Management of
Resources
Duties and responsibilities of Headmaster
Headmaster
of Principal holds the key position in the school. He is, the hub of the school activity. He draws the whole plan of the school,
executes the plan, distribute, work and coordinates the activities. He ensures smooth functioning and harmonious
development of the whole school-programme.
The success of the school system depends upon his efficiency, alertness,
shrewdness, imagination, originality and experiences.
The qualities expected of a headmaster/headmistress
are as follows:
(i)
High degree of social intelligence.
(ii)
Enthusiasm, drive and push
(iii)
Cooperative attitude
(iv)
Initiative, resourcefulness and inventiveness
(v)
Sound judgement and common sense
(vi)
Conversational ability, and writing ability
(vii)
Enlighted imagination
(viii)
Flexible attitude, skepticism and progressivism
(ix)
Personal-attractiveness, sociable character, friendly
manners and cheerfulness
(x)
Sympathetic, democratic and humanitarian attitude
(xi)
Executive and organizing ability
(xii)
Emotional stability and calmness
Duties and Functions of the Headmaster
A headmaster or a principal has to
perform multifarious duties. For the
sake of convenience, these can be categorized into the following:
(a) Specific Duties
1.
Teaching
2.
Planning
3.
Organizing and Administering
4.
Supervising
5.
Guiding and Motivating
6.
Maintaining relations with the
pupils, staff, parents and public.
1. Teaching
Teaching is the first and the foremost function of the
headmaster. Some headmasters remain so
much absorbed in other duties that they never enter the class. He is thus reduced to an administrative
head. A headmaster should consider
himself teacher first and teacher last.
He should therefore take 2 or 3 periods per day and teach one or two
subjects in which he has specialized. He
should himself posses knowledge of the latest methods of teaching and expert
proficiency in the subjects specialized in.
2. Planning
Planning
is the pre-requisite of any administration.
Unless the headmaster plans in time all the activities in the school,
there will be confusion all round. He
has to plan throughout the year at the following stages: (a) before the opening
of the school (b) on the opening day and during the first week (c) during the
course of the year and lastly, (d) at the end of the year. For making proper planning he will take the
help of the staff, the students council and the Parent – Teacher
Association. He will convene staff
meetings and discuss all the matters of planning with the staff. Most of the planning will be done here. But sometimes the students also may help in
planning certain co-curricular activities, projects and community work.
3. Organization and Administration:
The next important task of the headmaster is, organization. His organization duties consist of the
following:
1.
Organization of the School
Plant
2.
Organization of the
Instructional Work
3.
Organizing School Activities
4.
Organization of Office Work
4. Supervision:
A headmaster should follow the following principles of supervision :
(i)
Its purpose is to help,
encourage and guide rather than to criticize
(ii)
It should be done in a spirit
of cooperation
(iii)
It should be done regularly and
effectively
(iv)
Partiality or prejudice should
find no place in it
(v)
The criteria of supervision
should be known to all the
teachers
(a)
Supervision of Instructional
Work
(b)
Supervision of Practical and
Outdoor Work
(c)
Supervision of Co curricular
Activities
(d)
Supervision of Discipline
(e)
Supervision Welfare of the
Pupils
(f)
Supervision of Office Work
5. Guidance and Motivation:
Guidance function of the headmaster is
of recent origin. He is expected to
guide:
(i)
The students in the selection
of the subjects at the secondary stage, leading the suitable vocations after
the school leaving stage
(ii) The students in their day-to-day activities
and instructional work
(iii) The teacher in
organizing teaching and other activities, in making a deeper
study of their
subjects, and in solving specific problems of discipline
backwardness,
teaching etc.
(iv) The parents in
supervising the education of their words, in planning their
education according
to their abilities and aptitudes
(v) The higher authorities in matters of
curriculum, textbooks, school
organizing, framing
of educational policies and other educational problems
6.
Relations with Pupils, Staff, Parents and Public:
The headmaster occupies a
key position in the social environment and the success of his work very much
depends on his relations with staff, students, parents, public and management.
(b)
General Duties
In this respect the
headmaster has to make to the following arrangements:
1. School Supplies:
A headmaster has vital responsibilities for procurement, protection
and judicious use of school supplies.
He will appoint a
selection committee for purchase and maintenance of equipment. The committee will prepare the list of items
of purchase, which are needed indispensably and will prepare the budget. Quotations shall have to be invited form the
leading firms and the lowest quotation approved by the headmaster.
2. School Campus:
The headmaster is responsible for the following specific tasks in
connection with the school campus:
(a)
He must see that the school
plant provides adequate educational service.
If there is over-crowding, students may attend the laboratories in
group. All the specific facilities of
the campus should be used to the best advantage of the students. For instance, the hall may be used for
morning assembly, film show, extension lecture, dramatics, exhibitions,
class-teaching and public meetings.
(b)
He must look to the protection
of the buildings and guard against any building hazards. He must arrange for timely repairing and
decorations.
(c)
He must look to the daily
maintenance of the campus through a committee of the staff-members. The committee will be responsible for
protection from fire and theft, petty repairs, decorations, landscaping etc.
3. Cocurricular Activities:
The following points need emphasis regarding the administration and
organization of activities:
1.
The over all responsibility for
management of the cocurricular activities rests with the headmaster. He may delegate powers to the staff-members
for their conduct, but his task is to supervise and oversee.
2.
The activities must be
distributed amongst the staff members in accordance with their previous
background, interest and aptitude. The
work load of teaching must be reduced in proportion to the magnitude of the
responsibilities. If possible, training
facilities for some specific activities like athletics, scouting, home defence
etc. may be provided, or the teachers deputed for such special training.
3.
Voluntary participation of
students should be encouraged and guidance given to them for the proper choice
of activities and hobbies. The proper
spirit and attitude should be fostered and jealousies, friction and unhealthy
competition avoided.
4.
Recording of the participation
of the students in the activities should be made regularly and evaluation done
5.
The headmaster should make
adequate budget allotment of the expenses to be involved in the activities. The
proper spirit in the use of money, that is, the spirit of economy should be
fostered in the minds of the pupils and the teachers. All wastage and unnecessary expenditure
should be checked.
6.
Awards and prizes to students
for creditable participation should be made on the basis of intrinsic worth and
not extrinsic worth. No prizes should be
given unless the pupils rally deserves them.
4. Office:
The modern
conception of a headmaster’s office is that it is a service centre. The various services are:
(i)
Communication with the higher
authorities, the parents, the public, the students.
(ii) Transaction of school
business, such as admissions, registration,
attendance, collection
of fees etc.
(iii)
Co-ordination of work done by
various school agencies
(iv)
Recording, i.e. working as a
repository of school records.
(v)
Maintaining account.
Duties and responsibilities of Teacher:
No better tributes have
been paid to any man on earth than to the teacher. East or west, everywhere he has been
respected and worshipped. If in ancient
India he was ranked next to God, in the West he has been called the ‘architect
of nation’, the harbinger of the progress of culture’, the maker of man’ and
the ‘maker of history’. Like a gardener,
caressing the plants, he cresses young human beings and looks after their
physical, mental and social growth and development.
Essential Qualities of a Teacher :
The essential qualities of
a teacher may be classified into the following heads.:
1. The Personality traits, which will
further include:
(a)
External Appearance
(b)
Physical health
(c)
Intelligence and intellectual
qualities
(d)
Mental health and emotional
stability
(e)
Character and moral qualities
(f)
Social traits
(g)
Other personality traits
2. General Academic Achievement, which will further include
(a)
His qualifications (general)
(b)
His general knowledge and
scholarship
(c)
His thirst for knowledge,
reading habits
(d)
His literary tastes, hobbies
and pursuits
(e)
His expression (oral and
written)
3. Professional Efficiency, which will further include
(a)
His professional pre-service
training
(b)
His in-service training
(c)
His experience as teacher
(d)
His devotion to profession and
other qualities.
1. Planning :
Before proceeding with the actual teaching work and class management,
a teacher should plan thoroughly the following items:
(a)
He should plan the curriculum
as a whole, the syllabus in the subjects, he teachers, and divide the syllabus
into monthly and weekly units.
(b)
He should plan the use of
audio-visual and other aids, and procure those in advance
(c)
He should plan the time-table,
and the actual class-work in accordance with the time-schedule.
(d)
He should plan all the
co-curricular activities, to be organized during the session
2. Educating:
Teaching is his first and foremost duty. It is his duty to have a thorough knowledge
of the subject, he teachers, study and practice the latest techniques of
teaching, select the learning materials, manage the daily routines and
procedures of teaching, and motivate the students to learn. He should give sufficient and adequate
home-task and make regular correction of written work. He has to direct
co-curricular activities and look to the all-round development of pupils.
3. Organizing :
A teacher has to organize the following items:
(a)
He has to organize various
curricular and cocurricualr activities
(b)
He has to organize the school
plant look to decoration and upkeep of the school campus, make seating
arrangements, maintain the equipment, distribute the furniture and pay
attention to the sanitation of the surroundings.
(c)
He has to organize library work
of the pupils
(d)
Organization of the
instructional work is the most important duty
This includes organization of syllabus, classification of pupils,
construction of time-table, and assignment of work.
4. Supervision:
A teacher has to supervise
the work of the pupils. He should ensure
regular attendance and regular work, and detect irregularities. He has to check the practical work, the
written work and supervised study by the pupils. He has to maintain discipline and order in
the school. He has to supervise games
and other activities of the pupils. He
may have to supervise the work of the pupils in the hostel.
5. Guidance:
The teacher has to guide the students in a number of matters. He has to guide them in the proper selection
of subjects, leading to whole-some vocations.
He has to guide them in their students.
He shall have to recognize the personality, strengths and weakness of his pupils and so adjust his own
attitude and behaviour that the is able to motivate the students to work. He has to give guidance to he back-ward, and
the slow learner. He has to guide and
adopt remedial measures for the delinquent, abnormal and mal-adjusted children
in brief, educational, vocational and personal guidance is an essential part of
the teacher’s duty.
6. Recording:
He has to keep record of the work of the pupils and of their
day-to-day participation in activities.
He has to record their admission, attendance, realization of fee and
other matters. He has to help the office
in maintaining certain school records such as stock of furniture, issue of
furniture, supply of equipment, university results, scholarships awarded to
pupils, fees realized, admissions and withdrawals, cumulative records etc.
7. Evaluation:
A teacher is expected not only to educate but also to evaluate the
achievement of the pupils from time to tem, diagnose weaknesses and spotlight
brightness. For this purpose he has to
conduct house-tests, score papers, tabulate marks, determine policies of
promotion and prepares results. In the
case of secondary classes, he has to send awards in internal assessment to the
examing authorities. It is his duty to
know the latest techniques in evaluation.
He must be convenient with the new-type-tests, construction of
test-items according to objectives and method of scoring.
8. Maintaining Relations :
This has been already discussed above.
Leadership and leadership style :
Meaning of Leadership
Leadership is indispensable for the successful functioning of an
organization and attainment of its goals and objectives. Keith Davis observed,
"Without leadership, an organization is but a muddle of men and
machines... Leadership transforms potential into reality. It is the ultimate
act which brings to success all the potential that is in an organization and
its people."
Definition
Keith Davis: "Leadership is the ability to persuade others to seek defined
objectives enthusiastically."
Koontz and O'Donnell: "Leadership is the activity of
persuading people to cooperate in the achievement of a common objective.
Terry: "Leadership is the activity of influencing people to strive
willingly for mutual objectives."
Leadership Styles:
Definition : Leadership style is defined as the leader’s
behavior pattern as perceived by his subordinates when he is attempting to
influence, guide, or direct their activities.
Therefore, your leadership style is not always determined by what you
think it is, but many times by how your subordinates think you lead. A leader must be constantly aware of this
perception and know how to best approach subordinates in each given situation
Different Leadership Styles:
(1) Autocratic : The autocratic
style is where the leader make all decisions for his subordinates and tells
them what to do, how, when, where, etc.
LEADERSHIP STYLES
2. Style Variations :
Between these two extremes are variations. These leadership style variations depend on how much authority and direction is either kept by the leaders or is delegated to the subordinate. For the sake of discussion we can divide the continuum into four “basic” styles. As we discuss these four style variations remember that there are varying degrees of the basic styles based on the exact amount of authority the leader desires to use or delegate. A particular style of leadership might not be successful everywhere and might not be used effectively for every one. What “selling”, or persuasive style to another. Sometimes we all need to be “told” what to do because our motivation, understanding, or experience level is low; at other times all we need is a mission to get us going. For example, your leadership must be consistent but your style should be flexible, what is effective in one situation may not get the positive results in a similar situation at another time and place.
(a) Telling Style:
This is characterized by one-way communication where the leader
defines his followers’ roles by “telling” them what to do, when to do it, how
to do it, and where to do it, For example, it is very natural and intelligent
to expect a leader to assume a very authoritarian ‘telling” style during a fire
fight, or crisis situation; in fact our subordinates expect their leaders to
react on a forceful and decisive manner during these situations.
(b) Selling Style:
The leader uses two-way communication to gain his followers support
by explaining the reasoning behind his decision. This style allows the subordinates minimal
participation, but helps them to better understand and hopefully “buy into” the
leader’s decision. In this case the
leader is explaining why he made the decision and then tries to ‘sell” the
decision to the group by using persuasion.
By taking them into his confidence relative to his decision, he will
gain their support for his plan and they will be more motivated to go along
with the plan.
© Participating Style:
The
leader allows the subordinates to be
involved in the actual decision making process.
It requires good two-way communication and the leader’s willingness to be
influenced by his subordinates’ knowledge and opinions. Here the leader actually discusses possible
alternative solutions with the group prior to making his decision.
(d) Delegating Style:
The leader provides mission-type orders/guidelines and minimal
supervision. Essentially, the group is
allowed to run its own show within the limits provided by the leader. The leader has provided his subordinates
their limits, guidelines, and necessary authority to complete the task; he then
gives them their mission, and allows them to accomplish the mission as they see
fit.
Managerial Grid
Robert Blake and Jane Mouton believe that
management exists to encourage efficiency and performance, creativity,
experimentation and innovation, and learning from colleagues. This needs
teaching and learning. It combines an approach for people and an approach for
production and was formulated into a grid applied around the world and in many
business departments, as well as organisations which have a production of some
sort but may not usually be counted as businesses. Indeed different
organisations can ask themselves where about in the grid should they be aiming
their own management approaches. The grid itself suggests that management is
best at a 9,9 co-ordinates, where both people and production concerns are fully
addressed, but a question is whether this is always appropriate, either all the
time or at different times.|
1,9: Country
club management
Production is incidental to lack of conflict and good fellowship. |
|
9,9: Team
management
Production is from integration of task and human requirements. |
|
|
5,5: Dampened
pendulum (middle of the road)
Push for production but not all out giving space and being fair but firm. |
|
|
1,1:
Impoverished management
Effective production is unobtainable because people are lazy, apathetic, and indifferent and also sound and mature relationships are impossible because human nature inevitably leads to conflict. |
|
1,9: Task
management
People are a commodity, just like machines. A manager's responsibility is to plan, direct and control the work of subordinates. |
A 9 by 9 grid is suggested, with degrees of
variation, but five positions are given as a matter of simplicity.
Production means what ever the organisation is
supposed to be doing. Each department has its own task to which it should be
dedicated. People means all the human relations goals set out by an
organisation, including commitment to equal opportunities, personal commitment,
respect and proper procedures.
|
1,9: Country
Club
|
9,9: Team Leader
|
|
1,1:
Impoverished
|
9,1:
Authoritarian
|
1,9 management has been called country club
management in that it concerns itself with positive encouragement but the
avoidance of conflict. Work (or the task) is something people do, but they do
it in work time. Everyone (or the person) jollies and jokes along with one
other and cannot criticise, in the hope that things get done as a result.
9,1 Task management is all about the rigour
associated with high efficient output. There are orders to be given, received
and obeyed, and schedules should not be missed. Mistakes lead to blame and
correction, and if the employee is not up to the task under this regime then
another job is the only medium term outcome. There is a high degree of
supervision and control, and creativity is only placed high within the
hierarchy. Lower down people do not need to be creative and indeed to say
anything different is insubordination. Whilst high output is achievable in the
short term, much will be lost through an inevitable high labour turnover.
1,1 must be unskilled management because it
neither shows much concern for production nor people. The fact is that there
are such people around and many of them who have perhaps been overlooked by the
organisation in terms of career progression. People reciprocate. So these
managers go in, do their jobs with a minimum of effort, wait for home time to
come, and then leave. If responsibility is required, then it is avoided; if
people need to be motivated, nothing much happens beyond the minimum of instructing.
5,5 Management is a kind of realistic medium
without ambition. It is deemed as practical. It is also an outcome when
production and people issues are seen as in conflict. There is never too much jollying and humour
- but some, and never too much criticism - but some if really needed. Such an
approach may follow times of lack of success in a previous period of ambition,
or when a 1,9 or 9,1 approach did not work due to perceived deficiencies which
created problems in the organisation. This position is called pendulum
dampening because so often a pendulum swings between 1,9 and 9,1. managers
change approach: perhaps new work comes in or there is a perceived need to
increase performance and the firm must get busy; or perhaps there has been a dispute
and the organisation needs to repair relationships.
9,9 management then is when there is no zero sum
game or crowding out, and when systems are in place, and management teams
working, to get the best out of an organisation in terms of commitment and human
relations. Information must flow up and down the system, and everyone must feel
valued. That value must be highly purposive, and directed into the objectives
of the organisation, and indeed where the valuing is gained. Managers must feel
able to consult with each other without mini-empires developing in a spirit of
co-operation to achieve the overall objectives. Of course conflict does arise,
but it has systems that allow it to work through without avoidance, so that
people can continue their work and work together. It may be that conflict
cannot be completely ended, but the organisation faces it and seeks the best
outcome.
Organizational Commitment
Organizational
commitment to the school is an important concept in the analysis of school
life. The quality of the workplace or the organizational health of the school
will have a determining effect on teacher’s commitment. Fostering
organizational commitment among the academic staff is important because
employees who are highly committed, stay longer, perform better, miss less work
and engage in organizational citizenship behaviours. Teachers who are not
committed to their workplace are likely to put less effort in the classroom as
compared to teachers with high levels of commitment. This would affect student
learning and achievement. There should be a social relationship or the
interactions among the key personnel in a school such as the principal,
teachers and students.
Definition
According to Hagen, organizational commitment is the employee’s
expected likelihood of remaining employed in the same organization.
According to Herscovitch and Meyer’s organizational commitment is
the degree to which an employee identifies with the goals and values of the
organization and is willing to exert effort to help it succeed.
Factors
affecting organizational commitment
Institutional integrity: The schools ability to cope with its
environment in a way that maintains the educational integrity of its programs.
Teachers are protected from unreasonable community and parental demands.
Principal
influence: The principal’s ability to influence the actions of superiors. Being
able to persuade superiors, to get additional consideration and to proceed
unimpeded by the hierarchy are important aspects of school administration.
Academic
Freedom
Academic freedom is a
central value of higher education. It affects the academic profession in all
aspects of academic work. Academic freedom is
the belief that the freedom of inquiry by students and faculty members is
essential to the mission of the academy, and that scholars should have freedom
to teach or communicate ideas or facts without being targeted for repression,
job loss, or imprisonment.
Definition
Academic freedom means as institution
"determine for itself on academic grounds”
- who may teach,
- what may be taught,
- how it should be taught, and
- who may be admitted to study
Academic
freedom for teachers
Academic freedom for teachers
includes the right and responsibility
- to study,
- investigate,
- present,
- interpret,
- Discuss, and debate relevant facts, issues, and ideas in fields of the teacher’s professional competence.
Academic
freedom for students
Academic freedom for students
provides
- the right to study,
- question,
- Interpret, and discuss relevant facts, ideas, and issues under consideration in those courses. These freedoms imply no limitations, within the guidelines of the subject area.
Academic freedom for institutions
Academic freedom for institutions
inclde the freedom to appoint faculty, set standards and admit students.
Professional development
Professional development refers to skills and knowledge attained for
both personal development and career advancement. Professional development
encompasses all types of facilitated learning opportunities, ranging from college
degrees to formal coursework, conferences and informal learning opportunities
situated in practice.
Professional development may also
come in the form of pre-service or in-service professional development
programs. These programs may be formal, or informal, group or individualized.
Individuals may pursue professional development independently, or programs may
be offered by human resource departments. Professional development on the job
may develop or enhance process skills, sometimes referred to as leadership
skills, as well as task skills.
Class room Management:
Managing
a classroom is an integral part of the teaching-learning process. Effective management of a classroom shows the
concern of a teacher for the instructional process. It is dependent on his
efficiency to do the tasks more effectively.
Therefore, classroom management, both as a process and as an approach,
has a great impact on students’
learning. It increases learning
efficiency of the students. Thus
classroom management has a closer relation with students’ accomplishment of
learning objectives.
Classroom management refers to the
shaping of learning environment in classroom.
Classroom
management has been defined as provisions and procedures necessary to establish
and maintain an environment in a classroom in which instruction and learning
can occur. You should remember that the
primary goal of effective classroom management is not the reduction of
misbehavior or even the creation of an orderly environment. Although they are issues, effective classroom
management and establishment of order and not they synonymous. Promoting student learning is the primary
goal of effective classroom management.
The research in this area clearly suggests that effective strategies to
promote learning can facilitate order.
So the primary emphasis in effective classroom management is on the
creation of a learning environment and hence on increasing appropriate
behaviour in students.
Techniques of Classroom Management:
1. Behaviour modification technique:
The basis assumption behind this technique is that student behaviour
is the direct result of teacher behaviour.
It is the job of the teacher to identify desirable and undesirable
classroom behaviours. The teacher has to
ignore inappropriate/undesirable behaviour and reinforce appropriate/desirable
behaviour. According to Skinner, the
teacher can use reinforcement (you will recall that reinforcement is a
condition of learning) to shape the desired behaviour. For example, if the student demonstrates
(verbal or non-verbal) desirable behaviour, it should be appropriately
acknowledged and rewarded.
2. Student responsibility:
Some teachers feel that the students should be responsible for their
behaviour. The teacher’s job is to make the student aware of the expectations
and the consequences of their desirable and undesirable behaviours. This technique of managing a classroom
advocates self-discipline among the students.
3. Group activities:
In order to manage their class, some teachers prefer to deal with a
group of students, rather than with individual students. Thy see the class as a group which is
influenced by peers. The students
working together exhibit desired behaviour in order to gain group rewards.
4. Skill in maintaining students’ attention:
All effective teachers continuously monitor their students for signs
of inattention and are sensitive to their needs. The seating arrangement should be made in
such a way that the teacher can see all the students effortlessly. Besides, variation in voice, movement or
pacing can be used to refocus their attention during teaching.
Management of School Building
“While
it is true that a bad workman blames his tools, it is certain that the best wok
can only be accomplished with the best tools”.
The main School Building will
include the following:
1.
Assembly hall
2.
Library and museum
3.
Administrative sections which
will further include:
(a)
Principal’s room
(b)
Visitor’s room
(c)
Office
(d)
Record room
(e)
Staff room
(f)
Committee room
(g)
Guidance and counseling room
The administrating section should
have its own tiolet.
4. The Medical Section, which should
include (i) The Doctor’s room (ii) The
dispensary, (iii) The sick room or bed room for the patients.
5. Students Common Room Section,
which should include :
(i)
Common room of the pupils (separate for boys and girls)
(ii)
Lunch room (separate for boys and girls)
(iii)
Toilet (separate for boys and girls)
In
a co-educational institution the common room section for boys should be kept
well – apart from that for girls.
6.
Activities Section, which should include:
(i)
Games room
(ii)
Games stores
(iii)
Scouting/Girl guiding room
(iv)
N.C.C., N.S.S., A.C.C. room,
(v)
Photography club room etc.
7.
Crafts Section, including:
(i)
Craft workshop and
(ii)
Crafts store for each of individual craft introduced in the school
8. Art Section including :
(i)
Drawing and Painting Workshop
(ii)
Drawing and Painting Gallery
9.
Science Section, which will include:
(i)
One lecture theatre
(ii)
One laboratory
(iii)
One museum and
(iv)
One store each of the Science subjects like Physics, Chemistry, Biology,
Geology etc.
10. Agriculture Section including:
(i)
One lecture room
(ii)
One museum and
(iii)
One store room
11. Music and Dance Section,
including :
(i)
One demonstration room
(ii)
One musical apparatus room and
(iii)
One dance room
12. Home Science Section, including
(i)
One lecture
(ii)
One Home Science workshop
(iii)
One Home Science Kitchen
(iv)
One store
13. Commerce Section including:
(i)
One lecture room
(ii)
One workshop
(iii)
One store
14. Technological Section, including
(i) One
lecture room
(ii)
One workshop
(iii)
One store
15. Subject rooms like
(i)
Geography room
(ii)
Mathematics room
(iii)
Economics room
(iv)
Language room
(v)
Room for any other subject
Magnificent
buildings, hug equipment and larges scale furniture go waste for want of proper
maintenance and care. The efficiency of
operation of maintenance of the school campus depends largely on the type of
the personnel in charge of the task. He
should not economize in the payment of a certain allowance to the member in
charge of campus, and in spending from time to time some amount on repairs and
up-keep. The functions of the custodian are no meager. These include the following tasks:
(i)
Maintenance of the school lawns, the flower beds, the hedge and the turf.
(ii)
Maintenance of the playgrounds, the
leveling, marking and keeping them tidy
(iii)
The maintenance of the school building, regular cleaning, white washing
colouring and repairing
. (iv)
The proper care of the toilet, rooms, their sanitation and regular cleaning
(v)
The maintenance of the furniture, their distribution, use, care, up-keep and
timely repairing.
(vi)
The safety and security of the school property.
A school chaukidar works
under him and is at his back and call.
(vi)
Keeping the whole school campus neat and tidy.
A
custodian should be brought to feel a sense of ownership or pride in the
building. He should take regular round, so as to observe even the
minute things, like waste paper in the hall, accumulating dust on windows, unserviceable
black-boards, stair ways, cob-webs, trampled turf in the lawn, broken stools
etc.
In the
maintenance of the building a custodian should be helped by a special committee of staff and the students. The committee should make periodical
stock-taking of the school property and submit its report, suggesting anything
to be written off, replace or repaired anything to be purchased a new and
anything lost or stolen. The committee
must be incharge of leading and getting back furniture etc. The building may sometimes be used, by the
community. In that case the custodian
and the committee have to be vigilant so that anything is not damaged or lost
while the campus is used for social education classes, public lectures and
community functions.
Management of library
Library
as a gate way knowledge and repository of culture of instrument of
advancement. It is, therefore, one of
the essential functions of an educational administrator to organize a library,
enrich it from time to time and to expand its services so as to benefit each
and every pupil.
·
To acquire books, and other materials
in line with the demands of the curriculum and
the needs of boys and girls and to organize these materials for
effective use.
·
To guide pupils in their choice
of books and other materials of learning desired both for personal and
curricular purpose.
·
To develop in pupils skill and
resourcefulness in their use of books and other materials of learning desired
both for personal habit of personal investigation.
·
To help pupils establish a wide
range of significant interests
·
To provide aesthetic experience
and develop appreciation of Arts
·
To encourage life-long
education through the use of library sources
·
To encourage social attitudes
and provide experience in social and democratic living
·
To work cooperatively and
constructively with instructional and administrative staff of the school.
Organization of Library:
1. Library Building and Equipment:
(i) The main library
hall, housing almirahs containing books etc.
(ii)
The reading room, housing
periodicals, journals and newspapers. It
may
accommodate
at least 30 students at a time. The back
numbers must be placed in special racks.
(iii)
The librarian’s room, which
should have the Libran’s table, racks for books awaiting technical process and
catalogues and almirahs.
(iv)
The Store –room for storing
books, periodicals etc.
(v) seminar-room for discussion and seminars
The above arrangement is suggested
for an ideal higher secondary school.
2. The Organization of Library Rooms:
Each
school should have as separate library-room meant for the express purpose of
stocking and issuing books. The selection of eh place must be made on certain
principles. In the first instance, the library should be housed
in a room which is the quietest corner of the school-building, so that traffic
and noise do not disturb the peaceful atmosphere so necessary in the
library. Secondly, the library must be
made “the most attractive place in the school so that students will be
naturally drawn to it.
The
accommodation in the library hall should be sufficient enough to house all the
almirahs, and the tables for reading books and papers.
It
should have a seating space to accommodate at least one section of a
class. Again, it should be housed in
spacious, well it hall (or room), with the walls suitably coloured and the
rooms decorated with flowers and artistically framed pictures and prints of
famous paintings. Good attention must be
paid to the outer and inner decoration.
Outside the library-room, must be displayed the jackets of the latest
arrivals, the selections from great scholars, thoughts for the day, the bibliography on some
selected topics of current interest, newspaper cuttings and other information
regarding the library services.
The
almirahs must be well-designed, well-painted and well-varnished. Closed almirahs without glass panes, in which
books are visible to the reader are useless.
The
Catalogue of the books must be arranged book-wise and author wise, and it must
be placed at a suitable place accessible
to all. The time of the students must
not be wasted necessarily for hunting out books of their choice.
The
library must remain open on all the work days, all the day long and at all
times. It should not remain closed
during holidays and long vacations when the students must be given the facility
of visiting the library at any time according to their leisure.
The
atmosphere in the library should be congenial enough for study purposes. It should be calm and quite. Some cosy corners may be provided to the
students and the staff for independent study in the library. Proper attention must be paid to the
ventilation and light-arrangements of the library. The library-room must be airy with a number
of windows on all sides. Dark rooms must
not be selected for this purpose. The
library must be provided with adequate furniture like matting for the ground
floor, tables and chairs, newspaper desks, back number desks, map stands,
bulletin-boards, notice board, card-index cabinets, catalogue counters, and
pigeon-holes for keeping extra things at the gate of the library.
Management
of records and registers
Every institution has to maintain certain records, reports, files
and register which show its origin, growth and development, its present and
past conditions, its efficiency and usefulness and also its main aspirations and
achievements. The school also is a
social institution. It is answerable to
parents who send their children to it for receiving education, to local and
state governments which maintain it, to society of which it is an organized
agency and to pupils who must be developed physically, intellectually,
mentally, socially and culturally through its programmes, functions and
activities. All this makes the keeping
and maintaining of records very essential.
It not only constitutes an important measure of the effectiveness of
school system but also an important aspect of administration.
It
is very difficult to lay down hard and fast rules for the maintenance and use
of school records. However, some useful
suggestions are given below:
·
A stock list of all the records
and registers be prepared and
·
maintained in each school
·
On the outer cover of each
register or file, containing the records,
·
the name of the school, the
serial number of register or record, the name of the register or file, the
number of the volume, the number of pages of the volume and the dates of
opening and closing the volume, should be clearly mentioned.
·
Whenever a new register or file
is opened, its page should be
·
numbered consecutively, either
in red ink or with a numbering machine.
·
All the files and registers
should be kept quite neat and tidy.
There should be as few cuttings and over-writings as possible. Whenever corrections are to be made a lien
should be drawn through the wrong-figure or entry. Under no circumstances it is to be scratched. Each correction should be initialed by the
head of the office or institution
·
A new volumes of a register or
file should not be opened every year if the older one still contains some blank
pages. No blank space should be
left. All entries should be made in ink
and all registers and files should be checked periodically.
It
should, however, be noted that the ultimate responsibility of maintaining and
preserving school records and registers lies upon the Headmaster. Since he remains extremely busy in
discharging multifarious duties, connected with his post, it is essential that
each high or higher secondary school should be provided with separate whole
time clerk for the school office.
Kinds of School Records, Registers and Reports
Every state has prescribed a number of records, registers and
reports which a secondary school is expected to keep and preserve. These can be
broadly classified under the following heads:
A. General
1.
The school calendar
2.
Log book
3.
Visitors book
4.
Service books of teachers and
other employees
5.
Staff duty register
6.
Staff address register
7.
Teachers personal file
B. Financial
1.
Salary register of
Acquaintance-roll
2.
Contingency register
3.
Cash book
4.
Fee-collection register
5.
Bills register
6.
Government grants register
7.
Contingent orders book
8.
Register of receipts and
disbursement of scholarships
9.
Donations register
10.
Ledger showing receipts and
expenditure
11.
Students and register.
C. Equipment :
1.
Stock book of furniture and
appliances
2.
Furniture issue register
3.
Stationery stock register
4.
Stationery issue register
5.
Sport register
6.
Library accession register
7.
Library issue register
8.
Journals and newspaper register
9.
Library catalogue
10.
Crafts stock register
D. Correspondence:
1.
Receipt and dispatch register
2.
Departmental orders, circular
file
3.
Leave register
4.
Memo book
E. Educational
(a) Dealing with
curriculum and daily work:
1.
Class time-table
2.
Teachers time-table
3.
General time-table
4.
Monthly and term-wise programme
of work
5.
Teachers diaries
6.
Home-work register
7.
Teachers free periods
time-table
8.
Activities allotment register
(b)
Dealing with admission and attendance :
1.
Admission register
2.
Pupils attendance register
3.
Teacher’s attendance register
4.
Withdrawal and transfer
certificate register
5.
(c)
Dealing with examinations:
1.
Monthly progress register
2.
Annual examination result
register
3.
Departmental examinations
result register
4.
Cumulative record register
Management of School Hostel
There is no gain
saying the fact that a good hostel plays a very important role in
education. By supplying right conditions
for the development of the whole personality of the Individual child, it plays
a vital role in the education of the whole man. A child is not born human. But he possesses, in latest form, certain
potentialities and is endowed with the power of growth. It is the function and concern of education
to develop those latest qualities in the child and original nature into human nature. This function of education can best be
achieved by providing the child a decent hostel, shape his life, which may help
him to develop such qualities as are desirable and cube those which are
undesirable. Hostel life provides
conditions for sharpening mental faculties and fostering intellectual
discipline. It develops such qualities
as emotional maturity, moral courage, broad mindedness, toleration, sympathy,
co-operation, humanitarianism and flexibility.
In short, it helps greatly in socializing and humanizing pupils, in the
school charge.
A good school
hostel is a substitute for home in the real senses. It may even function as better home,
providing even those facilities and comforts
which are not available in ordinary homes. It is, therefore, that a school hostel should
be planed with care and caution. It
should be constructed at a small distance from the school, neither too far, nor
too close, in an open space. It should
lie in a corner, away from the main road.
It should have good sanitary and hygienic conditions together with an adequate
compound or play-ground for outdoor games and sports.
1. Building and Equipment:
The type and design of hostel building depends upon the number of
students to be accommodate as well as upon the land available. But it is desirable to have a single-storeyed
building, quadrangular in shape and with a courtyard or compound at the centre.
In a school
hostel big dormitories are preferable to cubicles or even two-seated and
three-seated rooms. In dormitories not
only effective supervision of young children is possible, they are also less
likely to run into mischief. These dormitories
are constructed on the three sides of the quadrangle and the kitchens and the
dinning hall, on the fourth side.
In
addition to dormitories, a good school hostel is also provided with the
following rooms:
1.
Common room, for indoor games
like chess, cards, table tennis etc. A
radio set is also a must for every common room
2.
Reading room, for newspapers,
journals, magazines and other reading material for leisure time.
3.
Guest room, accommodating
essential guests or parents of pupils
4.
Visitors room, for
accommodating occasional relatives, friends and others
5.
Sick room, for segregating
cases of illness and for looking after them carefully and properly
6.
Dispensary, for providing first
and small scale medical aid to hostellers.
2. Physical Environment:
The physical environment of the school hostel should be such as may
crate the desired way of life. For
purposes of privacy and quietness, the hostel building should be provided with
appropriate insulations. Door should be
provided with stoppers.
3. Mess Arrangements:
Mess arrangements are made in the school hostel through employed
servants. Menu is prepared on weekly or
fort nightly basis by mess committee of students, under the guidance of the
hostel superintendent. Usually two
meals, one in the morning and one in the evening, along with breakfast and
evening tea are served in the hostel. It is an ideal arrangement if one tuck
shop can also be provided in the hostel or school premises. Only healthy and balanced diet should be
served in the hostel on reasonable rates.
Meals should not be reserve din the room except on special occasions.
Every one must take his meals in the dining hall, along with others. It will not only inculcate community and
corporate life amongst pupils but will go a long way in teaching table manners
and social etiquettes.
1 comment:
Post a Comment