Page 342 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes Mathematics learner at 11 A.M. and social Studies learner at 11.45 A.M. Educational activity
has to stop abruptly on the sound of the bell. At time, the activity is made to case when interest
is right at the peak-the peon counting the minutes on the clock determines the fate of an
educational experiences, so to say. When any educational activity has to stop abruptly because
of the sound of bell, it is conducive to neither physical nor mental health.
(4) Lack of Co-ordination : It does not permit adequate co-ordination of the efforts of teaches. No
time is provided for conferences and co-operative planning. Hence there is no adequate provision
for the in-service training of teachers in the new teachers and their classes may work together
for a period of longer duration.
(5) Lack of Novelty : If the time-table is rigid the new methods such as Project Method, Dalton
Plan and audio-visual education cannot be easily adopted.

(6) Lack of Guidance : It hampers attempts to make guidance and instruction an integral part of
the total learning activity. Primarily concerned with instruction in subject-matter, teachers have
little opportunity for conferences to discuss pupil’s interests and needs and ways and means of
meeting them.
(7) Lack of Objectives : It does not reflect the aims of philosophy of the school attempting to
develop a programme of education that promotes integration. It divides the school day and the
educational offerings into the piecemeal bits which are the out growth of the philosophy on
which the subject-curriculum is built.
(8) Rigid Planning : The Department of Education, the University, or the Board lays down the
details-the number of periods to be given to each subject, the duration of period, the length of
the school day and so on. This leads to rigidity in the practice. It should not be the business of
any external agency to tell the school about the number or the length of the periods to be
devoted to the different subjects. These are administrative details to be decided by the
headmaster. The provisions regarding the time-table if any, should be only in the nature of
recommendations. The principals should be left to themselves to devise the time schedule
according to the requirements of their school system.
(9) No Provision for Individual Differences : A rigid time-table not allow any provision for
individual differences. Each child has his own tastes, his own preference and his own rate and
speed of working. Teaching and learning do not always proceed at the same rate. The rate or
progress differs with individuals. Some are gifted, some slow learners, while all have to do the
same work within the period and to cover the lesson whether they grasp it or not. Some pupils
feel fatigue earliers that others. Some may have a greater capacity to work for long hours. Some
may like to do craft work in the beginning, and then academic work, and vice versa. The
ringing of the bell puts an and end to the period at a time when the child’s interest in a subject
is maximum. At another time the child may not be in mood to read a particular subject, but he
has to read it under the present time-table. The advocates of ’Dalton Plan’ and the ‘Project
Method’ say that every child should be allowed to proceed at his own rate. He should be given
freedom in learning and chalking out his own time-table. There should be no rigidity in the
time-table.
(10) Problems of Adjustment : A fixed time-table creates problems of adjustment. Some emergencies
crop up daily. Some teachers may on leave. Some classes may gone out on excursion along with
the teachers. A visitor may have comes to delivers a lecture. It is raining during the mass drill
period.
(11) Undue Check on the Teachers : A time-table usually puts and undue check upon a teacher
who wants to continue his lessons as the pupils feel very much interested in that. Lady Pankhurst
devised Dealton Plan where all time-table is avoided.

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