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RESOURCES
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Classroom Management
CLASSROOM MANAGEMENT AND ORGANIZATION
Introduction:
Teacher success, in relation to both student learning and teacher efficacy, can often be traced to the ability of the teacher to manage the classroom. Research shows that effective classroom organization and management during the first few weeks of school are crucial in determining expectations, behavior patterns, and procedures that will persist throughout the school year.
Much of the instruction and social interaction that occurs during the months after September can be traced directly or indirectly to the way teachers initially establish instructional and social systems during the first weeks.
Classroom management, student discipline, and issues related to organization are among the most commonly reported problems by teachers in their first years (Veenman, 1986). Harry Wong (1998) suggests that classroom organization and management includes all of the things that a teacher must do towards two ends:
To foster student involvement and cooperation in all classroom activities; and
To establish a productive working environment.
Successful teachers know how to make an environment that is stimulating and inviting. Room arrangements and displays must be attractive, but also functional. Quality instruction requires that teacher use materials other than assigned textbooks and workbooks.
If teachers begin to collect and organize these items before school begins, planning will be richer and varied lessons becomes routine, makes the teacher more productive, and reduces work-related stress.
Edmund Emmer and Carolyn Everton (1981) state that effective classroom management consists of teacher behaviors that produce high levels of student involvement in classroom activities, minimal amounts of student behavior that interfere with the teacher’s or other students’ work, and efficient use of instructional time.
Teachers that are effective classroom managers have:
Planned rules and procedures carefully,
Systematically taught these to students ,
Organized instruction to maximize student task engagement and success ,
Communicated directions and expectations to students.
A well-managed classroom is a task-oriented and predictable environment. Harry Wong, 1998.
In a task-oriented environment, students understand what is expected and how to succeed. Work is focused on learning and students are able to achieve the objectives. When students understand the rules and procedures, they can follow through with the expectations and know what is supposed to happen in the classroom. They also know what consequences will occur when the expectations are not met.
To manage a classroom effectively, it is critical for teachers to understand the developmental progress of students. Specifically, understanding child and adolescent growth and development, as well as issues of students’ cognitive and cultural diversity, is essential for laying the foundation of an effective and positive learning environment.
Children develop through predictable stages.
Growth is deeply influenced by culture, personality, and environment.
Social and physical development and intelligence do not proceed for all children at the same rate.
Children need to feel valued.
Learners need to have fun and freedom.
Learning needs to be practical and applicable.
Mistakes arise from inexperience.
Peer pressure is intense for teens.
Emotional energy in teens runs high.
An effective teacher recognizes cognitive and cultural diversity.
Students learn through different modalities, styles, and a variety of multiple intelligences.
Learning is affected by students’ cultural perceptions and background experiences.
Section Two
Introduction
Classroom management refers to all the things that a teacher does to organize students’ space time and materials so that instruction in content and student learning can take place. A teacher who is grossly inadequate in classroom management skills is probably not going to accomplish much. Teachers almost never think about managing a classroom. They only think about presenting lessons, worksheets, activities-never management.
The most important factor governing student learning is classroom management. Effective classroom management practices must begin on the first day of school. It is the teacher who makes the difference in the classroom. Effective teachers manage their classroom while ineffective teachers discipline their classrooms.
Objectives
To foster student involvement and cooperation in all classroom activities
To establish a productive working environment.
Characteristics of a well-managed classroom
1. High level of student involvement with work.
2. Clear student expectations
3. Relatively little wasted time, confusion or disruption
4. Work-oriented but relaxed and pleasant climate.
How to have your classroom ready
The work is ready: The lesson notes, papers, assignment, materials are ready when the bell rings.
The Room is ready: The classroom have a true climate that is work oriented.
The teacher is ready: The teacher has a warm, positive attitude, positive expectations that all students will succeed.
How to introduce yourself to your Class
Your image enhances sales. Protect your reputation and create a positive image. You have nothing to lose and everything to gain. How you introduce yourself on the first day will determine how much respect and success you will have for the rest of the school year. Have your classroom ready, stand at the door to welcome your students, assign seats to them have the 1st assignment ready and posted to each students responsibility.
Your important first words on the first day at school: Your name and your expectations. The best way to do this is to smile, care for them and communicate positive expectations.
When and how to take roll
The effective teacher starts the class immediately with an assignment, not roll taking. Please do not take roll at the very beginning of the class. Roll taking does not concern the class; do not concern the class with the process. You are to take roll quickly and quietly without disturbing the class.
Effective Discipline Plan
Effective teachers introduce rules, procedures and routines on the very first day of school and continue to teach them the first week of school. Effective teachers present their rules clearly and provide reasonable explanations of the need for them .The most effective schools are those with a well-ordered environment and high academic expectations. If you do not have a discipline plan, you are planning to fail by yelling, screaming, scolding and demeaning.
The effective teacher invests time in teaching discipline and procedures, knowing that this will be repaid multifold in the effective use of classtime.Class rules are expectations of appropriate behaviour. Class rules should be specific, clearly written and pasted on the wall. Limit your rules to a number 3/5 that you and the students can readily remember. Class rules are necessary to set limits. Setting limits help students behave better and tell them how far they can go, giving the students a sense of security. Students need to feel that someone is in control and responsible for their environment and not only sets limits but maintains them.
Discipline plans must have positive and negative consequences. Consequences are what result when a person abides by or break the rules. Positive consequences are what result when people abide by the rules while the positive consequences: penalties when people break the rules. The best consequences are reasonable and logical like detention, assignment to write 6 ways to correct the problem, being the last to leave, deprivation of some reward and write an essay etc
Note:
Do not stop the lesson when giving out the consequences. Give out the penalty as you continue with the lesson/classwork.
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| Quotes to Remember |
Great Quotes
GREAT QUOTES ON CUSTOMER SERVICE
“Do what you do so well that they will want to see it again and bring their friends”.
-Walt Disney
“If we don’t take care of our customers, someone else will”.
-Unknown
Our life is frittered away by detail. Simplify, simplify!
-Henry David Thoreau
“If you make customers unhappy in the physical world, they might each tell 6 friends. If you make customers unhappy on the Internet, they can each tell 6,000 friends”.
-Jeff Bezos
“Customers don’t expect you to be perfect. They do expect you to fix things when they go wrong”.
-Donald Porter
“Give trust and you'll get it double in return”.
-Kees Kamies
“The quality of our work depends on the quality of our people”.
-Unknown
“One of the deep secrets of life is that all that is really worth doing is what we do for others”.
-Lewis Carol
“The goal as a company is to have customer service that is not just the best, but legendary”.
-Sam Walton
“The longer you wait, the harder it is to produce outstanding customer service”.
-William H. Davidow
“Mistakes are the portals of discovery”.
-James Joyce
“Being on par in terms of price and quality only gets you into the game. Service wins the game”.
-Tony Alessandra
“Our greatest asset is the customer! Treat each customer as if they are the only one”!
-Laurice Leito
“People expect good service but few are willing to give it”.
-Robert Gately
“Well done is better than well said”
-Benjamin Franklin
“To my customer.
I may not have the answer, but I’ll find it.
I may not have the time, but I’ll make it”.
-Unknown
“Here is a simple but powerful rule - always give people more than what they expect to get”.
-Nelson Boswell
“In business you get what you want by giving other people what they want”.
-Alice Macdougall
“You’ll never have a product or price advantage again. They can be easily duplicated, but a strong customer service culture can’t be copied”.
-Jerry Fritz
“Good service is to spoil the customer, to make them highly difficult, demanding & unreasonable, and they will then become highly dependent on us”. -Dick Ng
"Being on par in terms of price and quality only gets you into the game.
Service wins the game."
-Tony Alessandra
"There is only one boss. The customer.
And he can fire everybody in the company from the chairman on down,
simply by spending his money somewhere else."
-Sam Walton
"He profits, most who serves best."
-Arthur F. Sheldon
"The single most important thing to remember about any enterprise is that
there are no results inside its walls. The result of a business is a satisfied customer."
-Peter Drucker
"Biggest question: Isn't it really 'customer helping' rather than customer service? And wouldn't you deliver better service if you thought of it that way?"
-Jeffrey Gitomer
"Customer complaints are the schoolbooks from which we learn."
-Author Unknown
"Here is a simple but powerful rule -
always give people more than what they expect to get."
-Nelson Boswell
"One customer, well taken care of, could be more valuable than $10,000 worth of advertising."
-Jim Rohn
"Treat every customer as if they sign your paycheck…because they do."
-Author Unknown
"If we don’t take care of our customers, someone else will."
-Author Unknown
"There are no traffic jams along the extra mile."
-Roger Staubach
"A customer is the most important visitor on our premises. He is not dependent on us – we are dependent on him."
- Author Unknown
"The purpose of business is to create and keep a customer."
-Peter Drucker
"The Customer is King.
-Author Unknown
"If you make customers unhappy in the physical world, they might each tell 6 friends. If you make customers unhappy on the Internet, they can each tell 6,000 friends."
-Jeff Bezos
"A sale is not something you pursue; it is something that happens to you while you are immersed in serving your customer."
- Author Unknown
"It starts with respect. If you respect the customer as a human being, and truly honor their right to be treated fairly and honestly, everything else is much easier."
-Doug Smith
"Washrooms will always tell if your company cares about its customers."
-Author Unknown
"The goal as a company is to have customer service that is not just the best, but legendary."
-Sam Walton
“If you get everybody in the company involved in customer service, not only are they 'feeling the customer' but they're also getting a feeling for what's not working. That's the key -listening to make sure that you understand the customers and that you make them feel that you understand. When a customer calls up with a complaint, we obviously can't change the past. But we have to deal with the problem."
-Penny Handscomb
"People perform best and deliver the best customer service when they like what they do."
–Author Unknown
"Common sense if of paramount importance in business and customer service."
-Author Unknown
"Our greatest asset is the customer! Treat each customer as if they are the only one!"
-Laurice Leitao
"Sell practical, tested merchandise at reasonable profit, treat your customers like human beings - and they will always come back."
- L. L. Bean
"Be everywhere, do everything, and never fail to astonish the customer."
-Macy’s Motto
"Make a customer, not a sale."
- Katherine Barchetti
"Customers are an investment. Maximize your return."
- PeopleSoft Ad
"Customers don’t expect you to be perfect. They do expect you to fix things when they go wrong."
- Donald Porter
"People don’t want to communicate with an organization or a computer. They want to talk to a real, live, responsive, responsible person who will listen and help them get satisfaction."
-Theo Michelson
"Customer complaints are the schoolbooks from which we learn."
-Author Unknown
"I don’t know what your destiny will be, but one thing I know: the ones among you who will be really happy are those who have sought and found how to serve."
- Albert Schweitzer
"If you get everybody in the company involved in customer service, not only are they ‘feeling the customer’ but they’re also getting a feeling for what’s not working."
-Penny Handscomb
"The longer you wait, the harder it is to produce outstanding customer service."
-William H. Davidow
"You'll never have a product or price advantage again. They can be easily duplicated, but a strong customer service culture can't be copied."
-Jerry Fritz
"Unless you have 100% customer satisfaction…you must improve."
-Horst Schulz
"Customers don't expect you to be perfect. They do expect you to fix things when they go wrong."
- Donald Porter, British Airways
"Quality in a service or product is not what you put into it. It is what the client or customer gets out of it
-Peter Drucker
"Never underestimate the power of the irate customer."
-Joel Ross
“Service standards keep rising. As competitors render better and better service, customers become more demanding. Their expectations grow. When every company's service is shoddy, doing a few things well can earn you a reputation as the customer's savior. But when a competitor emerges from the pack as a service leader, you have to do a lot of things right. Suddenly achieving service leadership costs more and takes longer. It may even be impossible if the competition has too much of a head start. The longer you wait, the harder it is to produce outstanding service”.
-William H. Davidow
"Every great business is built on friendship."
-JC Penney
"If you don’t genuinely like your customers, chances are they won’t buy."
-Tom Watson
"In the world of Internet Customer Service, it's important to remember your competitor is only one mouse click away."
-Doug Warner
"Quality, is job one."
-Ford Company
"If the shopper feels like it was poor service, then it was poor service. We are in the customer perception business."
-Mark Perrault
"Do what you do so well that they will want to see it again and bring their friends."
-Walt Disney
"Your best customers leave quite an impression. Do the same, and they won't leave at all."
-SAP ad
"Whatever your business is, talk to your customers and provide them with what they want. It makes sense."
-Robert Bowman
"There are no traffic jams along the extra mile."
-Roger Staubach
"Without great employees you can never have great customer service."
-Richard F. Gerson
"To keep a customer demands as much skill as to win one."
-American Proverb
"Forget about the sales you hope to make and concentrate on the service you want to render."
-Harry Bullis
"Well done is better than well said."
- Benjamin Franklin
"There's a place in the world for any business that takes care of its customers - after the sale."
-Harvey MacKay
"To give real service you must add something which cannot be bought or measured with money, and that is sincerity and integrity."
-Donald A. Adams
"To my customer. I may not have the answer, but I'll find it. I may not have the time, but I'll make it."
-Author Unknown
"Treat your customer, as you want to be treated as a customer."
-Catherine Pulsifer
"We don't want to push our ideas on to customers; we simply want to make what they want."
–Laura Ashley
"When you serve the customer better, there's always a return on your investment."
-Kara Parlin
"If you don't care, your customer never will."
-Marlene Blaszczyk
"Every company's greatest assets are its customers, because without customers there is no company."
-Michael LeBoeuf
"Consumers are statistics. Customers are people."
- Stanley Marcus
“When you serve the customer better, there's always a return on your investment”.
-Kara Parlin
"Customer service is of the utmost importance to survive in relation to global competition that companies are facing today."
-Byron & Catherine Pulsifer, - Good-bye Manager, Hello Coach!
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| Thinking Mastery |
THINKING MASTERY FOR BETTER TEACHING
“All human development, no matter what form it takes, must be outside the rules; otherwise, we would never have anything new” –Charles Keltering
THINKING OUTSIDE THE BOX: AN EXPOSITION
If you want to be more creative, challenge boundaries. Don’t be limited. Remember, most limitations we face are not imposed on us by others; we place them on ourselves.
Unsuccessful people focus their thinking on survival.
Average people focus their thinking on maintenance.
Successful people focus their thinking on progress
Successful people think differently than unsuccessful people.
POWERFUL QUOTES ON THINKING
-Everything begins with a thought. “Life consists of what a man is thinking about all day”
-Ralph Waldo Emerson.
- What we think determines who we are. Who we are determines what we do.“The actions of men are the best interpreters of their thoughts”
-John Locke.
-Our thoughts determine our destiny. Our destiny determines our legacy. “You are today where your thoughts have brought you. You will be tomorrow where your thoughts take you”
-James Allen.
-People who go to the top think differently than others. “Nothing limits achievement like small thinking; nothing expands possibilities like unleashed thinking”
-William Arthur Ward.
- “Whatever things are true, whatever things are noble, whatever things are just, whatever things are pure, whatever things are lovely, whatever things are of good report, if there is any virtue and if there is anything praise worthy, think on these things”
–Philippians 4:8
"As a man thinks in his heart, so is he”
-Proverbs 23:
- If you think you are beaten, you are.
If you think you dare not, you don't.
If you'd like to win but think you can't,
It’s almost certain you won't.
But sooner or later, the man who wins
Is the man who thinks he can.
- Anonymous
"Keep your heart with all diligence, for out of it are the issues of life”
- King Solomon
- “Life consists of what a man is thinking about all day”
- Ralph Waldo Emerson
-“Nurture great thoughts for you will never go higher in life than your thoughts” -Benjamin Disraeli.
-“Ninety- nine point nine percent of all employees are in the pile because they don’t think”
- Jack Welch.
- “Change is personal; possible; and profitable”
- Anonymous
THE ESSENCE OF EFFECTIVE THINKING
“One of the reasons people don’t achieve their dreams is that they desire to change their results without changing their thinking”- John Maxwell.
Good thinking creates the foundation for good results.
Poor thinking produces negative progress.
Average thinking produces no progress.
Good thinking produces some progress.
Great thinking produces great progress.
Good thinking increases your potential. “Leadership ability determines a person’s level of effectiveness” Law of Lid-21 irrefutable laws of leadership.
Good thinking produces more good thinking, if you make it a habit.
“The problems we face today cannot be solved on the same level of thinking we were at when we created them”
–Albert Einsten
THE CONNECTION BETWEEN THINKING AND LIFE
As the process below indicates, a change in thinking pattern causes a spiral effect:
Change in thinking
Change in Beliefs
Change in Expectations
Change in Attitudes
Change in Behaviour
Change in Performance
Change in Results
Change in Life (Destiny)
ESSENTIAL FACTS OF CHANGE IN THOUGHT PROCESS
1. Changed thinking is not automatic- you need to work at it.
2. Changed thinking is difficult- the only people who believe thinking is easy are
those who don’t habitually engage in it. “Thinking is hardwork that’s why so few
do it” – Albert Einsten (Nobel-prize winning physicist).
3. Changed thinking is worth the investment. “More gold has been mined from the
thoughts of man than has ever been taken from the earth” –Napoleon Hill.
4. Changed thinking is the best gift you can give to others; especially your students.
HOW TO BECOME A GOOD THINKER
1. Expose yourself to good input. Input determines output. Garbage in; garbage out
2. Expose yourself to good thinkers. “If you want to be a sharp thinker, be around
sharp people”- John Maxwell.
3. Choose to think good thought. Thinking is discipline.
4. Act on your good thought. Ideas have a short shelf life. You must act on them
before the expiration date.
5. Allow your emotions to create another good thought. (Emotional Intelligence by
Daniel Goleman)
6. Repeat the Process.
PATTERNS OF THINKING
In order to achieve tremendous results in your teaching career; you will need to develop the following patterns of thinking as postulated by John Maxwell in his book “THINKING FOR A CHANGE”
Big-Picture Thinking:
“You have to think any way, so why not think big”- Donald Trump.
Big picture thinking brings wholeness and maturity to a person’s thinking. It brings
perspective. It is like making a frame of a picture bigger, in the process expanding not only what you can see, but what you are able to do.
Reflective Thinking:
When you reflect you are able to put an experience into perspective. Reflective thinking is like a crock-pot of the mind. It encourages your thought to simmer until they are done. It enables you to distance yourself from the intense emotions of particularly good or bad experiences and you see them with fresh eyes.
Creative Thinking:
If you are not as creative as you would like to be, you can change your way of thinking. Creative thinking is not necessarily original thinking. In fact it is a composite of other thoughts discovered along the way. Annette Moser-Wellman, author of the Five Faces Genius, said that “The most valuable resources you bring to your work and to your firm is your creativity”
Possibility Thinking:
People who embrace possibility thinking are capable of accomplishing tasks that seem impossible because they believe in solutions. When you believe you can do something difficult and you succeed; many doors open for you. There is a saying that goes thus “If you open yourself to possibility thinking, you open yourself up to many other possibilities”
Realistic Thinking:
“Until thought is linked with purpose there is not intelligent accomplishment”- James Allen.
It helps you to determine the difference between what you wish and what actually is. It leads to excellence in leadership and management because it requires people to face reality. Cultivating the ability to be realistic in your thinking will not undermine your faith in people, nor will it lessen your ability to see and seize opportunity. Instead, it will add value to you in different ways.
Focused Thinking:
A good idea can become a great idea when it is given focus time. Focus brings energy and power to almost anything whether mental or physical. Focused thinking helps to break through the solutions. “Keep your mind away from things you do not want by keeping it on things you do want”- W. Clement Stone.
Innovative Thinking:
If you want to be a good thinker, then start preparing yourself for the possibility of becoming unpopular. The problem with popular thinking is that it doesn’t require you to think at all. Popular thinking loves status quo. It puts its confidence in idea of the moment, and holds on to it with all its might. As a result it resists change and dampens innovation.
Popular = Normal = Average
It is the least of the best and the best of the least. We limit our success when we adopt popular thinking. It represents putting in the least energy to just get by. You must reject uncommon thinking if you want to accomplish uncommon results.
Shared Thinking:
Good thinkers, especially those who are also good leaders understand the power of shared thinking. They know that when they value, the thoughts and ideas of others, they receive compounding results and accomplish more than they ever could on their own. Shared thinking leads to greater innovations. The greatest secret to winning shared thinking is having the right people around you.
Unselfish thinking:
There is no life as empty as the self –centered life. There is no life as empty as the self-empty life. Unselfish thinking helps to bring out the best in others. The spirit of generosity created by unselfish thinking gives people an appreciation of life and an understanding of its higher values.
Bottom-line Thinking:
“Achieving bottom-line thinking must be a way of life, or it will send conflicting messages.”- Dave Sutherland.
This thinking makes it possible for you to measure outcomes more quickly and easily. It is used as a focused way of ensuring that all your little activities are purposeful and lined up to achieve a larger goal.
WHY TEACH THINKING?
1. Thinking is intrinsic to human development. The quality of our lives, learning and teaching depends on the quality of our thinking. If teachers can systematically cultivate excellence in thinking there will be tremendous improvement in educational delivery.
2. The development of our mind is part of what it means to be educated, because it is part of what it means to be human. According to this view, the key function of education is to teach children to think critically, creatively and effectively.
3. Another justification for thinking is that we gain pleasure from the right sort of intellectual stimulus and challenge. Our brains are wired for problem solving and learning how to think will make us better problem solver.
4. Classroom research in schools; supports the view that students are better motivated and more engaged in classes they find intellectually stimulating. They like those teachers who made them think. Intellectually challenging teaching has been identified as one of the key factor that characteristic of effective teachers and successful schools.
5. Another perceived need to teach thinking skills has come from a growing society’s awareness that society has changed and skills appropriate for a generation ago may no longer prepare students for the world beyond school. The rate of change within society is accelerating so rapidly that it is difficult to assess what factual knowledge will be needed in the future, and this means that schools should be less focused on imparting information than on teaching students to learn and think for themselves.
6. Exercising the mind through intellectual challenge can also promote moral qualities and virtues. Intellectual virtue can be seen as a complex set of attributes including curiosity, thoughtfulness, intellectual courage and perseverance in the search for truth, a willingness to speculate and the search to judge and self correct, an openness to the views of others and other elements developed through practice. These are qualities that need to be practiced through thinking for oneself and thinking with others.
VALUABLE SKILLS DERIVED FROM THINKING FOR TEACHING AND LEARNING
1. Analyzing visual and verbal information.
2. Applying rules.
3. Categorizing.
4. Checking and Correcting.
5. Communicating thoughts and Ideas.
6. Comparing and Contrasting.
7. Defining and describing.
8. Diverting or Lateral thinking.
9. Estimating and Educated guessing.
10. Evaluating.
11. Explaining.
12. Forming Conceptual Links and Associations.
13. Formulating Questions.
14. Generating Ideas and Hypothesis.
15. Giving and following Directions.
16. Identifying Information needed.
17. Logical Thinking.
18. Imaging.
19. Making Inferences.
20. Making Informed Judgment.
21. Memorizing.
22. Non-Verbal Communication.
23. Observing.
24. Planning.
25. Predicting.
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PERSONAL DEVELOPMENT TO ACHIEVE SUCCESS
Introduction
There are two primary choices in life, to accept conditions as they exist or accept the responsibility for changing them.
-Dennis Waitley
Success isn’t a destination. Success is something you assemble from components you discover in your soul and your imagination. Authentic success, the kind of success that will enrich your life and enlarge your spirit, the only kind of success that matters, comes from knowing and trusting the deepest aspirations of your heart. With this kind of success you are automatically set to make the world a better place for everyone who lives in it, and, incidentally, you will dramatically increase your chances for success on all levels.
Take Personal Responsibility for your Life
One of the most pervasive myths in our society today is that we are entitled to a great life-that somehow, somewhere, someone is responsible for filling our lives with continual happiness, exciting career, good education, nice relationships, fun etc simply because we exist.
However, the real truth is that there is only one person responsible for the quality of life you live. That person is you. If you desire to succeed, you have to take full responsibility for everything that you experience in your life. This includes the level of your achievements, the results you produce, the quality of your relationship, the state of your health etc. Everything you experience today is the result of choices you made in the past.
Achieve Success through Personal Development
1. Cultivate your Mind
Your mind is the greatest asset you have in life. The quality of your thoughts will determine the quality of your life. You will become whatever you constantly think about yourself. If your thoughts are invariably of success, good fortune, mastery and attainments, then you will ultimately experience the condition of a successful life.
Be careful what you read, watch or see they have a way of shaping your thoughts thereby your life. Learn to feed your mind with good materials that can elevate your life.
2. Discover your Purpose in Life
Success is his who is consistently progressing toward a worthy purpose. Aimless living is a direct route to nowhere. Purpose sets you on the part to happiness and fulfillment. It is our tool and instrument for success and without it will aimlessly move through life without impact or significance.
Pat Williams, the senior vice-president of the Orlando Magic basketball team said “Figure out what you love to do as young as you can, and then organize your life around figuring out how to make a living at it”
3. Develop a Vision for your Life Proverb 29:18
Without vision life is worthless. Visioning is a function of the intuitive mind. It allows you to tap into your soul and "see" your future. It is the mental picture of our actual future. Vision creates power. The enthusiasm generated from the mental realm about the future gives dynamic power for pursuit.
4. Develop Skills
Your days are precious and I encourage you to invest in your future by making today count. Learn a particular skill so much that you become an expert in it. Make sure you pick up one new skill or the other during your spare time. Learn a new language, learn to play an instrument or do what you have not done before they will all come to be useful for you in the future.
5. Set definite Goals
All successful people are intensely goal oriented. They know what they want and they are focused single-mindedly on achieving it every single day. Your ability to set goals is the master skill of success. Without goals, you simply drift and flow on the currents of life. With goals, you fly like an arrow, straight and true to your target.
Setting goals, working toward them day by day, and ultimately achieving them is the key to happiness in life. Goal setting is so powerful that the very act of thinking about your goals makes you happy, even before you have taken the first step toward achieving them.
6. Build Positive Relationships
Relationships are the nest in which destiny is hatched. Success is practically impossible without networking others. Life itself is meant to be lived in fellowship with others.
Ben Stein, writer, actor and game show host said “Personal relationships are the fertile soil from which all advancement, all success, all achievement in real life grows.
7. Seek Knowledge
Knowledge is light. The presence of knowledge in your life illuminates your heart and reduces stress. Read motivational/leadership books, listen to tapes, surf the next, and broaden your horizon. This is an information age and we are moving into the knowledge economy, you can’t afford to be ignorant. There is much to learn in terms of knowledge.
8. Commit to Constant Improvement
In the world today, you need a measure of improvement to keep up with the rapid pace of change. New technologies, new techniques, new skills, new knowledge, new trends are the hallmark of our world. Constant improvement is therefore necessary to thrive in this age and time.
Ask yourself the following questions constantly.
How can I be better?
How can I study or work more efficiently?
How can I do this more profitably?
The challenge is that there is always room for improvement in all that we do.
9. Master yourself
Self mastery is crucial to the achievement of success. Know yourself through SWOT analysis.
Strength-Your vision, skills, talents, education, assets, networks etc.
Weakness-Habits, Character flaws,
Opportunities- situations that present themselves in your life that if well
harness
Threats- external /environmental factors that could work against your success.
The challenge you have you have is to work on your weaknesses while building on you strength to take advantage of the opportunities that presents themselves in your life.
10. Build Relationship with God
Seek ye first the kingdom of God and all other things shall be added to you.
Matthew 6:33
God is your source and you can only be sustained by Him. His plans and purposes supersedes your and as such you need to be in constant touch with Him to succeed. Without Him you can do nothing. Read John 15:5
Conclusion
History is filled with stories of individuals both male and female who at some point in time made a choice to consistently pursue success by developing themselves and getting ready for future opportunities that they envisage. They never gave excuses or procrastinate they indulge in empowering their mind in order to reap bountifully in the future. May your name be eventually added to that already impressive and glorious list. But-it’s all up to you. No one else can live your life for you. No one else can succeed for you. It’s your choice.
Nelson Ayodele
nelsayodele@yahoo.com
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Curriculum and Learning Development
Introduction
In recent times, there has been major concern about graduates being produced in Nigeria as “half-baked’ and not been equipped for the world of work. This has made the stakeholders to call for curriculum reforms in our educational institutions to meet the realities of the 21st century. This presentation will look at the definition of curriculum, the actors in the curriculum process, selection and curriculum implementation. It will also look at the teaching and learning process, the rule of classroom management and how to maintain discipline in the classroom and, above all, how to meet the need of special people in the classroom.
What is Curriculum?
The word ‘curriculum’ was derived from a latin word “currere’ which means “a running course”. That is, it is a course which one runs to reach a goal. It is a course learners have to cover to merit, pass grades or certificated. Akuma (1999).
Scholars have tried to define curriculum in various ways as they understand it since, it has come to be associated with education. To Bobbit (1981) curriculum is that “series of things which children and youth must do and experience by way of developing abilities to do things well that make up the adult life; and to be in all respects what adults should be” while Tanner and Tanner (1955) in their definitions revealed the followings:
(a) The cumulative tradition of organized knowledge.
(b) Race experience
(c) Guided experiences
(d) A planned learning environment
(e) Cognitive, affective content and process
(f) An instructional plan
(g) Instructional ends and outcomes
To Wheeler (1967) and Oliver (1977) curriculum is the planned
experience offered under the guidance of the school. We can see that the amorphous nature of the word curriculum has given rise to many interpretations, depending on their philosophical beliefs, these interpretations among others are:
- Curriculum is that which is taught in school.
- Curriculum is a set of subjects.
- Curriculum is a content
- Curriculum is a programme of studies
- Curriculum is a set of materials.
- Curriculum is a sequence of courses
- Curriculum is a set of performance objectives
- Curriculum is a course of study
- Curriculum is everything that goes on within the school, including extra-class activities, guidance and interpersonal relationships.
- Curriculum is what is taught both inside and outside the school that is directed by the school.
- Curriculum is everything that is planned by the school personnel.
- Curriculum is a series of experiences undergone by learners in school.
- Curriculum is that which an individual learner experiences as a result of schooling.
Tyler (1949) define curriculum as all the learning of students which is planned and directed by the school to attain its educational goals. For Tyler curriculum design amounted to a systematic resolution of four questions.
1. What educational purposes should the school seek to attain (objectives).
2. How can learning experiences be selected which are likely to be useful in attaining these purposes (content)
3. How can learning experiences be organized for effective instruction (methods).
4. How can the effectiveness of learning experiences be evaluated (evaluation).
To Taba (1962) the process of curriculum design should have the following.
- Diagnosis of needs – This has to do with determining the needs of the society, the school, students and the subject matter the curriculum hope to address.
- Formulation of Objectives – Goals and objectives must be formulated in line with general policy framework of the country.
- Selection of Content - Expert and users select content for the curriculum in line with the formulated objectives. Where the curriculum is to be improved upon or revised the existing content is reviewed by adding new types that have become essential. If it is a new course, a survey of what should be offered to fulfil the stated goal is undertaken.
- Organisation of Content – This has to do with task of deciding at what levels and in what sequence the subject matter will be placed. Maturity of learners, to confront the subject matter, levels of academic achievement are things to be considered in the appropriate placement of content. The curriculum planner must adopt the methodologies or strategies by which the learner become involved with the content.
- Selection of Learning Experiences: Experiences to be provided to learners in order to achieve the content of the subject matter are identified and spelt out. These experiences will range from lectures, fields trips, excursions, practical exercises either in the laboratory or on the field. It should be noted that learning experiences are essential for each content area to be taught.
- Organization and matching of Learning experiences with content: Each learning experience must be matched with the appropriate content area. These are then organized in sequence indicating the scope of the content to be covered.
- Determination of what to Evaluate and the Ways and Means of doing it: This allows the implementers of the curriculum to determine the effectiveness of the curriculum i.e. students achievements, objectives, strategies and to make modifications when necessary. This now prepares the ground for the commencement of further curriculum development activities. The evaluation stage examines the extent to which the objectives are realized in practice thereby indicating the effectiveness of otherwise of the curriculum.
In adding to the above, Okebukola (1997) believes that the
following is also necessary.
1. Pilot testing: Testing the draft curriculum using a sample of the target group of users.
2. Revising and Consolidating: The units are modified on the basis of pilot test data, to take cognizance of variations in student needs, abilities, available resources, and different styles of teaching to that the curriculum may suit all types of classrooms.
3. Periodic Review: The curriculum is subjected to periodic review and evaluation.
From the various definitions above, we can deduce that curriculum
is the traditional platform for translating expectations of the society into knowledge, attitudes and skills that are expected to be developed or acquired by learners within the school system in formal and non-formal settings. The goal of this process is to foster the development of the society in such areas as economic, social, political, cultural, scientific and technological enterprises. Okebukola (1997).
The phenomena of the curriculum as a working development in Nigeria leave much to be desired because experience has revealed that the INTENDED curriculum which is what the policy has approved is different from the IMPLEMENTED curriculum which is the component to which justice has been done and finally the ACHIEVED curriculum which is what the learner finally ends up with, which we can measure during evaluation which is a purely academic exercise, whether this knowledge is internalized or life-long is a different issue. Campbell (1997).
This to show that teachers as one of the implementers of the curriculum must be part of the curriculum process as we shall see later in this presentation. If the subject-curriculum is properly designed it is expected among other things to specify what to teach (content), why it should be taught (objectives) how to teach it (methods) with what to teach it (instructional materials or teaching aids) and how the entire process can be assessed so as to determine whether or not learning has taken place (Evaluation).
The above can be sum up thus as:
Concepts in curriculum and curriculum development.
Content :Body of knowledge contained in a course
Syllabus: List of topics arranged in sequence
Scope:The level to which a topic can be taught
Sequence:The arrangement of topics in order
Aims:Broad statement of what is intend to be achieved.
Goals:What is hoped to be attained.
Integrated curriculum: A set of subject fused together in which the traditional
boundaries between subject areas are broken
Core curricular: Courses/subjects that are of absolute necessity in a
programme.
Teaching resources: Materials and activities used by teachers in their classroom
interactions.
Optional/electives:Courses/subjects to be elected by students.
It should be noted for any curriculum to be achieved, can be determined from the teachers or school administrator etc whose responsibility is to implement the curriculum must be alive to their responsibilities; if there are deficiencies in the curriculum, a revision or improvement is necessary or advances in technology in order to keep pace with the needs of the society.
In implementing the curriculum process, the following people are major actors and must be taking into consideration for effective teaching and learning process.
Curriculum and Implementation Actors
Teachers:
• Their knowledge of subject matter (content knowledge) knowledge of how to teach the subject matter (pedagogic content knowledge)
• Workload
• Motivation
• Self-esteem
• Take-home policy in relation to minimal need to keep body and soul together
• Magnitude of social pressure to satisfy basic human needs
• Teaching experience
• Marital status/stability
• Residence in relation to school location/
Students:
• Level of interest in the subject.
• Motivation
• Career aspiration
• Level of cognitive development
• Home training
• State of health.
School:
• Conduciveness of the environment
• Availability of facilities for teaching and learning.
• Location/distance from residence of teachers and students.
• Availability of guidance and counselling services.
• Availability of health facilities.
School Administration:
• Responsiveness of the head of school to requirements for effective implementation of the curriculum.
• Discipline tone of staff and students
Community:
• Adequacy of support for welfare of staff and students.
• PTA support for teaching and learning activities
We can then ask that in what ways has the educational planners take into cognizance the role of above actors and in what ways has the actors performed the job in order to enhance teaching and learning effectiveness in schools and why do we need curriculum implementation?
To Nwosu (1995) curriculum implementation is an aspect of curriculum development which concerns materials and ideas being put into practice on a large scale? That is why Uvowi (1997) believes that the purposes of curriculum implementation are as follows:-
- Translating a policy or idea into workable blue print and developing programmes that will make it possible to realize the objectives of the curriculum.
- Co-ordinating and monitoring the implementation of programmes developed under the policy.
- Advising on how to provide the needed infrastructure on a programme.
- Providing a continuous review of the policy and assessing the objectives of the programme with a view to ensuring their accuracy, relevance and further development.
- Making sure that the programme carried out is fully sustained by continuously reinforcing the provision of personnel and material.
- Ascertaining the likely weakness of the different stages of implementation as well as the overall achievement recorded in the implementation process.
As we are aware, Nigeria is a country not bereft of policies but that of implementation. This could be attributed to selfish interests, uncertainty in the political process, indiscipline on the part of the stakeholders; all these are all impediments to curriculum implementation as we can see below.
Impediments to Curriculum Implementation
Teachers:
• Shallow knowledge of subject matter (content knowledge) and poor knowledge of how to teach the subject matter (pedagogic content knowledge).
• Heavy workload
• Low self esteem
• Low level of motivation
• Pathetically low take home pay in relation to minimal need to keep body and soul together
Students:
• Poor attitude to school
• Low level of motivation
• Desire for short cuts to task
• Examination malpractice and secret cults
• Poor home training.
School:
• Non-conducive environment for learning.
• Acute shortage/inadequate/lack of facilities for effective teaching and learning
• Distance from residence of teachers and students.
School Administration:
• Lack of commitment of some school heads.
• Indiscipline in school.
Community:
• Inability to provide basic learning needs Parents
• Inability to give moral guidance
Any infusion or adaptation into the curriculum must have the pilot stage and the installation stage.
We must not take a programme hook line and Sinker without taking into consideration, the needs of the country, and the realities on the ground. This is necessary for development and will make teaching and learning effective. That is why Odubunmi (1997) believes that curriculum pilot testing is desirable.
Models of Curriculum Development
There are several models of curriculum development but the three well known ones are when shall be discussed briefly are and these are:
- Objective model
- Process model
- Situation analysis model.
Objective Model
This model is influenced by behavioural psychology and make use of objectives expressed in behavioural terms. To the proponents, there are five major stages in curriculum development.
1. Stating general terms, goals and objectives.
2. Selection of content
3. Selection of learning experiences
4. Organisation and matching of learning experiences with content.
5. Evaluation stage.
The Process Model
This is a model in which content as well as principles and procedures are specified rather than anticipated outcomes in terms of objectives. This model involves devising teaching methods and materials which are consistent with the principles, concepts and criteria inherent in such activities. In this design, the process is specified (i.e. the content being studied, the methods being employed and the criteria inherent in the activity). The end product is not specified before hand in terms of behaviour but can be evaluated using the criteria inherent in the field of knowledge. It should be noted that behavioural objectives are absent and the teacher does not promote any particular point of view of response from students. In the place of objectives, the emphasis is on defining acceptable principles of procedure for dealing with such issues.
Situation Analysis Method
This model puts curriculum development firmly within a contextual framework. It views curriculum development as a means were teachers, modify and transforms learners experiences; through providing knowledge of each specific situation.
This model underlines the importance of the curriculum development process and its inevitable political character as different pressure groups and ideological interests seek to influence the process of education. In this model, recommendations about the curriculum are made separately for each institutional situation as these are assured to be unique. This model makes specific provisions for different planning contexts including a critical appraisal of the institutional situation as one of its most crucial features. The stages in this models are:
- Situation analysis – of both internal and external factors.
- Goal formulation
- Program building
- Interpretation and Implementation
- Monitoring, Assessment Feedback and Reconstruction.
One can use any of the above and select the appropriate one
to use in order to achieve teaching and learning outcomes.
Criteria for Selection
Some of the criteria used for selecting content are:
1. Significance: This has to do with ideas, principles and topics that make significant contribution to knowledge in that particular discipline.
2. Maintaining balance between length and breadth: When there is too much materials to cover, we should decide on the depth to go with each topic.
3. Possibility of Transfer of Knowledge: Topics which can be illustrated across disciplines or have easy application outside the classroom should be included to provide a wider prospect to students learning.
4. Students’ interest: This is taking into consideration, students interest and learner’s individual differences.
5. Learning ability – Topics which are easy to learn and promote understanding should be included. This will provide motivation for learning in the subject areas. Okebukola and Ogunbiyi (2001).
The following should be the guide in the selection of learning
experiences and these are:
- Validity – A learning experience is valid, if after its usage, learners are able to appreciable the value of the message.
- Relevance of life – A learning experience would be relevant if learners are able to obtain satisfaction from carrying on the kind of behaviour specified in the learning objectives.
- Variety: This involves the teacher taking into consideration learners individual differences when selecting learning experiences.
- Suitability: The learning experience should be appropriate to the students present attainments.
- Cumulation: The criterion of cumulation requires the teacher to provide experiences which though different in nature and content are directed towards the same end.
- Multiple learning: The learner is a total organism and he learns in response to his total situation. A well planned set of learning experiences will be made up of experiences that are useful in attaining several objectives simultaneously.
Teaching and Learning
Teaching can be defined as a set of processes and procedures used by the teacher for the purpose of making learning happen. It is also a process of bringing about positive changes in a learner.
Teaching is the guidance of pupils through planned activities
so that the pupils may acquire the richest learning possible from their experiences Van Dalent Brittel (1959). Clark (1995) see teaching as the interaction between a teacher and student under the teacher’s responsibility in order to bring about the expected change in the student’s behaviour. Teaching comprises a set of events which affect learner in such a way that learning is facilitated and these events may be a picture, T.V. programme etc under the directive of a teacher who has pre-planned the events (Gagner & Briggs, 1989). The purpose of teaching therefore is to help students to:
- acquire , retain and be able to use knowledge.
- understand, analyse, synthesize and evaluate skills.
- develop attitudes.
Learning is the acquisition of new information, knowledge, skills or depositions through study, instruction or practice
Learning is a process by which we acquire and retain attitudes, understanding, knowledge, skill and capabilities that cannot be attributed to inherent behaviour pattern or physical growth. Nwaboku and Akindoju (2003). It is also an acquisition of new behaviour patterns or strengthening or weakening of old behaviours. Nwaboku et al (2003). Research by Brainad (1997) the cognitive psychologists shows that learning takes place in three stages, the motivation stage, the acquisition stage and the performance stage.
The learning situation is the set of resources available for implementing the teaching/learning processes and this include human resources, i.e. teachers, students, administrators and support personnel. The physical resources are the classrooms, library, laboratory and workshops. The material resources include teaching material, audiovisual materials and others. The financial materials are operational allowances, scholarships, training grants and others while the political and social context could be democracy versus dictatorship, peace versus war (http://www.nucvihep.net/mod2/mod2wk4/mod2wk4.monday.htm.2003.
In the teaching and learning process, a commonly used model of curriculum development is based on the taxonomy of educational objectives by Benjamin Bloom. This represents a system for classifying educational objectives into three broad categories called domains and these are cognitive, affective and psychomotor and further classified into sub-categories.
Cognitive Domain
This is concerned with behaviours related to thinking, manipulating, remembering and recall. Others are problem solving and developing new ideas. It involves the use of intellectual actions, knowledge, comprehension, application, analysis, synthesis and evaluation.
Affective Domain
This is concerned with attitudes and values which impacted on our personalities, interest, appreciation and emotions as in scientific attitudes, citizenship, appreciation of domestic values and other value related phenomenon.
Psychomotor Domain
This has to do with muscular responses, skill acquisition where an effective co-ordination is required between the brain and muscles, physical activities or the use of tools or instruments.
For teaching and learning to be effective, the teacher must be well organized, be efficient, task – oriented, controls students in constructive activities, faces reality in an objective way; be flexible and open minded to issues on teaching and learning. That is why Awotua – Efebo (1999) listed the following behaviours adapted from College of Education, Michigan State University (East Lansing, Michigan, USA) as desirable for effective classroom teaching by the teacher and these are:
- Alert and enthusiastic
- Cheerful and optimistic
- Self controlled and not really upset
- Likes fun and has a sense of humour
- Recognizes and admits own mistakes
- Patient, friendly and courteous
- Accepts all students (does not discriminate)
- Gives help willingly
- Punctual and seldom absent
- Co-operates with staff willingly
- Communicates appropriately with parents
- Shows a professional commitment to self improvement.
In a classroom situation teachers attitudes, behaviours, skills, genuinely goes a long way and that is why Shulman (1987) cited in Anitua – Efebo (1999) believes that teachers knowledge in the teaching and learning processes is paramount. He lists seven constituents of teacher’s knowledge and these are:
- content knowledge
- general pedagogical knowledge
- curriculum knowledge
- pedagogical content knowledge
- knowledge of learners and their characteristics
- knowledge of educational contexts
- knowledge of educational ends, purposes and values.
The implication of the above is that receivers must not only know how to manage their classrooms, give feedback, make practical plans and wise decisions, they must become life-long learners of subject matter and of ways to represent it (Clark, 1995).
For a teacher to be effective, the teacher preparatory programme must be on a solid foundation coupled with the teacher interest as a moulder and builder of life, that is why Laminack and Long (1986) descriptors of a good teacher would suffice her.
Classroom management and discipline
For any classroom teacher to successfully manage his/her classroom, the person is expected to acquaint himself with certain basic concepts, and rules guiding the successful classroom administration. As well all know, the classroom is the place where teaching and learning activities takes place between the teacher that teaches and the learners being taught, while management as a concept talks about judicious utilization of available scarce organizational resources towards the attainment of the desired organizational goals. That is why Smith and Laslett (1999) opine that classroom management refers to all skills required of a classroom teacher in the organisation and presentation of lessons in such a way that all pupils are actively engaged in learning. In the same vein Oladejo and Ige (2004) submits that classroom management refers to all management skills and techniques needed by the classroom teacher in the organization/arrangement and presentation of lessons in the manner that all pupils will be actively and meaningfully engaged in the teaching and learning processes. This shows that teachers and the learners are partners in progress. In the classroom, the teacher is expected to perform the following tasks such as pupil’s management, record management, and resource management, provide classroom discipline, class control and the likes. He also need to acquaint himself with four basic rules that is crucial to classroom; this as identified by Smith and Laslett (1999) are as follows
- Get them in
- Get them out
- Get on with it
- Get on with them.
A. Get them in
This rule according to Smith and Laslett (1999) emphasizes that a lesson that makes a brisk start will avoid the difficulties which can arise, if pupils are not promptly engaged in meaningful activities; to be able to do this, a teacher should follow this sub rules
(i) Greetings – Arrive early before the pupils, thus enabling the
teacher to act as host, it will be an opportunity to find out the present condition of the class.
(ii) Seating: This has to do with seating arrangement of the pupils based on the age, height and other consideration. It will help the teacher to master pupil’s faces.
(iii) Starting – The teacher is expected to commence his lesson with the activities that will make the pupils to concentrate in the class.
(B) Get them Out
This second rule, Smith and Laslett (1999) observes that most of the disciplinary problems arise from a poor complimentary of a lesson and the most vulnerable time for trouble making is at the end of a lesson. The teacher must follow this sub rule.
i. Conclusion: This is the concluding task of reinforcement of learning. To be effective, the teacher informs the students early enough for them to stop and also to collect materials in such a way that there will still be time for revision.
ii. Dismissal: This should be done in such a way that traffic will not occur. It should be noted that pupil’s ages and levels need to be put into consideration when adopting any strategy for dismissal.
(C) Get on with it
This third rule talks about the main part of the lesson; the nature of its content, manner of delivery. This rule encompasses two sub rules namely;
(i) Content: This is the believe that pupils abilities in terms of levels, ages etc be commensurate with the content of the lesson so as to prevent learning difficulties. That is why; Giwa (2003) observes that difficulties in learning arise because the content of a lesson is not matched with the ability of the children to whom it is delivered.
(ii) Manner: Here, emphasis is placed on positive relationship that arises from the way a teacher communicates with his pupils, his dressing, attitudes to teach, asking and distribution of questions and manner of approach. All these must be taken into consideration for effectiveness of the lesson.
(D) Get on with them.
This fourth rule places emphasis on the need for teachers to ensure that there is good interpersonal relationship between them and their pupils which is achievable through the fastening of mutual respect, trust and confidence. Teacher should be aware of his pupils as unique individuals and be sensitive to their feelings and the mood of the class in general. In order to achieve this, two tasks are involved.
(a) Who is who: This refers to the ability of the teacher to recognize and master individual pupil’s name; this ensures that classroom discipline can be achieved easily.
(b) What is going on – It is required of the teacher to be alert, take notes of all happenings in the classroom so as to prevent any negative occurrence(s) capable of disrupting effective teaching and learning processes. Ige, Ismaila and Olujuwon (2008).
Discipline in the Classroom
There have been so many definitions of the word ‘Discipline’. Some people see discipline as education, while others see it as punishment or vigorous exercise or instruction or training of the mind, character or training of scholars. It can also be defined as the readiness to respect constituted authority and observed laws of the society. Fagbohun (2003).
To Awotua – Efebo (1999) Discipline is term used to describe all the methods and practices conducive to establishing and maintaining the type of classroom climate and order that promote effective teaching and learning and a healthy personal development both for the teacher and the learner.
In the same vein, Okebukola and Ogunbiyi (2001) define discipline as freedom or action with compelling responsibility for penalty from a wrong action. It involves the training of the mind and character to produce self control. A disciplined man therefore has self control, respect for self and others. The different types of discipline from external – i.e. one that comes from parents, teachers, adult to self discipline – controlling one’s temper and dis-associating from destructive acts. Others are moral discipline based on religious or societal etiquette and ways of life to mental discipline – this has to do with state of mind etc.
Principles of Constructive Discipline
1. Teachers must maintain a conducive atmosphere for teaching and learning.
2. Discipline enforced must developed ideas, attitudes which are desirable in the society.
3. Discipline must be meaningful, human in order to achieve what is expected to achieve.
4. Discipline should foster skills in self-analysis.
5. The teacher must be a model, have good personality, and be alive to his responsibilities in teaching, loco parentis etc.
Sources of Indiscipline
Indiscipline in schools is caused by the following.
A. Teachers
- Moral laxity- sexual harassment.
- Lack of sincerity and devotion to duty
- Insubordination to the principal.
- Laziness
- Inadequate coverage of the syllabus
B. School Management
- Non – provision of recreational facilities
- Non-provision of amenities e.g. toilets, water etc.
- Inadequate of facilities and equipment.
- Lack of motivated quality staff.
- Lack of encouragement to teachers
- Admission of children with poor academic
Standards into secondary schools (Okebukola et al 2007).
- Lack of sufficient moral and religious instructions.
- Inadequate communication between the principal, staff and students.
C. The Government
- Non-payment of salaries as at when due.
- Non-partial funding of the educational system.
- Favouritism and Nepotism.
- Inconsistency in policy making and execution etc.
D. Students
- Examination Malpractice, Cultism
- Poor attitude to work tc.
Special Needs in the Classroom
Teachers are aware that each pupil is unique and have individual needs.
Every teacher is aware that he/she is dealing with students that are unique and they have individual needs. In a class, a teacher may find out that there are students who are either gifted, emotionally disturbed, retarded, physically challenged or below-average, all these have special needs. It is expected that the physically challenged will be in a “special school” with specialists as trainers. In defining special needs UNESCO (1993) believes that special needs are seen as arising from an interaction of a range of factors, some within the child, some in the community and critically others related to the responses of schools. For a complete study please read. Special Needs in the classroom. Teacher Education Resource Pack, Paris, UNESCO (1993).
This presentation will look at the needs of below average students in schools and the approaches to be adopted.
It is expected that the teacher will use innovative approaches to maintain students’ interest and improve the opportunities to learn. In addition, he can modify or develop curricular and testing to ensure that students obtain the information and skills they need and they are evaluated accordingly. It should be noted that individual strategies should be used for each student with learning disabilities. The following are just examples for action.
- Always gain the student’s attention before giving directions or initiating class instruction.
- Call the student by name. This will allow him to focus attention upon the classroom activity.
- Use visual aids to capitalize on a students visual processing and to provide the auditory/visual association needed to learn new concepts and language.
- Make sure that students with learning disabilities have enough time or answer test questions. If necessary, please change testing procedures if the testing mechanism itself interferes with a student’s ability to demonstrate his or her knowledge.
- Provide a structure for learning. Many students with learning disabilities have difficulties in organizing information, developing working habits and coping with change. Teach them to monitor their own progress and regulate the time and effort they spent on each assignment.
- Build self-esteem of students with learning disabilities by giving information in a gradually more progressive manner. Allow them to master a topic at a time before moving to a more difficult one.
- Provide individualized instruction to meet with the various learning styles and abilities of students with learning difficulties.
Teachers as one of the implementers of the curriculum should be a good
role model, mentor, have knowledge of his subject areas and ensure that teaching and learning outcomes are achieved.
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