purpose we shall have to overhaul the educational administration.
During bureaucratic set up there was -a great distance between the teacher
and the administrators. Teacher, the real field workers, looked to their
high ups for every kind of detail. They waited for orders in connection with
the curricula, the time tables the prescription of book. The rules of
classification and all the other details of internal administration. The
teacher worked slavishly for the administrators and not for the children. the
inspectors came to visit the schools as terrible officers to find faults of the
teacher and to take them to task. All these thing do not fit in the democratic
way of life. The administrators and should work as guides and helpers. The
man in the field has always some difficulties to face. He should be anxious
to welcome the administrators and to seek help and guidance from them.
2.
If the administrators were dreadful officers for the teacher, the teacher were
just like jailers for the tender children. small children did not love them as
much as they were afraid of them. Similarity, the calls-room was a sin and
to put questions was considered to be an act of sheer insolence.
Maladjusted children, especially aggressive ones, were treated as criminal
and outlaws. Perfect obedience was the rule of the school. In the world of
slavish obedience and stern discipline there was no democratic living in
any quarter of the educational life of the children. The teachers must
change their outlook to be useful in the present social set up.
3.
Creative Discipline:
ii.
only, but now the new purpose of education is to make people cultured,
educated, fit and efficient citizens of a modern Islamic democratic State.
Only those who have witnessed the working of education under both the
ideas can realize the change in organization brought about by this change
in the objective. The whole planning of the school has changed; the rooms
required have changed both in number and type; the technique of teaching
has to be revised. The parts played by the teacher and the taught have been
changed. The curriculum has changed, the type of building has changed,
the methods of teaching have changed and with those changes has come an
entirely new type of organization both of the educational system and of the
individual school.
It is inevitable that ideals must always be a head of organization and
therefore organization should always be flexible enough to allow the
experiment and progress.
Should Organization by Rigid or Flexible?
We have seen that organization is necessary. But the history of mankind is
full of examples of wars and struggles and controversies waged round the
maintenance or destruction of some effective organization. "There are
those who detest organization and there are those who worship it".
Organization is necessary but it has to be carefully watched and reviewed.
Sometimes the danger is that organization is regarded as more important
than the idea or ideas which it is set up to serve, thought is free and
unconfined, it is living, it grows and is dynamic. Organization limits and
confines; it may be deadly and static. Sometimes the danger goes further
than this. After some time the organization may become so important that
the original reason for which organization was instituted is forgotten. The
reason for which organization is necessary is sound and smooth running of
the school, this reason is forgotten, no heed is paid to good education or
smooth running of the school or efficient standard of learning but the
whole time is devoted to make organization perfect and elaborate.
Organization, therefore, like fire, is a good servant but a bad master.
1.3
The former 3 R's Reading. Writing and Arithmetic are not enough. The
fourth R- recreation is being given enough importance. Extra curricular
activities have become co-curricular activities. The whole educator
addresses the whole of the child about the whole of the subject.
The content of education is related life. Life is not divorced from
education. The child is to become "fit to live" and "fit to live with"
2.
Discipline
The old sense of discipline of the army type order has gone out of fashion.
Punishment has also gone out of date. Modern educator lays emphasis on
self-discipline, creative discipline, inner discipline. He attaches greater
value to the freedom of the child. He tries to work with pupils rather than
for them.
3.
The Teacher:
The Child:
The essential principle of new education is "teach the child rather than the
subject". He was now become the monarch in the education world" "The
school exists for the pupil; the pupil does not exist for the school". All
aspects of his personality physical, mental intellectual, spiritual are to be
developed.
5.
Activity centered:
Education has become activity centered. The pupil activity has become the
goal, the subject matter is learned as a means to that end. Experience is
more important than mere instruction. A child must be active during the
period of his education. If there is no activity, there is no development. The
two slogans of new education are "Learning by doing and learning by
living". Adams says, "The new teaching recognizes the right of the pupil to
do things in his own way, within reasonable limits".
6.
The modern tendency is to bring into learning situation subject matter from
various fields. The curriculum should be craft centered i.e., teaching every
subject annually and through a craft.
7.
Socialization:
Examination:
Individual Development:
The records of the school are becoming more inclusive. The cumulative
folder should contain the health record, mental, achievement test, ratings,
descriptions of particularly noteworthy achievement and participation in
co-curricular activities.
5.
2.
3.
4.
5.
UNIT-2
MODERN CONCEPT OF
ADMINISTRATION AND SUPERVISION
2.1
These four meanings differ from one another so widely that difficult to
combine them into a single definition of administration. Administration is a
study or branch of learning and also an activity which constitutes the
subject matter or content of that study. We, however, enquire as to what
activity or activities are comprised administration. It is sum total or the
whole complex of activities; manual, clerical, technical and managerial
which is undertaken to realize the objective in view that is the
implementation of the policy or policies in a given field.
Administration would also differ in one field to another one according to
the subject matter. Administration itself would mean only the management
techniques and methods such as planning organization, direction, financial
control etc. which are the common core of all co-operative endeavour and
do not differ according to subject matter fields.
Administration is not doing things but getting them done. An
administration is a functionary who gets things done by others, by directing
and supervising their work.
Professor Richard A. Johnson Ferment E. Kast and Jamces E.
Rosenzweig, define a system as;
"An organized or complex whole; an assemblage or combination or things
or parts forming a complex or unitary whole".
R.L. Ackoff, define system as;
Any entity, conceptual or physical, which consists of interdependent'.
A set of elements.
Relationship among the elements and a whole integrated from of
the elements and their relationships.
Planning
Organization.
Directing
Controlling and
Co-ordination.
TYPES OF ADMINISTRATION
1.
2.
3.
Democratic Administration
Autocratic
Lassies faire
1.
Merits
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Demerits
1.
2.
3.
This type of admin. Reject harshness & strict attitude on the part
of the administrator. Thus provides occasions for group activities,
and in group activities, maintaining of discipline becomes
difficult.
4.
5.
6.
7.
8.
2.
Merits
1.
2.
3.
4.
5.
6.
7.
8.
Demerits
1.
2.
3.
4.
5.
6.
7.
8.
3.
Laisses Faire
II.
2.3
Objectives of Administration
Following should be the aims and objectives of the School Administration:
1.
2.
3.
4.
5.
2.
3.
The school provides such activities to the children that they bear
love for Islamic values and become true Muslim.
4.
5.
The activities should manage in such a way that the children may
develop the habit of co-operation and team work.
6.
in adaptation of new things only by sermon, but you can help them only
when he himself thing for adopting a new thing too."
2.4
School Administration
School administration neither evaluated a field of practice until the late part
of the nineteenth Century, nor has become as field of study in twentieth
Century. Before nineteen century school administration had been a
function of layman and not of professional administrators. In the
nineteenth century, which the size of school population grew large, heed
for effective school administration was felt. So many great Scholars and
administrators conducted researches in this field and provided a structure
for school administrative programme. Among these; Frederick, W-Tagler,
Henri Fayol, Mark Paker, Follell, Elton Mayo and Chester Barnerd are
quite important names.
School administration is defined as a process concerned with creating,
maintaining, stimulating and to utilize the energies within an educational
institution. Such demands can be fulfilled by executing policies related to
organizing, allocating and coordinating human and material resources
within the organization. Even mindful of the purposes of education through
administration that often contradictory social energies with in an
organization are systemized to produce a unity of operation. Simply
speaking, we may say that an administrator should have capabilities to
cope with various situation. Administration is concerned with human
energy-whether or not it is supplemented by the energy of mechanical or
electronic devices. The administration is important for activating and
converting human energy within an organization to produce desired
outputs. The basic objectives of school administration are that of the
educational institution and amplification of the policies which are related
to goals. The definition views, administration as an executive activity. It is
borrowed from Alexander Hamilton, idea that policy making and executive
activity are separated and distinct areas within an administration being
concerned with the latter. Although a precise separation between policy
and
personal
"One who having lost sights of his objective edibles his efforts." told
Bernard Shaw many years ago, but it is a fact that any effort which is not a
means to an end, is only a wastage of time and energy, rather to say that
they have a negative effects. There has always been a general tendency for
human beings to concentrate on immediate tasks and concerns,
consequently lose sight of the ultimate objectives and functions of an
organization or an institution. Such a tendency has also been observable in
educational activities for example, teachers tend to consider the details of
subject matter as an end in themselves rather than as the means of
accomplishing pupil's growth. Likewise administrators have become
deeply engaged in the detail of administration and thus lost the sight of the
purposed, for which the administration process and procedures is being
developed. Dealing school administration, it should be kept in mind
clearly, that organization and administration powers are developed in order
to achieve educational objectives. They must be so set up, operated and
changed from time to time as to make major contribution to the educational
objectives.
Likewise the general characteristic of organization and administration
should be in harmony with the nature of the prevailing educational
philosophy for the all round development of High school children. The
planning and administration should be considered on the basis of particular
philosophy. Shortly, we may say that the basic principle for formation of a
procedure in any activity of life is to determine the objectives of that
organization and procedure. Observance of this principle of objectives
makes administration effective and takes the institution close to its
objectives which facilitate their achievement.
2.
staff who are not qualified should not be urged to become teachers of core
programmes or to do technical counselling or any other activity which is
not according to their professional qualification or which do not match
their interest. Such activities must be allotted to personnel who are well
qualified and trained in the concerned areas. Dependence should be made
properly on trained personal. The dependence which may be safely placed
on such assistants who are untrained in modern methods of teaching,
course of study making and measurement is not the same, as it would be
rightly placed on properly trained teachers. The privilege is to make
decision, and make its implementation sure.
The second phase of the principle applies to teachers or administrative
assistants who posses peculiar natural talents of organization, and direction
in some particular student activities for educational and vocational
counselling; work with accounting problems or in some other such
specialized work. It should be a privilege on the part of a teacher and a
student or any other persons to carry out their responsibilities, and it should
be considered the right of the responsible person. This principle should
govern the continuance of delegation of privilege, authority or
responsibility to principal or other officers, teachers and the pupil even if
discharge of teacher or expulsion of the pupil or called for an external case.
4.
In actual life quite often a situation will arise in which two principles may
seem to apply, but they too be in conflict. In such an unnatural and
conflicting situation the decision become difficult. Frequently occasions
will arise when it will be desirable to abandon apparently, the principle of
co-ordination of authority and responsibility in order that the principle of
psychological factor may be observed or vice versa. Occasionally, a
principal may have to step in and assume responsibility ordinarily
belonging to a department head, teacher or student officer in order to
prevent thing from "going to pot." Unfortunately, many principals
constantly over estimate the necessity for such interference. At intervals, a
principal may have to issue orders or instruction about matters which under
ordinary condition might have been better if it is left to co-operative
committee. It is desirable often dispatch small administrative matters in a
manner, which may imply a charge or exception to general policies without
inviting participation or co-operation. Here I must say that the principle of
What is to be done?
How will the work be divided?
How will the work be done?
Who will do the work?
What will the work be done with?
When will the work be done?
How should the work be done well?
How well is the work being done?
The principal of a school has many tasks to perform and to minimize the
load, usually other staff members are given different tasks for the sake of
assisting the administrator. Also other people are always involved. These
people include members of teaching or non teaching staff of a school and
parents of the students. In some cases the task is achieved with the assistant
and advice of other people, regarding the tasks. However the responsibility
for seeing that jobs are done rests with the administrator. The nature of
each of the major operational areas mentioned above is needed to be
discussed in detail.
1.
Education from very early is directly related with the welfare of public and
of the state, and its aim is to provide services to the community. This
purpose can be achieved only when there is a deep relation between the
school and the community, feeling of cooperation understanding demands
and limitation on both sides and a continuous strive to improve the existing
conditions. Keeping in view that good relationship between school and
community is very important for administration; we shall discuss how such
relationship could be established, and for this we have to take a look of the
following points.
1.
2.
3.
4.
1.
1.
2.
3.
1.
Child study.
Guidance and Counselling
Testing.
Visiting Teacher and Social Work.
Medical and Nursing.
Special Education.
Personnel policies.
Securing personnel.
Supervising personnel.
Appraising teaching effectiveness.
1.
Personnel policies:
2.
3.
4.
School Plant:
We would like to emphasis the point that school plants exist to facilitate the
instructional programme. The relation between programme and the plant is
that if the programme calls for self contained class rooms. Its rooms must
be large enough to permit a variety of activities, if the programme includes
gardening or
camping, the plant must provide all the requirements for these activities.
Predication of the educational programme but it seems clear that education
is under-growth. Hence modern designees should strive to make school
plants highly flexible.
Plant development Programme, determine, the structure of school plant are
needed in administration, must have data of four kinds.
1.
2.
3.
4.
Student population:
The following questions in this regard are quite important.
I.
II.
III.
2.6
5.
Corrective supervision.
Preventive supervision.
Creative supervision.
Lassies-faire.
5.
6.
7.
8.
9.
1.
Democrative supervision.
Scientific supervision.
Authoritative supervision.
Co-operative supervision.
Inspection supervision.
Corrective Supervision:
This is the old concept of supervision. Its main aim is to detect the
weaknesses and drawbacks of the sub-ordinates. This kind of supervision is
subjected to create fear in sub-ordinates. This supervision is also called
autocratic, because the behaviour of a supervisor in this kind of supervision
is like a dictator.
2.
Preventive Supervision:
Creative Supervision:
Laissez Faire:
Democrative Supervision:
Scientific Supervision:
Authoritative Supervision:
Cooperative Supervision:
In this type of supervision, the supervisor co-operates with the staff of the
school. He solves the problems of the teachers and also gives useful
proposals to them.
10.
Inspection Supervision:
In this, first, the problems are searched out, and then their solutions are
also taken out. (p. 107-29)
In general, the supervision can be divided into two main types:
Administrative supervision
Teaching supervision
Administrative Supervision:
It is related to organizational and administrative issues. The purpose is to
run the school administration effectively with the help of limited resources
and to achieve maximum benefits.
1.
Teaching Supervision:
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
2.8
Components of Supervision:
T following are the components of supervision:
1.
2.
3.
4.
5.
6.
Qualities of a Supervisor:
The supervisor must have the following qualities:
1.
Experienced
Trained
Impartial
Courteous
The supervisor must set an example in all his relationship with his teachers
that will cause them to respect the rights of their fellow teachers,
supervisor, administrator and pupils.
5.
Courageous
Patience
Democratic
Responsibilities/Functions of A Supervisor
The primary function of the supervisors of all types is leadership, plus the
encouragement and recognition of leadership in any other person either in
the professional staffs or among the community participants. (p. 5)
The supervisor is also responsible for:
1.
To keep in view the troubles of the students while allotting them rooms. He
should keep in view the number of the students each room and also the
difficulties they are facing.
5.
The supervisor is also responsible for the arrangement of common
rooms.
6.
7.
8.
9.
10.
11.
Supervision of servants.
12.
Problems of Supervision:
There are some important problems of supervision, due to which a
particular aim cannot be achieved, or the process of supervision remain
ineffective. Some important problems in the way of supervision are as
under:
1.
2.
3.
4.
5.
6.
7.
8.
9.
UNIT-3
HUMAN RELATIONS AND HUMAN
RESOURCES
3.1
Definition
1.
2.
3.
4.
5.
6.
7.
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.
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.
1.
2.
3.
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 he 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 organization.
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.
2.
Individual Differences:
Mutual Interest:
Human beings are by nature gregarious, that is they want to cooperate 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.
4.
Motivation:
2.
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
Counseling Helpful
Participation in Planning
Kindness
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 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.
3.3
2.
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 within. They are all the time
critical of individuals, situations around 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.
3.
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.
4.
Mixed type
Personal Prejudice
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.
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.
e.
A leader, should not Strain him to achieve such an ideal. It is not only
impossible but behavior from others.
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.
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.
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
3.4.1
Principal Teacher
Basic attitude
Good will
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.
4.
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 cooperation 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
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.
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.
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.
6.
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 parent's time to know him. Hence he will get much quicker progress
in the long run if he starts slowly and gradually.
3.4.2
Teacher's Students
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 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 unnecessary 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.
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
2.
3.
4.
5.
2.
3.
4.
5.
leads to their physical and social development while the latter one
is concerned with their intellectual development.
6.
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.
3.4.3
Smaller classes
Improved teaching procedures.
More homogeneous grouping of pupils.
Greater teacher's insight into young'pupils abilities, interests and
attitude.
More effective counseling services.
Greater administrative, parents and community co-operation.
These conditions constitute ideal school situations. Budgetary
allowances and other practical considerations often make it
impossible to realize all of these ideals.
Teacher - Teacher
3.4.4
Teacher - Community
2.
3.
4.
As long as masters know that the co-operation and contact with parents is
essential and do everything in their power to secure it and as long as
parents recognize that they must help their children, the master and the
4.
5.
6.
7.
8.
9.
UNIT-4
SCHOOL DISCIPLINE
4.1
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.
It states that it is training that correct mould or perfects.
It states that it is control gained by enforcing obedience.
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 cocurricular activities in school.
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.
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'.
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.
4.4
Internal Discipline.
External Discipline.
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.
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
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.
5.
Bullying the Younger Students: It will be in this case to make the
offender apologize.
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.
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.
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.
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.
Principles of Discipline
2.
3.
4.
5.
6.
Classroom:
There should be sufficient and comfortable chairs and desks for the
students.
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.
The Headmaster/Principal and the Teachers:
The headmaster/principal and teachers should be efficient when
discharging their various responsibilities.
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.
8.
Such an atmosphere should be built up in the school that the abovementioned virtues may be automatically developed in the students. The
above discussion indicates the basis on which discipline should be built
into a democratic society. In a totalitarian set-up 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 this sphere. The essential elements of discipline in a democracy are
enumerated below:
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.
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 the special circumstances some measure may be
necessary.
Positive Measures
Pupil's self-government.
Parent teacher co-operation.
Moral Instruction.
Negative Measures
The negative measures include various types of punishment, which we
shall discuss in a coming page.
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.
2.
3.
4.
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
1)
2)
3)
4)
5)
6)
7)
In order act between the teachers and the taught the number of
students in a class should be within reasonable limits.
Vocational e included in the educational set-up so that the students
may bet education according to their particular tastes and
aptitudes.
Lack of funds should not cause any hindrance in the path of the
higher education of any student.
Each individual should be given an equitable opportunity in the
scheme of education according to his individual merits and
demands.
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.
Such ideals should be inculcated in the students as may create in
them the spirit of tolerance, love, fairing and self-sacrifice for the
good society.
Such conditions should be created that the students may get full
opportunities for their physical, mental and moral development.
4.5
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 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 himself.
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 conductive atmosphere to fulfill
the purposes of education. There are several types of punishments. We are
mentioning some of these below:
1.
Corporal 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 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.
2.
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 student have not done
his homework, or has left out a portion of it, he should be systematic. A
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
2)
3)
4)
5)
UNIT- 5
CLASS ROOM AND ITS MANAGEMENT
5.1
What is Class?
instruction.
The class is called a homogeneous group of pupils. So that they
1.
Chronological age has been the chief basis of classification at the preprimary level within the larger group; however, small groups have been
organize around the maturity of the child, physical or social attributes and
other factors.
Basis of Classification at Secondary Level
1.
Many of 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, ones circle of friends and economic and social factors of home and
community environment. So pupils are classified and transferred as their
abilities seem to indicate or predict or as personal or parental choices
dictate.
Classification of the Exceptional Pupil
Special consideration should be given when classification 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
within 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.
5.2
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 affects 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.
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.
The Personality 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:
It is the first essential in a teacher. Confidence is born of resolution and
knowledge. So a teacher should have confidence in one self and not work
confused.
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.
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.
3.
4.
the distance to which the teacher voice could carry and the
students with normal vision could see writing on board.
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.
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 possible lighting and cleanest
view of board and other visual materials. The desk should not be
larger than the age of student. It should be firm and rigid. Desks
should not be arranged more than six rows.
Teacher should read in the classroom before time and start the
class immediately.
Teacher should learn the name of the students as soon as possible.
A teacher is supposed to come to class fully prepared.
Teacher must be consistent, he should never discipline one time
Expect attention. Give each statement once only and see that the
whenever necessary.
Praise your pupils at their work, considering their ability and
back again.
Avoid talking an activity to death.
When you have said what you have to say, stop.
Don't go into too much detail.
If something can be done in a few steps or explained in a few
words, don't expand unnecessarily.
5.4
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
Sometimes
students
refuse to do their
classwork, this is very
embarrassing for the
teacher these types of
student not only disturb
the class but also effect
the
working
other
students in the class.
Stealing:
It
is
common
complaint that children steal
things from their other fellows.
They do not admit their act easily.
Usually children are not very
honest and this is the time to
teach them honesty.
Dishonesty in School
Work
parents.
In order to minimize the
theft
chances,
make
classroom arrangements so
that no one should be
allowed in the classroom
without teacher or under any
other's proper supervision.
Teach them honesty, as every
give
their
incomplete
assignment, due to same type
of fear towards the teacher
will accept his honestly
worked assignments.
Students, those who keep on
do in class.
Call conference with their
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
schoolwork
classroom.
having
to do
enough
in the
History:
parents,
with
your
observation and his parent
suggestions work as a team
and help the child to
improve.
Tell the Principal about this
work to students.
Check the noise as soon as it
begins.
Do not let together most
talkative students.
Arrange few periods like
excuse them.
Change his seat in front of
teacher.
Convince them that actions
time.
Provide
opportunities
to
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:
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.
UNIT-6
ORGANIZATIONAL STRUCTURE OF THE
SCHOOL SYSTEM
6.1
In Pakistan, the president is the head of state, where prime minister is the
head of government. In protocol, the resident is first and prime minister is
second. In parliamentary type of government prime minister is the public
representative and chief executive, while the president is the chief
custodian of the state.
In Pakistan the president is the chief executive of the country & the chief
ministers of the province. Every level of government has its chief
executive so that in a federal country like Pakistan, there is a chief
executives of the national government & also the chief executives of the
several provinces. Similarly at the level of local government, we have
mayors, presidents chairman, city mayors etc., who are the chief executive
of their several jurisdictions.
In Pakistan the work of the federal as well as provincial governments is
divided into a number of ministers. A ministry may consist of a single
department or number of departments grouped together. A typical ministry
of the governments is like a three storied building of:
i.
ii.
iii.
Firstly, he initiates the broad policy which the ministry is to follow &
decides all the most important policy questions which may arise within
ministry.
Secondly, he exercises general supervision over the implementation of his
policies by the ministry.
Thirdly, It is his duty to justify & to bear responsibility for the policies &
the administration of his department before the public. Under the minister,
there is the secretarial organization of the ministry. The function of the
secretariat is to provide the minister the materials and expert advice. The
head of secretariat organization of a ministry is called the secretary. In the
ministry, there are additional, joint and deputy secretaries.
Section officers are the incharge of the sections of the ministry. The Officer
has under him assistants, stenotypist, record keeper & clerk etc.
The organization structure of education: is not an end in itself but a mean
for the achievement of national objectives through education, its purposes,
therefore, are two fold:
The first is to allocate the tasks of government or an agency so that they
will be performed in a manner that is both efficient & economical with a
minimum duplication & overlapping.
Second purpose which is to define the areas of authority & responsibility
of administrative units so that they may be properly subject to
constitutional & political controls.
A sound administrative organization must not only prevent duplication,
friction & waste of effort, but must also safeguard constitutional guarantees
& encourage flexibility & responsiveness to various new educational
policies & programmes.
Pakistan came into existence in 1947 as an independent democratic state
with the Islamic ideology as the base for all her administrative process.
Naturally, the educational administration of Pakistan must have been
structured in such a manner that suited the ideology, values & aspirations
in Pakistan is more or less continuation of the pattern of administration
developed by the British colonial during about two hundred years of their
rule in India:
The system that we inherited from the British, whatever is was, we had not
improved it. It was confused, stopped its functioning & controversial by
word of mouth or by hand, and all that followed brought us this
mishandling & obtuse thinking.
Education is not a push process. It is the slowest of processes. It has to be
according the very nature of man. It has to grow. It has to adjust. It has to
meet the requirements of socio-political & economic conditions. Every
country has to face this problem. In Pakistan we also inherited a certain
system; whatever its defects it was a system which created Pakistan & gave
us leaders we admire every day unknowing. Similar systems was operated
& obtained with certain changes all over the world. We also inherited a
certain system.
With the emergence of Pakistan as a sovereign state, education received a
great impetus. The government of Pakistan appointed a number of
commissions & committees to make a critical appraisal of the progress of
education in the country & to suggest ways & means for further
improvement.
The first educational conference held in Karachi on November 27, 1947,
emphasized the need for the reorientation of Pakistan's educational policy.
It said,
"We have now before us the opportunity to reorient our entire
educational policy to correspond closely with time & to reflect the
ideas for which Pakistan as an Islamic state stands."
The second five-year plan (1960-65) says:
"An unchanging administrative machinery will not be effective
for all times under all conditions. With the developing complexity
& multiplicity of government activities, new means must be found
to adjust the administration of new needs."
This principle is equally reflected in the structure of educational
administration as recommended by the commission on National Education
FEDERAL LEVEL
Planning wing.
Curriculum wing.
Culture & Sport wing.
Administration wing.
Research wing.
Provincial co-ordination.
National Education Council.
Federal government educational wing.
ix.
6.1.3
FINANCIAL MANAGEMENT
S.N
o:
Dy.Do
ADO(Ban
d A)
D.O
(Admin/Dev)Secondar
y/Primary-(Large
Districts)
EDO
1.
Supervusi
on of the
process of
preparatio
n of
Budget
for his
subDivision
Circles/sc
hools and
his office
Collecting
informatio
n/ data
from
Dy.DO.
Secondary
! Higher
Secondary
and
Middle/Pri
mary
Schools
Check of consolidated
Budget proposals
Checking
Comparis
on with
last year
budget,
sign and
submissio
n to EDO
Office
Preparatio
n of initial
draft and
submissio
n to DO
Finalize
the
Proposals
Utilizatio
n of
sanctione
d budget
and
regular
monitorin
g of the
expenditu
re of
his/her
Collection
of reports
regarding
utilization
of budget
Monitor
the
utilization
of the
budget.
from
offices/sch
ools
the budget
Proposals
offices
and
schools.
2.
Sanctioni
ng of TA
Bills of
PTCs
Procession
/scrut my
of office
bills
Sanctioni
ng of
bills/G
I
/Advance
s
Forwards
TA Bills up to BPS-16
of schools staffs/ADOs
and staff of EDO office
BF/G1/Adv
ances for
Teaching
staff of
GHS/GHS
S upto
BPS-17/18
and staff of
his office.
cases to
DDO/Dy.
Dos
of
PTC/Clas
s IV of
filed and
offices
staff
Forwards
cases to
DO/Dy.Do
s.
3.
Checks
and signs
cash book
tallys
with bills/
vouchers
Checks
the entries
Checks the
entries on
income/
expendit
we side
rallys with
bills/
vouchers
Sanctionin
g of: TA
Bills
Dos/Dy.Do
s/A
DO/Staff of
GHS/GHS
S from
BPS-17 to
BPS-I9
with
vouchers/
bills
Signs orders for issues
of articles of articles on
demand
4.
Checks
pay bills
and signs
Checks
AC Bills
and signs
Sign AC Bills
6.
Ensure
preparatio
n of lists
of
Requirem
ents
according
to
available
funds
Prepares
lists of
Requireme
nts
Checks the
Requirements
Heads the
purchase
committee
Inspects
Prepares
comparati
ve
statements
Place
orders for
Purchases
Check
stock
Entries
Prepares
supply
Orders
Approves
distribution
list to
offices!
Schools
Responsi
ble for
ensuring
custody
of record
Receives
stores
Prepares
statements
of
expenditur
e
7.
Supervise
s conduct
of internal
Audit
Submits
proposal
for
internal
Audit of
circles/
schools
Ensure
internal
audit.
Assist
EDO in
preparatio
n of
replies for
advance
paras
Signs parawise
comments to Audit
paras
Ensure
replies of
external
audit.
Attend
Audit
Meetings
Dy.Do
ADO (Banda)
D.O(Admin/D
ev)
EDO
1.
Ensure that
the record is
well
maintained in
relevant files
Checks
the
Dak and marks
it
to
the
concerned
branches
Receive
all
letters
address
to him,
initial
and
marks to
the Dos
along
with
short
direction
s.
Keeps an eye on
Diary
and
dispatch section
2.
Ensure
maintaining/k
ee ping of
service
books,
making
entries in the
service books
and ensuring
safety of the
record,
regularly
signing
as
and
when
required.
Maintaining/keep
ing
all
such
record.
Making entries
in
it
and
ensures safety
of the record.
Random
ly
checkin
g
different
entries.
Dy.Do
ADO(Development)
Secondary/Primary
D.O (Admin/Dev)
1.
Identification of
development
demands
Scrutiny of proposals
received from Dy.Dos/
communities
Verification of the
recommendation
made by the ADO and
checking of the
proposals and
submission to EDO
2.
Accompanies the
ADO/EDO for
site selection etc
and helps the
ADO in
preparation of
fasibility report
Examines the
feasibility reports
3.
4.
information to the
EDO office
IV.
S.No:
1.
V.
signature and
submission to the
EDO
He/she will
inspect/visit the
schools for a
minimum of
seventeen days in a
month.
Evaluation of
teachers/students nd
cocurricular activities
and others during he
surprise visits to the
primary schools in case
of DO (secondary) and
check the Academic and
instructional work and
annual inspection of
Middle and high
schools.
S.No
Dy.Do
ADO(Physical/
Literacy)
D.O Primary/
Secondary
EDO
1.
He will
examine/process
the applications for
registration and
will conduct a
preliminary
inspection to see
that all the
infrastructure and
basic requirements
are available on the
premises after
He will
receive
applications
for
registration/rec
ognition of
private schools
through
Dy.DO and
will process
the case.
The DO will
ensure before
granting
registration that
the school has all
the required
facilities e.g.
building,
furniture,
playground, staff
and necessary
funds to run the
Approval for
registration
in the light
of the
report/docu
ment/recom
mendations
C
s
s
a
o
which he will
recommended the
application.
VI.
S.N
o
1.
2.
TEACHER TRAINIG
Dy.DEO/A DO
(TT)
Will institute
names of
teacher due for
in-service
course and short
term courses for
untrained
teacher
He will be in
charge of
LTRC. Will
organize and
conduct in
service teacher
training in the
LTRCs in
collaboration
with GTZ staff.
He will prepare
lists of
schools/teachers
in each LTRC.
He will receive
and then deliver
training material
to LTRC.
ADO
(Literacy)
Will prepare
list of
teachers for
in-service
teacher
training/
short term
teacher
trainings.
Maintains
lists of
LTRC.
DO
(Primary)
Will
scrutinize
and finalize
the lists for
in-service
training/
short term
trainings.
EDO
Will
supervise the
process
Will
supervise the
process
inspect
raining in
LTRCs.
Will approve
nomination
and send to
GCETs
/PITE or
other
training
institutes.
6.2
STUDY LEAVE
Study leave may be granted to government servants to enable them to
study scientific, technical or similar problems or to undergo special courses
of instructions such leave is not debited against leave account.
Study leave is granted on half pay and the maximum period should not
exceed 2 years in the whole period of government servant's service.
Extraordinary leave may also be combined with the study leave and in that
case the condition of the maximum period will not apply.
During the study leave a study allowance at the prescribed rates is granted
for the period spent in prosecuting, a definite course of study at a
recognized institute.
LEAVE TO CIVIL SERVANTS ENGAGED ON CONTRACT BASIS
Civil servants engaged on contract, who are subject to the rule making
control of the Governor of Khyber Pukhtunkhwa shall be governed by the
Revised Leave rules, 1981.
CASUAL LEAVE
a.
b.
c.
d.
e.
f.
Additional Secretary,
Deputy Secretaries,
Assistant Secretaries,
Section Officers &
Other supporting staff.
Personal
Political
Institutional
1.
Personal:
a.
b.
c.
d.
e.
f.
2.
Political:
Institutional Base:
Administrative leadership must also fulfill the condition necessary for the
institutional well being of the administrative agency which he has to direct.
A major task which lies before the prospective administrator is that of
determining how to serve the functions for which the groups is organized
and the ways in which the group is intended.
The democratic administration has function as team, co-partnership of the
directing officers and the workers. All the co-workers have to develop a
team spirit.
The fundamental principles of democratic administration are as follows:
1.
2.
3.
4.
6.3
Table 1
S.No
Nomencl
ature of
Post
Qualificati
on for
Recruitme
nt
1.
P.T.C
Matric
2.
C.T.
F.A-F.Sc
3.
P.T.I.
F.A+Diplo
ma in
physical
Education
4.
D.M
F.A +
Diploma
in
Drawing
5.
T.T
0.T-A.T
6.
Qari T
Middle
Wafaq-ulMadaris
Certificate
of
Tajwed-eQuran
Scale
Scale 7
Selection Grade:10
a) F.A 2nd division
S-9
b) F.A 3rd division:
S-7+Two
increment
Scale = 9
Selection Grade = 12
a) B.A 2nd division
14
b) 3rd division 9 + 3
advance increment
S=9
S.G = 12
a) B.A 2nd division
14
b) B.A 3rd division
9+3
advance increments
S=9
S.G = 12
B.A 2nd division: 14
B.A 3rd division 9+3
advance increments
S = 7 wafaqul-Madris
S = 9 F.A
B.A 2nd = 12
B.A 3rd 9 + 2
increments
S=7
School
Primary school
Middle school
High school
Middle
Middle
Middle
Middle
Middle High
7.
D.P.E
B.A/B.Sc
8.
S.E.T or
T.G.T
B.A/B.Sc
B.Ed
9.
Subspecialist
10.
Head
Master
Principal
B.A/B.Sc
M.A /
M.Sc
B.Ed /
M.Ed
Scale = 16
One year regular
diploma
S.G = 17
S = 16
Selection Grade = 17
M.A / M.Sc 3
increment
M.Ed 3 increment
D = 17
S.G = 18
S = 17
S = 18
High school
High school
High Secondary
School
High School High
+ High Secondary
School
Qualification
Upgraded scale
1.
BPS-09(One time
only)
2.
Having 10 years
service
BPS-12(One time
only)
3.
CT (BPS-09)
BPS-15(One time
only)
4.
SETs (BPS-l6)
BPS-17
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Qari/qaria (BPS-07)
BPS-12
i.
ii.
PLUS
iii.
2.
2(a).
3.
Debits to the leave account will be at the rate of one day of the
former for every two days of the latter, fraction of one-half
counting as one full day's leave on full pay.
The request for such conversion shall be specified by the civil servant in
his application for the grant of leave.
4.
5.
Grant of leave on half pay- (I) leave on full pay may be converted
into leave on half pay at the option of the civil servant.
(i)
(ii)
30 days
1 day
15 days
1 day
2.
3.
The leave availed under the existing rules from column 13(a) of
the leave account shall be debited against the maximum limit of
365 days fixed under Rule 4(1)(iii).
4.
5.
6.
on half pay, at the discretion of the Civil Servant and it will not
extend beyond the age of superannuation.
7.
Hilly Areas
a.
b.
Snow Areas
a.
b.
6.4
SCHEDULE OF EXAMINATION
Classes
Commencement of
Exam.
Termination of
Exam.
Declaration of
Results
I-IX
10/4
25/4
30/4
Intermediate
20/5
10/6
30/9
BA/B.Sc.
10/8
10/9
15/12
MA/M.Sc.
1/12
31/12
Medical
Colleges (1st
prof:)
1/3
15/3
31/3
Engineering (1st
Year)
5/3
5/5
Com
nex
UNIT 7
ORGANIZATION OF CO-CURRICULAR
ACTIVITIES
7.1
1.
2.
Moral Training
4.
Civic Training:
6.
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.
8.
Development of Discipline:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
Organizer Duties:
i.
ii.
iii.
iv.
v.
vi.
vii.
7.3
BASIC
PRINCIPLES
OF
CURRICULAR ACTIVITIES
1.
ORGANIZING
CO-
Free Choice
Educational Value
Flexibility
Responsibility
Protections
Expense
Eligibility
Tune
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.
10.
Direction
7.4
1. Physical Activities
i) Athletics
ii) Games
2. Physical Activities
i) School
ii) Dramatics
iii) Debates and
iv)Discussions
Scientific and Other
v) Symposl-ums
clubs
vi) Brains Trust vii) Story
and Essay writing
3. Social
Service
Activities
i) Junior
Red Cross
ii) Social
Education
iii) Labour
Squads
iv) Service
on Special
occasions
like fairs
v)
Scouting
vi) Girl
Guiding
vii) Helping
Health authorities
in the control of
epidemics
School
School
Panchayat
i) Student cooperative
ii) Student
store Council
iii)iv)
School
Visits toBank
Institutionv)
the
legislature
court etc.
vi) Assembly
vii) Mock Parliament
vii) Celebrating Festiv
6. Cultural Activities
i)
ii)
Drawing Painting
iii)
Music
7. Multipurpose Activities
i) Excursions and Trips (e.g. Picnics, hikes, visit to factory, dam, coal-mine, power station,
river
valley,
museum,schools,
lake,
new
city,
temple,
cave)
iii) Decoration
ii) N.C.C.
beautifying
v)aiv)
Projects
preparation
Surveying
such
sketching
of
as Charts
running
and
and
a bank,
Mode
map
A.C.C.
UNIT-8
ORGANIZATION OF PHYSICAL
FACILITIES
8.2
School building
School Hostel
School Cafeteria
Dispensary
Learning Resources
Library
A.V. Aids
Time table
10
School Record
11
8.2.1
School Building
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
1.
2.
3.
4.
5.
a.
The surroundings.
b.
c.
d.
2.
1.
2.
3.
4.
5.
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 without saturating the sub oil with
moisture.
3.
The Classroom:
i.
ii.
iii.
4.
Lighting:
1.
2.
3.
i.
ii.
In class room left lighting is best i.e., the light should strike
the scholar's left shoulder when he is facing the teacher.
iii.
5.
Ventilation:
1.
2.
3.
6.
Water supply:
1.
2.
3.
4.
7.
1.
2.
3.
4.
8.
School Cleaning:
1.
2.
3.
4.
5.
6.
7.
8.
8.2.2
Hostel
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
8.2.3
Cafeteria:
2.
3.
4.
5.
6.
7.
8.
9.
10.
4.
Dispensary
1.
2.
2.
3.
4.
5.
6.
Doctor should visit the school frequently and point out any
student suffering from diseases.
7.
8.
9.
A small medical room should be available where the child can rest in
case of fever.
5.
Special
Attention
to
Health
1.
2.
8.3
Library
School Diary:
ii.
iii.
iv.
v.
8.3.2
Audio-Visual Aids
Audio aids.
Visual aids.
Audio-visual aids.
2.
3.
4.
5.
6.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
2.
3.
4.
5.
Suitability
ii.
Visibility
iii.
Clearness
iv.
Level of understanding
v.
vi.
Availability
i.
Suitability
Visibility
Clearness
Ease of Presentation
Select such type of material, which can easily be shown in the class.
vi.
Availability
3.
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.
4.
The teacher should follow up all the A.V. aid presentation. The
teacher should evaluate, discuss and explain. The teacher 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.
2.
3.
4.
5.
6.
It should be durable.
7.
Questions should be
explanation.
8.
Visual
Audio-Visual
Radio
Writing Board
19
T.V. Set
Cassette Player
Flannel Board
20
V.C.R
Language
Laboratory
Display Board
Gramophone
Pictures
Wall, charts
10
Flash Cards
11
Maps/Globs
12
Real objects
13
Overhead
14
Slide projector
15
Film strip
projector
16
Computers
17
Models
18
Specimens
8.3.3
21
Movies or files
Resource Persons
UNIT-9
SCHOOL RECORDS
9.1
Importance
1.
2.
3.
4.
5.
6.
7.
8.
2.
3.
4.
5.
6.
7.
8.
ii.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
iii.
1.
2.
3.
4.
5.
6.
2.
b.
c.
d.
e.
f.
3.
4.
5.
6.
7.
8.
9.2
1.
2.
3.
4.
5.
6.
7.
8.
9.3
General Records
i.
School Calendar.
ii.
Log Book.
iii.
Visitor's Book.
iv.
Service Registers.
v.
vi.
vii.
viii.
B.
Financial Records:
i.
Acquaintance Roll.
ii.
Contingency Register.
iii.
iv.
v.
vi.
Bill Register.
vii.
Register of Donations.
viii.
Register of Scholarships.
ix.
C.
Educational Records:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Cumulative Records.
D.
Equipment Records:
i.
ii.
Library Catalogue.
iii.
Accession Register.
iv.
v.
E.
Correspondence Records:
i.
ii.
Peon Book.
iii.
Memo Book.
iv.
v.
F.
Account Books:
i.
ii.
iii.
Remittance Book.
iv.
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 log-book 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.
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 to school. There be no wrong entry at all as
this register is to be kept permanently.
4.
7.
Cash Book:
In contains a record of all money transactions that are being
carried through from day to day in 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.
Cash book 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 cash book
avoids chances of errors.
UNIT- 10
TIME TABLE
10.1
By the time table the teacher and the taught know their jobs
and the time they should devote to it.
There is no wastage of time and energy as the whole work is
distributed among the members of the staff.
Time table ensures a regularity and even progress in the
institute.
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 time table helps to form habits of orderliness, steadiness,
regularity and attention to the duty assigned in fixed periods.
7.
8.
9.
10.2
1.
Residential school time table implies where the school is
provided with the facility of hostel also e.g. cadet college Kohat,
cadet college Razmak (Waziristan) The Fazli Hiq College Mardan
and Risalpur college etc., where there are boardinghouse 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 I
revision in the supervision of the teachers and light off (sleeping).
Such school and colleges follow a 24 hour time table and the students
remain under supervision all the time. Such types of schools and
colleges show good results.
2.
Ordinary school time table. Such type of time table is
followed up in most of the government and private schools and
colleges.
There is a consolidated time table for the whole school, which has
three sub time tables.
i.
Class wise time table:- In this time table 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
time table and a copy of it should be present in the class.
ii.
3.
Activities time table:- This time table contains all of the
activities and programmes to be aiTanged during the year by the
school. Their dates and little detail is to be given in the time table,
e.g.
Bazme Addab
Parents day
day
iii.
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
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 subjects
General Science, Qiraat and physical education etc.
3.
Principle of variety:- While framing a time table 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
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 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.
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 theni 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 drawl register, stock register and funds
registers etc. should not be over loaded-by teaching periods.
5.
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 time table 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 class
rooms is less than the number of classes or sections, thus one
roorprshould 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 time table; 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 be arrange such a time table 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 hut it is for the preparation to the
next class as well as for the checking / correction of the note books of
the students.
7.
The time table should not be rigid but flexible:- It must be
remembered that there should be no rigid time table, as the changes
occurs in the curriculum, teachers transfers or the government
announce half day weekly or two consecutive holidays weekly, for
which the time table can be adjusted. A time table rigid by nature and
mechanical in its operation will reduce a school to a static lifeless
1.
2.
3.
4.
5.
10.4