ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

DEPARTMENT OF EDUCATION

(Assignment No: 01)

Submitted by: Aleena Bashir

Submitted to: Dr. Atia Arshad Malik

Student ID: 0000329047

Course: Educational Leadership and Management

(8605)

SEMESTER (1) - AUTUMN – 22

B.ed (1.5 year)

Page 1 of 19
 Question .1
Explain the functions of administration and discuss the scope of
Islamic administration.

The word “Administration”, as the Latin root “minister” suggests, means services ,i.e worked
dedicated to the good of others. The main objective of administration, therefore is to secure for an
individual or society, or the nation, such environment which may lead to their fullest grown and
development .
Administration is a machinery through which any organization can be managed. It is a mean set up
for smooth and efficient working of educational structure. Educational administration is the direction
, control and management of all matters pertaining to school affairs.

Russel T. Gregg defines, “ educational administration is the process of utilizing appropriate

materials in such a way as to promote effectively the development of human qualities. It is
concerned not only with the development of children and youth but also with the growth of
adults and particularly with the growth of school personnel”.

 functions of Administration

Fayol considered administration as a way to plan, to organize, to command, to co-ordinate and to

control education.
Planning is an intellectual activity, which is performed on the basis of facts and principles. It plans
its activities in such a way that the objectives for which it has come into existence can be achieved.
To organize the means of arrangements, by which interrelationship along with order for people,
materials, procedure, knowledge and the work can be done. Command or to direction involves the
execution of plans and decisions and makes the staff do their work. Coordination requires
harmonizing in a unified manner all the elements involved in the programme. It seeks the
cooperation of all who are involved in the administration. By control we can see that everything is
carried out in accordance with the rules, which have been laid down in the instructions, in other
words, it is evaluations.
Fayol's idea was further developed by Gulick and Urwick. The formula of the functions of
administration was referred to as POSDCORB, involving.
 Planning:

Page 2 of 19
The establishment of the formal structure of authority through which work subdivisions are
arranged, defined and coordinated for defined objectives.
 Organizing:
The establishment of the formal structure of authority through which work subdivisions are
arranged, defined and coordinated for defined objectives.
 Staffing:
The personnel function of brining in and training the staff and maintaining favourable conditions for
work.
 Directing:
It is a continuous task of making decisions and also deciding on specific and general orders and
instructions and serving as the teacher of enterprise.
 Coordinating:
It is the important aspect of inter-relating the various parts of the work.
 Reporting:
Keeping the those records of who are answerable to executive and also to inform him about what
is going on, and keeping himself and his subordinate informed through records research and
inspection.
 Budgeting:
It is the financial planning, accounting and control.
 Scope of Islamic Administration

Islamic administration

Islam is a comprehensive religion which has described every single aspect of our lives in

clear terms and covers all human activities and action. Islam not only throws light on the

private life of individual but it has described explicitly the ways how individual interact with

people. Islam is more than just a belief.

The Holy Quran is the real basis of Islamic life and its actual legislation is limited. Muslims are free
to legislate as needs arise, in the spirit of social justice. The few laws in the Holy Quran are often
permissive and give large latitudes to suit any change in circumstances. Qamarudin Khan,
Professor of Islamic History, Karachi University, is of the opinion that "the Holy Quran does not
aim to create a state but to create a society". So whatever clearly stated laws given by Allah

Page 3 of 19
(SW.T) and His messenger about life and society. No one is allowed to deviate from them even by
a hair's breath. Calling the Prophet Muhammad (S.A.W) the ideal philosopher - king, who
surpasses in both theory and practice the qualities which Plato sought in his ideal, are found from a
famous Hadith of the Prophet Muhammad (S.A.W) as the founder and theoretician of
administration of Islamic state had a unique position as its executive head. In fact he was a
legislator (through divine revelation as well his personal pronouncements and practice all of which
acquired a sacred character for the Muslims), executive as well as a jurist.

He was not answerable to any one as for as the revealed commands were concerned. But, in the
absence of divine revelations, it was his wont to consult his companions. In fact he was command
by Allah (S.W.T) to do so. The Holy Quran commands the Prophet "And consult them (i.e. those
around you) in (important) matters.
So the two essential and primary ingredients of the Islamic administration theory are the
Ummah and the Shari'ah. These concepts are clearly elaborated in the Holy Quran. Prophet

Page 4 of 19
Muhammad (S.A.W) was himself the focal point of these two concepts. Therefore, with the death of
the Prophet, the Prophecy came to an end. Thus there was created a gap between the Shariah
and the Ummah. The new link was created by the Ijma of the community in the form of the
institution of the Khilafah which constitutes the third element of Islamic political theory. The fourth
element would be the concept of Dar al-Islam and the Mumin living therein. The question arises
that Islam favours the theocracy or democracy administrative setup. Mulana Maududi says, the
Islamic theocracy does not mean a rule by any priestly class but it means common Muslims
wielding reigns of power. But the Muslims have to wield this power in keeping with the Book of
Allah (S.W.T) and Sunnah, of His Prophet. Maududi prefers to call the Islamic form of government
as "theo-democracy". In this form of government Muslims have been allowed a limited popular
sovereignty under the paramountcy of Allah (S.W.T). For knowing the Islamic concept of
administration, the Islamic state in Medina is the great example to turn to if one is to resolve the
various problems of the modern Islamic world. According to this view the Islamic state in Medina
was governed pursuant to the divine precepts of Muhammad (S.A.W).
Hazrat Umar the second caliph of Islam , wrote governor of Kufa, Abu Musa Ansari ;

“Administration of justice is a necessary duty. Treat people equally be it in private audience

of public sitting in matters of justice so that weak should not despair of your justice and the
strong should not hope for favour.”

So that the vulnerable must now no longer feel the depression of your justice and the robust must
now no longer desire for favour. It is for the plaintiff to provide evidence and it‟s miles for the
defendant to disclaim on oath. Compromise is permissible and it does now no longer violate what
has been authorised or prohibited (with the aid of using Shariah). If you‟ve surpassed any judgment
yesterday there might be not anything incorrect in reversing it nowadays on 2nd notion withinside
the hobby of justice. If it isn‟t there withinside the Quran or Hadith ponder over it deeply
contemplating examples. Similar instances and drawing analogies. Fix a time restriction for the
plaintiff to provide evidence justice be achieved to him if he produces evidence or else, his case be
dismissed.

Question .2
What is management and discuss its importance?
Page 5 of 19
Management is a universal phenomenon. It is a very popular and widely used term. All
organizations - business, political, cultural or social are involved in management because it is the
management which helps and directs the various efforts towards a definite purpose.

According to Harold Koontz, “Management is an art of getting things done through and with the
people in formally organized groups. It is an art of creating an environment in which people can
perform and individuals and can co-operate towards attainment of group goals”.

According to F.W. Taylor, “Management is an art of knowing what to do, when to do and see that
it is done in the best and cheapest way”.

Importance of management in educational institutions Educational management is a

field of study and practice concerned with the operation of educational organizations. There
is no single generally accepted definition of the subject because its development has drawn heavily
on several more firmly established disciplines, including sociology, political science, economics and
general management.
. Bolam (1999: 194) defines educational management as „an executive function for carrying out
agreed policy‟. He differentiates management from educational leadership which has „at its core
the responsibility for policy formulation and, where appropriate, organizational transforma- tion‟
(ibid.: 194). Writing from an Indian perspective, Sapre (2002: 102) states that „management is a
set of activities directed towards efficient and effective utilization of organizational
resources in order to achieve organizational goals‟.
educational management should be centrally concerned with the purpose or aims of education.
These are the subject of continuing debate and disagreement, but the principle of linking
management activ- ities and tasks to the aims and objectives of schools or colleges remains vital.
These purposes or goals provide the crucial sense of direction which. should under pin the
management of educational institutions.
Management is directed at the achievement of certain educational objectives. Unless this link
between purpose and management is clear and close, there is a danger of „managerialism‟, „a
stress on procedures at the expense of educational purpose and values‟ (Bush, 1999: 240).
Managerialism places the emphasis on managerial efficiency rather than the aims and purposes
of education (Newman and Clarke, 1994; Gunter, 1997). „Management possesses no super-
ordinate goals or values of its own. The pursuit of efficiency may be the mission statement

Page 6 of 19
of management – but this is efficiency in the achievement of objectives which others define‟
(Newman and Clarke, 1994: 29).
While the emphasis on educational purpose is important, this does not mean that all aims or
targets are appropriate, particularly if they are imposed from outside the school by government or
other official bodies. Managing towards the achievement of educational aims is vital but these must
be purposes agreed by the school and its community. If managers simply focus on implementing
external initiatives, they risk becoming „managerialist‟.
. Successful internal management requires a clear link between values, aims, strategy and day-to-
day activities. The centrality of aims and purposes for the management of schools and colleges is
common to most of the different theoretical approaches to the subject. There is disagreement,
though, about three aspects of goal-setting in education:

1. the value of formal statements of purpose

2. whether the objectives are those of the organization or those of particular individuals
3. how the institution‟s goals are determined.

Formal aims
The formal aims of schools and colleges are sometimes set at a high level of generality.
They usually command substantial support but, because they are often utopian, such objectives
provide an inadequate basis for managerial action. A typical aim in a primary or secondary school
might focus on the acquisition by each pupil of physical, social, intellectual and moral qualities and
skills. This is worthy but it has considerable limitations as a guide to decision-making. More specific
purposes often fail to reach the same level of agreement. A proposal to seek improved
performance in one part of the curriculum, say literacy or numeracy, may be challenged by
teachers concerned about the implications for other subjects.
The international trend towards self-management has led to a parallel call for managers, staff and
other stakeholders to develop a distinctive vision for their schools with clearly articulated and
specific aims.
Organizational or individual aims?
Some approaches to educational management are concerned predominantly with
organizational objectives while other models strongly emphasize individual aims. There is a range
of opinion between these two views, from those who argue that „organizational‟ objectives may be
imposed by leaders on the less powerful members of the school or college, to those who say that
individual aims need to coalesce around specific themes for the organization to have meaning for
Page 7 of 19
its members and stakeholders. One problem is that individual and organizational objectives may be
incompatible, or that organizational aims satisfy some, but not all, individual aspirations. It is
reasonable to assume that most teachers want their school or college to pursue policies which are
in harmony with their own interests and preferences.
The determination of aims
The process of deciding on the aims of the organization is at the heart of educational management.
In some settings, aims are decided by the principal or head teacher, often working in association
with senior col- leagues and perhaps a small group of lay stakeholders. In many schools and
colleges, however, goal setting is a corporate activity undertaken by formal bodies or informal
groups.
School and college aims are inevitably influenced by pressures emanating from the wider
educational environment and lead to the questions about the viability of school „visions‟, noted
above. Many countries, including England and Wales, have a national curriculum, linked to national
assessments and inspection systems, and such government prescriptions leave little scope for
schools to decide their own educational aims. Institutions may be left with the residual task of
interpreting external imperatives rather than determining aims on the basis of their own
assessment of student need.
Most of the successful SBM schools were also systematic and creative in how they tried to
communicate with parents and community. Many administered annual parent and community
satisfaction surveys, and the results typically were used to help set priorities for the following year.
Another common practice in successful SBM schools was to disseminate daily attendance and
tardiness data to parents on a regular basis. Parent-teacher conferences and newsletters were
also used as information channels. Some schools offered classes for parents on topics like
computers and student-parent math activities. Another school used grant dollars to hire a part-time
ombudsman to serve as a liaison between the school and parent communities.

The schools where SBM worked also collected many kinds of data on school performance and
tried to act on the information to improve that performance. In addition to attendance data which
was collected by many schools, one secondary school regularly printed out grade distributions for
every class as a means of monitoring student and teacher performance. Student performance data
was maintained in a variety of forms such as portfolios and anecdotal records. Narrative report
cards were being piloted in one school. Another school was developing its own student profiles in
reading and mathematics with grade level expectations. Other schools were piloting student
profiles in all subject areas.

Page 8 of 19
 Question No .3
Explain the different types of supervision. Which type is better for our
schools and why? Discuss.

In the modern educational system, the term supervision has got a very significant position from the
point of view of the role played by it. Due to the enhancement of its importance in the present
educational system its prime purpose has been changed now. Researchers and Educationists
previously agreed upon the fact that supervision is primarily concerned for the purpose of
improving instruction.

According to Adams and Dickey,

“Supervision is a planned programme for the improvement.” It exists in their opinion for
one reason only to improve teaching and learning. So it is mainly concerned with
“development of teachers and pupils.”

The dictionary of education defines supervision as “all efforts of designed schools towards
providing leadership to teachers and other educational workers in the improvement of
instruction ; involves the stimulation of professional growth and development of teachers,
the selection and revision of educational objectives, materials on instruction and methods
of teaching and the evaluation of instruction.”

Page 9 of 19
Here the word “supervision” means to guide and stimulate the activities of teachers with a
view to improve them, i.e., teaching as well as instruction and promoting professional growth.
Now-a-days the concept of supervision has been changed. It is not concerned merely with
improvement of teachers as it was conceived in the previous days, when the supervisory activities
were directive and prescriptive. But now according to some experts, supervision requires a super
plus vision a superior perspective attended by special preparation and position. To them the
primary function of supervisors of all types is leadership, encouragement and recognition of
leadership in any other person either in the professional staff or among the community participants.

Types of Supervision:

1. Inspection:

This is the first and foremost function of supervision that classes are to be inspected by the
inspecting officers. It may be the headmaster of the concerned school or school inspector. This is
the first supervision in the sense that the teacher becomes alert about his duties and
responsibilities after being sure that his duties can be inspected all of sudden when he is in the
classroom. So this type of supervision activates the teacher to have proper readiness to deliver
good teaching in the classroom.

Besides, there are teachers who don‟t discharge their duties properly after knowing all these
things. And it has been seen that they are penalized for not taking the class in time. On the
contrary the sincere teachers are rewarded for rendering proper duties and responsibilities. This
type of supervision is acceptable in almost all the developed countries of the world till now because
of its balanced and positive effect on all the elements which are closely associated with it.

2. Laissez-Faire

The laissez-Faire type of supervision is actually not constructive supervision at all. It is a policy of
letting each teacher teach as lie pleases, without reference to efforts. Little effort is made to assist
teachers to improve the instructional programme , or to develop any consensus among teachers
philosophy practice. Precisely this style lets, the worker to make all decisions and principles but
just possesses wait and see attitude. This type attributes the lower to noninterference of the
principal and there is just much consumption of time for accomplishing the task.

3. Coercive Supervision

It is an authoritarian concept, which attributes to some authority of omniscience which is necessary

to make momentous decisions. Everyone has to obey these decisions and can't object or check
the validity and feasibility of such decisions. Teachers are to carry on the orders and instructions of
Page 10 of 19
the coercive supervisor. Such supervisors find it easy to believe that the most effective means of
making teachers to work is to compel then teach scheduled subject-matter on the stereotyped
methods. Because this concept is closely bound up with the curriculum and instructional
philosophy, which came to permeate almost all the schools in this type of supervision, the principal
or supervisor visits teachers. While teaching and defects or good points made them known. They
are 'reed to follow the dictates of the supervisor and are awarded increments or prizes on the basis
of his personal judgment. Such supervision does not respect the personalities of teachers and is
not consistent with democracy. It violates the tenets of good mental hygiene because coercion it
detrimental to the growth of originality, ingenuity and creativeness.

4. Training and Direction:

This type of supervision is appreciated in the modern educational system because of its positive
and lasting impact on the teaching performance of teachers. To this supervision as students or
pupils are the central points in the teaching learning process, the teaching programme should be in
accordance to the needs of every child. For this the teachers should be given in-service training on
the latest developed methods of teaching for different subjects. After that the supervision work
should be done. This type of supervision develops a great deal of interest, self-confidence and
creativity among teachers to teach their subjects.

5. Creative type

Creative supervision is one of the best type. It comes to school with the idea that he is to help the
school teachers and the headmaster in solving their problems. He sympathizes with them, listens
to their problems, discusses solutions of problems and inspires them to work more. Creative
supervision encourages the teachers to feel free to think for themselves in matters pertaining to
objectives, curriculum, organization and content, methods of teaching and evaluation. The teachers
develop their own techniques and they are encouraged to exchange views with the supervisor and
co-workers. This provides opportunity for the teachers to grow through the exercise of their talents
and abilities under expert and professional guidance and encouragement.

Merits:

 Creative supervision develops creative qualities in teachers.

 This develops in teachers and pupils, original thinking.

 This frees teachers from unnecessary bonds. Consequently they work independently and
effectively.

Page 11 of 19
6. Democratic Leadership:

The importance of democracy is not only recognized in political perspective but also recognized
mostly as a way of life. It means there should be the influence of democracy on all aspects and
spheres of human life. In this context education is not escaped. This type of supervision is highly
appreciated in the modern educational system which points out that overall development of
teaching and learning is the responsibility of one and all who are directly or indirectly linked with
this process.

So this supervision says that there will be no improvement of teaching and learning only through
teachers. Rather the high level officers as the supervisory personnel have to participate in the
teaching programme actively and help the teachers by giving suggestions for improvement if any in
private. For this the supervisory personnel has to become aware about the problems and issues
that arise in the field of teaching and learning and will try and help the teachers to solve it.

Conclusion:

Supervision plays a vital role to improve the teaching-learning process. Thus supervision is a
creative and dynamic process giving friendly guidance and direction to teachers and pupils for
improving themselves and the teaching-learning situation of the accomplishment of the desired
goals of education.

Question No.4
Discuss the importance of early childhood education and its role in the
lives of students.
Ans;
Childhood is the most important and effective part of one‟s life. It is the creation of
human historical development. It is a relatively late result of men becoming. Whatever people grow
like is mainly because of childhood period‟s learning. In the early days, when primitive childhood
did not exist. As soon as the child could barely walk and fend for himself. Child education is crucial
to develop learning habits in children.
When we talk about education, we are not referring only to the acquisition of academic knowledge.
All the information that we collect in the first years of life. That helps us to function in the world and
to develop fully as people. That is why childhood education is so important.
It is in the first six years of life when the best conditions exist to acquire the tools that will allow us
to develop and function in any situation throughout our lives. Hence the importance of education in
the first moments of a child‟s life.

Page 12 of 19
The child‟s learning process and growth as a person depend on those messages‟ intellectual and
emotional connections. That is why it is important to provide a healthy education for children.
Childhood education is a path to full development. It paves your ideas and concepts for future
plans.
Some values show us how important education is during childhood and that their absence will
seriously affect future development:

Confidence: trusting oneself gives us the strength to face daily adversities. It also helps to face
problems so one can achieve personal success.

Happiness: confidence in oneself, as well as in one‟s abilities. It is the key to not giving up and
achieving the goal. Achieving the goals we have set allows us to develop as people. While
providing us with great well-being and, therefore, happiness .The upbringing that allows a child to
grow holistically (physically, mentally, and socially). It includes food, health care, protection,
cognitive and emotional stimulation, and affection. Also, the safety of the environment. This is the
responsibility of families. But equally to the States, who must ensure access to quality education
and health services.
As we know, the experiences a child has in both family and other environments such as school are
fundamental.
Its impact is observed in physical and motor well-being, language skills, and understanding of
mathematical concepts. Moreover, the ability to sustain attention and self-regulate the learning
process and emotions, among others.

Numerous studies suggest that childhood education develops the ability to understand and break
words into their fundamental sounds. It enables one to manipulate at preschool age. This early
education makes children show better performance in reading and writing tasks in primary
education.
As for mathematics, the approach to concepts such as the knowledge of numbers and ordinarily
from the initial level affects the incorporation of more complex skills in this area.
These are functions that, in turn, give rise to other important skills, such as the ability to remember.
The information necessary to complete a task, filter distractions, resist inappropriate impulses,
sustain attention, and set goals. Also, plan how to achieve them, monitor the result, and manage
my own and others‟ emotions.

Page 13 of 19
These processes occur slowly from infancy to late adolescence. Different activities, such as
imaginative play, regulated play, and physical activity, help promote them.
Of course, the role of the teacher is central to the bond that they know how to build with the
children. They support them and make them feel safe and calm.
The interaction between peers is very important, but adults are the bridge in the relationship
between children and their environment. We mediate in that relationship and, to a large extent,
stimulate that bond depending on us.There is nothing of higher priority to therapy.Comprehensive,
effective, sustained, and quality investment in our children. The adolescents must become a
national policy combining civil society‟s efforts. The private sector, and, of course, the State. For
this reason, comprehensive policies and programs for early childhood must be a State policy.
Investment in human capital should be our country‟s main plan to achieve development and social
equity.One of the factors that most influence the advancement and progress of people in
education.
Education makes us human beings, as it enriches our culture, spirit, and values. Numerous
investigations show that exposure to diverse and stimulating experiences during the first years of
life. It is decisive for the development of the brain and the personality of children.

There is consistent and strong evidence which shows that:

- Brain development is most rapid in the early stages of a child‟s life. When the quality
of stimulation, support and nurture is lacking, there can be detrimental effects on
overall development.

- Learning delays can be greatly reduced with the help of early intervention. At the
beginning stages of Kindergarten early academics, children who did not participate in
an Early Childhood Education program lag behind their peers who have attended an
ECE program.

- Children who are enrolled in an Early Childhood Education program achieve more
success at school. As adults they have better career opportunities, improved health,
and lower levels of dependence and crime rates than those who do not attend an
early education program.

- Efforts to improve early child development are an investment, not a cost. Investing in
ECE helps promote economic growth while also helping to target the development of
character and cognitive skills necessary for future success.

This means that the development of the child up to the age of 5 will be a strong projection of the
performance. That he will have in his first years of school as well as in adulthood.
Page 14 of 19
The development plan was proposed for children to obtain satisfactory results, which is why,
together with the social fund. They decided to invest in education and implement the initial
childhood education programs for children.

The programs are aligned with the educational principles raised. Such as that education must
promote creativity and innovation. That is, it must encourage the production of new knowledge in
all fields. These are based on playful methodologies focused on preschool children.
In addition to responding to the strategic objectives set for the development of regional education.
It is to have quality learning. And thus achieve a successful transition from initial to secondary
learning.
So, to make a better society, let‟s focus on early childhood education. It will contribute to and help
train the adults as we want to make a change in the region and the country. One of the factors that
most influence the advancement and progress of people, it‟s education.

Question No .5
How much school discipline is important for improving the progress
of schools? Discuss.
Ans;
The word “discipline” is derived from the Latin root “disciples” meaning a pupil or disciple. The
modern conception of discipline is a very broad and inclusive one. It does not recognized
difference between mental and moral behavior for the purpose of control, no, in fact, for any other
purpose.
The modern view of discipline, for which we are indebted to Dewey, demands the same unity in the
educative process and educative material as we find in real life, which is social through and
through. The 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 common purposes through
cooperative or shared activity. “Out of doing things that are to produce results, and out of doing
these in social things that are to produce results, and out of doing these social and cooperative
ways, there is born a discipline of its own kind and type. The whole of the pupil‟s life in the school –
all his intellectual, social moral and physical activities, so far as they are carried out in cooperation
with others and are directed towards the realization of certain purposes – is disciplinary.
The essential purpose of school discipline is the development in the pupils of attitudes, habits and
ideals of conduct through the medium of the social life of the school, organized on a cooperative

Page 15 of 19
basis and inspired by the higher ethical teachings of religion. The purpose of discipline is to help in
individual to acquire knowledge, habits, interests and ideals which conduce to the well-being of
himself, his fellow and society as a whole. If this purpose is to be realized the school should be
reconstructed on the lines of a democratic society in which membership implies the right of full and
the free individual development and conscious pursuit of common ends in a cooperative spirit,
each member contributing to the common good in accordance with his special gifts. Life in a school
thus organized becomes similar to, and continuous with, life in a democratic society, and discipline
becomes co-extensive with the whole of school life. Effective school discipline helps students in
making the right decisions and stay focused on their studies. Many people want to send
their children to private schools to make their children disciplined individual. The importance
of discipline in the classroom is:

1. Stress-free life

A well-disciplined person usually remains happy, and hence, can do good in their school
studies and exams. Being disciplined helps them in staying in control of their studies and
personal lives. They don‟t have to feel stressed during exams or about the results of their
exams. Discipline helps students to learn in a stress-free way and achieve some great
results.

2. Staying focused

Discipline in the classroom helps students to stay focused on their studies. A disciplined
individual can stay focused on his goals and think of study as their top priority. Thus, they
can enjoy good results in their studies and maintain high standards in every aspect of life.

3. Encourages positive performance

Classroom discipline helps students to stay on-task and interact with their teachers fruitfully;
this eventually reduces distractions and improves the flow of information.

4. Teaches time management

As disciplined person can finish their tasks on time, we can say that discipline teaches
students the value of time, and hence, with the help of discipline, students learn how to
manage their time effectively.

5. Staying active

Disciplined people usually stay healthy and active most of the time. They know what is good
and what is bad for them. This helps them perform their tasks properly while completing

Page 16 of 19
their daily tasks on time. Hence, discipline encourages students to lead an active, healthy,
and dynamic life.

Some suggestions are given below to solve the problem of indiscipline.

i) School Discipline and Guidance Programme

Every adult who cares for children has responsibility to guide, correct and socialize
children toward appropriate behaviors. These adult actions often are 91 called child
guidance and discipline. Positive guidance and discipline are crucial because they
promote children‟s self-control, teach children responsibility and help children make
thoughtful choices. The more effective adult caregivers are at encouraging appropriate
child behavior, the less time and effort adults will spend correcting children‟s
misbehavior. Family specialists are agree that using physical force, threats and put-
downs can interfere with a child‟s health development. For example, there is evidence
that spanking can have negative effects on children. Family specialists also agree that a
perfect formula that answers to all questions about discipline does not exist. Children are
unique and so are the families in which they live. A discipline strategy that might work
with one child may not work with another. Effective guidance and discipline focus on the
development of the child. They also preserve the child‟s self-esteem and dignity. Actions
that insult or belittle are likely to cause children to view their parents and other caregivers
negatively, which can inhibit learning and can teach the child to be unkind to others.
However, actions that acknowledge the child‟s efforts and progress, no matter how slow
or small, are likely to encourage healthy development. Teaching children self-discipline is
a demanding task. It requires patience, thoughtful attention, cooperation and a good
understanding of the child. It also requires knowledge of one‟s own strengths and
struggles with disciplinary issues. Unfortunately, the only preparation for most parents in
their own experience of being parented. Such past experiences may not always be
helpful in raising today‟s children.
ii) Proactive Strategies Children misbehavior is impossible to prevent completely. Children
usually curios and endlessly creative, are likely to do things parents and other caregivers
have not expected. However, there are many positive steps teachers and educational
institution can take to help prevent misbehavior.
 Set clear, consistent rules
 Make certain the environment is safe and worry free
Page 17 of 19
  Show interest in the child‟s activities
 Provide appropriate and engaging playthings
 Encourage self-control by providing meaningful choices
 Focus on the desired behaviour, rather than the one to be avoided
 Build children‟s image of themselves as trustworthy, responsible and cooperative
 Expect the best from the child
 Give clear directions, one at a time
 Say “Yes” whenever possible
 Notice and pay attention to children when they do things right
 Take action before a situation gets out of control
 Encourage children often and generously
 Set a good example
 Help children see how their actions affect others
iii) Possible Reasons Children Misbehave
If parents and teachers understand why their children misbehave, they can be more
successful at reducing behavior problems. Listed here are some of the possible reasons
why children misbehave.
 They want to test whether caregivers will enforce rules
 They experience different sets of expectations between school and home
 They do not understand the rules, or are held to expectation that are beyond their
developmental levels
 They want to assert themselves and their independence
 They feel ill, bored, hungry or sleepy
 They lack accurate information and prior experience
 They have been previously “rewarded” for their misbehaviour with adult attention
 They copy the actions of their parents
iv) Positive Discipline Techniques
True misbehavior occurs when a student chooses to behave inappropriately. Before you
take action ask yourself the following questions:
 Is the student really doing something wrong? Is there a real problem, or are you just
tired and out of patience? If there is no real problem, release your stress away from the
child. If there is a problem, go to the next question.

Page 18 of 19
  Think for a moment! Is your student actually capable of doing what you expect? o If
you are not being realistic, re-evaluate your expectations. o If your expectations are fair,
go to the next question.
 Did you student know at the time that he or she was doing something wrong?
v) If your student did not realize something wrong, help her understanding what you expect
why and how she can do that. Offer to help.
If your student knew what he was doing was wrong and he intentionally disregarded a
reasonable expectation, your child misbehaved. If the behavior was an accident, like
wetting here pants while sleeping, which is not a misbehavior. If the behavior was not an
accident, ask your student to tell you the reasons she has for doing what she did. If the
child is old enough, ask her how she might solve the problem or correct the situation. By
using a problem- 93 solving approach, children can develop skills in thinking through a
situation and development possible solutions.

Page 19 of 19