Page 276 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes behaviour and learning abilities and interest. Education is the creature and creator of the society.
The new society is shaped in the classroom of an educational institution through A desirable
social and cultural environment.
(3) Psychological Dimension : It is said that no learning without motivation. The main focus of
classroom management is to facilitate learning. Teacher motivates his students verbally and
through is actions (non-verbally). He also reinforces their desirable behaviours. In higher
classroom teacher raises the level of aspiration of students. Teacher involvement in classroom
management encourages the students participation. The psychological dimension plays a
significant role in the students participation and their learning. It is a criterion for an effective
classroom management.
(4) Ethical Consideration or Value Dimension : It is most important dimension of classroom
management. A teacher role in classroom management is more than a manager. Teacher is
leader of the class and ideal to his students. He influences the students behaviour. He should
look like a teacher and behave like teacher. He has to maintain classroom code and conduct
which should be value based. This dimension of classroom management concerns with feeling,
attitudes and values aspect of the students.
(a) Intervening Components or Variables : Teacher and students interaction in classroom
depends on several components variables. These are known as intervening components or
variables. The following are the main intervening variables of classroom management.
(1) Subject-content includes, terms, concept, facts, principles theories verbal language, problem
solving and creativity.
(2) Teaching objectives cognitive affective and psychomotor.
(3) Strategies or methods of teaching are of teacher controlled instruction (TCI), Learner controlled
instruction (LCI) action oriented instruction and group controlled instruction (GCI).
(4) Techniques and maxims of teaching.
(5) Teaching aids or audio-visual aids of teaching.
(6) Motivational techniques.
(7) Teaching skills and social skills.
(8) Communication competency and skills.
(9) Instructional procedure.
(10) Supporting devices of teaching.
All these teaching variables are taken into consideration while managing classroom activities.

21.3 Sociometry of Institution

An educational institution does not exist in a vacuum. The learners and the teachers reveal in their
attitude and behaviour, the influences of the experiences they have had in their homes and
community. As such, educational institutions-schools and colleges form part of Society. They reflect
it characteristics in many forms. Student faculty members, both teaching and non-teaching, and
administrators constitute the nucleus for the interactions that originate out of academic, psychological
and social situations of educational institutions. The quality of the interactions that lead to human
relations within the institution and between the institution and the community is determined by the
social and psychological structure of the students body and the faculty, the organisation and
administration of the institution, the impact of learning experiences of the students and the
institutional climate. The strength of the relationship in terms of mutual understanding, friendliness
spirit of given and take, cooperative undertaking, democratic leadership and emotional stability
envisages effective functioning of the educational institutions.

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