Page 250 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes 2. Analysis and appraisal of the teaching-learning situation : The chief constituents of the teaching-
learning situation are the learners, the teachers, the curriculum and the socio-physical
environment. In order to understand the current state of the situation we should study and
appraise all these aspects : (1) the learners’ individual and group abilities like intelligence,
needs, interests, aptitudes, likes and dislikes, social capacity, etc., their state of health and level
of maturity; (2) the teacher’s academic and professional knowledge, personal background,
training, experience, teaching techniques, needs and problems as observed by the supervisor,
and also their opinions, suggestions and proposals as expressed by them ; (3) the curriculum,
courses of study, classroom procedures, objectives of the lesson, teaching techniques, instructional
material and the socio-physical conditions of the lesson, etc., and analysis of the observation
report of the lesson based on Flander’s “interaction analysis” system or some other technique
; (4) survey of the socio-physical environment in which the educational process is carried on.
This includes study of the administrative policy, provision of physical facilities, the survey of
the community conditions and analysis of the aims and objectives of the curriculum.
Of special significance is the study of conditions that help or hinder the learner’s development
and growth. We should specially find out and discuss with the teachers the possible causes that
led to good or poor teaching. In the light of all these facts we should formulate a tentative
programme for improving the situation with special reference to the local conditions and
resources. While planning the procedure for improving we should remember that the teaching-
learning situation is an integrated whole of all these aspects, so we should secure a unified
picture of the situation in order to understand and improve it.
3. Improvement of the situation : The study of the situation should be supplemented by new
ideas and experiments in educational theory and practice. Education is a dynamic process.
Philosophic thought and scientific experimentation throw open new doors to methods and
techniques in the field of educational aims, procedures, curriculum and services, etc. Progressive
education demands trial of new ideas and technology and adoption of practices found useful in
the local situation. We should prepare a list of improvements that can be profitably introduced
and these should be put into operation.
4. Selection of problems requiring attention : From the study of the teaching-learning situation
will emerge a picture of the needs, difficulties and problems requiring attention. Selection of
these should be made through group discussion. The total picture comprises of the evaluation
of the product, analysis of the situation and the new ideas available and to be tried. Some of the
problems call for immediate attention and short-term measures should be devised to solve
them, while others require long-term measures. Problems under both the categories should be
stated clearly and definitely. Policies should be formulated and means of achieving them decided
and employed.
5. Development of a programme of action : After selection of the problems it is necessary to
formulate a programme of activities that should be launched to improve the conditions and
product of learning. The activities should be cooperatively planned under supervisory leadership.
Individual as well as groups should be encouraged and helped to study and attack the problems
through meetings, study groups, conferences, extension courses, summer schools, experiments,
visits, etc. The guiding purposes of all these activities should be examining pupil needs, interests
and attitudes, observation of classroom teaching and improvement of curriculum and text-
books and instructional material, etc.
6. Evaluation of the effectiveness of the supervisory programme : The supervisory programme
is of value to the extent of its effectiveness in achieving its own accepted objectives. This should
be judged through standard methods of appraisal to determine the degree and direction of the
success of the programme. The prerequisites for this are the criteria and means of appraisal
which should be decided upon in advance. This evaluation should lead to the improvement of
the supervisory programme itself. Here too, the cooperation of all the concerned persons must
be secured.

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