Page 236 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes

Lesson planning a private affair of the teachers. But lesson presentation is a phase of
instruction which the public knows as teaching. This phase is most rewarding to the
teacher.

(4) Helping Teachers to Evaluate Instruction : Evaluation is conceived as an integral part of the
instructional system. For this reason, evaluation should always be present and continuing. In
some manner, no matter how brief or informal, evaluation should take place everyday with
every lesson. The teacher wants to know, not only how well students will perform at the end
of a lesson or a course, but also how well they have mastered each day’s work. The supervisory
activities can help teachers to master a variety of formal and informal evaluation techniques
which they can call on as the need arises. It should develop a number of in-service activities to
help teachers with the improvement of skills of evaluation, measurement, testing marking and
reporting. Reporting systems should be designed to let students, parents, and others to know
how well the learner is performing in school. The reporting system can be improved through
the use of narrative reports, progress reports and evaluation conferences.
(5) Helping Teachers with Classroom Management : A teacher not only teaches classes but manages
them, or more properly, manage the learning environment in such a way that learning can go
on. The skills which the teacher employs for this purpose are called classroom management.
“Both teachers and school administrators are in agreement that discipline is the most serious
problem faced by teachers, particularly inexperienced teachers.” It is an aspect which causes
many teachers great concern and one with which teachers frequently need help Pre-service
training programmes hardly solve this complex problem and therefore, in-service training is
essential to help teachers in developing classroom management skills and understanding about
discipline.
Schools themselves contribute to a student’s behaviour problems. The first task of supervisor is
to order the classes and school environment in such a way that disciplinary problems will be
minimized. When behaviour problems do arise remedial measures should be tried to correct
these problems and to take some action to prevent, reduce or eliminate disciplinary problems.
It is suggested that supervisory activities should aim at enabling teachers to develop preventive
and corrective measures of discipline in the classroom situation.
(6) Helping Teachers with Curriculum Development : The word curriculum has different meanings
to different people. To some people the curriculum consists of all the experiences undergone by
children wherever they may be : in school, at home , on the street. To others, the curriculum is
a set of subjects which students ‘take’.
The curriculum itself is a concept-as planned concept. Instruction is curriculum in action. Whether
in the classroom or in extra class activity, whether in the guidance office or the library, instruction
is the means of putting the curriculum into action. Specialists in the field of curriculum talk and
write about curriculum development, curriculum planning, curriculum improvement, curriculum
construction, curriculum reform, curriculum change and curriculum evaluation. All these terms
are, of course, interrelated but not necessarily synonymous. Curriculum development is a task
of supervision directed towards designing or redesigning the guidelines for specifications
indicating what is to be taught, by whom when, where and in what sequence or pattern.”
Hence the supervisor should play an instrumental role in promoting curriculum development.
He should bring the non-professional school personnel, lay persons and students into the process
of curriculum development.

230 LOVELY PROFESSIONAL UNIVERSITY