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Course: Foundation of Education

Code : 6411

Semester: Spring, 2021

Level: B.Ed/ADE

ASSIGNMENT No. 1

Q.1 The Quran is regarded as the ‘Mother of Books’ what is the significance of this title

in regard to education?

Quran (Mother of Books)

The word “Quran” litrally means reading or recitation. Quran is designated in Arabic Al-

Furqan, (distinguisher). Kalam Allah (the words of God), Kitab (the book), Nur (the light)

and Al-Huda (the guidance) and Al-Dhikr (the reminder). It is considered as eternal miracle

of Islam, the expounder of the most sublime truth: the perfect moral code.

Islamic education aims at discovering and formulating Allah’s will. Ahmed Hassan (1982, P:

43) writes “The primary purpose of the Quran is to lay down a way of life which regulates the

relationship of man with man and his relationship with God. The Quran gives directions for

man’s social life as well as for his communion with his Creator”.

Since the dawn of revelation “Read”: in the name of Thy Lord who created, Man from a dot

(congealed blood). Read: and Lord is the Most Bountiful who taught by the pen; taught Man

what he knew not” (96:1:5). Until this day, the Quran is acknowledged as the core, pivot and

entrance of learning. Each aspect of life is moulded by it. Even every human action is

classified. This classification is categorized as obligatory (Fard and Wajib; prohibited

(Haram), reprehensive (Makruh), recommended (Mandub), permitted or legally left

indifferent (Mubah). And indeed, the objective good cannot be known and achieved without

knowledge of the above. Bhatia (1989, p:2) stated “there is hardly any book in the world as

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the Quran in the service of which so much talent, so much labour, so much time and

resources have been expanded and which is so minutely verified and carefully preserved”.

The Quranic text is divided into 114 chapters. Each chapter is called ‘Surah’ which consists

of a certain number of verses each called ‘Ayah’. The revelations contained in Quran were

not all revealed on one occasion but at long intervals and in response to special needs to the

Prophet (peace be upon him) lived at Mecca for thirteen years and at Madina for ten years.

The revelations which the Prophet (peace be upon him) received in Meccan period are mostly

concerned with general percepts that urged strongly and earnestly the man to righteousness.

For example, the universal principles including belief in Allah, the Prophet (P.B.U.H) and the

Hereafter, followed by general rules concerning religion and social practices were also

revealed within thirteen years in Mecca. The period of ten years which starts after Hijra is the

period when laws were promulgated in the words of the Quran and by the percepts of the

Holy Prophet (P.B.U.H). In Medina, the general principles revealed in Mecca, were

completed. Thus we must believe that all institutions, like ethical, social, political, economic

and legal etc, are ideal, perfect and complete. Quran is not a book of science or any other

particular field of knowledge but it deals mainly with basic principles of human life.

Therefore, Quranic concept of education is that it explicity teaches its reader principles in

each and every sphere of life so that its followers have complete knowledge about their

pattern of life. As we studied in the referred text, Quran, is the fountain head of Wisdom,

from which all other sources of knowledge derive their authority, It consists of very words of

Allah; revealed on Prophet Muhammad (P.B.U.H) in twenty three years, first in Mecca and

completed in Medina.

Islamic education system comprises the following principles:-

1) Belief in the Oneness, immateriality, absolute power, mercy and supreme

compassionateness of the Creator.

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2) Charity and brotherhood among mankind.

3) Subjugation of passions;

4) The outpouring of a grateful heart to the Giver of all good;

5) Accountability of human actions in another existence;

6) Developing a sense of social consciousness i.e. enjoining what is right and forbidding what

is wrong?.

References

Al-Saud Muhammad Al-Faisal (1979). The Glorious Quran is the Foundation of Islamic

Education, In Aims and Objectives of Islamic Education; Jeddah, King Abdul Aziz

University.

Bhattia, E,D. (1989). Studies in Islamic Law, Religion and Society, New Delhi, Deep and

Deep Publications.

Chipa, A (1974). Beauty and Wisdom of the Holy Quran, Karachi, Sufi Textile and

Printing Mills Ltd.

Q.2 How can Naturalist education fulfill the demands of rapidly expanding

technological advancements?

The desire to explain the development of society by the laws of nature or the ultimate

explanation of all realities to be found in nature is called Naturalism. Naturalists believe that

nature is the whole of reality. Everything comes from nature and returns to nature. Therefore,

the children must be given experiences which fit their natural interests and impulses.

John Amos Comenius (1592-1670) and Jean Jacques Rousseau (1712- 1778) as mentioned by

Basset (1978, pp. 28-29) stressed that natural processes should be allowed to take their course

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in the classroom. By visualizing the individual differences the children must be permitted and

encouraged to develop according to their own nature.

Rousseau enthroned feeling above intellect. We should trust our feelings not our minds.

Naturalists believe that nature is the best teacher, all good comes from nature. In short,

naturalists permit and encourage an individual to do what comes naturally. Let us cast a

hurried glance on the attempts of Rousseau, as discussed by Lobo. We have already known

some of the most fundamental characteristics of the naturalism. Since the ultimate nature and

the fundamental characteristics of life remain the same, therefore, the aim of education is not

only preparation for life, but participation in it according to the stages of human growth and

development. Rousseau’s most famous book the Emile (1762) tells a story of the education of

a boy from infancy to adulthood. He divided these stages of growth as infancy, childhood,

boyhood, adolescence and youth. As the requirements of education for each stage vary

therefore, appropriateness of education for the particular stage must be kept in mind.

This paper focuses on some crucial but largely overlooked facets of the incorporation of new

technologies into classroom practice. Drawing on earlier research into structuring features of

classroom practice and more recent studies of technology integration, it develops a conceptual

framework intended to make these facets visible and analysable. Recognition of these facets

helps to explain the now all too apparent gap between ambitious aspirations for new

technologies in school and actual achievement. Despite the way in which “research in learning

with technological tools has been showing much promise”, it remains the case that “actual use

of these tools in real school environments is still very thin despite the abundance of

governmental funding”, and that this situation calls for “deeper understanding of how the

potential suggested by research… can be grounded… in classroom practices with respect to

systemic schooling” (Kynigos, Bardini, Barzel & Maschietto, 2007, p. 1332).

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This is not a new phenomenon. Reviewing the educational reception of wave upon wave of

new technologies over the last century, Cuban (1986, 1993, 2001) suggests that a recurrent

pattern of response can be found: a cycle in which initial exhilaration, then scientific credibility,

give way to practical disappointment, and consequent recrimination. He concludes that while

new technologies have broadened teachers’ instructional repertoires to a degree, they remain

relatively marginal to classroom practice, and are rarely used for more than a fraction of the

school week. Indeed, for scholars of school reform, this forms part of a much wider pattern of

largely unsuccessful attempts to change the structures of curriculum, pedagogy and assessment

at the heart of schooling. Cuban (1986, pp. 81-82) argues that the characteristic features

of “teacher-centred instruction” evolved in the face of “the implacable reality that policy

makers institutionalised over a century ago”. In this reality, “a teacher is required to face thirty

or more students in a classroom for a set period of time, maintain order, and inspire the class

to learn content and skills mandated by the community”. Cuban refers to this as “the DNA of

classroom life”. It forms part of what Tyack and Tobin (1994, p. 454) term “the grammar of

schooling”. These evocative metaphors seek to convey the way in which schooling has a core

structure encoded in the three Cs of classroom, curriculum and certification. Such a system,

suggests Cuban (2001, p. 830), is capable of no more than a slow “incrementalism [which] will

only marginally reshape the deeply entrenched structures”.

Critiquing this line of argument, Papert (1997) objects that it simply describes the “defense

mechanisms” of schooling which serve to “frustrate reform” (p. 418). These mechanisms,

Papert argues, “are concomitants rather than causes of [its] stability” (p. 419). What is agreed

on both sides, however, is that while innovations set out to change schooling, a reciprocal

process unfolds in which schooling changes innovations. This has led Papert towards a “shift

from a stance of reform to a stance of evolution” (p. 418). He argues that “the most insightful…

teachers working in conventional schools understand what they are doing today. [as] not being

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the ideal they wish for”. He suggests that “as ideas multiply and as the ubiquitous computer

presence solidifies, the prospects of deep change become more real” (p. 423). In particular, he

sees the day-to-day classroom work with computers of these teachers as the seeds from which

such change will grow.

Indeed, contemporary theories of educational change, just like those of technological

innovation, acknowledge how these processes are shaped by the sense-making of the agents

involved (Spillane, Reiser & Reimer, 2002). Accordingly, conceptualisations of how teachers

use curriculum materials have advanced beyond rather limited views of teachers as simply

following or subverting such materials, to more sophisticated perspectives encompassing

teacher interpretation of, and participation with, curriculum materials (Remillard, 2005).

Teachers necessarily incorporate the use of such materials into wider systems of classroom

practice, so that the designs of curriculum developers turn out, in the words of Ball and Cohen

(1996, p. 6), “to be ingredients in – not determinants of – the actual curriculum”. Hence,

examining teacher response to new technologies, Kerr (1991; p. 121) has argued: “If

technology is to find a place in classroom practice it must be examined in the context of

classroom life as teachers live it”.

This paper follows that injunction towards a more naturalistic perspective on technology

integration. In particular, it seeks to make visible the ‘practical theory’ (Deaney, Ruthven &

Hennessy, 2006; Kroath, 1989) and ‘craft knowledge’ (Brown & McIntyre, 1993; Ruthven,

2002a) that frame teachers’ thoughts and actions. These terms draw attention to important

characteristics of teachers’ professional knowledge and thinking: strongly moulded by, and

closely fitted to, the practice of teaching and its setting; largely developed through (often

unconscious, sometimes reflective) adaptation in response to experience. While recent work

within this tradition has tended to celebrate idiosyncratic aspects of such knowledge and

thinking, and emphasised their embedding in personal narrative (Kennedy, 1999; Munby,

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Russell & Martin, 2001), the research to be presented here highlights commonalities, first in

the collective representations underpinning such knowledge and thinking, and then in the

structuring features which shape them.

The particular focus of this paper will be on mathematics teaching. That reflects not only the

audience for which the paper was originally written1, but the substantial attention which

mathematics has received in the research literatures both on classroom practice and on

technology integration. However, from research covering several curriculum areas in which I

have recently been involved (such as Deaney et al., 2006; Hennessy, Deaney & Ruthven, 2005;

Hennessy, Ruthven & Brindley, 2005; Ruthven, Hennessy & Brindley, 2004; Ruthven,

Hennessy & Deaney, 2005b), my sense is that the broad thrust of the argument to be developed

here goes beyond this specific subject. Rather, mathematics is a particularly telling example

because it was one of the first areas of the curriculum where interest developed in the potential

of computing. Consequently, it is one where there has been an unusually longstanding and

substantial investment in providing computer tools, developing educational resources, and

encouraging teachers to use them. Nevertheless, as recent TIMSS studies evidence (Mullis et

al., 2004; Ruthven, in press), there is still little pervasive use of computers in school

mathematics.

References

Armstrong David G. & others P. (1981). Education An Introduction, New York,

Macmillan Publishing INC.

Bassett T. Robert. (1978). Education for the Individual, New York, Harper and Row

Publishers.

Q.3 Among development psychologist Jean Piaget has influenced the learning

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process the most .Write down the implications of his stage development theory on

designing teaching with examples?

Jean Piaget's theory of cognitive development suggests that children move through four

different stages of mental development. His theory focuses not only on understanding how

children acquire knowledge, but also on understanding the nature of intelligence.1 Piaget's

stages are:

• Sensorimotor stage: birth to 2 years

• Preoperational stage: ages 2 to 7

• Concrete operational stage: ages 7 to 11

• Formal operational stage: ages 12 and up

Piaget believed that children take an active role in the learning process, acting much like little

scientists as they perform experiments, make observations, and learn about the world. As kids

interact with the world around them, they continually add new knowledge, build upon

existing knowledge, and adapt previously held ideas to accommodate new information.

The Stages

Through his observations of his children, Piaget developed a stage theory of intellectual

development that included four distinct stages:

The Sensor motor Stage

Ages: Birth to 2 Years

Major Characteristics and Developmental Changes:

• The infant knows the world through their movements and sensations

• Children learn about the world through basic actions such as sucking, grasping,

looking, and listening

• Infants learn that things continue to exist even though they cannot be seen (object

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permanence)

• They are separate beings from the people and objects around them

• They realize that their actions can cause things to happen in the world around them

• During this earliest stage of cognitive development, infants and toddlers acquire

knowledge through sensory experiences and manipulating objects. A child's entire

experience at the earliest period of this stage occurs through basic reflexes, senses,

and motor responses.

• It is during the sensorimotor stage that children go through a period of dramatic

growth and learning. As kids interact with their environment, they are continually

making new discoveries about how the world works.

• The cognitive development that occurs during this period takes place over a relatively

short period of time and involves a great deal of growth. Children not only learn how

to perform physical actions such as crawling and walking; they also learn a great deal

about language from the people with whom they interact. Piaget also broke this stage

down into a number of different substages. It is during the final part of the

sensorimotor stage that early representational thought emerges.

• Piaget believed that developing object permanence or object constancy, the

understanding that objects continue to exist even when they cannot be seen, was an

important element at this point of development.

• By learning that objects are separate and distinct entities and that they have an

existence of their own outside of individual perception, children are then able to begin

to attach names and words to objects.

The Preoperational Stage

Ages: 2 to 7 Years

Major Characteristics and Developmental Changes:

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• Children begin to think symbolically and learn to use words and pictures to represent

objects.

• Children at this stage tend to be egocentric and struggle to see things from the

perspective of others.

• While they are getting better with language and thinking, they still tend to think about

things in very concrete terms.

The foundations of language development may have been laid during the previous stage, but

it is the emergence of language that is one of the major hallmarks of the preoperational stage

of development.3

Children become much more skilled at pretend play during this stage of development, yet

continue to think very concretely about the world around them.

At this stage, kids learn through pretend play but still struggle with logic and taking the point

of view of other people. They also often struggle with understanding the idea of constancy.

For example, a researcher might take a lump of clay, divide it into two equal pieces, and then

give a child the choice between two pieces of clay to play with. One piece of clay is rolled

into a compact ball while the other is smashed into a flat pancake shape. Since the flat

shape looks larger, the preoperational child will likely choose that piece even though the two

pieces are exactly the same size.

The Concrete Operational Stage

Ages: 7 to 11 Years

Major Characteristics and Developmental Changes

• During this stage, children begin to thinking logically about concrete events

• They begin to understand the concept of conservation; that the amount of liquid in a

short, wide cup is equal to that in a tall, skinny glass, for example

• Their thinking becomes more logical and organized, but still very concrete

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• Children begin using inductive logic, or reasoning from specific information to a

general principle

While children are still very concrete and literal in their thinking at this point in development,

they become much more adept at using logic.2 The egocentrism of the previous stage begins

to disappear as kids become better at thinking about how other people might view a situation.

While thinking becomes much more logical during the concrete operational state, it can also

be very rigid. Kids at this point in development tend to struggle with abstract and

hypothetical concepts.

During this stage, children also become less egocentric and begin to think about how other

people might think and feel. Kids in the concrete operational stage also begin to understand

that their thoughts are unique to them and that not everyone else necessarily shares their

thoughts, feelings, and opinions.

The Formal Operational Stage

Ages: 12 and Up

Major Characteristics and Developmental Changes:

• At this stage, the adolescent or young adult begins to think abstractly and reason

about hypothetical problems

• Abstract thought emerges

• Teens begin to think more about moral, philosophical, ethical, social, and political

issues that require theoretical and abstract reasoning

• Begin to use deductive logic, or reasoning from a general principle to specific

information

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive

reasoning, and an understanding of abstract ideas.3 At this point, people become capable of

seeing multiple potential solutions to problems and think more scientifically about the world

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around them.

The ability to thinking about abstract ideas and situations is the key hallmark of the formal

operational stage of cognitive development. The ability to systematically plan for the future

and reason about hypothetical situations are also critical abilities that emerge during this

stage.

It is important to note that Piaget did not view children's intellectual development as a

quantitative process; that is, kids do not just add more information and knowledge to their

existing knowledge as they get older. Instead, Piaget suggested that there is

a qualitative change in how children think as they gradually process through these four

stages.4 A child at age 7 doesn't just have more information about the world than he did at age

2; there is a fundamental change in how he thinks about the world.

References

Bloom, B.S. et-al. (1956). Texanomy of Educational Objectives Handbook: Cognitive

Domain, New York, McKay

Clifford, M.M. (1981). Practicing Educational Psychology Boston. Houghton, Mifflin Co

Q.4 How does psychology help teachers to make their teaching strategies effective?

Classroom is a world where uncertainty prevails as a teacher is never sure which student will

show up. School day may be full of interruptions and unforeseen events. To deal with these,

teacher takes decisions and in this regard psychology helps the teacher especially in choosing

the instructional strategy.

These instructional functions are as:

1) Daily review and checking homework

2) Presentation

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3) Guided practice

4) Correctives and feedback

5) Independent practice (seat work)

6) Weekly and monthly review

Educational psychology is social science which tries to explain teaching learning process. It

tries to solve the problems involved in scientific basis. Teaching strategies are used to

accomplish goals, i.e. desirable ends. Educational goals primarily deal with learning, memory

and transfer of cognitive, social and moral behaviours. Due to increasing effectiveness, it is

recommended that teacher should formulate objectives and goals within scientific problem

solving framework and teaching strategies should be selected accordingly. Effective

instruction is more than effective lectures. Carroll (1983) describes teaching in terms of

management of time, resources, and activities to ensure student learning.

The model proposed by Carroll has five elements:

1) Aptitude: Students general abilities to learn

2) Ability to understand instruction: It is students’ readiness to learn a particular lesson. This

relates to abilities, but also to the knowledge of pre-requisite skills or information needed to

understand the lesson.

3) Perseverance: The amount of time students is willing to spend on learning. Perseverance is

mostly product of student’s motivation.

4) Opportunity: The amount of time allowed for learning. Opportunity relates to the amount

of time teachers spend on teaching a particular skill or concept.

5) Quality of Instruction: The effectiveness with which a lesson is actually delivered. Quality

of instruction is high if students learn the material presented to them according to abilities

and level of prior knowledge and skills.

Carroll discussed these elements in terms of

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(1) time actually spent on learning and

(2) time needed to learn, and established following relationship. Degree of Learning = f (time

spent/Time needed).

Carroll mixes two kinds of elements:

(1) those that are directly under the control of the teacher

(2) those that are characteristics of student over which teacher has little control. Ability to

understand instruction depends upon partly on the quality of the student and partly upon

teacher. While opportunity (time) and quality of instruction are directly under the control of

teacher or school. To deliver effective lesson is the heart of teachers craft. Some aspects of

lesson presentation are learned on jobs. But psychologists have studied the elements which

contribute towards effective teaching. Effective teaching uses many methods and strategies.

Teacher may use discovery, direct instruction, discussion, cooperative learning or other

strategies. There are times when the most effective and efficient way to teach students is

direct instruction. In this teacher presents lesson information directly to students, structures

class time in such a way that already clearly defined objectives may be reached efficiently.

This strategy is useful when well defined subject matter is to be mastered. But not very

appropriate when deep conceptual change is objective or exploration and discovery are

objectives of instruction.

A brief detail of the parts of direct instruction are as follows:

1. State learning objectives and orient students and lesson

2. Review pre-requisite

3. Present new material

4. Conduct learning prob

5. Provide independent practice

6. Assess performance and provide feedback

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7. Provide distributed practice and review Another method of instruction is cooperative

learning. This refers to instructional methods in which students work together in small

groups. There are many different approaches in these methods. Most of the methods involve

students in four member mixed ability groups, but some use dyads while some use varying

size of group. An effective co-operative learning method is called Student

TeamsAchievement Divisions (STAD). According to Slavin (1994, p.288) STAD consists of

a regular cycle of teaching, cooperative study in mixed ability groups and quizzes, with

recognition or other rewards provided to teams whose members most exceed their own past

records.

Reference

Bloom, B.S. et-al. (1956). Texanomy of Educational Objectives Handbook: Cognitive

Domain, New York, McKay

Clifford, M.M. (1981). Practicing Educational Psychology. Boston. Houghton, Mifflin

Co.

Q.5 Culture is “a kind of social comment that consists of the characteristics habit,

ideals, attitude, beliefs and ways of thinking of a particular group of people’’. Discuss.

The word ‘culture’ has two distinct meanings. In popular usage it tends to refer to some sort

of “high” culture, reflecting minority tastes in such areas as music, performing arts and

literature. Thus a link is made with minority tastes, social position and elitism. It is more

technical usage, anthropologists and sociologists refer to culture in a descriptive but as far as

possible, value-free way. They considered Culture, more than a collection of mere isolated

bits of behaviour. It is the integrated sum total of learned behaviour traits which are manifest

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and shared by members of a society. A culture, as we have seen, defines an accepted way of

life in a society. Therefore, it suggests that such a way of life is preferred, or valued over any

other. Cultural norms provide guidance to individuals about what they ought or ought not to

do. Nevrtheless, it is hard to interpret the values of an individual, not to mention a society.

Sometimes an individual is described as “a highly cultured person”, meaning thereby that the

person in question has certain features such as his speech, manner, and taste for literature,

music or painting which distinguish him from others. Culture, in this sense, refers to certain

personal characteristics of a individual. However, this is not the sense in which the word

culture is used and understood in social sciences.

Sometimes culture is used in popular discourse to refer to a celebration or an evening of

entertainment, as when one speaks of a ‘cultural show’. In this sense, culture is identified

with aesthetics or the fine arts such as dance, music or drama. This is also different from the

technical meaning of the word culture.

Culture is used in a special sense in anthropology and sociology. It refers to the sum of

human beings’ life ways, their behaviour, beliefs, feelings, thought; it connotes everything

that is acquired by them as social beings.

Culture has been defined in number of ways. There is no consensus among sociologists and

anthropologists regarding the definition of culture. One of the most comprehensive

definitions of the term culture was provided by the British anthropologist Edward Tylor. He

defined culture as ” that complex whole which includes knowledge, belief, art, morals, law,

custom and any other capabilities and habits acquired by man as a member of society”.

There are some writers who add to this definitions some of the important” other capabilities

and habits” such as language and the techniques for making and using tools. Culture consists

of all learned, normative behaviour patterns – that is all shared ways or patterns of thinking

and feeling as well as doing.

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Some of the thinkers include in culture only the nonmaterial parts. For instance, Sutherland

and Wood word say, “If culture exists only where there is communication then the content of

culture can be ideas or symbol patterns. Culture is then an immaterial phenomenon only, a

matter of thoughts and meanings and habits and not of visible and touchable material things

or objects”.

The “material elements that are made and used in accordance with socially inherited

tradition” should be called culture objects. Others include in culture all the major social

components that bind men together in society. For instance, the British anthropologist

Malinowski included ‘inherited, artifacts, implements and consumer goods’ and ‘social

structure’ within his definition of culture.

It is, Cooley, Argell and Car say,

“The entire accumulation of artificial objects, conditions, tools, techniques, ideas, symbols

and behaviour patterns peculiar to a group of people, possessing a certain consistency of its

own, and capable of transmission from one generation to another.”

Some of the other important definitions of culture are as follows. “Culture is the expression

of our nature in our modes of living and our thinking. Intercourse in our literature, in religion,

in recreation and enjoyment, says Maclver.

According to E.A. Hoebel,

“Culture is the sum total of integrated learned behaviour patterns which are characteristics of

the members of a society and which are therefore not the result of biological inheritance.”

“Culture is the complex whole that consists of everything we think and do and have as

members of society”, says Bierstedt. “Culture is the total content of the physio-social, bio-

social and psycho-social universe man has produced and the socially created mechanisms

through which these social product operate”, According to Anderson and Parker.

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Mlinowlski defines culture” as the handiwork of man and the medium through which he

achieves his ends.

1. Learned Behaviour:

Not all behaviour is learned, but most of it is learned; combing one’s hair, standing in line,

telling jokes, criticising the President and going to the movie, all constitute behaviours which

had to be learned.

Sometimes the terms conscious learning and unconscious learning are used to distinguish the

learning. For example, the ways in which a small child learns to handle a tyrannical father or

a rejecting mother often affect the ways in which that child, ten or fifteen years later, handles

his relationships with other people.

Some behaviour is obvious. People can be seen going to football games, eating with forks, or

driving automobiles. Such behaviour is called “overt” behaviour. Other behaviour is less

visible. Such activities as planning tomorrow’s work (or) feeling hatred for an enemy, are

behaviours too. This sort of behaviour, which is not openly visible to other people, is called

Covert behaviour. Both may be, of course, learned.

2. Culture is Abstract:

Culture exists in the minds or habits of the members of society. Culture is the shared ways of

doing and thinking. There are degrees of visibility of cultural behaviour, ranging from the

regularised activities of persons to their internal reasons for so doing. In other words, we

cannot see culture as such we can only see human behaviour. This behaviour occurs in

regular, patterned fashion and it is called culture.

3. Culture is a Pattern of Learned Behaviour:

The definition of culture indicated that the learned behaviour of people is patterned. Each

person’s behaviour often depends upon some particular behaviour of someone else. The point

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is that, as a general rule, behaviours are somewhat integrated or organized with related

behaviours of other persons.

4. Culture is the Products of Behaviour:

Culture learnings are the products of behaviour. As the person behaves, there occur changes

in him. He acquires the ability to swim, to feel hatred toward someone, or to sympathize with

someone. They have grown out of his previous behaviours.

References

Morris, Charles. (1976). The School and Cultural Development, Quoted in Zais, R.S.

Curriculum: Principles and Foundations. New York. Harper and Row Publishers.

Muessing. (1976). Curriculum and Culture Sydne, Quoted in Zais R.S. Curriculum:

Principles and Foundations. New York. Harper and Row Publishers.

Course : Foundation of Education

Code : 6411

Semester: Spring, 2021

Level: B.Ed/ADE

ASSIGNMENT No. 2

Q.1 Objectives and evaluation are interlinked together .Elaborate

When one is evaluating anything, it is always best to write down the evaluation criteria in

advance. In this way, when you need a car to take the kids to school, you are not seduced by

the sports car in the show room! The same rule carries across to measured business decisions,

and indeed forms a core part of the “objective” scientific method.

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Evaluation has no direct outcome, just the gaining of information. So the objective of the

evaluation could be classified as information. A further step is then required to actually

decide on and purchase a sensible car for the school run, taking all factors into account such

as cost, safely and fuel economy, which you have presumably elucidated in your evaluation.

Scientific research sets-down formal objectives e.g. we want to measure gravitational waves.

What follows in the scientific method are a series of evaluations (i.e. experiments) to best

determine how this can be done.

So evaluations are a key mechanism in achieving objectives including the very sensible end-

of-the-day evaluation “Have we reached our objective?”. You should find this question

answered in the conclusions section of all scientific papers.

Objectives are the “goal”; evaluations form part of the strategy that control other more active

phases, such as building a new scientific instrument when the previous one was evaluated as

not sensitive enough to measure gravitational waves.

Aims of education are a means to attain goals of life while objectives are a means to attain the

aims of education. The day-to-day activities, processes and events lead to attainment of

specific objectives. These specific objectives form the basis of attaining long-term goals. For

example, suppose the teacher taught the economic policy of privatization and then conducted

a debate on whether privatization is desirable or not.

The learners, who think critically, come forward and give their views today and every time

such opportunities are offered, their aim of education to develop critical thinking and

communication skills is achieved. When children from different caste, region and religion sit

in one class and behave as one group, it leads to development of respect for diversification.

This opinion that there is need for specificity in objectives led to shift from nouns to action

verbs. Instead of saying student will have knowledge, understanding, appreciation etc. we say

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that learner will be able to define, give meaning, identify, distinguish between, compare,

establish relationships etc.

Objectives of education are classified into two:

1. Enabling objectives, and

2. Terminal objectives.

This classification is based on time frarne within which they can be realized and their organic

linkages with education processes. The terminal for one process is actually the enabling for

the process as education is a life-time process. Objectives are realized in the form of learning.

It is also possible that objectives are not determined, but are judged after the teaching-

learning process. Examples of such methods are play way methods, Heuristic methods of

teaching, Suchman’s Enquiry Training Model of teaching.

When we evaluate the success of any teaching-learning process, it is done highly with

reference to objectives. However, children learn many things out of the classroom, in co-

curricular activities and in informal set up. Their evaluation is difficult as objectives are not

predetermined. Sometimes qualitative approaches prove better in evaluation process rather

than well defined behavioural goals. In nutshell, we can say that objectives are of great value

in measuring, interpreting, judging and evaluating the accountability and success of school

policies and classroom processes.

Thalheimer, the report’s author and principal at Work-Learning Research, coined the term to

describe a measurable outcome that is desired as the result of training. Examples he cites on

his blog include “In the ‘Change-Management Simulation’ the learner will score 65 points

out of a total possible of 90,” and “The learner will initiate a change effort within one month

after the training ends and be successful in getting 75% of his/her colleagues to sign a public

statement of support for the effort.”

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These offer relevant activities that a learner can undertake. The activities apply the training.

The desired result is clear—and can be measured. The data gathered can then inform

instructional designers (and the learners’ managers) whether the training is effective. Can the

person perform the stipulated task? Has performance improved since training was completed?

Thalheimer wrote that objectives focused on the big picture—job performance and business

goals—are more relevant and therefore learners see them as valuable. In addition, they

provide data that can be used to improve eLearning and drive impactful goals.

Evaluation objectives complement learning objectives

Evaluation objectives and learning objectives serve different purposes, but they might capture

some of the same elements of learning.

“Before we even create a list of learning objectives, we should create a list of evaluation

objectives,” Thalheimer wrote in the report. This allows evaluation to be “baked into our

design and development process.”

Learning objectives are often written in broad terms; they stipulate that learners be able to

describe or explain or determine something. While a learner might be able to meet these

objectives, the results are difficult to measure. They are highly subjective and abstract. They

might serve to focus learners on specific aspects of the material or tell learners how they will

be expected to apply the material. Other learning objectives guide the design of the

eLearning.

An evaluation objective can focus those goals and wrap them in measurable outcomes; a

particular score on a test or a quantifiable boost in performance or reduction in errors or

safety incidents.

Not all learning objectives are aimed at learners; some provide information for the

instructional designers and the organizations—the managers and executives requesting and

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evaluating the eLearning. Evaluation objectives fall into this category. Learners might never

see them.

Reference

Hussen, P.H.et. (1984). Child Development and Personality. 6th Edition. Harpr & Row

Publishers.

Joyce, B and Weil. (1986). Models of Teaching, 3rd edit. Engle-wood M.Cliffs N.J.

Prenctice – Hall.

Q.2 Discuss the awakening movements in Muslims of the sub-continent during the

British periods?

The Aligarh Movement was the push to establish a modern system of education for

the Muslim population of British India, during the later decades of the 19th century. The

movement's name derives from the fact that its core and origins lay in the city of Aligarh in

Northern India and, in particular, with the foundation of the Muhammadan Anglo-Oriental

College in 1875. The founder of the oriental college, and the other educational institutions

that developed from it, was Sir Syed Ahmed Khan. He became the leading light of the wider

Aligarh Movement.

The education reform established a base, and an impetus, for the wider Movement: an Indian

Muslim renaissance that had profound implications for the religion, the politics, the culture

and society of the Indian sub-continent.

The failure of the Revolt of 1857 saw the end of the Mughal empire and the succession of the

British. The Muslim society during the post mutiny period was in a deteriorating state. Sir

Syed Ahmad Khan found the Muslim society to be educationally, social and culturally

backward. He blamed the prevailing education system for the degrading state of the Muslim

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society. This led Sir Syed to initiate a movement for the intellectual, educational, social and

cultural regeneration of the muslim society. This movement came to be known as the Aligarh

movement after Sir Syed established his school at Aligarh which later became the centre of

the movement.

The Aligarh Movement introduced a new trend in Urdu literature. Sir Syed Ahmad Khan and

his association left the old style of writing in the Urdu language, which was rhetorical and

academic, and started a simple style which helped Muslims to understand the main purpose

of the movement. Sir Syed Ahmed was the central figure behind this awakening.

• In 1859, Sir Syed established Gulshan School at Muradabad. In 1863 he founded the

Victoria School at Ghazipur.

• Sir Syed founded the Translation Society in Ghazipur in 1863 to translate major works in

the field of sciences and modern arts into Urdu. It was later renamed as the Scientific

Society and moved to Aligarh. The Society released two journals - The Aligarh Institute

Gazette and the Tehzeeb-ul-Akhlaq, known as the Mohammedan Social Reformer in

English.

• In 1866 the British Indian Association was established at Aligarh with the intention of

addressing the political needs of the people.

• The Bihar Scientific Society was established by Syed Imdad Ali in Muzaffarpur in 1868.

The society also launched a fortnightly newspaper, Akhbarul Akhyar.

• The Bihar Scientific Society and Bhumihar Brahman Sabha together established a

College in Muzaffarpur on July 3, 1899.This is now known as Langat Singh College.

• In 1875 Sir Syed and Moulvi Samiullah Khan established a madarsa Madrasatul Uloom

Musalmanan-e-Hind in Aligarh in his bungalow. The school had a primary section and a

senior section known as Muhammadan Anglo-Oriental Collegiate School.

• Two years later, in 1877, the school was converted into the Muhammadan Anglo-Oriental

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College.

• In 1877 the foundation of Lytton Library was laid by Lord Lytton for the students of

MAO College. It was renamed as the Maulana Azad Library after Independence.

• A debating club was founded at MAO College by Sir Syed in 1884. It was

renamed Siddons Union Club after its first principal Henry George Siddons. It came to be

known as Muslim University Union after the college became a university.

• In 1886 Sir Syed founded the Muhammedan Educational Congress, an organisation to

reform and educate Indian Muslims. Its name was changed to All India Muhammadan

Educational Conference in 1890.

• Sir Syed founded the United Patriotic Association in 1888 along with Raja Sivaprasad of

Beneras to promote political co-operation with the British and ensure Muslim

participation in the British Indian Government.

• In 1889 Sahabzada Aftab Ahmad Khan established Duty Society or Anjuman-Al-Farz to

support the poor and needy students of the Mohammadan Anglo Oriental (MAO)

College.

• In 1890 Mohsin-ul-Mulk founded Urdu Defence Central Committee later renamed

to Urdu Defence Association for the advocacy of Urdu.

• To promote the political interests of the Muslims before the British Government,

the Muhammedan Anglo-Oriental Defense Association was established in 1893.

• In 1893 the Muhammedan Educational Conference established Anjuman-i Taraqqi-i

Urdu for the promotion of Urdu. The first anjuman was held in Delhi with Thomas

Walker Arnold as its president and Shibli Nomani its secretary.

• After the death of Sir Syed in 1899, the Old Boys Association was formed at Aligarh to

generate support for the Aligarh Movement. [19] Maulvi Bahadur Ali was the founding

secretary of the association.

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• Sir Syed Memorial Fund was established by Sahabzada Aftab Ahmad Khan in 1899 to

raise MAO College to a university.

• In 1901 Mohammadan Political Organisation was founded by Nawab Waqar-ul-Mulk to

present Muslim grievances before the government.

• Sheikh Abdullah launched the Urdu monthly magazine Khatoon in 1904 to promote

education of girls.

• In 1906 the All India Muslim League was founded to safeguard the rights of Indian

Muslims.

• In 1906 Sheikh Abdullah and his wife Wahid Jahan Begum established a small school for

girls known as Aligarh Zenana Madarsa in Aligarh.

• In 1914 Begum Sultan Jahan founded the All India Muslim Ladies Conference at Aligarh.

The Begum served as President of the Conference, while Nafis Dulhan Begum from

Aligarh was its Secretary.

• On October 29, 1920 Jamia Millia Islamia was established at Aligarh. It was later moved

to Delhi.

• On December 17, 1920 MAO College was granted the status of university and Aligarh

Muslim University was established. The Raja of Mahmudabad Mohammad Ali

Mohammad Khan was appointed the Vice-chancellor.

• In 1929, Zenana Madarsa became an Intermediate College and In 1930 the girl’s college

was converted into a Women’s College under the affiliation of Aligarh Muslim

University.

• A new constitution was drafted for the Muslim University Union in 1952 and it came to

known as the Aligarh Muslim University Students' Union

Reference

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Hayes, L.D. (1987). The Crises of Education in Pakistan, Lahore., Vanguard.

Kneller, George F. (Ed). (1987). Foundations of Education, New York. John Wiley and

Sons Inc.

Q.3 Describe the Objectives and salient features of Distance Education?

1. To provide an effective alternative path to wider opportunities in education and

especially in higher education:

There are different categories of potential learners. There are some who never been able to

enter into any institution of higher learning. There are some who just need additional

knowledge in a particular discipline. There are still others who are in need of refresher

courses to cope with the latest development in their perfection. For all of those there is need

for distance learning or correspondence education.

2. To provide an efficient and less expensive education:

Provision of universal schooling is beyond the means of our country. Increasing population

and limited resources is the predicament of our educational planners. It is difficult to divert

huge sums of money in a developing economy to match the required level of expansion for

traditional schooling. Distance education is the only practical alternative.

3. To provide education facilities to all qualified and willing persons:

The objective of correspondence courses is to provide education facilities to all qualified and

willing persons who are unable to join regular university and other courses due to various

reasons. For them, there is an incessant search for an alternative system and that system is

distance education.

4. To provide opportunities of academic pursuits to educated citizens willing to improve

their standard of knowledge:

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There are many learners, both young and adults, who cannot afford to join the face-to-face

system of education due to personal and professional responsibilities. For such type of

persons, some provisions have to be made through distance education. Hence, the objective is

to provide opportunities to improve the standard of knowledge and learning through

continuing education while in employment.

5. To provide education facilities to those individuals who look upon education as a life-

long activity:

Distance education facilities are needed for those individuals who look upon education as a

life-long activity or to acquire knowledge in a new area. Because lifelong education is

emphasized for all stages of life. In this context, the report of the National Policy on

Education, 1986 is worth- mentioning here.

The NPE-1986 says, “Life-long education is a cherished goal of the educational process. This

presupposes universal literacy. Opportunities will be provided to the youth, housewives,

agricultural and industrial workers and professionals to continue the education of their

choice, at the pace suited to them. The future thrust will be in the direction of open and

distance learning. ”

The distance learning system must be well-supported with instructional materials, and

suitable radio and television programmes in different areas of study. This correspondence

education or distance learning is becoming popular and being accepted as an alternative and

economical approach to our formal education system.

A learning framework dependent on formalized educating yet with the assistance of

electronic assets is known as eLearning. Here are the highlighted features of eLearning that

the best of eLearning organizations need:

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1. Collaboration Of Various Learning Tools

Mixed learning apparatuses enable you to oblige diverse adapting needs and inclinations.

You can offer online students up close and personal guidance combined with online,

preparing assets to improve the advantages. Just as to give self-guided, web-based, preparing

ways for the individuals who incline towards no concurrent online investigations. At times,

an LMS may highlight video conferencing instruments. This enables you to offer the best you

can from any place on the planet.

2. Strong Reporting With Customization

LMS reports give you a total picture of online student execution, commitment, and

fulfillment evaluations. You can discover how well they are faring amid intelligent activities.

View eLearning appraisal scores with the goal that you can suggest supplemental web-based

preparing assets, and guarantee that they are getting the data they have to accomplish the

ideal results.

3. Web-Based Business Support

One of the LMS highlights eLearning organizations should search for

is eCommerce coordination, which enables you to market your eLearning courses. This might

be done in installment portals, virtual shopping baskets, or item URLs. Another vital thought

is eCommerce LMS measurements. These reports enable you to follow changes, navigate

rates, and deals figures to improve your eLearning promoting procedure.

4. Brand Integration

It’s basic that your new LMS enables you to redo eLearning layouts and has different

advantages to pass on your image informing. This guarantees coherence, cohesiveness, and

validity. Accordingly, you fabricate brand dedication and grow your online student client

base.

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5. Online Course Catalogs

Your LMS needs to help online course lists. Ideally, with an implicit shopping basket choice,

so online students can rapidly buy the substance or select an eLearning course with the snap

of a catch. This, as well, ought to be completely adaptable. For instance, you can transfer

your own logo, designs, text style, types, and catch styles.

6. Self Registration

Online students examine your online course inventory and locate the perfect eLearning

course for their requirements. In any case, how would they book their spot and pay their

educational cost? Your LMS ought to have a self-enlistment or auto-select element, where

online students can join self-governing. Remember that a considerable lot of them are settling

on a brief instant choice.

7. Responsive Design Features

Current students need access to eLearning courses anytime, anyplace. Subsequently, you

need a Learning Management System that can convey portable inviting substance

immediately. All the more, one that offers everybody a similar survey involvement and gives

similar advantages. That implies your LMS needs responsive structure highlights.

8. Accreditation Support

Your LMS must offer affirmation support. For instance, the capacity to pick explicit online

preparing ways and consequently convey culmination testaments to effective online students.

You ought to likewise have the capacity to follow each component of your accreditation

course, from individual student advancement to a general diagram of how many individuals

have finished the eLearning course.

9. Natural User Interface

A Learning Management System isn’t of much esteem as you can’t utilize the LMS

highlights and capacities. That is why an LMS must be easy to use and instinctive. In a

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perfect world, it ought to have an assortment of dashboards that feature distinctive parts of

your eLearning course.

10. Availability Features

On the off chance of your planning to offer your eLearning courses to online students with

exceptional requirements, you ought to consider availability highlights. For instance, include

inscriptions and captions to suit online students who are hearing debilitated or sound

portrayals for the individuals who are outwardly hindered. It’s also quite smart to pick

an LMS which will allow you to provide useful online assets to your students worldwide.

Q.4 Whichever way we measure the noise, the Islamization of education in Pakistan

is still on papers. Discuss?

Education system in every state of the world in one way or the other is governed by certain

policies, plans or declarations. These education policies are developed on an ideological basis

at least for a predictable timeframe so that the upcoming generations may be taught in

accordance with the national needs and beliefs. The same is the case in context of Pakistan,

where the ideological base is essentially and historically provided by Islam as an ideology

derived from Islam teachings. Islam as code of life offers guidelines for all spheres of life. As

a religion it differs from the European mythology. It encompasses the totality of human life

and draws inspiration from Quran and Sunnah whereas two European approaches,

individualistic and socialistic, focus upon certain specific aspects of human life. That is why

the Islamic philosophy of life that vindicates the socio-economic, political, philosophical and

ethical foundations, significantly differs from any other existing religion or myth in the world

. Islamic system of education not only ensures the development of character needed for the

success in the life but also in the life hereafter. The importance of acquiring knowledge in

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Islam is obvious from the very first day of its beginning when Almighty Allah said that;

“Proclaim! (Read!) in the name of thy Lord and Cherisher, Who created- Created man, out of

a mere clot of congealed blood. Proclaim! And thy Lord is Most Bountiful. He Who taught

(the use of) the pen. Taught man that which he knew not”. This first revelation provided the

foundations for sound knowledge-based Muslim society. In the same way the Knowledge is

regarded as the symbol of honor and prestige for the human beings;“Allah exalts the believers

[among you] in proportion, as well as the ones endowed with knowledge, and Allah is all-

aware of what you do”. Finally; a distinction was made between the people who possess

knowledge and those without it; “Say (to them O Muhammad): Are those who know equal

with those who know not? But only men of understanding will pay heed”. There is need to

impart education to the youth of a generation so that the might be trained as per the needs and

requirements of the society. It has been acknowledged by educators throughout the world that

education serves a dual purpose, one for the individuals and one for society. Through proper

education, an individual’s potentials - physical, intellectual, moral, spiritual, and emotional

are drawn out, cultivated, and developed. Therefore, education system in Pakistan needs to be

reformed as per the requirements of people and the teachings of Islam. Purpose and scope of

the study

Pakistan has a consistent long history regarding documenting educational schemes and

strategies. Since its inception in 1947 several education policies and plans had been

envisaged to streamline and reinforce the system of education in the state. Every subsequent

ruler had criticized the previous efforts and proposed new plan for action during their regime.

Despite political differences and varied plan of actions islamization of education had

remained the common agenda for all the successive governments. Therefore, all the policies

and plans had made impressive and rhetoric claims for Islamization of education system. In

the present study a comparison is made between all such proposed measures and practical

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efforts initiated to materialize these endeavors.

Methodology

The present study aims at exploring the measures proposed by the successive Pakistani

governments and the corresponding efforts made to realize these proposed measures.

Therefore, data for this study was extracted from nine education policy documents of

Pakistan published during 1947-2009. Hence this study is “document analysis”, a method of

qualitative research in which different documents areanalyzed by the researchers to determine

the meaning and reality of the concept under study.

Policy Provisions for Islamization of Education in Pakistan

Pakistan emerged as independentstate in 1947 at the demise of colonial regime in south Asia.

Since the inception, education is being considered very important for the sovereignty,

stability and progress of Pakistan. That is why in his message to the participants of first

education conference in 1947 the founder of the nation said “there is no doubt that the future

of our State will and must greatly depend upon the type of education we give to our children

and the way in which we bring them up as future citizens of Pakistan”. At the time of

independence foremost issue was preservation and propagation of ideology Pakistan to the

next generations. Hence, according to Lingard&Ali, at that time it was essential to specify the

role of Islam in curriculum and instruction. Since, Pakistan came into being as a homeland of

Muslim Indians; the sentiments towards the position of Islam in education are always high.

The same question remained central to this date. Soon after the independence in 1947 an

educational conference was arranged by the government to layout fundamental guidelines for

the future educational policies. While addressing the conference Mr. FazlurRahman said;“I

consider it of vital importance that our education system should be animated and guided by

these principles”.

After the conference no significant progress was made towards the improvement of education

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system in Pakistan because of the tragic death of the father of the nation and political

instability during 1950s following the assassination of the first prime minister of Pakistan. In

1959 a commission was constituted to reform the existing system of education in the country.

The report of the National Commission on Education stated that; “Our educational system

must have to play important role for protecting those theories by which Pakistan came into

being. Struggle for Pakistan was actually shaping a path for the safety of Islamic way of life.

The people of Indo-Pak demanded a separate country only for living their lives freely

according to the Islamic values.” Therefore, the commission suggested that measures should

be adopted to educate the citizens in such a way that Islamic values and norms may be

inculcated among them to enable them to live their lives according to the teachings of Islam.

Moreover, the commission stressed upon enhancing religious education through schooling. It

was suggested that the religious education should be provided in three stages i.e. compulsory,

optional and research based. In the same way it was aimed to include Quraan (Nazira and

translation), Seerat-Un-Nabi, Muslim history and literature in curriculum for the elementary

and middle level students. For rest of the levels Islamic Studies was proposed as optional

subject.

References

https://iri.aiou.edu.pk/indexing/wp-content/uploads/2016/06/22-islamization-of-

education.pdf

Q.5 Narrating the brief background of discipline on campus, please suggest measures

to improve the situation?

“ Discipline is the bridge between goals and accomplishment”

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Discipline plays an essential role in keeping up a healthy social life. A disciplined life helps

to eliminate hindrances for growth and other confusions that stand in the way of success.

Since schools play an important part in character development and shaping behavior,

discipline in school is pivotal and of paramount importance.

Now, what is ‘discipline in school’? Every school will have a set of norms and codes of

conduct. School discipline is an arrangement of these specific implicit rules, conduct, and

behavior for keeping the students in check and making them efficient individuals.

In order to make the teaching-learning process effective and useful, the classroom

environment must be great and ideal. Discipline helps to create a healthy classroom and a

healthy classroom ensures discipline. It works both ways.

Today, we will be talking about 10 ways to improve discipline in school and how to maintain

discipline in school. Discipline in schools for students can be tricky to tackle but with these

ten tips, you can control it to an extent.

10 ways to Improve Discipline in School

1. Plan and Organize

Ensure that there is a routine and a rhythm in the classroom. This way, the students know

what to expect from the class and what is expected out of them.

On the off chance that there is no legitimate planning and proper organization in your

classroom, kids will feel exhausted and would begin to act mischievously.

You will see that classroom management is easy and better when the lessons are

appropriately planned when you have everything that you need for the class beforehand, and.

In addition to this, while conducting classes, always have a backup plan, consider things that

can go wrong, and have a plan B in place to make sense to the framework that you had in

mind.

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2. Resolve issues from the beginning

It is ideal to manage issues that spring up before they become too enormous to even consider

handling. You can address every single little issue occurring in the classroom.

This might be daunting in the beginning but, students need to feel that they are valued and

listened to, otherwise, they will cook up more mischiefs to attract attention. Handle problems

tactfully. A tiny slip-up in discipline issues can turn into a huge problem on the shoulder later

on.

3. Establish Proper Procedures in Place

The school should have a decent control procedure to keep the students in check. Proper code

of conduct, rules, and regulations must be followed.

Here, one thing that schools should keep in mind is to strike the right balance. You don’t

have to be too strict because there’s a chance of students becoming rebellious and that’s the

last thing that you need.

Adopt the method of controlled freedom both in classrooms and in the school altogether.

4. Explain the rules

Next to establishing the right procedures, the most important thing is to communicate the

procedure to your students. They must know what is expected out of them so that they can do

it accordingly.

Conduct orientation classes, explain the rules and regulations, and how you expect them to

behave within the classroom, within the school, and as a responsible adult. Do not patronize

the students.

5. Practice what you preach

The teachers, staff, management, everyone within the school must practice the code of

conduct that has been established by the school.

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As mentioned before, discipline in school can be tricky. Students are vulnerable and are at an

age where they are just beginning to learn what is right and wrong.

They look up to their teachers and elders. So, if there is a rule that says no phones in the

classroom, the teachers should also refrain from taking phones to the classroom.

Now that classes have moved online, you cannot say no to phones but you can say no to

phone calls and texting and the teacher should also adhere to this.

6. Make your classes interactive

When you make your classes interactive, the student engagement is better and they have less

time to be mischievous.

Make your classes interesting and engaging by including games, quizzes, animations, visual

aids, and likewise.

During online teaching, it is easier to incorporate animated videos and games with numerous

online teaching tools available.

7. Establish a connection with your students

When you create a good rapport with your students, they will be more disciplined and

understanding.

Mutual respect will help in bringing about harmony in your classroom. We have talked about

classroom management in detail in one of our previous blogs, if you have not read it yet, read

it here.

8. Reward good behavior

When you reward good behavior in the classroom, you are encouraging other students to

behave better.

They would put in an effort to become a better student and to be disciplined. You can create a

chart, reward them with stars, and in higher classes, you can change the rewards accordingly.

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9. Be fair

As a teacher, you should not be prejudiced or biased, you have to be fair. It is okay to have

favorites but do not be evident about it.

You should not involve favoritism while grading papers and assignments. Be fair and ensure

your students that efforts and growth matters and failures are just a stepping stone to success.

10. Be optimistic

Having a positive attitude can help with discipline in school. The students must not feel

hostile in the classroom.

They must feel at ease and that they have a room for expressing themselves. Being a positive

teacher will help you to achieve this in the classroom. There are different types of disciplines

in schools, you should focus on being fair and bringing up a generation that understands

values.

Types of Discipline in Campus

The three main types of discipline are:

1.Preventative Discipline

As mentioned above, teachers have to explain their expectations and set ground rules to

ensure discipline. Measures taken in prior to prevent any unacceptable behavior is called

preventative discipline.

2.Supportive Discipline

It is possible that the preventive measures do not work as perfectly as expected and things

may go wrong. At this point, the teachers may give warnings and show the students the right

way of doing things. This is called supportive discipline.

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3.Corrective Discipline

This comes after supportive discipline. When a student has failed to show any improvement

despite numerous efforts at supportive discipline, corrective disciplinary actions come into

play. Punishments such as suspension, and likewise fall under corrective discipline.

Conclusion

We have discussed 10 ways to improve discipline in school. When we talk about how to

maintain discipline in school, it is important to understand that it is a two-way road.

You have to be a role model for the students so that they can pick up the good things from

you. Exemplary teachers observe their students and the classroom and adapt tips and

strategies to ensure that they implement best practices that work in their classrooms.

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