Course: Educational Management and Supervision (6502)

Semester: Autumn, 2022

ASSIGNMENT N0 02

Submitted By: Qazi M, Khanzla

Course Code: 6502

Semester: Autumn 2022

Program: MA(Teacher Education)

 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

Q.1 Define meaning of school discipline, classroom management

and student classification, also elaborate the need for and
importance of positive school discipline in detail.

School discipline
is the system of rules, punishments and behavioral strategies appropriate
to the regulation of children and the maintenance of order in schools. Its aim is
to create a safe and conducive learning environment in the classroom.
School discipline has two main goals:

1) ensure the safety of staff and students, and

2) create an environment conducive to learning.

Serious student misconduct involving violent or criminal behavior defeats

these goals and often makes headlines in the process. However, the commonest
discipline problems involve noncriminal student behavior.
It is important to keep the ultimate goal in mind while working to improve
school discipline., "the goal of good behavior is necessary, but not sufficient to
ensure academic growth." Effective school discipline strategies seek to
encourage responsible behavior and to provide all students with a satisfying
school experience as well as to discourage misconduct.

The word “discipline’ is derived from the Latin root “disciples” meaning
a pupil or disciple. Naturally, the problem of discipline was taken to consist in
bringing the conduct of the pupils into conformity with ideas and standards of
the master. The pupil had to develop the virtue of docility and plasticity so that
the teacher might impress his personality on them and mould them in his own
image. This was the conception of the relationship between pupil and teacher
everywhere. Its modern concept is very broad and inclusive one. It does not
recognize difference between mental and moral behavior for the purpose of
control, nor, in fact for any other purpose.

In fact, the individual mind is conceived of “as a function of social life-as

not capable of operating by itself but as requiring continual stimulus from social
agencies and finding its nutrition in social purpose”.
Modern view of discipline is to bring the same unity in the educative process
and educative material as we find in real life. School must be a social organism
in which social situations should be provided to stimulate and direct the
impulses of the pupils in the pursuit of the common purposes through
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

cooperative or shared activity. To obtain good result is also another view.

Cooperation should improve the intellectual, moral, social and physical
activities of the students in school environment and these must be directed
towards the realization of the certain goals.
Purpose of the discipline is also develop the attitudes, habits, ideas, and code of
conduct through the medium of the social life of the school which should be
organized on a cooperative basis and inspired by higher ethical teaching of
religion.

The purpose of discipline is to help the individual to acquire knowledge,

habits, interests and ideals which conduce to the well being of himself, his
fellows and society as a whole. It gives realization to the school that it must be
reconstructed on the lines of the development and conscious pursuit of common
ends in a cooperative spirit, each member contributing to the common good in
accordance with special gifts. Life in the school thus organized becomes similar
to the, and continuous with, life in democratic society, and discipline becomes
co-extensive with the whole of school life.

Purpose of School Discipline

 Discipline gives children a feeling of security by telling them what they
may and may not do.
 It helps children to avoid from frequent feelings of guilt and shame for
misbehavior-feelings that inevitably lead to unhappiness and poor
adjustment.
 Discipline enables children to live according to standards approved by the
social group and thus to win social approval.
 Through discipline, children learn to behave in a way that leads to praise
that, they interpret as indications of love and acceptance which is essential
to successful adjustment and happiness.
 Discipline serves as an ego-bolstering motivation, which encourages
children to accomplish what is required of them.
 Discipline helps children to develop a conscious the “internalized voice”
that guides them in making their own decisions and controlling their own
behavior.

CLASSROOM MANAGEMENT

Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive, on task, and
academically productive during a class. When classroom-management strategies
are executed effectively, teachers minimize the behaviors that impede learning
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

for both individual students and groups of students, while maximizing the
behaviors that facilitate or enhance learning. Generally speaking, effective
teachers tend to display strong classroom-management skills, while the
hallmark of the inexperienced or less effective teacher is a disorderly classroom
filled with students who are not working or paying attention.

While a limited or more traditional interpretation of effective classroom

management may focus largely on “compliance”—rules and strategies that
teachers may use to make sure students are sitting in their seats, following
directions, listening attentively, etc.—a more encompassing or updated view of
classroom management extends to everything that teachers may do to facilitate
or improve student learning, which would include such factors as behavior (a
positive attitude, happy facial expressions, encouraging statements, the
respectful and fair treatment of students, etc.), environment (for example, a
welcoming, well-lit classroom filled with intellectually stimulating learning
materials that’s organized to support specific learning
activities), expectations (the quality of work that teachers expect students to
produce, the ways that teachers expect students to behave toward other students,
the agreements that teachers make with students), materials (the types of texts,
equipment, and other learning resources that teachers use), or activities (the
kinds of learning experiences that teachers design to engage student interests,
passions, and intellectual curiosity). Given that poorly designed lessons,
uninteresting learning materials, or unclear expectations, for example, could
contribute to greater student disinterest, increased behavioral problems, or
unruly and disorganized classes, classroom management cannot be easily
separated from all the other decisions that teachers make. In this more
encompassing view of classroom management, good teaching and good
classroom management become, to some degree, indistinguishable.

In practice, classroom-management techniques may appear deceptively

simple, but successfully and seamlessly integrating them into the instruction of
students typically requires a variety of sophisticated techniques and a significant
amount of skill and experience. While the specific techniques used to manage
classrooms and facilitate learning can vary widely in terminology, purpose, and
execution, the following;

 Entry Routine is a technique in which teachers establish a consistent,

daily routine that begins as soon as students enter the classroom—
preparing learning materials, making seat assignments, passing in
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

homework, or doing a brief physical “warm-up” activity would all be

examples of entry routines. This technique can avoid the disorder and
squandered time that can characterize the beginning of a class period.

 Do Now is a brief written activity that students are given as soon as they
arrive in the classroom. This technique is intended to get students settled,
focused, productive, and prepared for instruction as quickly as possible.

 Tight Transitions is a technique in which teachers establish transition

routines that students learn and can execute quickly and repeatedly
without much direction from a teacher. For example, a teacher might say
“reading time,” and students will know that they are expected to stop
what they are working on, put away their materials, get their books, and
begin reading silently on their own. This technique helps to maximize
instructional time by reducing the disarray and delay that might
accompany transitions between activities.

 Seat Signals is a technique in which students use nonverbal signals while

seated to indicate that they need something, such as a new pencil, a
restroom break, or help with a problem. This technique establishes
expectations for appropriate communication and helps to minimize
disruptions during class.

 Props is the act of publicly recognizing and praising students who have
done something good, such as answering a difficult question or helping a
peer. Props is done by the entire class and is typically a short movement
or spoken phrase. The technique is intended to establish a group culture
in which learning accomplishments and positive actions are socially
valued and rewarded.

 Nonverbal Intervention is when teachers establish eye contact or make

gestures that let students know they are off-task, not paying attention, or
misbehaving. The technique helps teachers efficiently and silently
manage student behavior without disrupting a lesson.

 Positive Group Correction is a quick, affirming verbal reminder that

lets a group of students know what they should be doing. Related
techniques are Anonymous Individual Correction, a verbal reminder
that is directed at an anonymous student; Private Individual Correction,
a reminder given to an individual student as discretely as possible;
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

and Lightning-Quick Public Correction, a quick, positive reminder that

tells an individual student what to do instead of what not to do.

 Do It Again is used when students do not perform a basic task correctly,

and the teacher asks them to do it again the correct way. This technique
establishes and reinforces consistent expectations for quality work.

Student Classification
Students must take 12 or more credit hours per semester to maintain full-
time status. A student taking at least six, but less than 12, credit hours is
classified as half-time status. Anyone taking less than six credit hours is
classified as less than half-time status.

For enrollment reporting, the Office of the Registrar will use the last date of
final exams as the final date of a semester.

Undergraduate students are classified according to the number of earned credit

hours, including transferred credit. The required number of hours for each
classification is:

Classification Semester Hours of Earned Credit

First-year (FR) Fewer than 30
Sophomore (SO) 30-59
Junior (JR) 60-89
Senior (SR) 90 or more, but not purusing Pharm.D.

Students are classified after course registration and prior to the start of each fall
semester based on official academic records on file with the Office of the
Registrar at that time.

Students may be reclassified prior to the start of each fall semester, but no
classification changes will be made after the tenth day of the fall semester.

All undergraduate students are assigned an anticipated graduation date based on

their expected date of bachelor’s degree conferral for their respective
classification.
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

Q.2 Define financing of education in Pakistan and critically

examine its various implications.

Financing of Education in Pakistan

Pakistan is a poor country with low per capita income levels4 . Adult
literacy rate is 44%, which disguises the fact that half as many women are
literate as men; school completion rate is 59%. More than 6 million children are
out of school and the female enrolment rate is 74% that of boys (Watson and
Khan, 2005). The country scores low on learning outcomes as well, especially
in schools run by the state. The public sector in the country suffers from years
of neglect – lack of resources and policy reform – resulting in the low quality of
service delivery. The historically low levels of education indicators have 1)
repeatedly highlighted the need for the Pakistani state to raise its levels of
investment in education, 2) are the reasons donors are interested in the country.
Although international literature on educational outcomes has shown that
increasing resource allocations to schools alone does not improve educational
outcome (Hanushek, 1995, 2003), a minimum level of investment in basic
infrastructure and human resources in low income countries is deemed a
necessary first step. The link between outcomes and financing, albeit indirect,
exists. Colclough with Lewin (1993) predicted that slower progress towards (or
nonachievement) of universal primary education (UPE) is more likely among
poorer countries. Furthermore, the proportion of national income and resources
allocated to education is one indication of the priority given to the sector and
recognition of its contribution to poverty reduction and human development.

Hence, the expenditure targets by federal and provincial governments,

levels of public debt and sectoral and intra-sectoral budget expenditures are as
much of interest to donors as educational outcome targets (learning outcomes,
enrolment rates etc.). Public spending on education in Pakistan has remained
under 2% of GDP for the past 20 years. This figure is low by regional standards
and far below the target set to ensure achievement of universal access and
quality. Pakistan is compelled by its constitutional commitments and
commitments to international agreements to ensure a minimum level of funding
and to undertake policy reform. These commitments have often competed with
(and lost out against) heavy debt repayments, large and ever-expanding defence
budgets and unproductive expenditures on running an oversized government.
Implicitly, the state and levels of education financing reflect the level of donor
influence on these softer targets. The objective of tracing trends in public
financing is two-fold: 1) to present a broad picture of the state of education
financing in Pakistan by tracing the trends proportions of GDP and total
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

government expenditure as the primary source of financing and what these

trends imply as regards trends in observed educational outcomes (these trends
will be linked with outcomes in the last section); 2) assess, however indirectly,
the nature and success of donor influence in this regard. We’re constrained by
lack of availability of requisite data to draw a causal link between education
outcomes and education financing (at the school, district or provincial level).
However, we attempt as far as possible a comprehensive analysis. A
comprehensive analysis of education financing in Pakistan needs to take into
account a number of issues: commitment at the federal level (GDP allocations);
gap between commitments and actual allocations; the proportion of
development expenditure in total allocations etc.

Q.3 Describe the essential requirement of school record and explain

different kinds of school records.
1) The School Calendar
The school calendar is a mirror where the probable dates of various events and
activities to be done during the coming session are reflected. It is usually
prepared at the beginning of each academic session. It should contain the
following Stems of information.

i. Information about the general, local and gazette holidays.

ii. Dates for the submission of monthly, quarterly, holidays and annual
reports and returns.

iii. Dates of monthly, quarterly and annual examinations.

iv. Dates of the meetings of the school and faculty committees, Teachers’
Associations, different societies, school excursions and educational
tours, school tournaments etc.

v. Dates of important school functions like the annual prize day, the
parents day, (he U.N.O. day, Independence Day, Republic Day, Birthday
of eminent persons etc.

Thus the school calendar provides important information about various

activities to be carried out throughout the academic session.
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

2) Log Book:
The Log Book is specifically designed for the purpose of containing remarks
of the school inspector or other important officers of the education department,
who pay an official visit to the school. But it should not be confined to the
remarks of the inspecting officers only. It should contain a complete record of
the important events that occur during the session. It should also contain the
history of the school of a particular year.

Information like the introduction of new text books or apparatus, visits of the
inspecting officers, changes in the school routine, absence or illness of any of
the official staff etc., should be written in the Log Book. The headmaster is the
only authority to make entries in this book.

3) Admission Register:
It is a record of all the pupils who arc admitted to a school. According to
departmental rules, the admission register is to be preserved permanently in the
school. Therefore, it is essential that it should be got specially bound and kept in
safe custody. It is to be free from mistakes because this register is at times
required by superior authorities in a court of law as an evidence for the date of
birth of the pupils. The admission register should contain the following items.

i. The serial number and name of the pupil.

ii. His father’s name, caste, occupation and address.

iii. His date of birth.

iv. Date of admission to the school,

v. The class to which he is admitted.

vi. Dale of withdrawal or migration from the school.

 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

4) Pupil’s Attendance Register:

This is another important register which is maintained in each class and
section, showing the names of the pupils on the roll of the class or section,
during a month. The attendance is marked in the beginning of (he school hour.
Entries should be made in ink. Blanks should not be left. Students who remain
absent from the school without leave for fifteen consecutive attendance is struck
off from the rolls. Holidays are marked in red ink. Monthly fees and fines are
collected from the pupils in this register.

5) Teacher’s Attendance Register:

To record the daily attendance of the teachers, schools maintain the teacher’s
attendance register. This shows the time of arrival and departure of the teachers
on each day. The teachers are to sign regularly in the forenoon and afternoon
everyday. Time of arrival of the late comers should be indicated. Leave taken
by (he teachers during the month holidays etc., are to be written on it. It should
be kept outside the room of the headmaster. When the first period starts, it
should go to the headmaster for verification.

6) Cash Book:
Cash Book is a record of all money transactions occurring from day-to-day
in the school. Money received by the school from different sources like fees,
fines, donations, stipends, scholarships, grant-in-aid are entered on the credit
side. On the debit side the payments like the salaries of the teachers, stipends,
scholarships, contingent expenditure incurred, deposits made in the Treasury,
bank and post office are shown. Balance is shown in red ink. It should be
regularly written and the day’s business should be closed with the signature of -
the headmaster. It should be an up-to-date record.

7) Cumulative Record Cards:

It is a document in which the relevant information about a particular students
at one educational institution is recorded cumulatively. This gives a complete
and growing picture of the individual student, which helps him during his long
stay at the school and at the time of leaving it, in the solution of his manifold
problems of educational, vocational; personal and social. It follows the pupil
from class to class and from school.
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

It provides an opportunity to have a comprehensive picture of the all-round

development of the personality of the child. It is a very important record which
should be maintain in every school. Therefore, The Secondary Education
Commission opines “these should be a common feature all over the country.”

8) Stock Register of Equipments:

This register keeps information of all the movable property of the school.
While purchasing equipment or furniture, it must be duly entered in this
property register. The head of the institution should check this register
physically at least once in a year. Verification report should be recorded in the
stock register. It can show which articles are missing and which need immediate
repairs. The register should contain the following information :

i. Name of the article.

ii. Quantity of the articles.

iii. Date of purchase.

iv. Name of the firm which supplied the articles.

v. The authority ordering purchase, (vi) Signature of the authority.

9) Reports to the Parents:

To get cooperation from the parents reports containing various information
about the child should be sent to the parents periodically. It should contain
information like the academic progress of the child, his health condition,
participation in curricular and co-curricular activities and other important
information.

As a result, the parents can know the physical, intellectual, social, moral and
emotional growth of their children. Parents are also requested to guide their
children according to the information given in he report.

10) Service Book:

The service book contains the service history of the employees. Information
like the employee’s dale of appointment, his date of birth, educational
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

qualifications, identification marks, permanent home address, transfer, leave

accounts, dale of increments, reversion if any of reinstatement etc., are carefully
written in this book. The original service book is kept in the custody of the
headmaster in the secondary school.

The authorities should duly verify the service book and make necessary entries.
The first page of the service book contains the following information :

 Name

 Residence.

 Date of birth by Christian era as nearly as can be ascertained.

 Educational qualification.

 . Exact height by measurement.

 Personal mark for identification.

 Father’s name and residence.

 Left hand thumb and finger impression.

 Signature of the teacher.

 Date of entry into service.

 Signature of the Headmaster.

 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

Q.4 Compare the functions and responsibilities of the Federal

Ministry of Education and Provincial Education Department.

The Ministry of Federal Education and Professional Training is a

federal ministry of the Government of Pakistan. The ministry's political head is
known as the Minister for Education (Pakistan) | Minister of Pakistan and the
ministry's bureaucratic head is the Education Secretary of Pakistan.
Education is primarily provincial issue in Pakistan in the wake of 18th
Amendment to the Constitution of Pakistan when Education department was
transferred from federal to provinces. The Ministry was established in July
2011. In 2013, it was renamed to Ministry of Education, Trainings &
Standards in Higher Education and in 2014 was renamed to Ministry of
Federal Education and Professional Training.
The department’s main responsibilities include creating policies, plans
and programs to ensure the accessibility and availability of education in
Pakistan. It is also a provider of many technical, vocational and professional
skills and training that are needed to satisfy the national and international
standards of the employment market. It works in collaboration with
other ministries and organizations by sponsoring students, distributing
scholarships and conducting multiple training sessions. Sub-departments under
the ministry of Education and Training include National Vocational and
Technical Training Commission, National Commission for Human
Development, National Education Founding and National Education
Assessment System.
Higher Education Commission
The Higher Education Commission (HEC) is an autonomous institution
of primary funding, overseeing, regulating and accrediting the higher education
efforts in Pakistan.
Academy of Educational Planning and Management
The Academy of Educational Planning and Management (AEPAM) was
established in 1982 as an autonomous Organization of Ministry of Education
and it was declared as 'Subordinate Office' of Ministry of Education in 2005.
After 18th Amendment Bill 2011 AEPAM is 'Subordinate Office' of Ministry of
Federal Education and Professional Training.
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

AEPAM is a training institution for education managers in the field of financial

and administrative management of secondary schools and higher secondary
schools
Basic Education Community Schools
The BEC Schools are based on Non-Formal basic education
system having a single home based room for school for primary education
where the premises is provided free of cost by the community. In each BEC
School, 30 learners of age group 4–16 years are mandatory. Single teacher is
responsible for classes of a school by adopting multi-grade teaching methods;
based on concurrent curriculum.
National Commission for Human Development
National Commission for Human Development is an attached department
of MoFE&PT whose mission is to improve access to basic education and
healthcare in the country’s poorest communities. NCHD is working in
134 districts of Pakistan
National Education Assessment System
National Education Assessment System (NEAS) was launched in 2003 to
develop national capacity for monitoring learning achievements of elementary
students and improve the quality of services — curriculum, textual material,
teachers’ delivery, policy formulation
The system is a key program of the Education Sector Reforms (ESR) and is
funded by the World Bank.
National Education Foundation
National Education Foundation was founded in late 1994 and became
operational in 1996. In 1997 Federal Teacher Foundation (FTF) was also
merged with it. It was restructured as corporate in 2002. It has mandate to
promote basic education through Public Private Partnership in FATA, Gilgit-
Baltistan, AJK & Islamabad Capital Territory.
 Course: Educational Management and Supervision (6502)
Semester: Autumn, 2022

Q.5 Discuss in detail the need and importance of evaluation in

management.

Government rules and guidelines for the effective governance, performance

and accountability of programs expands the required performance information
beyond the financial. Broader qualitative and quantitative performance
information, evaluation and reporting is also expected and encouraged.

While this might seem a little scary, it actually presents a raft of exciting
opportunities for program managers to showcase the successes of their
programs and ensure that their teams are performing to its full potential. We
here at Grosvenor have a lot of experience working with Commonwealth and
state government programs and so we understand what can be achieved through
excellent performance monitoring and evaluation processes.

And while the benefits and opportunities presented by government rules

and guidelines will vary from program to program, there are some that are
universal. Below we’ve outlined 6 reasons why program evaluation provides a
fantastic opportunity for you and your team to shine.

a) It provides clarity for the team

Creating a framework which outlines clear responsibilities for performance
encourages accountability and clarity as it gives you, your program delivery
team and managers a way to be very clear on their responsibilities for
monitoring and evaluating performance from the outset.

b) It will tell you how well your program is really doing

Evaluation helps program managers measure how well their programs are
really performing to achieve the desired outcomes. This can confirm your
suspicions that things could be improved or let the success of your program
shine.

c) It encourages continuous improvement

By encouraging performance monitoring and evaluation within your
organisation, including the creation of robust evaluation tools, you can create an
environment focused on learning and the continuous improvement and success
of your program.
 Course: Educational Management and Supervision (6502)
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d) You can measure performance throughout the entire program

By doing this you can identify what is working well and what needs to
change at key points to ensure the ongoing relevance and performance of your
program and make certain that you are well placed to respond to environmental
or policy changes.

e) It encourages honest conversations

Evaluation enables program managers to seek genuine input and feedback
from stakeholders. This helps you to understand what your stakeholders really
think about your program and how it could be better tailored to meet their
needs.

f) It allows you to access valuable information from other programs

Sharing performance information and evaluations allows you to learn from the
challenges and successes of others and for others to learn from you. By
leveraging the outcomes of others’ activities and applying them to your own
situation, you can ensure your program is robust and functioning at its best.

So, whether you know your program is a success or you think it could be
improved but don’t know how, program evaluation presents a great opportunity
for all program managers to have a better understanding of their program’s
performance.

By taking the time and effort to commit to your government evaluation

rules or guidelines, program managers can ensure that they have robust
processes in place to understand how well programs are really performing and
continuously improve.