Republic of the Philippines

Laguna State Polytechnic University

SAN PABLO CITY CAMPUS
Del Remedio, San Pablo City

GRADUATE STUDIES AND APPLIED RESEARCH

CG 614: Advanced School Plant and Properties

SHERELYN S. ALCANTARA
Ed.D. Major in Educational Management
0321-0347@lspu.edu.ph

EDILBERTO Z. ANDAL Ed. D

Professor

PERFORMANCE TASK #1

Answer the following Questions:

1. Why should a school head teacher show concern about using the equipment and
instructional materials in their staff?

Because it is one of his primary responsibilities as head of the school

and one of the most important aspects of his role as an administrator, a school
leader or principal should be concerned about how instructional materials and
equipment are used. A school chief ought to guarantee that the school plant is
prepared for use when due and that it is accurately utilized for the reason for
which it is implied. His concern is necessary to keep the educational program
running smoothly. This additionally the correct method for drawing out the life
expectancies of the types of gear and forestalls avoidable harm.
Through careful planning and supervision, the school head can increase
the use of appropriate teaching materials in the following ways: (1) ensuring that
each building room is utilized to its full potential. (2) making certain that the
allocation of space reflects the most effective educational use of the space. For
 instance, teaching literature or history in the lab for chem is not efficient use of
space. Laboratory equipment may cause destruction in listening/learning. (3) The
principal should make sure that special rooms like the music room, science labs,
and fine arts rooms are only used to study specific subjects. (4)He ought to
ensure that non-educational spaces are utilized for planned purposes. That
equipment, supplies, and materials must be stored in storing rooms with
adequate care, or there must be a custodian for the aforementioned items.

2. Discuss the various ways a school head can enhance teachers' use of appropriate
teaching materials in their control.

The head of the school should encourage students to make good use of
school supplies and equipment by:

 Delivering and providing for each educator, a rundown of the accessible

unique showing hardware, materials and supplies in their separate
branches of knowledge and empowering them to sign them out and utilize
them routinely.
 Informing them of any newly acquired school equipment and, if
necessary, arranging a workshop, demonstration, or presentation on its
use for relevant teachers.
 Making periodic classroom visits to determine whether and how students
utilize the school equipment.
 Supplementing his/her perception with investigation of information on how
such gear are endorsed out by the educators. This surmises that such
records are kept by the stores man or whoever is responsible for the gear
and materials.

As with school buildings, the head of the school is responsible for

ensuring that students' learning is aided by the school's available teaching
resources. In some school stores, useful audiovisuals, scientific instruments, and
other materials that haven't been used in years can be found. This could be
because the teachers aren't aware that such resources are available at the
school or don't know how to use them. The teachers might be aware that the
 materials are available, they might know how to use them, but they might not be
willing to. The head of the school has the ability to promote efficient use of school
supplies and equipment.

3. What roles can be played by (1) students and (2) teachers in promoting good
school maintenance culture in the schools?

In promoting good school maintenance culture, students and teachers

play various roles. As students, they can sweep, scrub, and wipe the classroom
areas that require to keep it clean and tidy. They can help keep the environment
clean by acting in a considerate and responsible manner, such as avoiding
vandalism, breaking windows while playing, and ensuring that any trash they
encounter is placed in trash cans or the appropriate disposal location. As
students, they should keep their classroom and the school as a whole neat and
clean. They should take part in activities like writing poems, songs, slogans,
collages, and banners that emphasize how to take care of the schools and other
facilities' environments.

However, teacher’s roles in maintaining school culture includes keeping

an eye on their students' cleanliness. Teachers can follow up students to clean
the classroom and surroundings and the orderliness in the classrooms and
school facilities. They can devise a class activity that encourages students to
contribute to the upkeep of the school's equipment, facilities, and buildings. They
can establish their own rules and regulations for the cleanliness of the classroom
and include some form of punishment or measures for students' poor behavior. In
the area where their faculty room, classrooms, and class sections are situated,
each teacher should assume the roles of manager, supervisor, and maintenance
crew.

4. Explain the term' school culture. What is school maintenance culture?

The most important factor in determining how students, staff, teachers,

and principals behave in a school is its "School Culture." Most of the time, their
 interactions in all aspects of school life are based on what is considered
acceptable behavior, the group's values, and their beliefs and assumptions about
school and other aspects of life. The school's culture is made up of all of these
things.
The members of the school come up with rules and regulations to make
sure that the rules for behavior are followed. Adequate principles of conduct are
compensated in for sure while unsuitable ones get suitable assents. Unless there
is a compelling reason to alter some aspects of it, the school culture endures
over time. However, even if there is a valid reason to modify any aspect, doing so
is frequently challenging.
A school's members' beliefs about the value and significance of the
school plant determine how much they value and care for the plant. Their general
attitude toward the upkeep of the school building, in turn, has an impact on the
school building's ability to support the academic program and meet the needs of
users, including members of the local community, in some way.
Similarly, that a school head impacts the school culture, so likewise can
he/she impact their perspectives towards the school plant and its upkeep and
activity. The attitudes, beliefs, and values of his or her subordinates and the
student body are influenced by his or her statements about the care of school
plants, the speed with which he or she pays attention to issues relating to plant
maintenance, and the manner in which he or she engages staff and students in
discussions about plant-related topics.

5. What do the occupants of a school plant gain from having a positive school
maintenance culture?

The occupants of a positive school maintenance culture of a school plant

will gain appreciation of the efforts and importance of each individual in the
group. They will see the beauty and attractiveness of the school plant and will
sustain the prevailing attitudes towards the maintenance of the school plant.
They would be very happy, contented and active in doing their work in their
workplace.