8/20/2022

Assignment No 2 Semester 2nd Spring, 2022

Subject: Elementary Education

Course code: 8623

Programme: B. Ed(1.5 year)

Allama Iqbal Open University Islamabad

Submitted to:

Submitted by:

Roll no:
pg. 0
Question No 1. Define Instructional Technology and compare different
kinds of projected and non-projected aids.
 CONCEPT OF EDUCATIONAL TECHNOLOGY:
 “Educational technology is the study and ethical practice of facilitating learning And
improving performance by creating, using, and managing appropriate technology
Processes and resources (Januszewski & Molenda, 2008).”
The term Instructional Technology and Educational Technology are generally considered
Synonymous.
 “IT is the application of scientific process to learner, learning conditions.”(Robert
A.Cox, 2015)
 “IT may be defined as the application of law, as well as recently discoveries of
Science and technology to the process of education.”(S.S.KulKarim, 2004)
 “IT is the branch of educational theories and tactics/ practices concern timidly with
the Design and rules of messages which control the learning process.”(E.E. Hadden,
2011)
Instructional technology is the application of system approaches which involve
necessary Media and material to bring about improvement. Educational technology is
neither an end Itself nor a concept that consist all of education. It mainly accomplish
some predetermine Clearly defined and unbiased educational and instructional objectives.
Instructional Technology is neither technology in education nor technology of education;
it should not Be confused with teaching or instruction, education or learning, engineering
or science But as a sum total of all.
 INSTRUCTIONAL TECHNOLOGY:
The 21st century increases the needs as a result to which invention flood has Develop.
(It also re-evaluate educational sector so when we talk IT we talk it in Education).Thus
Instructional Technology is a systematic way of designing, developing, And evaluating
the total process of learning and teaching in terms of specific goals and Objectives, based
on research in human learning and communication, and employing a Combination of
human and non-human resources.
Instructional:-“That teach people something”
 It means to give knowledge for understanding or to teach something. Technology: -
(noun)
‘’New or modern invention which helps to save time and energy’’.
Modern inventions which makes life easy and save time are known as Technology.
Instructional Technology is the art and study of building a learning system And also
building a feedback mechanism into the learning system in such a way that the System is
sensitive to the dynamics of each individual’s learning experience as well as the whole of
everyone’s experience and is built in such a way that the system is ever Improving in its
effectiveness and delivery of the subject matter. So instructional Technology with the
help of education for better understanding and make the technology Useful and valuable.
Storm of IT interrupted life in 21 century and still it’s going on. The scientist Eric
Ashby define 4 revolutions era in 1967.
According to him revolution periods:-
(I) 1st (Greek period):- home to school, parents to teacher, change in Learning setup.

(II) 2nd:- Thing which learnt in orally form begin to change in written form.

(III) 3rd:- Printing media revolution: - In those days material and knowledge Printed
on the form of text books, magazine, handout etc.
(IV) 4th:- IT.
 PURPOSE OF INSTRUCTIONAL TECHNOLOGY:
Instructional technology encompasses all the materials and physical means an
Instructor might use to implement instruction and facilitate students’ achievement of
Instructional objectives. This may include traditional materials such as chalkboards,
Handouts, charts, slides, overheads, real objects, and videotape or film, as well newer
Materials and methods such as computers, DVDs, CD-ROMs, the Internet, and
Interactive video conferencing.
1. PROJECTED AIDS AND ITS KINDS:
Projected visual aids are pictures shown upon a screen by use of a certain type of
Machine such as a filmstrip projector, slide projector, overhead projector or TV/VCR. It
Is refer to those aids where a bright light is passed through a transparent picture by means
 Of a lens and an enlarged picture is thrown or projected on the screen or the white wall.
Values of projected AIDS
● Provides greater enjoyment in learning
● Stimulates more rapid learning
● Increases retention: larger percentages and longer retention.
● Makes teaching situation adaptable to wider range
● Compels attention
● Enlarges or reduces actual size of objects
● Brings distant past and the present into the classroom
● Provides an easily reproduced record of an event.
● Influences and changes attitudes
i. Films:
(Used in the text as processed movie film.) A long, narrow strip of cellulose Nitrate,
acetate or similar material containing a succession of small transparent Photographs.
Common sizes are 8 and 16 millimeter, referring to the width of the strip.
ii. Film Strips:
Film strips are sequence of transparent still pictures with individual frames on 35 Mm
film. A tap recorded narration can be synchronized with film strip. Each strip Contains
from 12 to 18 or more picture. It is a fixed sequence of related still on a roll of 35 mm
film or 8 mm film.
 Principles:
1. Preview filmstrips before using them and selected carefully to meet the needs of The
topic to be taught.
2. Show again any part of the filmstrip needing more specific study.
3. Use filmstrip to stimulate emotions, build attitudes and to point up problems.
4. It should be introduced appropriately and its relationship to the topic of the study
Brought out.
5. Use a pointer to direct attention, to specific details on the screen.
  Types of filmstrip:
(a) Discussion filmstrip: it is continuous strip of film consisting of individual frames
Arranged in sequence usually with explanatory titles.
(b)Sound slide film: it is similar to filmstrip but instead of explanatory titles or
spoken discussion recorded explanation is audible, which is synchronized with The
pictures.
 Advantages:
i. Are compact, easily handled and always in proper sequence.

ii. Can be supplemented with recordings.

iii. Are inexpensive when quantity reproduction is required.

iv. Are useful for group or individual study at projection rate are controlled by Instructor
or user.
v. Are projected with simple light weight equipment.

iii. Power point slides:

It has definitely become a trend these days to come with a power point Presentation for
various tasks. Starting from games to educational content there seems to Be no dearth to
the things which this app can do. It is a very easy to make and use and Students are
definitely pulled towards these flashy slides. A few carefully selected slides or even one
pertinent slide can:
a) Attract attention,

b) Arouse interest,

c) Assist lesson development,

d) Test student understanding.

e) Review instruction, and

f) Facilitate student-teacher participation.

A glass side is made up of a piece of sensitized glass similar to the sensitized Paper
for use in photography. The slide may be in colour or in black and white. Different forms
 of glass slides- photographer etched-glass, slide, ink slides, etc.-may be used for
Teaching purposes.

 PowerPoint;
Microsoft PowerPoint is probably now the most commonly used form of visual Aid.
Used well, it can really help in presentation; used badly, however, it can have the
Opposite effect. The general principles are:
iv. Transparency:
Transparencies are popular instructional medium. They are simple to prepare and
Easy to prepare and easy to operate with the overhead projector which is light weight.
A 10*10 inches sheet with printed, written or drawn material is placed on the
Platform of the projector and a large image is projected on a screen behind. The projector
is used from near to the front of the room with the teacher standing or Sitting beside,
facing the student.
Guidelines for making effective transparencies:
 Have one main idea on each transparency.
 Include only related figures and diagrams.
 Use simple lettering style in writing.
 Use diagrams in proposition to its lettering.
 Keep the message clear and simple.
 Emphasize the key messages.
 Use color and lettering with discretion.
 Advantages:
 Permits face to face interaction with the students.
 Can be used in daylight conditions.
 Can present information in systemic developmental sequences.
 Requires limited planning and can be prepared in variety of inexpensive Methods.
 Easily available.
v. Overhead Projectors (OHPs):
It consists of a base area with a transparent glass covering onto which light is Focused
from below. A projector lies above this base i.e. “over the head”, which Magnifies the
light coming from below and projects it onto the desired point. This device Is quite
indispensable whenever one thinks of a presentation to be given in a class. They Are a
modified version of the slide projector used in 50s and 60s period which could Present a
limited number of photographic images. These OHPs as we call them are much Better
than their ancestors as a number of transparencies can be made and displayed. It is Both
time-saving and easy to cover up a lot of topics in a quick manner.
vi. Opaque Projector:
Opaque projector is the only projector on which you can project a variety of
Materials i.e. book pages, objects, coins, postcards, or any other similar flat material that
Is non-transparent.
The opaque projector will project and simultaneously enlarge, directly from the
Originals, printed matter, all kinds of written or pictorial matter in any sequence derived
By the teacher. It requires a dark room, as projector is large.
 Advantages:
● Stimulates attention and arouses interest.
● Can project a wide range of materials like stamps, coins, specimen, when one Copy is
available.
● Can be used for enlarging drawings, pictures and maps.
● Does not require any written or typed materials, hand-written material can be Used.
● Helps students to retain knowledge for longer period.
● Review instructional problems.
● Test knowledge and ability.
● Simple operation.
 Disadvantages:
Costly equipment.
● Needs to use it with care.
● Needs a dark room for projection.
vii. Digital Projectors:
These projectors are latest in the line which come with a HDMI port that can be Used
to connect the laptop or computer with them and display on a screen the slides that Are
available. They have a wider audience reach as compared to others. Also audio and Video
files can be played with their help. Generally they are hoisted on the ceiling of a Room
and are thus confused with an Overhead Projector due to the name which it Implies.
2. NON-PROJECTED AIDS AND ITS KINDS:
Those aids which do not require projector, projection screen or electricity. Such
Materials can be simply shown, hung on the wall, touched and handled by any student.

a) Non-Projected two Dimensional Aids:

Non projected Aid They translate abstract ideas into a more realistic format. They allow
instruction to move From verbal representation to a more concrete level.
(I) Photographs:
Photographs provide a picture of They can be used to illustrate a point or just
provide a background. They are good for Illustrating action, evoking emotion and more.
When you show a person doing Something is shown the audience may well emphathize
with the image, putting Themselves in the place of that person.
A disadvantage of photos is that the important detail can be lost so it may be important
To ensure they are projected on a large screen.
It is also important with photographs of people Privacy laws, are considered. If in doubt,
start by considering whether the person may or May not be happy to be in the
photograph. Whilst it is often ok to have people in the Background, when they are the
subject and are being used to promote something.
(ii) Flashcards:
Flashcards are a set pictured paper card of varying sizes that are flashed one by One
in a logical sequence.
 Purpose of flash cards:
 Used for small group
 Used in group discussion
 Used to enhance mental skill
 Provide strong visual learning
 Used to symbolize the difficult concept

 Basic principles to develop flash cards:

• The message can be brief, simple line drawing or photographs, cartoon s and The
content will be written in few lines at the back of the each card.
• 10” x 12” or 22” x 28” is commonly used size.
• 10-12 cards for one talk can be used. It should not be less than 3 and more Than 20.
• Prepare a picture for each idea which will give visual impact to the idea.
• The height of writing on the flash card is to be approximately 5 cm for better
Visualization.
 Classroom instructions and Usability of flash cards:
• Give brief introduction about the lesson to students

• Give instruction to student about their action while you flash the cards

• Flash the card in front of the class by holding it high both with hands so that All
the students can see it.

• Let the student respond as per instructions already given

• Review the lesson by selectively using flash cards.

• I t can be used to introduce and present topic

• t can be used to apply information already gained by student to new Situations

• It can be used to review a topic

• Can be used for drill and practice in elementary classes

• To develop the cognitive abilities of recognition and recall of student

• It can work as useful supplementary aid and can be effectively used with Other
material
 Not useful for;
• Cannot be used for a large group

• Prone to get spoiled

• Preparation is time consuming

• Not applicable for each topic

(iii) Cartoon:
A cartoon is a humorous caricature which gives a subtle message. In a cartoon The
features of object and people are exaggerated along with generally recognized Symbols.
 Principle of drawing cartoon:
The quality of drawing should be high primarily for visual effectiveness. The symbol
used should be familiar and represent a concept or ideas to which students Can react
intellectually.
 Useful for:
A cartoon can be effectively used to initiate certain lessons. It can be used for Making
a lesson lively and interesting. It helps to permute fantasy, satire and Exaggeration.
(iv) Maps;
A map is a graphic aid representing the proportionately as a diagram, the surface
Of the earth, world or part of thereof. It conveys the message by lines, symbols, words
And colors.
Maps constitute an indispensable aid in teaching many subject like geography,
History, economics and social studies. The learning of these subjects becomes unreal,
Inadequate and incomplete without map media.
 Types of maps:
 Political maps: these maps show political divisions of the world, a continent, A
nation.
 Physical maps: shows the physical contour of a place, area, and region.
 Relief maps: it shows the actual And region.
  Weather maps: shows the amount of rains, temperature extremes, humidity in
An area, region country.
 Population maps: shows the distribution of population in various parts of
Region, country.
 Picture or tourist maps: shows historical spots monumental sites etc.
 Road maps: shows the roads of a region connecting various parts and points
Together.
 Railway maps: shows the railway links between various points.
 Air maps: shows the air routes between various The sea routes between various
sea ports
(v) Posters:
Posters are the graphic aids with short quick and typical messages with attention
Capturing paintings.
 Purpose of flash posters.
• To do a special job

• To promote one

• To support local demonstration

• Planned for specified people

• Tell the message at single glance

• Use bold letters

• Use pleasing colors

• It should be placed, where people pass or gather.

 Feature of good posters:

• Brevity: message should be concise.

• Simplicity: Message should be easily understandable.

• Ideas: Should base

 • Color: Suitable color and combination should be used to make the poster Attractive
and eye catching.

• Display: While displaying one should be sure to find a place where there is
Adequate light and where the large population will see it.
 Advantages:
It attracts attention.

• It conveys the message very quickly.

• It does not require a detailed study.

• Good poster leads to action with good motivation.

• It can stand alone and is self-explanatory.

 Disadvantages:
• Poster does not always give enough information.

• When a poster is seen for longer time it may not be attractive.

• It is not suitable for all topics.

(vi) Charts:
A chart is a combination of pictorial, graphic, numerical or vertical material, Which
present a clear summary.
 Purpose of charts:
• To visualize an item, it is otherwise difficult to explain only in words.

• To highlight important points.

• To provide outline for materials covered in presentation.

• To show continuity in process.

• For creating problems and stimulating thinking.

• For showing development of structure.

 Types and Usage:

Narrative:
Arrangement of facts and ideas for expressing the events in the process or
Development of a significant issue to its point of resolution or we can show an
Improvement over a period of years.
Cause & Effect:
Arrangement of facts and ideas for expressing the relationship between right and
Responsibilities or between a complex of condition and change or conflicts.
Chain chart:
Arrangement of facts and ideas for expressing Chain transition or cycles.
Evaluation:
Facts and ideas for expressing changes in specific items from beginning data and
Its Evolution projections into future.
Strip Tease:
The information on the chart is covered with thin paper strip to which it has been
Applied either by wax, tap or sticky substance or pins. As the speaker wishes to visually
reinforce a point with words or symbol, he removes the appropriate strip or paper. It
Produces interest.
Pull chart:
It consist of written messages which are hidden by strip of thick paper. The
Message can be shown to the viewer, one after another by pulling out concealing strips.
Flip charts:
A set of charts related to specific topic have been tagged together and hung on a
Supporting stand. The individual chart will carry a series of related material or message
in Sequence. The salient point of specific topic will be presented.
Graphs:
Graphs are the visual teaching aids for presenting statistical data and contrasting The
trends or changes for certain attributes.
 Types of graphs:
Some different types of graphs are as follows:
Pie graph:
Pie also called circle diagram. Data are presented through the section of portion
Of a circle. In determining the circumference of the circle we have to take in to
Consideration a quantity known as pie. The surface area of a circle is to cover 360
degree. The total frequency or value equated to 360 degree and then the angle
corresponding to Component parts are calculated. After determining their angle the
required sectors in the Circle are drawn.
Bar graph:
Graphic presentation extend the scale horizontal Bar must be of the same width,
height of the bar over a period represent the Corresponding time of the variable.

Line graph:
To show the trends and Relationship Line graph is used. Single line shows the
Relation and variation. Quantitative data can be plotted or when the data is continuous it
Can be plotted with line either horizontally or vertically. Plotted lines are joined to ma
Curve.
Pictorial Graph:
A Pictorial Graph is one which is used to represent a summary of data in science
And research or mathematical relation. Graphs are used to simplify data presentations to
Pictures rather than using words all through.
Chalk board:
A chalkboard or blackboard is a reusable writing surface on which text or Drawings
are made with chalk or other erasable markers. Blackboards were originally Made of
smooth, thin sheets of black or dark grey slate stone. Modern versions are often Green or
brown and are thus sometimes called a green board or brown board instead.
Marker Boards:
White or black boards can be very useful to help explain the sequence of ideas or
Routines, particularly in the sciences. Use them to clarify the title or to record the key
Points as the presentation is introduced Rather than expecting the audience to follow
Spoken description of an experiment or process, write each stage on the board, including
Any complex terminology or precise references to help the audience take accurate notes.
However, once you have written something is written on the board either it will stay there
Or rubbed it off both can be distracting to the audience. Check to make sure the audience
Has taken down a reference before rubbing it off – there is nothing more frustrating than
Not being given enough time! Avoid leaving out of date material from an earlier point of
the presentation on the board as this might confuse the audience. If there is no need to
Write ‘live’, check that the audience can read the writing.
Flannel Board:
Sometimes called a flannel graph. This teaching tool is called by different
names:Visual Board , Frick Board, Slap Board, Felt Board, Choreograph, Video graph
Flannel graph is a storytelling system that uses a board covered with flannel fabric,
Usually resting on an easel. It is very similar to Fuzzy felt, although its primary use is as
A storytelling medium, rather than as a toy.
Bulletin Board:
It is a soft board which will hold pins or tags almost suitable. Simple device Placed
either indoor or outdoor. Items generally displayed are photographs, publications,
Posters, and newspaper cut outs.
Magnetic Boards:
It is a framed iron sheet carrying porcelain coating in some dark color generally
Black or green. It can be used to display pictures, cut outs and light objects with disc
Magnets or magnetic holders.
b) Non Projected three Dimensional Visual Aids:
I. Models:
A model is recognizable representation of a real thing three dimensionally, that is Height,
width, and depth is felt as reality.
II. Mock up:
A mockup is a model of an object or device that is created to follow a specific Design.
This type of resource may be built to a specific scale, or constructed as a full-size
Example of a newly developed product or device. Typically, a mockup is constructed to
Convey the general idea of the actual product and is not a working model. When the
Mockup is functional, it is usually referred to as a prototype.
III. Dioramas:
A diorama is a three dimensional arrangement of related objects, models, and cut Outs to
illustrate a central theme or concept.The objects and models are generally placed in a big
box or show case with a glass Covering and background printed with a shade or a scene.
Ex: a harvest scene, a planting Scene etc.
IV. Exhibitions:
Many times in the school, a department of the school or a class put up their work For
showing it to the people outside the school, and such a show is called exhibition. The
pieces of work done by the students for an exhibition are called exhibits.

V. Resource packs and handbooks:

A resource pack is a collection of documents which supports the teaching or Training. It
is best to present them in a labeled folder. A handbook is also a collection of Supporting
documents but the material is bound together in a book. They are both Integrated and
comprehensive so that the learner has all the materials together. It differs From a set of
handouts in that the material is all given out at once, usually at the Beginning of the
training. It may also contain information on subjects not covered in the Classroom
sessions.
VI. Real Object and Specimen:
A collection of real things for instructional use refers to objects. A specimen is a sample
of the real object or material. Using objects and specimens: while using the specimen and
objects as teaching Aids, a teacher must keep the following points in mind. Plan teaching
with certain simple And direct observations of the object or specimen being referred to.
Ask questions from The students to elicit more details of the features of the object or
specimen under Observation. Clarify and emphasize important structural details of the
object or specimen Under observation. Provide review and practice to make learning
permanent.
VII. Globe:
A globe is a spherical model of earth.
VIII. Paper handouts:
Handouts are incredibly useful. Use a handout if the information is too detailed to Fit on
a slide or if the audience need to have a full record of the findings. Consider the Merits of
passing round the handouts at the beginning, middle and end of a presentation. Given too
early and they may prove a distraction. Given too late and the audience may Have taken
too many unnecessary notes. Given out in the middle and the audience will Inevitably
read rather than listen. One powerful way of avoiding these pitfalls is to give Out
incomplete handouts at key stages during the presentation. The missing details can be
Highlighted vocally, encouraging the audience to fill in the gaps.

IX. Work Sheet:

A worksheet lists questions or activities for students or trainees to work through. Pre-
prepared worksheets can be used successfully with groups with differing abilities or
Language skills because each person can work at their own pace.

 Reference:
 Pitler,alt. (2012) Using Technology with Classroom Instruction that Works.
2nd Edition, An ASCD.Publisher
 Mishra & Yadav. B, (2014).Audio-Visual Aids & The Secondary School
Teaching Global Journal of HUMAN-SOCIAL SCIENCE Linguistics &
Education, Volume 14 Issue 1 Version
 Hamid, M. And Ahmad, A. (2011) Essentials of Instructional Technology.
Question No 2. Discuss different types of behavioural problems usually
seen in children at Elementary level. How can be the teachers prepared
to tackle these problems?
 Introduction:
All children are different and display unique behavioral characteristics. However,
when their behaviors become challenging, parents start exploring child behavior
problems and solutions.
On most occasions, children are considered to have normal behaviors if they are age-
appropriate and do not cause any harm. However, if their actions become difficult to
manage, you should pay attention to them. For example, if children become emotional
too often, cause destruction, or behave rudely, it may signify a behavioral issue.
You can handle most of these issues with positive parenting and behavioral therapy.
Further, it is important to talk to your children and support them in overcoming the
problem. However, if you feel the problem is becoming unmanageable, consider taking
professional help.
This post elaborates on the common behavioral problems in children, their signs and
symptoms, and tips for handling them efficiently.
 What Is Normal Behavior In Kids?
 There is no yardstick for normal behavior. Instead, it depends on a child’s age,
personality, emotional development, and upbringing environment.
In general, a child’s behavior is deemed to be normal if it is socially, developmentally,
and culturally appropriate. You can consider a child’s behavior normal even if it does not
meet societal or cultural expectations, but is otherwise age-appropriate and not harmful.
 Signs And Symptoms Of Abnormal Behavior In Children:
Children are cute when naughty. A few tantrums, arguments, and yelling once in a
while are not abnormal. But if such behavior becomes a daily occurrence, then it is a
cause for concern. Here are some signs that indicate your child’s behavior is abnormal.
 Your child seems to have difficulty managing their emotions. They have frequent
emotional outbursts, and minor things bother them.
 It is not normal if your eight-year-old becomes impulsive and displays destructive
behavior like hitting, throwing things, screaming, etc.
 Your otherwise talkative child withdraws into a shell, talks back, and seems rude
for no reason.
 Your little child may be lying more often than you realize. Stealing or taking things
that do not belong to them becomes a habit.
 Your child’s behavior is affecting their performance at school. For instance, your
child may be getting into fights, going late to class, or missing classes.
 Spats and disagreements your seven-year-old has with peers become problems that
affect their social life. That is not normal.
 Unable to focus on one thing, gets restless, extremely lazy, or disoriented.
 Indulges in sexual behaviors that are not age-appropriate.
 Your child starts questioning your instructions and does not respond to discipline.
They may defy rules just to challenge you.
 It is not normal for children to harm themselves or even think about self-harm. So,
if they are harming themselves physically and having suicidal tendencies, you
should be worried.
 It is important to note that the rational part of the brain is not yet developed in children
under three and are, therefore, driven by their emotions. As they grow older, rationality
improves but they still need support from us in managing their emotions. This is normal.
Also, minor abnormal behaviors can be corrected through behavior therapy and
parenting style changes. What are such behavior disorders in children that can be dealt
with some effort?
 8 Common Behavioral Problems In Children:
It is common for children to break the rules and go against the norm to ‘test’
authority. Only that way do they understand what behavior is appropriate and what is not.
Read on to learn about the behaviors that children tend to exhibit from time to time and
how you can handle a child with behavior problems.

1. Disrespect and backtalk:

When your three-year-old talks back to you, it may seem funny and adorable. But when
your seven-year-old shouts out a ‘no’ every time you tell them to do something, it can get
on your nerves. If not handled properly, backtalk can lead to arguments between parents
and children.
So what do you do?
 If your child talks back but follows your instructions, then ignore it. Ignoring
backtalk may be okay if the behavior is not threatening or destructive.
 If the child follows instructions, even though they talk back, appreciate that they did
what you asked, even if they didn’t want to. You can then explain that it is okay to
be angry but not to speak to you disrespectfully.
 But if the child’s responses are threatening others or themselves, you need to pay
attention to what they say and handle it carefully.
 Do not respond impulsively. Let the child calm down and then address what they
said. Tell them calmly about what behavior is acceptable and what is not.
 Set limits and make them aware of the consequences. Do not threaten, just state facts
that they won’t get ice cream or go to the movie if they talk back. For instance, tell
 them if they continue to yell and shout, they will have to forgo dinner. However, if
they stop shouting and listen to you, they will get something nice for dinner. Such
give-and-take will look less controlling but give the option to the child.
 Set expectations, but you can be a little flexible sometimes if it makes them happy.
 Finally, take a quick check of how you behave with the children or others when the
children are around. Are you rude or disrespectful? If yes, you need to start by
changing your behavior.
2. Abusive language:
Children scream and yell when they are angry. But if they start swearing even before
they are all of ten years old, you should be worried. They may start yelling or using
abusive language to bring you into an argument or simply to get their way. When your
child uses offensive language and swears, here is what you should do.

 Make sure you are not using such language in front of children.
 Have zero tolerance for verbal abuse at home. There is no excuse for swearing or
cursing. So if they use such language, there is a consequence.
 Explain the consequences clearly and ensure they are in place. So if your nine-year-
old is grounded for one day for abusive language, they will have to miss their soccer
practice or music class. There should be no two ways about it.
 If your toddler is using such language, correct them immediately. Tell them it is a
“bad word,” and people do not like that word or children who use that word.
 If you have used that word in front of your child, apologize immediately. You can
even ask your child to remind you that it is a bad word, should you ever say it in
front of them.
3. Aggressive or violent behavior:
It is okay for children to get angry. But if that anger becomes violent or turns into
aggressive behavior in children it is a problem. Mood disorders, psychosis, conduct
disorder, trauma, impulsiveness, or frustration can cause aggression in young children. At
times, your child may resort to violence for self-defense.
Aggression can also be a learned behavior. How is the environment at home? Or is the
child learning to be violent at school? If your child tends to react to a negative response
by hitting, biting, or kicking, this is what you should do.
 The easiest way to respond to aggression in children is to yell back at them. But if
you do so, you end up teaching them the wrong things. Your children look up to you
to learn how to control their impulses and emotions. So rather than raising your
voice, lower your tone and tell them to calm down.
 Reflect their feelings and empathize, but clarify that hitting or kicking, or biting is
not allowed. You could say something like, “I know you are angry.” But we do not
bite, hit, or kick. No hitting!”
 Tell them what the consequences would be if they turn violent. If you are dealing
with a younger child, tell them what they can do instead. Give them an alternative,
but don’t leave them hanging. For instance, teach them to use words and phrases like
“I’m angry,” or “I don’t like it,” or “I’m not happy about it” when they are upset,
instead of resorting to physical violence.
Most importantly, be a good role model and avoid giving them physical punishment.
Also, reward positive, non-aggressive behavior.
4. Lying:
It is common for children to lie. It is also common for parents to worry when they
catch the children lying. You may feel betrayed, hurt, and even wonder if you can trust
the child again. But here is what you should do to prevent your child from lying.
 Do not take it personally. Instead, think about it from your child’s perspective to
understand what compelled them to lie.
 Children may lie when they are scared that the truth might have negative
consequences. Appreciate the positives rather than punishing negative behavior
for preventing your child’s need for lying.
 Teach them to be honest. Start by being a role model.
 Have consequences for lying rather than arguing or discussing it. Thus, if your
child lies, they get to deal with the consequences.
5. Bullying:
 Bullying is a serious problem that could result in emotional and physical abuse of the
victim. Children tend to bully others to feel powerful. Also, bullying resolves their social
problems easily. When dealing with feelings becomes difficult, children tend to take on
bullying to fix things. If you find that your child has been bullying others, you should act
immediately.
 Start teaching your children from an early age that bullying is wrong . But, more
importantly, explain to them what or who a bully is and give them examples of what
bullies do. For example, you can say, “a bully is someone who calls people names,
or does mean things to them, or takes their property by force.”
 Set rules and standards in the house early on. Make a statement like “we do not bully
in this house” or “you do not get away with such behavior in this house.”
 Watch out for signs of bullying: see if your older kids are trying to bully the younger
ones, and rectify the behavior immediately.
6. Manipulation:
Manipulation is tricky and a very exhausting behavior to handle. Children tend to act
out, lie, or cry to get what they want. If you give in to the bad behavior in children, your
child feels justified. For example, if your child throws a tantrum in public for a candy bar
and you buy them one, they have just manipulated you.
In simple words, when your child manipulates you, they have power over you. As an
adult, you can always break the pattern and stop falling for your child’s manipulative
behavior.
 Expect your child to fight every time you say ‘no.’ That way, you can figure out how
to deal with their behavior and not fall for manipulation.
 Make it clear that it means no when you say ‘no.’ You can give them a brief
explanation of your position, but don’t get into justifying it.
 Avoid discussion, but don’t shut them off completely. Try to listen to their side of
the argument as long as the child is respectful and not rude or abusive.
7. Lack of motivation and laziness:
Your child doesn’t seem interested in doing anything at all. Be it schoolwork, art or
music practice or even playing, they refuse to participate. Motivating kids is not easy,
especially if they are lazy and tend to find an excuse for not doing anything. When your
son or daughter is unmotivated, here is how you can help.
 Don’t get anxious by your child’s behavior. When you do, you may be seen as
pushy, which can encourage them to resist you.
 You can tell them the stories about your childhood and share your experiences to
inspire and encourage them to try something new.
 Do not force your child to take up a hobby. Instead, give them options and let them
choose. Children are more interested in something that they choose.
 Take a step back and check: are you forcing your child to do something? Ask what
your child really wants and what motivates them? See your child as a separate
person to identify what inspires them.
 Try to find ways to get your children motivated on their own. Self-motivation is
more powerful than being driven by others.
 Encourage younger children to take up daily chores by making them fun. For
instance, You may set a competition of who picks up the most number of toys or bits
of paper from the floor or who makes their bed first.
 For older children, making them responsible for tasks such as washing the dishes,
setting the table, or cleaning up to set clear expectations. Set limits like “we will
watch a movie once you have finished your chore.”
8. Behavior problems in school:
“I hate school!” Is that something you hear your five-year-old say every morning?
Children often give parents a hard time by refusing to go to school or complete
homework assignments in time. Children could refuse to go to school for many reasons:
bullying, academic issues, resistance to authority and rules, or anxiety of being separated
from parents.
 Start by getting to the root of the issue. Find out why your child hates school or
refuses to do their homework. You may want to help them with their homework if
they have trouble with it.
 Your child may take time to perform academically and be okay with the school. Just
understand that the change will not happen overnight.
 Offer rewards to encourage positive behavior. For example, you can say, “you have
earned an ice cream tonight because you did your homework without any
reminders.”
 Ask the child if they want you to talk to the teacher about a problem they are facing.
Let them feel and understand that you are available for them when they face a
problem in school. Encourage them by asking what they like doing in school. Help
them with their homework, and make it more interesting.
Behavioral problems are not always simple to deal with. Hence, you would have to seek a
professional’s help in complicated cases.
 When To Get Help:
If abnormal behaviors turn into something unmanageable at home, or if your child is
repeatedly making a mistake, it is time for you to see a doctor. There could be a deeper
reason for your child to behave in a certain way.

The professional will look into the physical and mental health of the child before
recommending medications, special therapy or counseling.
Under what circumstances could the child’s behavior go out of control?
 Behavioral Disorders In Children:
Sometimes, abnormal behavior could be a symptom of a behavioral disorder that
needs the attention of a medical practitioner. We have listed some of the common
behavioral disorders in children.
1. Oppositional defiant disorder (ODD):
Oppositional defiant disorder is a disruptive behavior that commonly affects children.
Symptoms of this disorder include:
 Gets angry, throws tantrums, outbursts frequently, and has low or no self-esteem.
 Is hostile to rules.
 Annoys others deliberately.
 Blames others for all misdeeds.
2. Conduct disorder (CD):
 Children who have CD are known for their delinquent behavior and not obeying
rules. According to Mental Health America, “ Conduct disorder is more common among
boys than girls, with studies indicating that the rate among boys in the general population
ranges from 6 to 16 percent while the rate among girls ranges from 2 to 9 percent”.
The typical behaviors are:
 Refusing to follow the rules laid by parents or school authorities.
 Repetitive truancy.
 Trying abusive substances like alcohol, cigarettes, and drugs at a very early age.
 Always ready to fight.
 Aggressive towards animals and pets.
 Use of weapons.
 Lying frequently.
 Indulging in criminal acts like committing burglary, lighting up the property, and
breaking into houses.
 Running away from home.
 Suicidal tendencies, although rare.
3. Attention deficit hyperactivity disorder (ADHD):
It is related to conduct disorder. Common characteristics of the disorder are
hyperactivity problems related to attention, impulsive behavior in children, etc.
Symptoms include:
 Trouble focusing on one thing.
 Disoriented when you speak to them.
 Difficulty remembering things, instructions, directions, etc.
 Inattention to detail.
4. Learning disability:
There are different kinds of learning disabilities with varying symptoms. These disorders
affect the child’s academic performance and need the expertise of special educators to
stay on track.
 Unable to comprehend instructions.
 Short-term memory.
 Poor communication abilities.
5. Antisocial personality disorder:
A child suffering from this disorder may become indifferent to others’ problems.
Therefore, this disorder may aggravate in later stages of life and result in illegal and
unethical activities of the individuals.
6. Underdeveloped social skills:
It may sometimes be referred to as Asperger’s syndrome, a narrow developmental
disorder.
 Named after an Austrian pediatrician Hans Asperger, this syndrome is usually a
result of social interaction impairment.
 The exact cause of this syndrome is unknown. However, psychiatrists consider it as
a consequence of a series of symptoms.
 The common symptom of this disorder is difficulty in starting a conversation in
public and casual interactions.
Child behavior disorders become more visible as children grow up. However, you can
identify abnormal behaviors when your child is still a toddler. It helps you to nip them in
the bud.
 Behavior Issues In Toddlers:
Misbehaving toddlers can be a handful. Reasoning won’t work with them, and
punishment will only worsen their behavior. So what do you do? Keep reading to know
about common behavior issues at preschool age and how you can help them.
1. Interrupting:
Little children tend to get excited quickly and cannot control their urge to say what
they want to say. As a result, they keep interrupting you all the time. So the next time you
have a conversation with your three-year-old, here is what you should do.
 Let them finish what they want to say. Hear them out without interruption and then
begin talking.
 When they interrupt, explain how mommy did not interrupt and listened when they
were speaking. Tell them that they will get a chance to speak after you finish. Say,
“let mommy finish, honey” or “mommy has not finished talking.”
2. Screaming:
Toddlers, especially those younger than three years, cannot express themselves
verbally. Instead, they tend to show their anger or frustration in different ways, including
screaming. So, what do you do when your toddler screams?
 Do not scream or shout back at them. It only reiterates that it is okay to scream.
 Teach them to whisper or talk calmly through a game. For instance, you can start
with a ‘let’s see who can scream the loudest, and then try ‘who can talk calmly or
whisper’.
 Acknowledge their feelings and talk to them. Although you may not have a proper
conversation with a one-year-old, words can soothe the child, and they might stop
screaming.

3. Running away:
Does your child run away and hide when they get angry? Running is dangerous,
especially if they do it on roads, supermarkets, or other public places. But you can keep
them safe by:
 Keeping an eye on the child’s movements. Always hold their hand when on the road
or in other crowded places.
 Showing the child where they can run and where they cannot. Explain by showing
people around and what they are doing. For example, show children running in the
park to say that it is okay to run there. Likewise, show how people do not run on the
streets.
4. Pulling hair;
Toddlers may tend to scream, kick and pull hair to fix ‘bad things.’ The only way to
make them stop such behavior is to make them understand that it does not work.
  Interrupt your child when they pull their or someone else’s hair to indicate that they
should not be doing it.
 Talk it out and explain that it is ‘bad’ to pull hair.
 Do not pull your child’s hair back to show how it feels. They may see it as a game
and do it again.
5. Throwing things:
Children between the age of 18 months and 3 years are the ones who usually throw
things to show their frustration. They tend to throw food, toys, or anything they can get
their hands on, just out of curiosity or frustration.
 To avoid damage to valuables, show what your child can throw, like a ball, a bouncy
toy, or a fluffy one that doesn’t get damaged.
 Discourage them from throwing things when they are angry or aggressive. Try to
ignore when they throw things because of anger. If they persist or keep throwing
things that could hurt other children, interrupt immediately and say “No! That is
bad” or “No, that hurts!” Tell that in a calm voice.
 Find ways to prevent them from throwing things. For example, in the car, you can tie
the toys to their car seat. That way they won’t be able to throw them away.
If you could identify any of the above behavioral problems in your toddlers and older
children, you might need some tips to deal with them at home.
 8 Tips To Handle Bad Behavior In Children:
“Why do kids have to be so annoying?”
If you have asked yourself that question, you are not alone. Misbehaving children can
make parenting stressful. So we have put together a few tips and tricks that can help you
handle bad or disruptive behavior in children.
Don’t react. When you react or respond to your child’s bad behavior, you are
encouraging them.
Stay positive. When you consider your child as a problem, you cannot find
effective ways to deal with their behavior. Focus on rectifying the behavior.
 Be consistent in your reaction or responses to your child’s behavior. More
importantly, be consistent in the consequences to driving the point home. Give the same
responses to their conduct, and eventually, they will get it.
That said, it is okay to change the rules sometimes, to change old habits that may
have gotten out of hand. For example, cutting down TV time, video game time or other
activities for the child’s benefit is okay.
Be a role model. Change your bad behavior to change your child’s behavior.
Children of all ages learn by observation and imitate you because they assume that their
parents know the best.
Disciplining is necessary, but is effective only when it is valid. You need to
think well before determining the consequences for your children’s misbehavior.
Relax. Don’t worry about the usual yelling, arguments, and defiance. It does not hurt
to chill out once in a while and take a break from disciplining.
Use child behavior chart or reward charts to track your child’s behavior patterns.
You can create one for a specific behavior or multiple behaviors. You can also have a
good manners chart that has details like “said thank you and please”, “helped mom with
chores”, “waited for my turn to speak” etc.

 Activities For Children With Behavior Problems:

A highly effective way to deal with behavior problems in children, especially
toddlers, is through activities. There are several activities you can try, and here are a few
that we think will be most helpful to you.
Exercise or physical activities are perhaps the best means to blow steam off. When
your child gets excited or angry, getting them to play outside can help relieve them of the
energy. If a child’s energy is not properly released, they tend to release it in the ways they
know – tantrums, destructive behavior, acting out, etc.
Role-playing is an excellent activity that can teach your kids to control impulses. One
of the major factors affecting a child’s behavior is the lack of self-control.
Ask your child to read aloud a book or what they are writing. You can try this at
bedtime when they are still full of energy and need an activity to calm down and relax.
Storytelling is yet another activity that engages their imagination and lets them use
their energy in a positive way. This activity also helps you get an insight into their frame
of mind.
Play good behavior games and read child behavior books that can teach kids about
good deeds such as kindness, sharing, waiting, and saying nice things to each other.
Then, when they learn that the good things can be rewarding, they won’t try the bad ones.

 References:

 What You Can Do to Change Your Child’s

Behavior.https://familydoctor.org/what-you-can-do-to-change-your-childs-
behavior/

Quetion No 3. What should be the characteristics of a well-managed

classroom? Also identify principles related to sound management.
 INTRODUCTION:
Classroom management is a term teachers use to describe the process of ensuring
That classroom lessons run smoothly despite disruptive behavior by students. The term
Also implies the prevention of disruptive behavior. It is an important component of
Effective teaching. If you as a teacher have your classroom strategies written down, show
Consistency in following them and always plan before hand, then your students will be
Less likely to find time to cause disruptions. From the start of the first day of school and
For the entire school year, you must take control of your classroom environment.
Students, parents, and the school administration should know from the beginning your
Style of managing your classroom. Many teachers use different styles and techniques of
Classroom management and each of them must set his/her own procedures, routines,
goals And values so that the classroom may be managed effectively. In this unit we will
discuss Classroom management related to teaching, problems of classroom management,
Organization, dimensions etc.
 Classroom Management:
Classroom management is the process by which teachers and schools create and
Maintain appropriate behavior of students in classroom settings. The purpose of
Implementing classroom management strategies is to enhance prosocial behavior and
Increase student academic engagement (Emmer & Sabornie, 2015; Everston &
Weinstein, 2006). Effective classroom management principles work across almost all
Subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006).
Classroom management systems are effective because they increase student Success
by creating an orderly learning environment that enhances students’ academic Skills and
competencies, as well as their social and emotional development. Classroom
Management systems are most effective when they adhere to three basic principles
(Brophy, 2006, pp. 39-40):
 Emphasize student expectations for behavior and learning.
 Promote active learning and student involvement.
 Identify important student behaviors for success.
More specifically:
 What behaviors are required to reach the goals of learning activities?
 What implications does a particular learning activity have for student roles?
 How will the teacher prepare students to take on these roles?
 Six Characteristics Of An Effective Classroom:
Classrooms are that essential space in a student’s life where they spend the majority
of their time. It is a learning, growing, and nurturing space that helps in the personality
and character development of the child. For the best study practices and practical
knowledge gaining experience, the classrooms need to be well-managed and structured.
Here are a few ways in which classes can emanate a sufficient educational training
experience for the kids:-
1. Clarity In The Rules And Regulations:
Rules and regulations are necessary to maintain the discipline and dignity of the
classroom environment. Educating the students about the various essential rules will
facilitate them to work better in the classroom environment. Establish the expectations as
per the caliber of the students and their mental state. When dictating the expectations,
provide the reasoning behind them so that students feel more motivated towards
achieving them. Here are a few ways in which student’s expectations should be
developed in a classroom:
 These expectations should be reasonable and essential.
 Teachers should be bright and apprehensive about their expectations.
 These expectations should be consistent with the educational goals.
 Align the expectations with the learning and teaching practices.
 Classroom expectations should be compatible with school expectations.
 Classroom rules should be clear and concise. Once the rules have been entrenched,
teachers should make sure that they are being followed. Fairness in the evaluation
should be practiced in relation to these rules, systematically. A student should be
held responsible for his/ her misdeeds.
2. Clear And Fair Assessments:
Assessments indicated the potential and capabilities of a student. Teachers and
educators should set fair ground rules for evaluations and evaluate the students based on
their performance, without any bias.
Today, new methods of assessments are also prevalent in the schooling sector. More
proficient authentic assessments are replacing traditional assessments. Teachers can use
different tools like daily charts, weekly updates, projects, and monthly event progress for
analyzing a student’s performance and track their potential. Teachers should also indulge
in regular feedback and make the necessary changes and enhancements in their
evaluation strategies.
 The directions regarding all the assignments should be provided to the students with
clarity. Students should be able to decide what resources and what particular set of skills
are needed for the assigned task.
3. Effective Housekeeping:
Housekeeping demands adequate time and task management. Every day in a class
brings new goals for the students, and teachers and students ought to complete daily work
tasks, as per the schedule decided. I active organization can extend the period required in
the completion of a particular job and subsequently affect the whole program.
Therefore, teachers need to ensure that a proper amount of time is assigned for every
activity. Breaks are provided to look after the personal needs.
An organized and well-maintained classroom helps a student to cope up with various
problems effectively. Hence, teachers should engage in productive time-management
strategies for the school and students. Students will get used to the schedule and
experience that fewer efforts are needed for the completion of the tasks.
4. Student Engagement:
An essential aspect that is necessary for learning is student engagement and attention.
A teacher that comes up with innovative ways to enhance the student’s engagement
usually delivers a better understanding of the topics. Students also feel motivated and
subsequently learn better. In the present age, technology has proven to be a boon in
enhancing learning practices. The teaching sessions have become more interactive and
exciting for students. Ease in grasping concepts can be achieved through student
engagement.

Other than technology, teachers can utilize different activities like games, quizzes,
discussion groups, and debates to improvise a student’s engagement. Let the students
decide what they need to learn and what they want to pursue.
5. Student-Centered Learning:
In student-centered classrooms, children are actively involved in the learning process.
They do not sit passively and make decisions as per their critical thinking capabilities.
They ask questions based on their observations and also provide their opinions and
perception on various things being taught. Such a classroom environment utilizes the
practices of collaborative learning, inquiry-based learning, and inclusivity. Student’s
work gets assessed based on their abilities and not as per the standard rules of traditional
classroom assessments.
6. Authentic Connections:
In the most advanced and happy classroom atmosphere, there is a genuine connection
between the students and the teachers. The communication and the interaction are very
frank, and therefore, a student does not feel hesitant in presenting their doubts. This also
establishes a real-world scenario. Students get to discuss the problems in the community,
science, and technological aspects, politics, and the current situation of the world.
They develop an opinion and ideology as per their understanding. Education is not
only about bookish concepts. It is also about understanding the world practices and
functioning of human civilizations.
 Principles of sound Classroom Management:
1. Use Your Students’ Names:
This is all in addition to the good, old-fashioned idea that students are more
receptive to a teacher when they say their students’ names. But there’s a problem with
this — how can you possibly remember every student’s name, especially if you teach
multiple classes with hundreds of students?
There are actually two answers to this question, and using both of them together
creates an excellent overall solution.
First, you can plan assigned seating in your class so that the same students sit in
the same spot in every class section.
Second, you can use nametags or name tents to remind you of each student’s
name. You can also justify this to your students by saying it’d be a good way for them to
get acquainted with one another. This gives you a constant reminder for every student’s
name, at least for the first few weeks of the marking period.
As time goes on, you’ll naturally become more familiar with your students
because of your classroom seating layout and nametag consistency.
Both of these ideas contribute to another classroom management principle, too.
Namely, establishing a short list of classroom rules.
2. Establish Simple Classroom:
Classroom rules are a challenge that gets easier to overcome with teaching
experience. First-time teachers have a tougher time setting classroom rules that’ll help
them succeed with their students.
Sometimes, they want to keep it to one rule so that students are practically guaranteed to
remember it. Other times, teachers want to run a tight ship and have a dozen rules that
cover a wide range of technicalities and contingencies. After all, clarity is king, right?
It turns out that neither of these extremes is the best choice. Instead, it’s smart to have a
short list of rules (five or fewer) that cover general standards of conduct when students
are in your class.
Some of the most common and effective classroom rules include:
 Respect the teacher
 Listen and follow directions
 Raise your hand before speaking
 Respect your classmates
 Turn off your phones
 Bring your own writing utensil
Your rules will vary depending on your state, school, and course. But some of these
examples can at least get you started!

In fact, the last example on that list is a great place to start for another principle of
classroom management — establishing where students can find classroom supplies.
3. Establish Areas of Your Room for Classroom Supplies:
In the last section, we suggested that you include a classroom rule like “bring
your own writing utensil.”
But no matter what grade you teach, you know that your students will forget to
bring supplies with them — sometimes as basic as a pencil. That’s why it’s important to
have a supply closet, pantry, or whatever space you have available.
 This lets students pick up what they need without disrupting class by telling you
they don’t have something.
Still, there’s an unfortunate caveat to this. You’ll always have one or two students
who constantly forget their own supplies, meaning they’ll take yours, lose them, and
you’ll never see them again.
To prevent this, you can run your classroom supply area like a trading post, so to
speak. Students get the supply they need, but they have to give you something in return.
In high school, this can be as easy as having a student give you their wallet, purse,
or keys (for students who drive). These are all things that they’ll eventually need to have
again, so you can be pretty sure you’ll get your supplies back from your students.
Trading wallets and purses can also work for middle school students. But for
them, you don’t want to take their keys — they don’t need their keys to drive, so they
may not realize they left keys with you until they get home from school. (Which means
you just locked your students out of their homes. Whoops.)
If you don’t want to risk trading students’ valuables for classroom supplies, you
can always do something a little off the wall.
Some teachers ask students for one of their shoes. This is an innocent item to
trade — no one’s going to get locked out of their house for forgetting a shoe — and it’s
noticeably uncomfortable to walk around with just one shoe. In other words, it’s basically
impossible for students to forget that they traded something to you for classroom
supplies.
It’s important to have this system set up before you start classes. It not only
simplifies a complicated part of being a teacher — it also reduces classroom disruptions.
You won’t get rid of them completely, though. Classroom disruptions are
something you have to handle separately.
4. Identify Common Times for Classroom Disruptions:
It doesn’t matter how well you craft your syllabus — at some point, you’re going
to have a disruption in your classroom.
Still, disruptions don’t happen by magic. They often happen when you transition
or change gears in your class.
 Simple tasks (like getting books out or handing classwork to students) can cause
students to talk, pass notes, and otherwise distract one another. If you don’t address the
disruption quickly, it risks derailing your entire class period.
First-step compliance is an excellent way to transition among lessons, activities,
and assessments in a classroom. This classroom management strategy lets you
simultaneously take charge of your class while setting expectations for what happens
next.
You do this by using action-oriented sentences that require some kind of response
from your students. Simple instructions like “look at the screen” and “write down your
responses” let your students know what they should be doing over the next few minutes
while you continue speaking. As a result, they don’t have the opportunity to start a
conversation with their neighbor — they’re already in the middle of the next task!
You can create your own methods of first-step compliance to get the results you
want. But if you don’t currently use first-step compliance, use the examples above to
start.
Once you’ve mastered transitions, you can jump to the next big principle of
classroom management. It’s also one of the hardest principles to perform successfully:
preventing cheating.
5.. Prevent Cheating:
Cheating is an epidemic in every grade — especially high school.
Plus, it doesn’t help that every single student has a high-powered computer that
fits in their pocket, and it has access to every answer they could ever want to know.
Smartphones, smartwatches, and tablets have made cheating easier than ever, especially
for the students who have grown up with this technology.
That’s why cheating prevention is one of the hardest problems to solve in today’s
classrooms. While some students may write on their hands so that they can ace a test,
other students take cheating to a new height with collaboration, out-of-class
communication, and surprisingly clever tactics.
So even if you knew how students cheated, you could never do everything to stop
them since they have effortless, 24/7 communication channels like texting, social media,
and more.
 Still, to prevent cheating, it’s helpful to understand why a student wants to cheat
in the first place.
It could be your standard excuse, like “I forgot to study.” This is easy enough to
catch and fix. You can talk openly with the student about why they didn’t study, ways
they can improve, and how you expect this to never happen again.
Depending on your school policy, you may also have to issue varying degrees of
disciplinary action.
Simple enough, right? Unless they’re a chronic problem student, they’re going to
straighten up and fly right for foreseeable future.
But what if you don’t have a typical cheater in your class? What if your cheater is
uncharacteristically skilled at cutting corners? What if they have an insightful, thought-
out series of points that they can articulate well, almost like a debate?
For an extreme example, you can read teacher-journalist Jessica Lahey’s account
of her correspondence with a cheater from her class — a valedictorian.
In the cheater’s words, this is why they did what they did:
“It boils down to this: We are told that cheating is wrong because we are
attempting to earn a grade that we do not deserve. But my contention uses identical
reasoning… I cheated because the grade I would have otherwise been given was not
reflective of my true learning… I felt cheated of the education I deserved, and thus to
earn the grade I knew I deserved, I had to cheat the system.”
That’s a lot heavier than “I forgot to study.” Clearly, this mentality toward
cheating requires a different response than handing out detention. However, this student
still did something wrong, so you still have to discipline them.
The best solution here could be combining two options. First, the student has to be
disciplined. That could be detention, suspension, or a variety of other options. Second,
this student clearly has some insight into the flaws of the systems that your school uses.
Hear them out, and if you have the resources, send documentation of their thoughts to
members of your administration.
This shows your student two important factors — they’re being disciplined for
breaking the rules, but you’re willing to listen to what they have to say.
 You could also make a point of not listening to what they have to say to drive
home the point that you would’ve listened to them at the beginning, if they hadn’t chosen
to cheat. Regardless, you’re getting information from that student to help you in the
future.
You can learn their reasoning, methods, and ideas. And once you have that, you
can curb cheating before it spreads to other students.
You could also nip this problem in the bud with one of the simplest principles of
classroom management: commitment.
6. Get Commitments from Your Students:
Commitment is a simple and powerful principle to use at any point in managing your
classroom.
You can use this principle on the first day of class or in the middle of the marking
period — it’s equally effective at any point (in theory, anyway).
In this context, a student commitment is essentially a contract in which a student
pledges to abide by your rules. That includes the classroom rules you’ve already
established, along with the school or district rules that guide their behavior.
Do you have a problem with students looking at their phones during class? Are your
eighth graders playing Fortnite instead of paying attention to your introduction to
accounting?
Make them sign a commitment to keep their phones out of their hands during class.
Then, it’s not just a rule — it’s a pledge.
But wait — your students have to obey the rules anyway. That’s what makes them
rules, right? That’s actually true. The point of a commitment isn’t to get someone to
agree to rules.
Instead, it’s to get them to take personal responsibility in following the rules.
It’s one thing to have someone say “This is what you can and can’t do.” It’s another
thing to say “We agree that this is what’s expected of you.”
With a commitment, your students can get a sense of ownership and personal
investment in your classroom. That’s a powerful barrier against cheating, disruptions, and
other behaviors that could derail your class.
 This principle won’t change a disruptive student into a straight-A student overnight.
But for students on the fence — those who have the potential to be disruptive or to be
decent students — will feel a new sense of ownership of their own behavior in the
classroom.
After all, they agreed to your terms. No one likes being a liar, and no one wants to
disappoint themselves.
This fact ties into another principle of classroom management as well: every class has
individuals who are eager to participate. It also has students who have nightmares about
classroom participation. That’s why you have to choose participation carefully.
7. Choose Participation Carefully:
Classroom participation is a vital part of overall student engagement, especially in an
era with trillions of distractions available at the push of a button.
In the context of classroom management, participation refers to the students who are
willing to answer your questions, ask their own questions, or present other ideas for the
class.
The degree of participation varies depending on grade level — it’s easier to have an
in-depth discussion with high school seniors in AP English than second graders — but
everyone in every class can participate somehow.
The key is to give everyone a chance to answer questions or offer ideas. Having a
“favorite” in class can discourage other students while giving individuals an inflated
sense of importance.
But changing who you “call on” or help, even if they’re not volunteering, shows
students that you notice everyone. It proves to them that you’re not in the classroom just
to help a handful of students — you want each student to participate and interact with the
classroom material.
It also shows them that you notice them and their actions.
For some students, this could bring them outside their comfort zone. But that’s not a
bad thing. It forces them to pay attention, especially if they’re prone to day-dreaming,
and it makes them more present in class in general.
 It’s not a cure-all for students who don’t like to participate. But you can make sure to
call on each individual in your class at least once in a while to keep every student
grounded and alert.
This not only helps increase student participation overall, but also retain participation
levels over the long haul.
But if you’re serious about engaging your students, there’s another classroom
management principle that can hep you like none other: differentiated instruction.
8. Differentiate Your Teaching Strategies:
Differentiation is the process of varying your teaching strategies to reach students in
the ways they learn best — audibly, visually, alone, together, etc. Differentiation
empowers you to combine lecturing, self-paced reading, eLearning, and other teaching
strategies all in the same classroom.
This variation not only drives home information for long-term student retention, but
also helps with short-term retention. After all, lecturing only works as a teaching strategy
for a small percentage of students.
Differentiation also uses the same tools that distract students — like computers,
smartphones, and tablets — and uses them to teach instead of entertain.
It might take some trial and error, but once you’ve figured out how to differentiate
your classroom successfully, you’ll see an increase in student attention, information
retention, and even positive learning behaviors.
But let’s stop for a second to take a breath. So far, we’ve covered classroom
management principles that you have to plan, implement, and verify.
There are three key principles of classroom management that don’t apply to students
though. In fact, they only apply to you as a teacher.
9. Keep Your Passion Alive:
So we’ve talked a lot about how you can engage your students and keep them
learning throughout a marking period.
But what about you? Are you engaged with your career? Are you distracted by the
computer in your pocket?
Those are challenging questions to answer — and the reason we’re asking is because
only 30% of US teachers feel engaged with their careers.
 That’s on par with most of working Americans. However, most working Americans
don’t directly influence the long-term futures of multiple generations of children.
In that context, 30% is a shockingly low number — especially when you consider the
impact of engagement on a teacher’s daily life.
Most importantly, the level of engagement that a teacher feels directly correlates to
how many “unhealthy” days they experience per year, which are the days that teachers
say they couldn’t do something that they wanted to do personally or professionally.
The solution to this is to keep your passion for teaching alive and well. Your focus,
energy, and engagement with teaching is just as important — if not more important —
than those same qualities coming from your students.
After all, you may not be a digital native, but you also have access to the Internet at
almost all times. If you had to choose between getting a class of 30 middle schoolers to
settle down or sitting down with a glass of wine to watch Netflix, that’s a no-brainer.
That same comparison can make it easy to feel discouraged and disengaged with your
career.
So how can you keep your passion alive and bring your A-game to the classroom
every day? Overall, it breaks down to keeping yourself happy and healthy.
10.Keep Yourself Happy and Healthy:
Teacher burnout is all too real in today’s high-pressure, high-expectation, low-pay
education environment.
That’s why there are so many ideas to keep individual teachers from losing their
minds throughout the school year.
Your personal happiness and health are integral to your performance in the
classroom, not to mention your motivation to continue teaching in general.
In an era when you have limited disciplinary options for troublesome students, you
have to justify why a student failed a test to their parents, and your administrator expects
you to teach subjects you’ve never even heard before (among other sources of stress),
motivation makes the difference between success and failure.
This is why it’s so important to take some time for your personal hobbies. Carve out a
few hours every week to exercise or meditate.
 It’s always true that you could be doing other things when you’re indulging in any of
your personal interests. But you need to take care of yourself before you can take care of
anybody else as a teacher or an individual.
Still, making time for your hobbies and health is just the beginning. Sometimes, you
can get a really rough class for a whole marking period.
Sometimes, you have students — or their parents — who make you question why you
ever wanted to become a teacher in the first place. But it’s still important to take time for
yourself when you know that you need it, especially during the school year.
11.Take Time for Yourself When You Need It:
Taking time for yourself is one of the most difficult parts of being an adult in general,
and it gets even harder when you have hundreds of students relying on you every day.
But taking that time — whether you schedule it or seize it impulsively — is one of
the most important parts of balancing your relationships. That includes your relationship
with teaching!
Don’t feel guilty about it, either. Studies and surveys (like the one linked above) have
shown that most Americans actually feel shame when they make time for themselves
because everyone always has something they need to be doing at any given time.
Regardless, the point still stands — you need time apart from the chaos of life, and
you should never feel bad about it.
By the way, this is exceptionally important when you’re a teacher. Research indicates
that people actually have limited amounts of empathy, especially those in caregiving,
response-oriented, or trauma-adjacent occupations.
This is a major reason why turnover for teachers — special education teachers, in
particular — is creeping higher and higher. It’s also why teachers in general are prone to
changing careers in the face of administrator pressure, parental anger, and chronically-
disruptive students.
You, and every other person in the world, have a threshold of caring. If someone
pushes you past that limit, it suddenly becomes a lot more reasonable to leave your job. It
probably means you’re burnt out in general, which quickly saps your motivation and
passion.
 As a result, it becomes nearly impossible to manage a classroom. After all, even you
aren’t interested in your classroom anymore — so how can you make your students
interested?
The bottom line is simple: Take care of yourself. You know you best, and that’s your
greatest asset when it comes to long-term classroom management.
Apply Your Principles of Classroom Management to Keep Students Engaged
There’s little doubt that effective classroom management is paramount to your
success as a teacher. Keeping your students engaged, disciplined, and ready to learn can
easily be the difference between meeting your standards or becoming burnt out.
If you follow these principles of classroom management, you’ll be well on your way
to creating a positive learning environment for your students.
But there’s more to engaging students than employing effective classroom
management techniques. To truly help your students succeed, you’ll want to use proven
strategies for keeping students engaged in CTE.

Question No 4. Discuss teacher made achievement test. Construct six

items of each, short answers, completion, true false, matching, multiple
choice and essay type from the English of class VII. (Public Sector)
 Meaning of Teacher Made Test:
 Carefully constructed teacher-made tests and standardised tests are similar in many
ways. Both are constructed on the basis of carefully planned table of specifications, both
have the same type of test items, and both provide clear directions to the students.
Still the two differ. They differ in the quality of test items, the reliability of test
measures, the procedures for administering and scoring and the interpretation of scores.
No doubt, standardised tests are good and better in quality, more reliable and valid.
But a classroom teacher cannot always depend on standardised tests. These may not suit
to his local needs, may not be readily available, may be costly, may have different
objectives. In order to fulfill the immediate requirements, the teacher has to prepare his
own tests which are usually objective type in nature.
Teacher-made tests are normally prepared and administered for testing classroom
achievement of students, evaluating the method of teaching adopted by the teacher and
other curricular programmes of the school.
Teacher-made test is one of the most valuable instrument in the hands of the
teacher to solve his purpose. It is designed to solve the problem or requirements of the
class for which it is prepared.
It is prepared to measure the outcomes and content of local curriculum. It is very
much flexible so that, it can be adopted to any procedure and material. It does not require
any sophisticated technique for preparation.
Taylor has highly recommended for the use of these teacher-made objective type tests,
which do not require all the four steps of standardised tests nor need the rigorous
processes of standardisation. Only the first two steps planning and preparation are
sufficient for their construction.
 Advantages of Teacher-Made Tests;
One of the main advantages of teacher-made tests is that teachers are able to
specifically shape the exam around the material they’ve taught during their lessons.
When a teacher plans to use a test someone else made, it’s only fair for them to structure
their lesson plans around the material that the test covers.
By making a test of their own, however, they have the freedom to design their own
lesson plans in a way that reflects their particular teaching style and the concepts they
want to stress the most. For instance, if the test results identify a concept that a large
number of students may be struggling with, a teacher then has the freedom to really hone
in on that topic and, later, present a test that covers it much more specifically.
Teacher-made tests also offer educators the chance to expand upon the information
presented in a textbook. Teachers might want to incorporate guest speakers, field trips or
extra reading assignments into their lessons. Being able to design their own tests gives
them a chance to include questions about these extra teaching tools.
Most importantly, a teacher tends to know their students far better than an outside
publishing company. By controlling the format of their tests, they can take into account
the different learning styles of their students in order to more accurately assess how much
the students have learned.
 Disadvantages of Teacher-Made Tests:
One of the disadvantages of teacher-made tests is the fact that some teachers aren’t as
well-versed as others when it comes to constructing them. For a teacher-made test to be
effective, a teacher must put a great deal of time into ensuring that it accurately assesses
the students’ comprehension of information the teacher has focused on and that it takes
different learning styles into account.
Additionally, teacher-made tests can only measure a student’s performance against
other students in the same class. Standardized tests, on the other hand, are made to
compare a student’s performance with other students in the same region or country.
Standardized exams tend to have been rigorously tested on a large number of sample
students in order to make sure that they don’t include unreliable or confusing questions.
Last but not least, many colleges and states require students to take standardized tests
such as the SAT and ACT at some point during their education. So while teacher-made
tests can be great in certain instances, a teacher should never exclude any concepts that
their students will later be expected to know. Familiarizing students with standardized
tests at a younger age can help them become more comfortable with taking them later on.
 Types of Teacher-Made Achievement Tests:
Teachers have a variety of options when composing their own tests for their students.
Different types of teacher-made tests include:
 Multiple choice
  Short answer
 Fill in the blank
 True or false
 Matching questions
 Essay
 Open-ended questions
One of the advantages of having so many options when compiling a test is that teachers
are able to best fit the test style to their subject. They can also take into account their
students’ strengths as far as what testing style tends to work best for a particular class.
 Teacher-Designed Assessments Examples:
One of the benefits of teacher-made testing is that the teacher is free to use as many or as
few of the question styles listed above as they like. Let’s take a look at examples of each
to give you a better idea of how and when they’re effectively used.
I. Multiple Choice:
Multiple choice answers tend to be easy to grade and leave little room for
confusion or interpretation. Example: The capital of California is:
(A) Sacramento
(B) Los Angeles
(C) San Diego
II. Short Answer:
Students are asked to answer a question with a single word or sentence. This has the
benefit of removing the possibility of guesswork.
Example: What is the capital of California?

III. Fill in the Blank:

Similarly to short answer questions, students are presented with a sentence with one
word left out. They must fill in the missing word to make the sentence a true statement.
Example: ______ is the capital of California.
 IV. True or False:
Students are given a 50/50 chance to get the answer right by identifying a statement as
true or false.
Example: True or False? Sacramento is the capital of California.
V. Matching Questions:
Generally presented in two columns, matching questions require students to connect
two related ideas or a question and correct answer. These types of questions can help
assess deductive reasoning skills.
Example: Draw a line from each state to its capital:
California, Colorado, Wyoming
Cheyenne, Sacramento, Denver
VI. Essays:
Essays are particularly useful when analyzing students’ creative writing and
organizational skills. They also cut out the possibility of guesswork and are a great way
to see how a student has interpreted that material.
Example: Write three paragraphs about why Sacramento was chosen as the capital of
California.
VII. Open-Ended Questions:
These questions might ask for multiple answers or have a variety of correct answers.
Example: List as many facts as you can about Sacramento.
 Guidelines For writing:
(i) Short answers
To create a good short-answer item, follow these guidelines:
 A direct question is preferable to an incomplete statement. The completion format
always implies a question. The student must mentally convert the statement into a
question. Therefore, be straightforward and ask the student a direct question in the
first place.
  The required response should be concise. Short-answer items should require a
single correct answer. This can be a brief phrase, a word, or a number. Items with
short and concise answers tend to be more specific and clear.
 Place the blank near the end of the sentence. If you do use the completion variety,
place the blank near the end of the sentence. If you place the blank at the
beginning or in the middle of the sentence, the student may have forgotten what is
sought by the time the entire sentence has been read. Also, when blanks are at the
beginning, students have to rearrange it into a question before responding to it.
Either way, students will have to read the sentence at least twice before they can
answer it.
(ii) Fill in the blank:
 Why are fill-in-the-blank questions so effective? …
 Keep them simple and clear. …
 Ensure there is only one correct answer for the blank. …
 Use the blank judiciously. …
 Keep answers brief. …
 Limit the number of blanks per question
(iii) True False:
Suggestions for writing true/false questions:
 Include only one main idea in each item.
 As in multiple choice questions generally, use negatives sparingly.
 Try using in combination with other material, such as graphs, maps, written
material. This combination allows for the testing of more advanced learning
outcomes. (Gronlund 1988)
 Use statements which are unequivocally true or false.
 Avoid lifting statements directly from assigned reading, lecture notes or other
course materials so that recall alone will not permit a correct answer.
  Generally avoid the use of words which would signal the correct response to the
test-wise student. Absolutes such as ‘none’, ‘never’, ‘always’, ‘all’, ‘impossible’
tend to be false, while qualifiers such as ‘usually’, ‘generally’, ‘sometimes’,
‘often’ are likely to be true.
(iv) Matching items:
Matching items require students to match a series of stems or premises to a response or
principle. They consist of a set of directions, a column of statements and a column of
responses.
Matching questions are really a variation of the multiple choice format. If you find that
you are writing MCQs which share the same answer choices, you may consider grouping
the questions into a matching item. Tips for writing good matching questions include:
 Provide clear directions
 Keep the information in each column as homogeneous as possible
 Allow the responses to be used more than once
 Arrange the list of responses systematically if possible (chronological,
alphabetical, numerical)
 Include more responses than stems to help prevent students using a process of
elimination to answer question.
(v) Multiple choice questions;
The general rules used for writing multiple-choice items are described below.
Recognize that these are general rules; not all rules will be applicable to all types of
Testing.
1. The stem should contain the problem and any qualifications. The entire stem Must
always precede the alternatives.
2. Each item should be as short and verbally uncomplicated as possible. Give as
Much context as is necessary to answer the question, but do not include
Superfluous information. Be careful not to make understanding the purpose of the
Item a test of reading ability.
3. Avoid negatively stated items. If you have to use this kind of item, emphasize the
Fact by underlining the negative part, putting it in capital letters or using italics.
(For test construction purposes, if possible, put all such items together in a single
Section and indicate this with separate directions.)
4. Keep each item independent from other items. Don’t give the answer away to
Another item. If items require computation, avoid items that are dependent on one
another.
5. If one or more alternatives are partially correct, ask for the “best” answer.
6. Try to test a different point in each question. If creating item clones (i.e., items
Designed to measure the exact same aspect of the objective), be certain to
Sufficiently change the context, vocabulary, and order of alternatives, so that
Students cannot recognize the two items as clones.
7. If an omission occurs in the stem, it should appear near the end of the stem and
Not at the beginning.
8. Use a logical sequence for alternatives (e.g., temporal sequence, length of the
Choice). If two alternatives are very similar (cognitively or visually), they should
Be placed next to one another to allow students to compare them more easily.
9. Make all incorrect alternatives (i.e., distracters) plausible and attractive. It is
Often useful to use popular misconceptions and frequent mistakes as distractors.
In the foreign languages, item distractors should include only correct forms and
Vocabulary that actually exists in the language.
10. All alternatives should be homogeneous in content, form and grammatical
Structure.
11. Use only correct grammar in the stem and alternatives.
12. Make all alternatives grammatically consistent with the stem.
13. The length, explicitness and technical information in each alternatives should be
Parallel so as not to give away the correct answer.
14. Use 4 or 5 alternatives in each item.
 15. Avoid repeating words between the stem and key. It can be done, however, to
Make distractors more attractive.
16. Avoid wording directly from a reading passage or use of stereotyped phrasing in
The key.
17. Alternatives should not overlap in meaning or be synonymous with one another.
18. Avoid terms such as “always” or “never,” as they generally signal incorrect
Choices.
19. To test understanding of a term or concept, present the term in the stem followed
By definitions or descriptions in the alternatives.
20. Avoid items based on personal opinions unless the opinion is qualified by
Evidence or a reference to the source of the opinion (e.g., According to the author
Of this passage, . . .).
21. Do not use “none of the above” as a last option when the correct answer is simply
The best answer among the choices offered.
22. Try to avoid “all of the above” as a last option. If an examinee can eliminate any
Of the other choices, this choice can be automatically eliminated as well.
(vi) Writing Essay Test Items:
Essay items are useful when examinees have to show how they arrived at an
Answer. A test of writing ability is a good example of the kind of test that should be
given In an essay response format. This type of item, however, is difficult to score
reliably and Can require a significant amount of time to be graded. Grading is often
affected by the Verbal fluency in the answer, handwriting, presence or lack of spelling
errors, grammar Used and the subjective judgments of the grader. Training of graders can
require a Substantial amount of time and needs to be repeated at frequent intervals
throughout the Grading. The following rules may be useful in developing and grading
essay questions:
1. The shorter the answer required for a given essay item, generally the better. More
Objectives can be tested in the same period of time, and factors such as verbal
Fluency, spelling, etc., have less of an opportunity to influence the grader. Help
 The examinees focus their answers by giving them a starting sentence for their
Essay.
2. Make sure questions are sharply focused on a single issue. Do not give either the
Examinee or the grader too much freedom in determining what the answer should Be.

 Reference:

 Cohen, A. S. & Wollack, J. A. (n.d.). Handbook on Test Development: Helpful

Tips for Creating Reliable and Valid Classroom Tests. Retrieved
from:https://testing.wisc.edu/Handbook%20on%20Test%20Construction.pdf

 Erienkoma, (2011). Standardized and Non-Standardized Tests. Retrieved

From:https://erienkoma.wordpress.com/2011/06/25/standardized-and-non-
standardized-tests/.

Question No 5. Describe the role of Teacher training in deterioration of

the education system. Suggest measures for improvement.
 TEACHER TRAINING:
Teachers play a crucial role in the establishment of an effective system of Education.
It is important that these teachers are equipped with proper knowledge, skills And
attitudes in carrying out the goals of education and fulfilling their obligations. Teachers
training have certain levels which correspond with the general education ability Of the
teachers. There are three levels of teachers training.
i) Pre- service:
Teachers for the primary schools after passing Secondary School examination are
Provided one year training. After completion of this training they are awarded a
Certificate called Primary Teacher’s certificate (PTC). Those who possess FA/F.Sc
Certificate are given one year training and awarded a certificate called Certificate in
Education (CT). PTC and CT training is provided by the Government Colleges of
Elementary Education (GCEE). There are separate Elementary Colleges of Education for
Girls and boys who have been established at all the district headquarters within the
Country.
Those who possess BA/.Sc degrees are provided one year training called “Bachelor of
Education” (B.Ed) at the Government Colleges of Education. These Colleges are at a few
selected places in each province of the country. Those who further Want to specialize in
the subject of education undergo one year course called Master in Education (M.Ed).
This course is conducted by the Colleges of Education and in the Institutes of Education
in the Universities. Teachers also do M.Phil and Ph.D in Education from the universities.
Those who possess M.Ed or M.Phil teach in the Colleges Of Education. At the University
level Ph.Ds are employed to train teachers.
Allama Iqbal Open University has started teacher training courses through its Distance
education system for those students who cannot afford to attend formal regular Courses
in the teacher training institutions. National Education policy (1998-2011) Provides for
modernizing the courses in teachers training. Accordingly, the duration and Period of
training at all levels of training is being increased, including better salaries for The
teachers.
There are few problems in the teacher-training programme which include non –
Availability of qualified teaching faculty for the Colleges of Education, quality training
Programmes, financial problems of the Training Institutions, lack of quality material for
Training and lack of effective system of management and supervision. But the most
Serious problem is that the teachers do not use those teaching skills and methods in their
Classes which were taught to them in the training institutions.
ii) In-service:
In-service education and training of teachers has its own historical roots. Its Journey
from pre-independence to post independence period is characterized by Numerous policy
statements recommendations of different commissions regarding its Content and
strategies for implementation it has grown from a concept to a process and Gained its
importance for preparing teachers towards professional growth and Development.
In our country, the trend is that once a teacher has joined service as a teacher, s/he
Continues to be so, though he may or may not study. In-service education is badly needed
For all types of teachers in Pakistan.
Programmes of In-Service Teacher Education:
 Seminar- In a seminar some problems of education are taken up and there is
Collective thinking. Discussions are held and conclusions are arrived at all under
The guidance of some experts.
 Refresher Courses: - A refresher course means an educational programme
Organized for refreshing the knowledge of in-service teacher. Generally they
Acquire the teachers with the new development in the field of education. With the
Coming up of new education policy, refresher courses were arranged all around for
Teachers of different categories.
 Workshops: - Workshops are organized for giving in-service education to
teachers. They involve more of practical work and less theoretical discussion. These
types of Programmes are more useful for the teachers. The teachers have to work
practically And come out with final materials to be seen by others. Organization of
workshops Consumes more time than a seminar or conference.
 Conference: - In a conference, there is a broad discussion of subjects of practical
Interest. Generally there is a central theme around which several sub topics are
Given. Teachers as per their interest, present paper at the time of conference. The
Session ends with the concluding remarks of the president
 Study Groups: - Forming study groups and using them as a technique for in-
service Education for teachers can work wonders. A group of teachers of the same
subject And a subject expert in the college of education are combined and start
 working. They choose some topics of common interest (or) it may be a problem
related to Their teaching subject. Discussion is started under guidance and they
continue Thinking, studying and discussing that subject. If need arises, someone
may be Invited for extension lecture. The study groups may be meeting once in a
week or Even once in a month.
 Correspondence Courses: Correspondence courses can be designed for
giving in-Service education to teachers. A few universities have already started
working in The area of in-service teacher education programmes.
 Other Programmes: - A few programmes for in-service education of teachers
are Suggested below:-
o Educational tours
o Radio broadcast
o Film shows
o T.V programmes
o Extension lecture for teachers
o Exhibitions
o Exchange of teachers
“Good education requires good teachers” that it becomes essential that the most Capable
and appropriate be recruited into the teaching profession, provided with high Quality pre-
service programme of teacher education, and them offered opportunities to Upgrade their
knowledge and skills over the full length of their career. It is, therefore, Essential that
there is major reorientation of teacher education to ensure that teachers are Furnished
with the necessary knowledge and skills to cope with the new demands placed On them.
With the increased capacity of communication technology, language will become A very
powerful instrument. The teacher-education programme should be strengthened to
Develop language competency among our teacher-taught. The modern time demands
Multi lingual competence including the new computer languages that are bound to
Emerge with expansion of computer-technology.
 Teacher Training Through Distance Education
(i) Is distance education a viable solution to attain the kind of high
quality teachers Students need?
Evidences from Pakistan reveal mix opinion about the quality of distance
Education in general and for professional degrees including teacher education in
Particular. On one hand the oldest distance teacher education program in Asia was started
In Pakistan through Allama Iqbal Open University in 1974. Till late eighties, the
University had international students in this program. Even today everyone in Pakistan
Acknowledges the quality of the material produced by the University Teacher Education
Programs and access to these programs. It has provided access not only to urban
Communities but also to the people live in remote areas.
Nevertheless, quality of the graduates produced by the university is big question
Mark due to the management of the delivery of these courses. This experience from
Pakistan guide us that this is a viable solution for meeting rapidly increasing demands of
Professional teachers but to maintain quality we need especially measures including
Supervision, monitoring and mentoring of prospective teachers during the practicum
Component of the programs. This is same as we cannot have risk for human lives as we
Do for medical students.
(ii) How can we develop, deploy, and measure distance education for
teachers and how Do we define and measure impact?
Another example from Pakistan that offers distance education programs is the
Virtual University of Pakistan that delivers education through a judicious combination of
Broadcast television and the Internet. Its courses are hand-crafted in meticulous detail by
Acknowledged experts in the field. In addition to the prescribed texts, comprehensive
Reading material / lecture notes in the form of web-enabled content are provided through
A comprehensive Learning Management System (LMS) hosted on the VU Web Servers
And accessible over the Internet. The full power of hyperlinks is utilized for making the
On-line experience a truly powerful one.
The LMS also provides an e-mail facility to each and every student as well as Discussion
boards for interaction within the university faculty and students. Assignments Are handed
out through the LMS and also submitted by the students through the same mechanism.
Pop-quizzes and practice tests are also conducted through the LMS. Midterm And Final
Examinations for every semester are conducted in a formal proctored Environment at
exam centers designated for the purpose throughout the country. The University believes
that the formal examination atmosphere assists in critical quality Assurance of the student
assessment system. May be these kind of measures could ensure Quality.

(iii) Can distance education achieve both quality and scale or are they
mutually Exclusive?
Like rest of the world, Pakistan, still needs more and better teachers. In the World,
despite progress made since the Dakar conference on education for all in 2000 “denying
children an opportunity to put even a first step on the education ladder puts Them on a
course for a lifetime of disadvantage” (UNESCO 2010).
In a programme for in-service teachers that ran for more than twenty years the
Federal ministry of education in Pakistan used the Allama Iqbal Open University to
Provide in-service education on a new curriculum for primary-school teachers. The
University’s Primary Teachers Orientation Course was launched in 1976 and, in its initial
Ten-year phase, reached nearly 84,000 teachers; 56 percent of these completed the course
And 38 per cent qualified for a university certificate. By 1999 a further 50,000 teachers
Had been recruited on to a revised course which had a higher completion and pass rate
(Perraton, 2007; AIOU, 1999).
In assessing how far open and distance learning can raise educational quality, the
Evidence on effectiveness is thinner than we would like, but so it is for many
Conventional programmes of teaching education. The evidence is particularly thin on the
Use of the newer information and communication technologies where, despite grand
Claims, we have little hard evidence. The above two examples from Pakistan inform us
That quality AND scale are not mutually exclusive for both pre and in-service teacher
Education programs. There is need to make delivery of the distance education more
Systematic and processes led with clear and well define assessment protocols.
 Measures for improvement in Education :
 It is clear in this Era of Technology and progress that Education plays a vital role in
the progress and development of a country and nation. It wouldn’t be wrong if we
classify the education system as the cornerstone of the future progress of any nation.
As Pakistan is an underdeveloped country, Education is Extremely important for its
Children and youngsters as well.
“Education is a matter of life and death for Pakistan. The world is progressing so
rapidly that without requisite advance in education, not only shall we lag behind others
but may be wiped out altogether.” -Quaid-e-Azam Muhammad Ali Jinnah
We are watching that standard of the education system in Pakistan is the worst of its
kind and if it will not change, the Economy of Pakistan will go down daily and Pakistan
cannot become a Fully developed nation until the System and structure of Education are
improved or totally changed.
Today I am here with some suggestions for the Improvement in the current Education
of Pakistan for a Better future because according to the Article of 25-A of the constitution
of Pakistan:
The State shall provide free and compulsory education to all children of the age of
five to sixteen years in such a manner as may be determined by law.
But as we see today in Pakistan that the condition of schools and colleges of Govt.
Sector is worst as compared to Private schools and colleges, This is mainly due to the
syllabus and the method of teaching in both Govt. And Private sector.
We ourselves have created double standards for education like different education
levels for different classes of people (i.e: middle class, lower class, and upper-class
people) because lower-class people could not afford such costly fees of private sectors.
Let me highlight some main points for improvement of the Education system in
Pakistan:
Career Counseling:
The role of Career Counseling in a successful career and Education
Today’s biggest problem in Pakistan is that a student doesn’t know what to do
next in his life so he goes to the undirected path and fails in life. There should be people
for career counseling of children so that they could get to know that what they have to do
in future.
These people should be appointed in both Govt. And private sectors. Parents should also
understand what a child wants to do in life and they should not impose their decisions on
children.
Let’s suppose sometimes a child wants to be a doctor but parents try to impose
that the child must become an engineer or sometimes Child wants to become an Engineer
but parents impose that he should become Doctor.
In such cases, the child loses his heart and stops hard work and passion in his studies
and Try to start Cramming and at the end of the day, he becomes a failed person.
Budget allocation of Education:
Some people point out that budget is the biggest issue with the condition of
education in Pakistan. I may agree with the notion that the budget can be increased and
that may improve things a little bit but the people who point this out are oblivious of the
numbers.
Let’s talk numbers, often the figure of 2% is presented for the total budget
allocation in Pakistan for every fiscal year budget. While that figure is true for federally
administrated areas like GB or Islamabad, it is only true for those areas, which is a very
small portion of the total population of Pakistan.
While considering the things like budgets we have to remember that after the 18th
amendment, the Federal Govt. Does not dictate what provincial governments do
regarding their own budget allocations. Federal Govt. Has to allocate the budgets for
provinces, and then the provinces decide what they want to spend on each department of
their respective province.
After handing out this huge chunk of money to all the provinces, the only things
the Federal govt has the power to spend money on is debt servicing such as IMF loans
and defense budget of the country, and the small things which relate to the federal
territory of Pakistan (which includes Islamabad and GB).
Those federal expenditures are very minimal in the grand scheme of things. That
is why when you look at the bigger picture, that 2% figure seems very minuscule as
compared to the rest of the budget, while it’s really not.
 Because that 2% (if that’s even the actual figure) is only for the federally
administered areas, the provinces have their own budget allocations for their respective
provinces, and it’s far bigger than a mere 2%.
Change the system:
Govt. Have to take specific steps to end cramming system in education from Govt. As
well as Private sector and implement a system of practical work, so that every student can
gain more knowledge by doing research on that specific topic or subject, unlike
“Ratta”(cramming) system where student have to memorize everything for a short period
of time which Teacher gives him/her.

Equality and Quality in Syllabus:

We are facing many problems in our educational system due to different courses in
different boards and Provinces. At first Govt. Should implement the same course and
syllabus in all provinces and Boards to make sure that everyone gets the same education.
Secondly, Govt should order Private as well as govt. Schools and colleges to
implement one syllabus in classes and there should be no double standards like
implementing Oxford’s books in private sectors and Implementing Text Board’s books in
Govt. Sectors.
Training for Teachers:
Govt. Should implement higher standards for choosing Teachers (i.e: at least M. Phil
teachers) to make sure that they are teaching according to some standards.
At least one Teachers Training session should be held every six months where
professionals should teach some better ways to teachers for teaching. In this way, we can
get more concentration on the improvement of teaching methods.

 Reference:
 Mehnaz Aziz et al, “Education System Reform in Pakistan: Why, When, and
How?” IZA Policy Paper No. 76, January 2014 (Institute for the Study of
Labor, 2014), P 4.
 Annual Report: Pakistan Education Statistics 2011-12, National Education
Management Information System Academy of Educational Planning and
Management, Ministry Of Education, Trainings & Standards in Higher
Education, Government of Pakistan, (Islamabad, AEPAM, 2013).