Professional Documents
Culture Documents
Tools of inquiry 1. Social theory 2. Schooling 3. Training 4. Education 5. Political economy 6. Ideology 7. Analytic framework
4. Games and simulation 5. Incentive schemes 6. Individualised learning 7. Modules 8. Open-plan teaching 9. Peer teaching 10. Programmed learning 11. Resource centres 12. Study centres 13. Teachers centres 14. Team teaching Requirements of a self-instructional module Clearly stated objectives Clear instruction to the pupil Short learning sequences followed by evaluation exercises and feedback General revision material with practice exercises Completion tests which assess the pupils knowledge of the whole module Suggestions of remedial work for pupils who fail a module test Better value for money Accountability Auxiliary school personnel Correspondence Educational broadcasting The extended school day The extended school year Performance contradicting Shift systems Some non-teaching duties performed in schools Assisting in mathematics drill Assisting pupils with special needs Care of the school buildings Dictating spelling lists Doing office work Helping in the library, resource centre Keeping records Listening to childrens oral reading Looking after children fall sick or are injured in school Marking objective types of tests Messenger duties Preparing teaching materials Reading pupils Supervising detention
Supervising and maintaining technical equipment Supervising playground activities Supervising school lunches
The problem of innovation The usuitability of curricula and methods The shortage of teaching equipment Teaching which is too theoretical Teachers who are underqualified Poor administration in the schools Overcrowded classes All the factors that militate against serious teaching Four factors emerge as essential for successful innovation: 1. Participation 2. Official support 3. Adequate preparation of teachers and materials 4. Realistic objectives
Essentials for successful innovation Adequate participation Support Sufficient preparation Clear identification Obstacles to innovation Geographical factors Historical factors Economic factors Procedures difficulties Personal
Chapter3: School management Unit1: How the past has shaped the future
1. The school as tribal center 2. The school as factory 3. The school as hospital The problem defined To establish high standards for performance and deportment and then to reward those who comply the form of dropout, expulsions, and discipline referrals.
The schools eventually abandoned their experimental programs. Why largely because they found the norms and procedures used to support the selecting and sorting function almost impossible to resist. Anonymity is not, however, a foundation for building the kind of moral base that will sustain a sacred profession. The first, and most specious, response to argue that teachers have become lazier or more imcompetent than teachers in the good old days The parents will choose schools that best suit the needs of their children or are consistent with parents value.
The pedagogical cycle: 1. Structure 2. Question 3. Respond 4. React Clarity and academic structure: 1. Objectives 2. Review 3. Motivation 4. Transition 5. Clarification 6. Examples 7. Direction 8. Enthusiasm Reaction or productive feedback: 1. Praise 2. Acceptance 3. Remediation 4. Criticism