Page 228 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes First of all, he should erase from his mind all feelings of superiority. He should treat his co-
workers as his equals and should be imbued with the spirit of serving and not dominating or
governing.
Secondly, the supervisor should also have faith and confidence in other people’s worth and
honesty. He should firmly believe that everyone possesses the capacity for making a unique
contribution to the group’s activity. So, he should provide every worker opportunities for sharing
problems and participating in their solution.
Thirdly, he must always share with the members the credit for the group’s success. He should
own his mistakes and be magnanimous enough to take the blame even for other’s failure.
Fourthly, good human relations can be sustained by generating a stimulating atmosphere of
cooperation by exchange of ideas and experiences and continuous experimentation.
Finally, good relations are the result, not of talks and precepts, but good group living. The
supervisor should live up to others’ expectations and above all behave not only as a teacher and
helper but also as a human being.
(7) Improving Group Interaction : Education is a cooperative group enterprise. It is the function
of supervision to secure and maintain cooperation so that each worker is enabled to make his
best contribution to group effort toward the desired goals. This raises two Important questions-
those of released energy so that everyone pulls in the same direction.
For releasing the full power of the group some conditions are necessary. Firstly, the workers
should know each other’s duties and responsibilities. This knowledge will not only tell them
how far they can go but also help them appreciate other’s view-points and activities and thus
promote mutual respect and goodwill. Secondly decisions should be made by the group after
discussion and free and frank exchange of ideas and experiences. Decisions thus arrived at are
readily acceptable to all the members of the group as well as outside authority and the general
community. Common interests, purposes and values emerge only from group thinking. Thirdly,
the channels of communication among the members should be open, free and quick. Then only
can members know what is to be done and how, and whether any change of procedure is
necessary as a result of some new finding and experience.
For coordinating the effort of the group some positive steps can be suggested. The work of the
school should be planned and organised after discussion by the whole staff or representative
committees if the staff is too big to be brought together frequently. In a big school various
committees, like a policy committee, planning committee, coordination committee, etc., may be
appointed by the staff. Each committee should work at the problems in the areas assigned to it.
Its responsibility is to bring specific proposals before the staff for discussion and adoption. The
supervisor has to play an important role by summarising the findings. He should take care not
to dominate either the discussion or the decision. Domination can lead only to superficial
behaviour, feelings of inadequacy and insecurity frustration and fear. Opportunities should be
provided for the staff to come together at reasonable regular intervals and time should be set
apart for the purpose. Free and frequent communication promotes and improves group
understanding and interaction. Group work encourages individual development, strengthens
democratic practices and fosters moral and ethical values.
The educative process is launched and operated to achieve certain general purposes and specific
aims and objectives. Briefly speaking, these are the all round development of the individual’s
powers and capacities and fulfilment of the needs of society. The organisation, administration
and supervision of education, all are geared to the realisation of these aims through teaching.
In modern educational thought, the concept of teaching has some important connotations. It is
universally agreed that both what and how we do are important, that men are more important
than materials, that the personality of the teachers is more important than the curriculum and
that learning is more important than teaching. It has been rightly recommended that “the

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