Educational Management

Ms. Ashima V. Deshmukh Dr. Anju P. Naik

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PREFACE

The book is intended for teachers and students at the graduate level in education and postgraduate students of educational management.

The chapterisation of the book goes from basics to the complexities of management.

The entire gamut of education at the institutional level is a huge area of study and an industry. The business of educational management needs to be scientific in its approach and also keeps in mind the cost benefits of the entire process of educational activity. It is thus mandatory for every member of the educational institute to understand, apply and modify the management concepts, processes, and products.

The quality of educational outcomes is directly the consequence of management of the institution. The leaders and the human resources cannot be undermined as merely recruits or staffs to transact the curriculum which culminates in examinations. The leaders and the teachers are invaluable resources whose contributions make the future of a nation and are the light of mankind. The vision of leadership, the democratic environment of the institution, leadership skills, educational administration are all subjects of study and research in educational management.

The book is split into five sections for the purpose of segregating similar topics and

the gradual development of the subject of educational management.

The first section is management and contains three chapters which delve about

management, educational management and application of systems approach to it. The first chapter of the book is the fundamentals of management upon which the remaining content is elaborated subsequent chapters. The following chapters unfurl each aspect of management keeping in view of education and its management functions. The movement of the topics vary from institutional planning to modern trends in educational management which may have not yet been included in curriculum of teacher education course, but nevertheless make it an introductory reading for the future teachers.

The second section of the book titled “Organizational Management” is covering the chapters about the organizational climate, democratic environment of the organization, and effective classroom management. In the chapter five, which is about the role of leader for effective performance and job satisfaction, there is a special mention about participatory management with the reference of the books by Peter Senge, the author of the books “Organizations That Learn” and the second book “The Fifth Discipline: The Art and Practice of the Learning Organization”. The chapter on staff meetings reflects the democratic functioning of the organization.

The third section of the book concentrates on institutional planning and other aspects

where planning is important. This aspect is also linked to event management and networking between institutions. The book has added a chapter on a very important aspect of management in terms of sustainability that is about Green Institutions with reference to Carbon credits and energy saving. The institutional quality is a new aspect of modern management in educational institutions of which institutions are aware of submitting the self-assessment repot for quality assurance of institution. Hence, the institutional quality criteria

and the grid is of importance to the teachers as well as the heads of the institution. The ranking of institutions is today a part of branding which indirectly enhances performance.

The fourth section is containing chapters which are related to data, evidences and records. The basis of evaluations of the success of any programme depends on the evidences gathered that has manifested as outcomes of the executed teaching-learning activities. The evaluations are also done through appraisals of the educational programme and the human resources involved. The authors have included appendices of questionnaires or grids for the users to measure institutional quality/performances, etc.

The fifth section of the book focuses on the administrative aspect of educational

management which includes the national bodies concerned for the same. It also includes chapters for state level administration, the Secondary School Code of Maharashtra state. This section provides a framework of the educational structure, their functions and benchmarks. A chapter is included to make aware the student-teachers of the characteristics of different boards at national, state and international level, with special reference to the International Baccalaureate system of education that pervade all the corners of India today. The chapter also includes information about the national open school system for the purpose of awareness.

The last section is different in the sense that it consists of only one chapter referring to the modern trends in management which has also influenced educational management. It starts with an oriental trend that has kept the Indians always inspired in management, has the Westerner thoughts turning towards oriental wisdom in management. And lastly there is an inclusion of humanistic approach to management in education as “Appreciative Inquiry” in management, which has been adopted very well in industries. It has the philosophy of humanism in a connected world, and empowers its readers to face post modernism positively. There have been limitations to include many unmentioned aspects in the book due to the size and the nature of target group for which the book has been compiled.

The new trends will also keep abreast the reader and the book presents a forward lookingness in its perspective as well as the culture to which we belong.

Each chapter at the beginning includes the objectives of learning, and the subtopics,

while there are questions to review the chapter at the end of it. These exercises will help to prepare for examinations as well as for the practice of management in educational institutions. The appendix section of the book also provides some questionnaires that can be directly used by student-teachers, college teachers for survey or action research in Indian educational set up.

Every chapter also has a comprehensive list of references and internet links to resources with the access dates and also an extra reading for the users.

A glossary of management terms are also provided to avoid ambiguity and the scope of the words used. The figures are representations of the textual content in a graphic form to make affecting factors of a phenomenon explicit or establish a schema of relationships.

The authors have been into teaching the educational management for several years and felt the dire need to provide its students with an almost well organized book covering most of the topics in educational management. The style of writing has been elaborate according to the weightage given to different topics while brevity has been used in topics which are easier to understand.

Authors

ABOUT THE COVER PAGE

The cover page is the 3D triangle which reflects the Magic Sierpinski Triangle. Its

order dependent on randomness highlighting the iterative nature of representation which is very much reflected in management as a discipline. The fact that management is iterative can very well be understood through the cover design. This design is called Sierpinski’s Triangle (or gasket), after the Polish mathematician Waclaw Sierpinski who described some of its interesting properties in 1916. Among these is its fractal or self-similar character. The large blue triangle consists of three smaller blue triangles, each of which itself consists of three smaller blue triangles, each of which represents, a process of subdivision which could, with adequate screen resolution, be seen to continue indefinitely. Fractals and self-similarity are of considerable interest in their own right. The elegant order of Sierpinski’s Triangle is, in the construction, fundamentally dependent on randomness. Randomness plays a key role in lots of forms of order (our own existence, for example, as an outcome of an evolutionary process and post-modern society), a central (and desirable) role in lots of our own behaviour and behavioural strategies, and, almost certainly, an essential role in our trying to make sense of both the universe and ourselves, especially in the field of management. The shape of triangle indicates that all systems always move towards restoration from disturbances, or maintain homeostasis. The inherent nature of management always follows the same rule which is reflected in the figure of Sierpinski Triangle.

Ms. Ashima Deshmukh and Dr. Anju Naik. February 2010.

ACKNOWLEDGEMENT

A thank is a small word with tall meaning. First and the foremost, we would wish to

thank the Almighty God without whose blessing the task of writing a book and successfully completing it would have not been possible.

The exuberance on completion of this first book is accomplished with a deep sense of

gratitude goes to our families and relatives, who were always with us to encourage and support us in all respects. We wish to dedicate this book to our families whose constant encouragement has made writing of this book a reality. The subject of management has been an area of great interest to us and when it was formally introduced at the graduate level in teacher education with the management aspect, the need for a book to cater to student-teachers become more demanding. The subject continues to enjoy a status of a general paper even at the postgraduate level. The inspiration is beyond doubt from our institutions where we have taught educational management at Smt. Kapila Khandvala College of Education, and K.J. Somaiya College of Education affiliated to Mumbai University respectively and at various institutions at graduate and postgraduate level. The institutions have given us the academic freedom and an interest towards action research in this subject.

Our friends and colleagues have given us constant feedback in writing of the book, keeping in mind the utilitarian value of the subject as well as a broad based perspective for the future. Ashima also wishes to thank her mother and Anju wishes to thank her husband, son who have been a source of encouragement to take up this project of the book. We also wish to thank the Himalaya Publishing House for making the publication in a way as the authors perceived and providing all the necessary help required. We also wish to thank our librarians from various institutions for providing us with resources for reference works.

Authors

CONTENTS

Section I: Management

1. Management 3 — 66 2. Educational Management 67 — 91 3. Systems Approach to Educational Management 92 — 113

Section II: Organizational Management

4. Organizational Management 117 — 150 5. Role of Leader in Effective Performance 151 — 188 6. Effective Classroom Management 189 — 204 7. Institutional Discipline 205 — 217 8. Behaviour and Discipline 218 — 242 9. Staff Meeting 243 — 259

Section III: Institutional Management

10. Institutional Planning 263 — 288 11. Timetable 289 — 299 12. Event Management 300 — 325 13. Institutional Quality 326 — 362 14. Institutional Network 363 — 377

Section IV: Resource Management: Human and Materials

15. Resource Management: Human and Materials 381 — 417 16. Performance Appraisal 418 — 449 17.Parent Teacher Association 450 — 458 18. Essential Institutional Records 459 — 475

Section V: Administrative Authorities 19. Educational Administration Authorities of India 479 — 492 20. Secondary School Code 493 — 506 21. Characteristics of National and International Systems of Education in India 507 — 577

Section VI: Modern Trends in Management Thoughts 22. Modern Trends in Educational Management 581 — 599 Glossary 600 –– 608 Section

After studying this chapter, you will be able to understand: Concept of Institutional discipline Positive Factors for Institutional discipline How Quality in Curriculum will help in Institutional discipline

7.1 Introduction 7.2 Key elements and factors of enabling learning environment for institutional

discipline 7.1 INTRODUCTION

Institutional discipline is a concept closely related to programme of action of all the management thoughts and execution of the institute’s systems. In the earlier chapters the components of systems and the functions of management have been elaborately discussed. In this chapter we put down the details and the framework that facilitates the execution of all the plans for the institution. Today’s schools keep getting bigger and bigger. Between 1947 and 2009, the total number of elementary and secondary public schools has increased, despite economic slowdown. The population has increased many folds and consequently, the average school enrolment rose several times. In today’s urban and suburban settings, high school enrolments of 2,000 to 3,000 are commonplace, and Mumbai City has many schools with enrolments nearing 5,000.

School districts, too, have increased in number and increased in size during this time

period. The school districts that existed in 1947 have experienced dramatic consolidation; they have new governance pattern of Panchayati Raj. Not surprisingly, the largest schools can generally be found within the largest districts with at least 500 to 1,000 students.

Researchers identify several factors driving this long-term consolidation trend. There has been the desire of school administrators to demonstrate their commitment to the forces of science, progress, and modernization by seeking to make schooling efficient, a notion importantly borrowed from the private sector.

The Kothari Commission on Education of 1964 greatly accelerated the momentum of

the school consolidation movement. In order to be cost effective and to offer a sufficiently large and varied curriculum, a secondary school had to have at least 100 students in its graduating class. It is observed that the small high school was the number-one problem in education.

The need was for school and district consolidation. But research has repeatedly found small schools to be superior to large schools on most measures and equal to them on the rest at urban levels but not in rural settings. This holds true for both elementary and secondary students of all ability levels and in all kinds of suburban and urban settings.

Educational leaders must work to create the conditions of an enabling learning environment to include schoolwide discipline that supports a mission aligned with the schools beliefs and values, a culture and climate conducive to learning, and school, family, and community partnerships. The factors that affect institutional discipline were of the management nature of student performance, attitude, and behaviour measures, which include:

Achievement Attitudes (toward school or particular school subjects) Social behaviour problems (discipline problems, vandalism, drugs/alcohol, etc.) Levels of extracurricular participation Feelings of belongingness vs. alienation Interpersonal relations with other students and school staff Attendance Dropout rate Self-concept (academic and general) College-related variables (acceptance, completion, etc.) In addition to these factors the address is to the teachers’ attitudes and collaboration,

concern for the quality of the curriculum, and focus on schooling costs. Many of the factors are concerned with more than one outcome area. The net result of the impact of these factors does affect the learning environment. 207 7.2 KEY ELEMENTS AND FACTORS OF ENABLING LEARNING

ENVIRONMENT FOR INSTITUTIONAL DISCIPLINE

The following key elements and factors that need to be in place as the framework for building a community supportive of a culture and climate conducive to an enabling learning environment for institutional discipline: A Relevant Mission Statement Revisit the institution’s mission and vision statements. Do they articulate shared

principles and ideals, such as who we are and what we stand for? Revise them to reflect the centrality of character in academic and personal development. Core Values Identify the core virtues that are consistent with institution’s identity and purpose as a

school community, specifying those habits that you would like to see practiced among all the members of the school. Most school communities choose to engage in a democratic process of discussing and selecting these core character traits. These virtues (such as respect,

perseverance, loyalty, selfdiscipline, and kindness) will become your starting point in shaping a strong moral ethos. Partnerships with the Home Invite parents to collaborate with teachers in a joint effort to help students acquire and

develop integrity. Schools need both the commitment and the trust of parents to help children become morally responsible. Parents and teachers must work together to help students understand what it means to take pride in their work and to be personally accountable for what they choose to do or not to do. They can also jointly assist students in their development of intellectual virtues and skills, such as diligence, concentration, listening, planning, and organizing. Teamwork Divide teachers and administrators into either grade-level or subject-area teams. Have

these brainstorm possible ways to create a stronger moral ethos in the classroom. Together they should carefully go over the school’s curriculum, assessing its moral richness (or poverty). Then they should work together to develop and exchange lesson plans that tap the moral dimensions of a particular story, event, experiment, or topic. Science teachers need to ask themselves, for example, how conducting a science lab. can become a character-building experience for students. Teamwork with one’s lab. partner, responsibility and care for the instruments and materials used in the experiment, diligence in striving to get the best possible results are among the many lessons that can be included in a science lab. Character Education Initiative Parents, as well as school, political, and religious leaders, should be invited to celebrate

this new effort. This is not intended to serve as a pep rally but rather as a forum to acquaint the community with the institution’s mission statement, core virtues, policy revisions, and plans for implementing character education schoolwide. Regular Meetings and Assessment Make character education a priority item in regular faculty meetings. Regular meetings

with parents for the feedback on student performance and learning help in transmission of institutional discipline standards. The frequent meetings with the staff also provides inclusion in policy-making, improvements and other adjustments as well as adaptations required in the institute for its smooth functioning and yet make progress. Involve Staff Involve your library, custodial, administrative, and canteen or cafeteria staff, as well as

volunteers and bus drivers, to achieve greater resonance. Their work, example, and daily involvement with students should embrace character education. Bus drivers should insist on courteous behaviour. Cafeteria workers should expect students to clean up after themselves. Librarians can work with teachers to feature books on character education that inspire students. The staff as a involved community, doesn’t just happen,…to become a true community as staff, the institution must be organized around people, ‘around relationships and idea,…communities create social structures that bind people together in a oneness, and that bind them to a set of shared values and ideas. Involve Students Give students stake in the school’s character education initiative. Engage students in

creating classroom constitutions and defining behaviour expectations. Make sure they know that the school counts on their insights, feedback example, and leadership in sustaining a community of virtue. Invite students to fill out surveys each year with candid comments on the school’s climate, academic classes, and extracurricular activities. Invite them as well to describe how they use their time and their level of engagement in school life. Students need to see that the quality of friendship and relationships in the school is key to the quality of life

at the school. Therefore, the school’s mission and core virtues should be regularly and carefully reviewed with them. Integrated Extracurricular Activities Athletics, performing arts, and clubs are important for all students to practice the school’s

core virtues. Students need to see that there is a larger purpose than fun and games behind this activities – to help them develop good character. The language of virtue and high expectations should be maintained in all of the school’s sponsored activities, events, and field trips. The gymnasium is the favourite spots of students and it does wonders for the adolescent student in dissipating robust energies. School Size Research revealed that both the number and the variety of extracurricular activities in

which students participate are significantly higher in small schools than in large ones. The small-school student was also more likely to hold important positions in the activities in which he or she participated and to derive greater satisfaction from participating. Although there is no conscious intent to deny participation opportunities to many students, large high schools nevertheless have this effect to conclude that small schools are best and that the supposed superiorities of large schools are “illusions”. On the contrary many investigators challenged the assumption that smaller/bigger schools are better schools. Educational Equity The institutional discipline is always concerned with equity and secularism. The

management of institution has to create such educational opportunities, which do not lead to alienation and discrimination. Extracurricular activities can work as great levellers because it gives opportunities to provide learning lessons to those who do not know and to share those who know. Quality of the Curriculum Well-planned, experiential curriculum helps to reduce indiscipline problems and makes

the students enriched for life. The management of good quality curriculum requires teacher’s pedagogical approach and also preparation for the same. The use of various settings, technologies – digital, electronic and tangible objects like teaching aids, makes the transaction of classroom teaching learning fruitful. The concepts of planning, organizing, controlling and directing are inevitable functions of the curriculum. Inclusion of out of class teaching, sports, projects, field trips, and community-based learning help to empower the students through the curriculum. The challenge lies in specifying what quality curriculum is. One can say that an educated person is that who has given the society a good leader, citizen a product of quality curriculum. In this context one cannot deny the contributions of home and parents but one cannot also overlook that the academic period of a student makes a huge impact on the student, which translates into a successful life. Studies of successful people are always traced to the school where the person has studied. Hence, the institutional quality curriculum is of utmost importance in the management of education where it also reflects the intangible discipline as an inherent quality of the good citizens. Vision Statement: Developing and/or Identifying Your Vision

Joel Barker suggests that leaders initiate visions— “that it is the role of leaders to take input of the entire vision community, focus it and bring it into a coherent, powerful vision.” The vision must be compelling and be a part of daily operations, which is discussed at meetings, to provide a focus for decisions, and guide human interactions.

In the institution the values are considered as guiding force. The questions all the stakeholders need to ask are, “What are the personal attributes we promote?” They help focus passion and energy. Vision and mission are directional terms, whereas values and beliefs are heart terms which include Integrity, Competence, Respect, and Courage.

Values: are easily identified in a group setting. The difficulty is in aligning collective action to bring them forth consistently overtime. Therefore, as in all of the work, the values must be addressed and discussed on a regular basis. This shapes the culture and provides referent points for all staff.

Beliefs: Beliefs focus passion and energy. They define how the collective group wants to be seen internally and externally. However, beliefs can be negative as well as positive. Obviously, the institution’s work in creating operating principles is going to be based on honourable values. The work is to live the beliefs – the operating principle of how one wants to be seen both internally and externally.

Group size and grouping: The group size works best as per the teacher’s capacity to handle and control the class during curriculum transaction. Smaller groups are easier to monitor and interact while large groups may require group monitors so that more than one person shares group accountability and the discipline is maintained collectively. Gender segregation or ability grouping also are the other ways by which the institutional discipline can be maintained. But the manager always has to keep equity, fairness and freedom as guiding, factor while grouping otherwise these very methods of grouping will be used for repressive disciplining.

The teacher’s judgement is decided by the nature of activity. If there is cooperative learning strategy used then the grouping has to ensure to keep the troublesome student isolated from the clique or the friendly group. On the other hand a weak and a shy student is grouped to encourage participation by grouping with those who provide encouragement and space for interactions. Very vocal and extrovert groups can totally submerge the less vocal participants and at times the class discipline is held at ransom by wrong groupings. An enthusiastic class, very active and proactive class should not be judged as a noisy class, but good planning for interaction opportunities can keep the rowdiness at minimum level by giving

activities. Use of creative ways to encourage the student learning also trains that encourage writing than oral reaction.

Movement of students: The student community needs some exercise from period to period and they need to move from class to class or playgrounds/library/laboratory/audio-visual room, etc.

The movement of whole class or part will need to be planned so that there is no disturbance to the other class/classes on same floor/adjacent class. During such movement the students are prone to maximize on the opportunity to play pranks/bullying, running to toilets, escaping out of class, etc., the movement has also to ensure avoidance of overcrowding of staircases/lifts and also allowing the already moving students to finish the shift.

211 In the gullies, corridors and staircase there will be two-way traffic of staff or students that need to facilitate the quick transport of students down as against those climbing the stairs.

School spaces: The design or the architecture of the school should be such that there is ample space for movement to socialize, have short breaks, like waiting lounges and porches. The management and the furniture of such spaces should cater to safety, comfort as necessity and as basic need. The school space are often places where teachers are not available there, hence, these spaces must be kept free from bullying and small incidences of school crime and accidents. It is here that wardens or floor supervisors keep these spaces safe from all troubles and hassles. Planning of spaces reflect the philosophy of the institution and premium institutes like Tagore’s Shanti Niketan (Kolkata), St. Xavier’s College (Mumbai), Godrej School (Vikhroli, Mumbai) are exemplary architecture for institutional discipline on this aspect.

In and out of school socialization: The student interactions continue out of school and hence whatever fights, clashes, conflicts continue even after school hours and out of school premise. The institutional discipline needs to take cognizance of groups that have rivalry due to cultural difference, socio-economic disparity and low moral values. Such groups may form cliques and control the student socialization in an intangible way. In such a repressive atmosphere, students function out of fear and compliance. Similar situations can also arise from unethical teachers and staff, even principals or management. The need to control alliances of people is an indicator of weak structures in an institution. Hence, healthy school socialization is a vent to develop tolerance, accommodation, even love for fellow workers. So also, continuous group activities for students help to socialize them in a healthy way.

Safety and health of school: The clean and disease free environment is not only of aesthetic value but mandatory. The safety of an institution is measured by its electrical wirings, water system, grills, passage size, and the door closing facilities, type and design of staircase, railings of staircase, emergency exits and school maps floor-wise charts near the staircase. In some cases the institutions also conduct mock exercises for fire alarms, earthquakes, etc., the school must have all types of required facilities for handicapped students. The gymnasium is a place of activities where students are prone to accidents of various types. The school must have facility for first aid, a medical room, and a trained teacher to handle emergency and facilities of a doctor or even hospital close to school.

The sanitation facilities, the quantity of toilets, the outlets for drinking water the hygiene of toilets may appear to be trivial compared to educational process, but the adequate set up speaks about the safety and health of school. The span off attention, the attentiveness, retention, motivation to learn has bearing on the amount of oxygen or fresh air that is available to students. Hence wellventilated classes, light

coloured walls and a good school plant contributes in a very big way to institutional discipline.

Followership of rules and regulations: The school needs to define its benchmark on the expected behaviours to students and parents. It also needs to exhibit how much of credibility it has in following those rules and regulations because learning of the credibility comes from the examples observed. The schools need to display rules of expected behaviour from time-to-time and at different spaces in the school premise. The display of vision and mission statement helps to align the institutional discipline with it.

The rules for attendance, participation, code of conduct, personal hygiene, dress code on regular basis, party-wear, and sports outfits become necessary to be defined explicitly to student and parents to avoid the mismatch of perception of decency and smartness.

The pocket money and other valuables that students carry to schools have to be defined by the school authorities to maintain discipline. Luring valuables (mobiles, i-pods, make-up kits, jewellery etc.,) can be a major source of distraction, discrimination and create power groups on basis of wealth and spending. Attendance to school programmes by parents and its associate programmes should be welcomed made and participatory. For example, on school initiation day, sports day and the annual cultural day some schools make it mandatory to attend them. Such expectations from the stakeholders, facilitates institutional discipline.

Parental involvement: In participatory management the stakeholders are the students, the parent and the teachers. The institutional policy facilitates parent involvement in curriculum transaction, while the teacher plans for the parent involvement and the students benefit out of the parental resources. The institute identifies parents of various professions, their expertise, and their volunteership for involving them during policy-making. By doing so, the institutes ensure a shared partnership in the development of their ward who is the student of the school.

Parents and educators have one very important thing in common – both have invested in student success, both want students to reach their potential as well-rounded young adults. While conflicting perspectives may interfere with sound judgement and lead to emotionally charged exchanges, it is imperative that a secondary school principal foster positive relationships between home and school. Students are the beneficiaries of these efforts. Though each community is unique, there are many things that can be done to establish a positive culture inside the school walls and in the community to assist with the effort to successfully deal with parents.

Empathy and proactive communication: It is vitally important that all staff members try to understand the backgrounds and environments that students come from when they arrive at school. This would highly be useful and easy to comprehend the behaviour of both parents and student.

A dialogue with staff about these topics can help to establish a positive foundation for connecting with all parents and students. Not all students come from classic middle-income backgrounds. Not all parents trust the intentions of teachers and schools.

The parental resources become accessible and available to the students many a times which otherwise would not have been feasible. For example, if a parent is a musician then the school can benefit from the knowledge of music, and the industry related to it. The parents can be involved in training students, volunteering by them to take care during field trips, outdoor visits or competitions, etc. These topics can help bridge a huge communication gap and open the door to positive communication.

The parental involvement creates partnership, shifts locus of control from the alone school management to society, makes parents accountable for student behaviour lapses, keeps them informed and builds bridges with education and a learned society. The following are the programmes where parent involvement can be done:

– medical camps or medical check-ups for staff and students. – conduct workshops and seminars or lectures/talks. – legal advise/or other advise as per the expertise. – taking proxy classes during teacher absenteeism. – teaching as sharing knowledge or conducting part-time basis classes – volunteer during different functions of the school.

Parent advisory: A vital, proactive link to parents is the establishment of a parent advisory meeting schedule. These meetings should convene at least quarterly and be open to all parents. An open meeting will provide an opportunity for all parents to attend, listen to the issues and initiatives, and provide valuable feedback. The format should be informal and include the principal’s report, event review, important issues, and open forum.

Parents should hear the principal’s report on policy changes, concerns, and proposals. It is important to review all events including registration, open house, parent conferences, homecoming, graduation, and everything in between. An open meeting allows the principal to hear concerns about programmes, trends, and ideas for improvement.

It is also important to spend time going over the school’s decision-making process or consensusbuilding model with parents, students, and faculty. The role of the principal, staff, students, and parents in this process is critical for everyone to understand. This puts into perspective the role of each group, the need to look at different perspectives, and the principal’s role as a facilitator.

Parent advisory meetings can be instrumental in the school improvement process. They can minimize the number of angry phone calls and degree of armchair quarterbacking (“if I were running that school, here’s what I’d do”). Attendance will vary but there will likely be a core of parents that attend every meeting. Those “regulars” are good candidates for interview committees; high school representatives on district committees, and other key parent volunteer roles.

The establishment of a parent advisory meeting schedule should be a first step in a new principal’s transition to a school district. Gaining parent insights about school issues, needed changes, and historical perspectives can help the principal facilitate a shared vision for school improvement and student success.

Student behaviour: During the late 20th century, professionals increasingly viewed challenging behaviour as more of a systems issue than an indication of an individual problem. Traditional approaches to problem behaviour in schools that carry the “get tough” message are no longer effective or acceptable (Skiba, 2002). Discipline and behaviour is believed to be handled better through the development of effective teaching and discipline practices that alter how educators interact with students (Jackson and Panyon, 2002).

Jackson and Panyan identify (2002) five themes from seven influential discipline models (Social Discipline Model, Quality School Model, Ecological Model, Behavioural Model, Cognitive- Behavioural Model, Multiple Intelligence Model, Judicious Discipline Model). The themes reflect qualities that are essential for behavioural support (Table 1).

Table. 7.1: Themes for Positive Behavioural Support Theme One

Addressing behavioural challenges requires educators and students to interact as a community and for good relationships to be established among and between peers and educators.

Theme Two

Prevention and amelioration of problem behaviours begins with careful consideration of what is taught, how it is being taught, where it is being taught, and with what adaptations for students who have learning and behavioural difficulties.

Theme Three

If discipline policies and procedures are to be effective, students must be given some latitude and control over them.

Theme Four

Understanding the motivations that underlie the relationship between a specific student’s behaviour and environmental conditions helps educators restructure their activities and classrooms for greater success.

Theme Five A non-aversive approach to behavioural problems should guide the development of discipline policies and procedures to realize a learning environment that is free of punishment’s unintended side effects.

Schools are important environments in which children, families, educators, and community members have opportunities to learn, teach, and grow. The positive attachments between adults and youth are the foundation of effective education. These individual bonds however, must be a part of a synergistic network of relationships that permeate school culture. These environments have the potential to provide positive adult and peer role models, regular opportunities to experience academic and social success, and social engagement that develops lasting peer and adult relationships.

The psychological variables that affect institutional discipline are directly related to discipline problems that have psychological origins and need to be dealt with psychological bases. This aspect of behavioural problem is dealt in details in the chapter of “Behaviour and Discipline”.

Psychological variables:

Academic Achievement Student Attitudes Attendance Dropouts Belongingness/Alienation Self-Concept Interpersonal Relations College Variables Teacher Attitudes School-Within-A-School Plans Educational Equity

According to researchers, in order to create a classroom environment with maximum

productive time utilization, the teachers must establish and maintain it through following teaching and managing practices so that instances of student disruptive behaviour are reduced. They remain mostly involved in learning oriented actions and activities.

(i) Keep the students motivated in learning, teachers set the stage for creating positive class environment. Motivating students is the first step toward preventing discipline problems in classrooms because a student involved in learning is not usually involved in clash with others at the same time.

(ii) Meet basic needs. Teachers must try to meet students’ basic as well as age-related needs. Make students feel physically comfortable, safe, welcome, socially accepted and valued. Otherwise, they more likely to face learning difficulties and disruptively.

(iii) Exercise moderate degree of control. The degree of class control must be moderate. Student learning is great in classroom, where teachers exercise neither too much nor too less control. Too much control may be effective on memory tasks but it is harmful for learning involving critical and creative thinking.

(iv) Empower the students make them responsible for their own learning through group and individual learning activities so that they ultimately become independent learners. This is one of the purposes of good classroom management.

(v) Keep instruction at the student level. Keep instruction at the students’ development level so that they neither experience discouragement nor boredom. Otherwise, they might behave disruptively.

(vi) Develop healthy and professionally sound relationship with all the students by being friendly with them. Learn their names and some positive information about each to greet them.

(vii) Communicate interest in all the students and show concern for each of them. The interest and concern is communicated through brief eye contact with all and through supporting gestures and facial expressions while teaching.

(viii) While instructing, ensure physical closeness with all the students by roaming around the class.

(ix) Avoid labelling the students with negative adjectives, which are likely to lower their selfesteem. Labelling influences teachers’ quality of interaction with the students, which further influences students’ expectations and actions negatively.

(x) Describe the behaviour of the misbehaving student, not characterize the student. Instead of saying, “you are rude” say “your comment was rude”. By criticizing the personality of the students, he is less likely to change his behaviour.

(xi) Increase the “engaged time” by keeping the students involved in the learning tasks through, wittiness, overlapping, smooth transitions and group focus.

(xii) Teach role and routines to the younger students in academic fashion with a lot of explanation, examples and practices during initial classes.

(xiii) Develop a set of few general classroom rules applicable to variety of situations. These rules should be displayed in the class.

(xiv) Be assertive, rather than passive or aggressive, in enforcing discipline. Apply the rule forcefully fairly, consistently and calmly.

(xv) Create business like climate in the classroom. Where students understand that they and the teacher have a commonly shared goal of accomplishing such activities that promote learning. Thus, the school’s sole primary purpose of providing opportunities for academic success for all students is decreased when the institutes functions for the complete development of individual through institutional discipline. Educators must advocate for individual and schoolwide discipline support in order to create a safe and positive learning environment, utilize teaching time and provide effective learning opportunities. The non-academic aspects: Proper infrastructure for the following aspects contribute to institutional discipline as

peripheral support systems that make educations institutes work.

Good record maintenance of practices in the school Scheduling of activities well in advance Maximum use of resources to avoid repetition of work or wastage Documentation of good practices and successful events to ensure success in future Maintenance of repositories for access into data for future use of intellectual

properties generated by the institution or then available to institution Grievance redressal cell to attend to grievances and find help or counselling for the

same Appraisal systems for continuous evaluation and provide feedback and design training

programmes Use of electronic technology in safety systems, networking communications and

digital databases for record maintenance.

The institutional discipline is the execution of all the above listed aspects that facilitates smooth functioning of institute and aligns the values, beliefs, plans with the mission and vision of the educational institution. Unlike any industry or factory an educational institution always moves towards the least disruptive side and tries to maintain the institutional discipline for maximum benefit. Questions 1. What are the criteria of institutional discipline? 2. Explain the concept of institutional discipline? 3. What factors have to be attended to in maintaining institutional discipline? 4. What are the infra structural aspects that facilitate institutional discipline? 5. How can behaviour management of students help in institutional discipline? 6. What is the contribution of the principal in institutional discipline? 7. How does a proper management function help to maintain institutional discipline? 8. explain three major factors that contribute to institutional discipline 217 References 1. Jackson, L., and Panyan, M. (2002) Positive Behavioural Support in the Classroom: Principles and Practices. Baltimore: Brookes. 2. Skiba, R. J. 2002 Special Education and School Discipline: A Precarious Balance. Behavioural Disorders, 27(2), 81-97. 3. Patton, M. (1997). Utilization-Focused Evaluation: A New Century Text (3rd Ed.). Thousand Oaks, CA: Sage Publications. 4. Rogers, E. (1995). Diffusion of Innovations (4th Ed.). New York: The Free Press. 5. Sergiovanni, T. (1991). The Principalship: A Reflective Practice Perspective (2nd Ed.). Boston, MA: Allyn and Bacon. 6. Joel Barker, 1991, The Power of Vision, Videos at website: http://www.joelbarker.com/nvideos.php