Outline : School organization and classroom management

After completing the course the students will be able to:

 Understand the concept of organization and management

 Use management skills effectively

 Apply a systematic approach to all tasks and assignments

 Maintain, organize and make best use of the resources available

 Keep the classroom environment conducive to learning

Unit 1 Principles of Organization 

1.1 Meaning and scope of school organization

1.2 Importance and advantages of school organization

1.3 Fundamental principles of school organization

Unit 2 School Administration and Supervision 

2.1 Types of administration

2.2 Democratic concept of school administration and supervision

2.3 Supervision as improvement of instruction

Unit 3 School Organization and Human Relation

3.1 Concept of human relation

3.2 Importance and role of human relation in effective organization

3.3 Coordination and understanding between: Headmaster and teacher,

Teacher and student, Teacher and teacher, Teacher and parents

4.1 Definition and purpose of school discipline

4.2 Factors affecting school discipline

4.3 Old versus modern concept of school discipline

Unit 5 Organizational Structure of School System 

5.1 Organization of education at federal and Provincial levels

5.2 Administration of educational agencies

5.3 Role of private sector in the development of education

5.4 School administration under devolution of power plans at district level.

Unit 6 Classroom Management

6.2 Need for classification

6.4 Merits and demerits of classification

6.5 Physical environment of the classroom and its effect on learning

Unit 7 Management of Physical Facilities and Learning Resources

7.1 Concept of physical facilities

7.2 Types of physical facilities and their function: School building, Hostel,

7.3 Learning resources: Library, A.V. Aids & Instructional Material

Unit 8 Management of Co-Curricular Activities

8.1 Definition of co-curricular activities

8.2 Scope and value of co-curricular activities

8.3 Basic principles of organizing co-curricular activities

8.4 Types of co-curricular activities.

9.1 Rules regarding appointment, leaves, pay etc.

9.2 Efficiency and Discipline rules.

9.3 Powers of different authorities education cadre.

9.5 School Records (attendance register, leave register, stock register and cash register

Suggested Readings:

 Teaching of School organization & Classroom Management Code No. 513 Allama

 School Organization & Classroom Management By S.M. Shahid, Published by

 Farooq. R.A. (1994) Education system in Pakistan: Issues and Problems, Islamabad:

Asia Society for Promotion of Innovation and Reform in Education.

 Nwanko, John I. (1982) Educational Administration, New Delhi: Vikas Publishing

 Orlosky, Donald E. et al. (1984) Educational Administration Today, Colombus:

 Burden, R.P. (1995) Classroom Management and Discipline: Methods to Facilitate

Cooperative Instruction, New York: Longman.

 Daries, L (1995) Beyond Authoritarian School Management. Tuknall, London:

 Jones V.F. & Sons L.S. (1990) Comprehensive Classroom Management Motivation

and Managing student (3rd Edition).

 Afridi Arbab, (1998), School Organisation Ijaz Printers Pakistan.

Notes prepared by Sir Abbas of NTI   Download 

SCHOOL SUPERVISION

The term supervision is derived from word “Super video” meaning to oversee. It is an interaction between at least two persons for the improvement of an activity. It is also a combination or integration of processes, procedures and conditions that are consciously designed to advance the work effectiveness of individuals and group.
 Adepoju (1998) defines school supervision as the process of bringing about improvement in instruction by working with people who are working with pupils. It has also been described as a process of stimulating growth and a means of helping teachers to achieve excellence in teaching. Supervision in school therefore is a vital process and combination of activities which is concerned with the teaching and improvement of the teaching in the school framework.
Supervision of any school ordinarily refers to the improvement of the total teaching-learning situation and the conditions that affect them. It is a socialized functions designs to improve instruction by working with the people who are working with the students/pupils
. Supervision can also be defined in terms of function and purposes for which it shall be used as
a) skills in leadership,
 b) skills in human relation,
c) skill in group process,
 d) skill in personnel administration and
e) skill in evaluation.
\Supervision is a way of stimulating, guiding, improving, refreshing and encouraging and overseeing certain group with the hope of seeking their cooperation in order for the supervisors to be successful in their task of supervision. Supervision is essentially the practice of monitoring the performance of school staff, noting the merit and demerits and using befitting and amicable techniques to improve the flaws while still improving on the merits thereby increasing the standard of schools and achieving educational goals.

Scope of School Supervision 
The major functions logically under school supervision can be cited as:
 Inspection. This is actually a study of school conditions, to discover problems or defects of the students, teachers, equipment, school curriculum, objectives and methods. This could be done via actual observation, educational tests, conference, questionnaires and checklists.
Research. This has something to do to remedy the weaknesses of the solution to solve problems discovered. The supervisor should conduct research to discover means, methods and procedure fundamental to the success of supervision. The solutions discovered are then passed on the teachers. Training. This is acquainting teachers with solutions discovered in research through training. Training may take the form of demonstration teaching, workshops, seminars, classroom observations, individual or group conferences, professional classes or the use of bulletin board and circulars, and writing suggestions in BPS Form 178
. Guidance. Guidance involved personal help given by someone. It is the function of supervision to stimulate, direct, guide and encourage the teachers to apply instructional procedures, techniques, principles and devices.
Evaluation. As an ultimate function of supervision, evaluation appraises the outcomes and the factors conditioning the outcomes of instructions and to improve the products and processes of instructions.

Activities of supervision. 
The activities logically that are falling under supervision can be enumerated as:
 1. survey of the school system;
 2. improvement of classroom teaching;
 3. in-service education of teachers;
 4. selecting and organizing materials for instructions;
5. researching the problems of teaching;
6. determining the desirable physical condition of teaching and
7. performing semi-administrative duties.
Types of School Supervision: The types of school supervision that can be cited are in terms of: Laissez-faire type. This type of supervision utilizes inspectorial supervisory methods unaided by any objective control, in which the teachers are observed, but noting is done to help them improve the work they are doing. In other words. The teachers are left free; they are not to be imposed upon or directed.
Coercive type. This type of supervision is the opposite of the laissez-faire. The supervisor visits the teachers in order to observe them. The teachers acquired ready-made-procedure or standard prescribed by the supervisors.
Training and guidance type. This type of supervision emphasizes the improvements of teachers as well as her technique through direction, training and guidance
. Democratic leadership type. It consists of the teacher’s cooperation in the formulation of policies, plans and procedures. Supervisor observes teacher inside the classroom setting with the aim of improving the teaching-learning situation via cooperation process or group action. The teachers, supervisors and administrators are regarded as co-workers in a common task.

The major functions of school administration

Some of the major functions of administration can be cited:
1. Planning of school programs and activities … plan to show objectives, instructional materials and the procedures and the means to attain set-objective.
 2. Directing school work and formulating and executing educational policies … that is decision-making, who to carry out plans, who teaches what; and working out policies and regulations for all those in the organization.
3. Coordinating administrative and supervisory activities … in terms of harmonizing educational activities and makes them instruments for yielding outcomes.
4. Providing the necessary leadership. 
5. Evaluating the teaching personnel and school program … as an administrative function includes teacher performance rating and school survey;
and  6. Keeping records and reporting results … in that, records are kept for comparison and evaluation purposes; and reporting results to public will help them understand what the school can do and are doing.

Operational Areas of School Administration 
The operational areas within which school administration operates can be specified as:
1.) Administration of school personnel,
2.) School finance and budget management,
 3.) School plant management,
 4.) Curriculum organization and management,
5.) Guidance and discipline,
 6.) School and community relation,
7.) Non-formal education; and
8.) Evaluating results of school administration.

Unit 2- School administration and supervision

Interrelation of administration and supervision
 Administration and supervision are interrelated in that every administrator is a supervisor and every supervisor participates in administrative affairs.
1. Administration represents the whole of the education system; supervision represents a portion of it in terms of improving the total teaching-learning situation.
2. Administration emphasizes authority; supervision, service. Every act of administration is based upon authority; supervision is based upon service.
 3. Administration provides favorable condition essential to good teaching and learning; supervision carries out the better operation and improving it.
In simple words, administration provides; supervision operates.
 4. Administration decides, directs and orders the execution of educational program; supervision assists, advises guides and leads the operation and improving the program. In other word, administration directs; supervision serves.
Basis of administrative and supervisory principle
 Principle is an accepted fundamental truth. It can be a law, a doctrine, a policy or deep seated belief which governs the conduct of various types of human endeavors. In administration and supervision, principles become part of a philosophy which serves to determine and evaluate his educational objectives, attitudes, practices and outcomes.
General principles of administration and supervision 
These general principles can be stated as a summary of the substance and implications of philosophy of administration and supervision:- School administration and supervision…
 1. must be democratic … is recognizing individual differences, respect personality and extend consideration to all;
2. must be cooperative in character … in that cooperation is synonymous to group action;
3. to be effective … must be scientific, that is, research oriented activity to discover solution to problem;
 4. must be based on accepted educational philosophy;
 5. must be creative … means initiating, devising, inventing or producing something new; 6. must be evaluated in the light of results;
 7. must be preventive and constructive … that is helping teachers to avoid committing mistakes, anticipating difficulties, building self confidence, by discovering their own weaknesses;
8. must be centered on child growth and development … in terms of growth mentally, physically, morally, emotionally and socially; and
9. must be flexible … in terms of school building, curriculum, teaching objectives and procedures, instructional material and devices, school requirements and standard norms.
2.1 Types of administration 
School administration is the school’s main governing body, and it plays a major part in making decisions related to students, faculty and the school’s overall status. There are several types of school administration, depending on the school’s nature. These administrations oversee the school’s development as well as the welfare of its students and faculty. More often, they are also the only entity that bridges the relationship between the school and the community.

Centralization and decentralization: 
An organization has to make strategic and operational decisions. Where and by whom should these decisions be made? And: how should the organization structure be adapted? Centralization and Decentralization are two opposite ways to transfer decision-making power and to change the organizational structure of organizations accordingly.
Centralization:
  The process of transferring and assigning decision-making authority to higher levels of an organizational hierarchy.  In a centralized organization, the decision-making has been moved to higher levels or tiers of the organization, such as a head office, or a corporate center.
  Knowledge, information and ideas are concentrated at the top, and decisions are cascaded down the organization.
 The span of control of top managers is relatively broad, and there are relatively many tiers in the organization.

Decentralization:
 The process of transferring and assigning decision-making authority to lower levels of an organizational hierarchy.
 In a decentralized organization, the decision-making has been moved to lower levels or tiers of the organization, such as divisions, branches, departments or subsidiaries.
 Knowledge, information and ideas are flowing from the bottom to the top of the organization.
 The span of control of top managers is relatively small, and there are relatively few tiers in the organization, because there is more autonomy in the lower ranks.

Three forms of decentralization: 

1. De-concentration. The weakest form of decentralization. Decision making authority is redistributed to lower or regional levels of the same central organization.
2. Delegation. A more extensive form of decentralization. Through delegation the responsibilities for decision-making are transferred to semi-autonomous organizations not wholly controlled by the central organization, but ultimately accountable to it.
3. Devolution. A third type of decentralization is devolution. The authority for decision-making is transferred completely to autonomous organizational units.
Strengths/characteristics of centralization:
 Philosophy/emphasis on: top-down control, leadership, vision, strategy.
  Decision making: strong, authoritarian, visionary, charismatic.
  Organizational change: shaped by top, vision of leader.
  Execution: decisive, fast, coordinated. Able to respond quickly to major issues and changes.
  Uniformity. Low risk of dissent or conflicts between parts of the organization.

Strengths/characteristics of decentralization:
 Philosophy/emphasis on: bottom-up, political, cultural and learning dynamics.
  Decision-making: democratic, participative, and detailed.
  Organizational change: emerging from interactions, organizational dynamics.
  Execution: evolutionary, emergent. Flexible to adapt to minor issues and changes.
 Participation, accountability.

Importance and advantages of school organization

Importance of school organization is very vast. It includes; efficiency of the institution, securing benefits of the school through practical measures, clarification of the functions of the school, coordination of the educational programs, sound educational planning, good direction, efficient and systematic execution. It provides close collaboration and sense of sharing responsibilities, organized purpose and dynamic approach. Any organization plays a vital role in the life of human being. School organization plays different functions like; brings efficiency, guide students to receive right direction from the right teachers, enables the students to get profit from their learning, bring coordination of the student-teacher-parents-society. It provides well defined policies and programs, favorable teaching learning situation, growth and development of human beings, make use of appropriate materials, effective development of human qualities, execution of the programs, arrangement of the activities, efforts for attainment of the objectives etc. In school organization, there is a great role of economy, men, and material to achieve the desired objectives. Some advantages of the school organization are:-
 It is very much necessary to ensure smooth functioning of a school.
 It is necessary to avoid under and over utilization of the resources of a school there by ensuring optimum and judicious use of the resources.
 It is important to make best use of the capabilities of the school personnels because if they are allotted the work depending upon their area of expertise, interest, experience they are likely to deliver work at the best of their abilities.
  It is necessary to save time, increase clarity and efficiency of work as there is clarity of duties to be performed and responsibilities to be held on the part of the school personnel.
 It is significant to achieve the aims and objectives of a school smoothly.
 It is important to create a professional image of a school.
  It lays stress on building relationships among the school personnel thereby helps in increasing mutual trust, interdependency which is necessary to build team spirit among the school personnel.
  Ensures cohesiveness and order in the organization
  Facilitates effective communication: it clearly defines channels of communication among the members of the organization.
 Improves efficiency and quality of work: as everyone has its own defined job, therefore people only concentrate on their given job which results in better efficiency and quality of work.  Cost reduction: as everyone knows its duty it helps reducing the cost of the school by not hiring extra staff for any job.

Principles of School Organization

Protection of Social Values
The first principal of School Organization is to protect social values . being a component of  the society , It must be preventive of general and specific aims of the society . 

Achievement of Specific Aims
The school must monitor the specific aims, effective and efficient teaching and developing with the  ideology of Pakistan  

Interest of individual differences of child 
all children in school does not have equal abilities so this factor should be kept in mind . and organization should be made in such away that each child get opportunity to develop their inner potentials. 

Co-operation with Society
A school can never go through progress until the individual of the society develop a positive attitude toward the school. 

The organization must be flexible
It should be flexible and balanced because the society always tends to changes  and the need of the human being also changes with time. 

Comprehensiveness
Each and every aspect of the activity should be comprehensive and a clear picture of the organization should be presented  

Utility 
 Utilization of all the possible resources help in achieving the goals 

Adaptability
It can facilitate our activities . The power of adaptability is the key of success 

Professional Growth
Teacher and other worker should be given a proper training facilitation for better performance 

Accountability 
Analysis of the activities of the staff give a positive result to organization. The principal should encourage hard worker and and a sign of alertness for the rest.  

Simplicity
Medium instruction should be in easy way. 

Reforms / Amendments  
The door for reforms and ammendment shuld always be open        

Unit 1: School Organization and Management

Meaning of Management
It is a social process which is designed to insure co-operation , participation , intervention, and involvement of other people in the effective achievement of determined objectives
Management is a fundamental instrument and economical use of time , money and materials.
It is a process by which a manger can change the behaviour of his/her co-worker to achieve the objective of organization.

Concept of management in school
In the past management techniques were applied in education which was enough to run a small size institution. The rapid expansion in educational institutions have led to the public authorities, assuming an increased role in managing educational institutes. They have complex and difficult task on their hand. They have to solve the problem

• Defining the purpose of education
• The conflict between invasion and tradition
• The tension between different section of staff and students
• Attaining a balance among different objectives of education in each stage. 

what is organization ?

Its is a formal relation co-ordination , co-operation between various activities. 

When two or more than two individuals struggle for common goals and objectives it form and organization . This type of struggle may be temporary of permanent. Organization usually contain distribution of work , communication and discipline. The success of an organization depend upon the achievement of goals and objectives and the standard of work.
Meaning :
a) Organization means way of arranging .  How to arrange various materials inside the school. How these can be used in a better way for educational objectives.
b) It means a pre-planned programme for institute to rum it in a peaceful , pleasant educational atmosphere.
c) To arrange all the  activities of school with mutual co-operation and understanding. this will lead to better training of the individual .
Scope of School Organization
The scope of school organization is very vast. It includes; Role of School Plant, organization of school life, Relationship of the school and community , Co-curricular activities, the school curriculum.
Role of School Plant
It is a comprehensive term which means, building, playground, furniture, equipment, library, laboratory etc. all those physical facilities which are required for achieving various objectives of the school organization constitutes the school plant. Optimum utilization of school plant helps in achieving fruitful results and desired objectives.
 Relationship of the School and Community
The school bear the most intimate relationship with the community.The modern idea is that the school as a community center. Education is not to be regarded as an isolated activity.
Functions should be arranged that can attract community toward school. Parent teacher relationship should be encouraged . Adult participation at evening time in various social activities can put a good impact educational process and motivation.
Co-curricular Activities 
On of the most important activity of the school organization training of its pupil in the gracious art of living . That the art living is the most comprehensive concept than the organization of knowledge.
Co-curricular activities involves games, sports, scouting, hiking, debates, essay writing, workshops, symposiums, Naat competitions, discussion, seminars which play their important role for comprehensive development of the personality of the child.
The School Curriculum.

Our most important objective of the school organization is achieved through proper curriculum . The primary objective of which is the transmission of tradition  and preparation of social ideals. 

it is sad commentary on education of Pakistan that the ideology  , culture , myth , and religion have found no prominent place in our schools .  

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