New Teaching Methodology in an Educational institution

Rahber Pilot High School

Pakpattan Sharif

Name: Muhammad Rauf Bhutto

Program: MBA
Roll No: mc060401808
Majors: Human Resource Management

Supervised By
Mr. M. Farooq Bhutto

Virtual University of Pakistan

Lahore

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In the Name of Allah Almighty,
For my Beloved Parents.

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 Project Summary

Project Name: New Teaching Methodology in an Educational institution

Organizations: Rahber Pilot High School Pakpattan Sharif

Degree: MBA

Submitted By: Muhammad Rauf Bhutto

Submitted To: Professor Abdul Shakoor Khakwani

Ending Date: January 15, 2009

Tools Used: MS Word and MS Excel.

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 ~~ In the name of Allah; most Beneficent, most Merciful ~~

ACKNOWLEDGEMENTS

I would like to express my gratitude and deep appreciation first to my supervisor, Mr. M. Farooq
Bhutto for providing me with his assistance and contribution throughout the writing of this
report, so that I could complete the thesis timely.

Secondly, I would also like to thank Administration of Rahber Pilot High School for their
cooperation and facilities that helped me develop and complete this thesis effectively and
efficiently.

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 Table of contents

1. Introduction ------------------------------------------------------------ 7
2. Statement of the problem -------------------------------------------------- 8
2.1 Quality Education and Educational System in Pakistan -------------- 8
3. What is a safe school ------------------------------------------------------ 13
3.1 Why such high numbers of children are not attending schools-------- 13
4 Planning --------------------------------------------------------------------- 15
4.1 Process of Planning ------------------------------------------------------- 15
a) Stage 1 School, Ethos, Culture and Aims --------------------- 16
b) Stage 2 Audit of Current Provision ----------------------------- 17
2.1 The internal Environment ----------------------------- 17
2.2 The External Environment ---------------------------- 20
5 Stage 3 Priorities for Action and Implementation ------------------ 21
3.1 Determining Priorities -------------------------------- 21
3.2 Setting Targets ----------------------------------------- 22
3.3 Planing Implementation ------------------------------- 23
6 Stage 4 Implementation, Monitoring and Review ----------------- 24
7 Learning Objectives ----------------------------------------------------- 26
8 Teaching Techniques ---------------------------------------------------- 30
9 Area of Involvement ----------------------------------------------------- 34
10 Force Field Analysis ----------------------------------------------------- 39
11 Findings ------------------------------------------------------------------- 40
12 Conclusion ---------------------------------------------------------------- 42
13 Recommendation -------------------------------------------------------- 42
14 References ---------------------------------------------------------------- 43
15 Appendix ----------------------------------------------------------------- 45

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1. Introduction

N
elson Mandela says, “Education is the most powerful weapon which you can
use to change the world.”, so as we do believe in. The word Education used to
sound simple, when life was also simple and people could find harmony
between his life and the nature or other people at large. The 21st century has opened
communication channel, virtually across the globe and education has become an area,
where really sky has become the limit.

Our future is in the hand of children. These children are the pillars that are being built and
developed in school for tomorrow responsibilities. If we have to make our future prosperous then
special attention must be given to the children` s school education. While dealing with education
system and finding way to improve it, one cannot neglect that parent` s involvement in education
is necessary but institution also play very important role in child education. There are many
public and private sectors that are promoting the education. The institutions, which are totally
under control of the central and provincial
Private sector means an institution under the management and control of private
enterprise and registered or recognized by the government and affiliated to a board. Private
sector has always played a significant role in providing education facilities a vast number of
pupils. According to the government of Pakistan (1999) has described the role of private sector
as, a private schools are characterized by their decentralized management, better facilities and
teaching and learning aids, lower pupil-teacher ratio and a generally more conducive learning
environment. Private schools also have the advantages of accessibility of nearness to the homes
of students. Minimize the social security and transportation problems. Further states that
operationally the perceived to have administrators who are helpful and co-operative and who
appreciate

Local problem better. Their teacher report to the schools regularly and punctually.

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Individual student’s need are attended to on a more personalized basis with teacher making
themselves available for discussions and guidance sessions with parents, Being community based
the private schools are much closely accountable to immediate clientele. Which factors use the
private schools to motivate the parents? By using these factors like (Parents-teacher meeting,
using of audio-visual aids, facilities of computer lab and science lab, arranging the co curricular
activities etc) the private schools may increase the motivational level of parents. This is very
important to study that what factors are used by private schools to motivate the parents and
enhance the ability of the students to understand things.

2. Statement of the Problem

The purpose of this study is to investigate the factors, which can enhance student’s ability
to understand things and also the teaching techniques that are used now a day by the private
schools. In this research we also point out the forces that pushing the schools to promote the
education level and the forces that are hurdle in this process. This research is limited to the
Rahber Pilot High School Pakpattan Sharif City.

2.1 Quality Education and Educational System in Pakistan.

Eradication of illiteracy and promotion of environment to boost literacy is core of any
social structure. However Pakistan and Literacy are mutually contrary. In fact universally
recognized basic human rights ensuring a moderate living by providing equal opportunities to all
its citizens are grossly violated by the ruling elite. The educated societies have proved to be a
living asset and not liability in today’s world. There can not be two opinions on educating the
masses. Unfortunately in our country no such efforts or emphasis on education is witnessed in
her history. All political and non-political bodies do organize seminars, meeting and rallies to
serve their own objectives, but no one has the courage or interest to take up this most crucial
issue. This lack of interest on part of all social and political bodies is exceptionally tragic. On the
other hand at state level nothing much is seen and government seems to be reluctant to allocate
any significant budget in this regard. Worst of all the intellectual elite is also criminally silent
about it.

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 In past we were privileged to certain circles that were ray of hope and were great source
of social activities based on cultural and socio-political gatherings. But they ceased to exist any
more.
In a country like ours the state should be responsible for literacy friendly environment
and should not delegate itself to the profiteers who are always anxious to convert education
sector into profit making industry. That deprives the masses of this society of education
themselves, thus strengthening the class strife and bonds in society. Today education has become
a very profitable business and those who can afford could be educated to be doctor or engineer or
any other sophisticated position in society that is multiplying individualism at the cost of
patriotism.
The carelessness of government and its monitoring agencies have betrayed our masses
and cunningly have helped such elements to establish expensive educational institutions based on
profitability thus converting them into profit generating machines.
Free Education should be every Pakistani’s right not the privilege. Class based education
must be eliminated and nothing but merit to be considered. The educated society is entirely a
blessing. The motivation behind educational system should be directed in creating the ability of
positive perception based on research and creativity. People should be able to distinct negative
from positive, enabling them to make right and timely decisions to determine their own course of
life. An able education system also raises the level of consciousness among people. And looks
like that this aspect restricts the ruling elite from mass education. Here comes the main obstacle.
The ruling classes comprise of feudal lords and army generals, the politics and political
leadership are established by their influence and not through political process. The consistency of
this system for last six decades has made inroads all over the society. Religious, social and
political circles all are under their brutal influence. On the other hand progress oriented elements
are also continuously struggling to break these brutal bonds. However the harsh political
conditions and sever resistance to political process by state machinery and their allies, they are
unable to play any significant rule, despite being a pressure group in past history.
The following literacy statistics would further prove the above conclusions, commencing
from 1951 to 200:
YEAR: LITERACY RATE:
1951 17.9 %

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 1961 16.7 %
1972 21.7 %
1981 26.2 %
1998 45.0 %
2008 55.0 %

Literacy
The above figures interestingly reflect that in 1951 the rate was 17.9 that declined to 16.7
after 10 years. In order to asses the reasons leading to this situation we will have to take into
account the definition of literacy in Pakistan.
CENSUS YEAR DEFINITION
Able to read a clear print of any language.
1961 Able to read and understand simple letter of any language.
1971 Able to read, write and understand in any language.

Pakistan:
1981 Able to read news paper and write simple letter.

Male: 9
 The quality of educational the higher level is strongly correlated with the quality of
education schools. How should we improve our schools? This is the pivotal question that
concerns educationists, researchers and practitioners alike in a number of countries. One can
come across a large number of concept papers, plans, and practitioners alike in a number of
countries. One can come across a large number of concept papers, plans and initiatives in
different parts of the world focusing on schools have been made on the basis of different policies
and plans that have been introduced from time to time. The outcome, however, does not match
the intensity of the rhetoric.

The situation has aggravated to such an extent that a number of schools in the public
sector are up for grabs. The NGOs can adopt these schools for giving them another chance.
These schools are just like the sick economic units that are kept on artificial support by the
‘messiahs’ coming from private sector. Why various have polices, plans, and initiatives to bring
about improvement in public schools failed? A critique of the situation in question points to the
lack of a monitoring system or a defective summative evaluation structure. Large and ended

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without any significant change in the school environment. A number of consultants finished their
contracts ‘successfully’ and easily got away in the absence of an effective accountability system.

Lack of planning, mismanagement, poor monitoring system and absence of effective

accountability could be some of the legitimate causes in their own right that have contributed to
the inaction or undesired contributed to the inaction or undesired outcome of the initiatives taken
for school improvement in Pakistan. Another important cause, however, could be the
conceptualization of the term ‘improvement’. Unfortunately, the popular view of school
improvement lies in the traditional behaviouristic paradigm of school effectiveness where change
should be observable and the impact measurable in terms of numbers in a stipulated period of
time.

Am I
safe in
my
school?
Disasters both manmade and natural have affected mankind since time in memorial
o Some are predictable in advance
o Some are annual or seasonal
o Some are sudden and unpredictable

Floods Days and weeks

Earthquakes Seconds/minutes
Cyclones Days
Droughts Months

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3. What is a safe school?

 A safe school is either a school which is located in a hazard free area, or one that has
been constructed to withstand the hazard to which it is exposed.
 A safe school will not collapse or get affected if a disaster happens.

3.1 Why such high numbers of children are not attending schools
• Poverty /Unemployment/ underemployment
• Poor family attention Poor family attention
• Gender discrimination which leads to lack of female children education in rural areas
• Accessibility to the schools for normal as well as for children with disabilities
• Traditional and conservative way of thinking
• Lack of awareness among the masses regarding
• Education for children with disabilities as well as for normal children normal children
• Disability

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 Teacher’s attitudes
Rigid Methods
Poor Quality
Training

Lack of teaching
aids and equipment Rigid methods
rigid curriculum
Education
System as
Problem

Parents not Many drop-outs

involved many repeaters

Teachers and
schools not
supported

Let us unpack the notion of improvement as it is only then that we would be able to
prepare an action plan for an improvement in the situation. There are who main strands in the
existing literature on school change, namely school effectiveness and school improvement. The
strand that uses the term ‘school effectiveness and school improvement. The strand that uses the
term ‘school effectiveness’ focuses on school itself as an organization. The potential targets in
school effectiveness are usually school organization, the proper implementation of curriculum,
and students’ achievement.

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4. Planning

An effective planning process is an essential feature of every successful organization. In

the case of schools, the process will involve:
• The confirmation of the school’s ethos, culture and aims;
• An assessment of the school’s current position, its strengths, areas for Improving the
quality of learning and teaching and the various factors which will influence the
management and development of the school over the next 3 years
• The anticipated level of resources and its management;
• What the school wants to achieve within a defined number of years, in most cases
expressed in terms of quantifiable targets for future performance;
• How it intends to bring about these achievements; and
• When, and how, it will measure progress.

4.1 Process of Planning

The process of school development planning involves 4 key stages:-

Stage 1 The confirmation of the school’s ethos, culture and aims.
Stage 2 An audit of current provision and identification of areas for improvement.
Stage 3 Prioritization for action and the implementation of development planning.
Stage 4 The determining of the arrangements for monitoring and the review of the plan in
the light of that monitoring.

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STAGE 1: SCHOOL ETHOS, CULTURE AND AIMS

a) The plan should start with a clear statement of the school’s ethos and underpinning
values, together with any distinctive characteristics. The strategic aims of the school will
flow from these statements. This part of the plan will normally remain fairly constant but
nevertheless requires review as part of the development planning process to ensure that
the aims and values of the school are up to date and relevant.
b) Evidence from inspection, research and the experience of previous curricular initiatives
have identified factors that make for a good school. These include:
 A positive ethos;
 Effective leadership at all levels;
 Committed teachers with an agreed vision for the school;
 Realistically high expectations of behavior and attainment among the teachers, the non-
teaching staff, the pupils and their parents;
 A high quality of learning and teaching;
 A clear focus on the learning experiences of the pupils and the standards
which they attain;
 A well-developed system for monitoring and evaluating the quality of provision;
 A culture of continuous improvement through effective self-evaluation and
development planning; and
 An awareness of the need for staff to update their professional expertise through well-
focused staff development reflecting the curricular and other needs of the school.
c) The Department would expect schools to have regard to these areas of evidence
as they review performance, engage in the planning process and decide on priorities for
action.
d) The documented plan should also include a brief summary of the strategies in place for:-
 Learning, teaching and assessment; and
 The promotion of pupils’ attendance, good behavior and discipline.

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STAGE 2: AUDIT OF CURRENT PROVISION AND IDENTIFICATION OF KEY
ISSUES

a) This stage involves a school in evaluating, in a constructively critical manner, the

nature and quality of its provision across a wide range of areas, especially the standards attained
by its pupils. As a minimum, this review must examine the areas set out in the regulations. In
particular, in schools other than nursery schools, this exercise needs to involve an analysis of the
performance of pupils, comparing current performance, across the school and in each subject,
with that of previous cohorts the performance of the same cohort across different subjects and
current performance against the performance of pupils in schools of similar size and/or
characteristics
b) In managing this stage it is important to strike a reasonable balance between allowing all
interested parties an opportunity to make their contribution and the need to advance the
process. Much depends on the individual school – in some cases it will be sufficient for
the Principal to present an analysis to the Board of Governors as a first step to stimulate
discussion as to where the school is succeeding and where it needs to improve. In other
instances, it will be more beneficial to have staff and Governors engaged in the analysis
itself.
c) Many internal and external factors will influence the effectiveness of provision within a
school and, as such, need to be identified and their potential impact assessed.

2.2 The Internal Environment

a) This aspect of the audit should include a review of the performance of the school
by focusing on its effectiveness in terms of the learning and the experiences of its pupils. The
school needs to address the following questions:
 How does our performance compare with that of other schools operating in similar
circumstances?

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  How does our present performance compare with the achievement of the school in previous
years?
 In schools other than nursery schools, is there evidence that the pupils’ work and
attainments in certain subjects/areas of study/key stages/year groups are better than others? If
so, why?
 Are some groups of pupils doing better than others? If so, why?
 How does the performance of boys compare with that of girls?

b) It will involve: analysing the statistical and other data available to the school through the
management information system and other sources, such as the annual
benchmarking data provided by the Department of Education. Evidence from published research
can also be used. Of particular concern will be current performance in areas such as:
 The levels attained by the pupils in key stage assessments;
 The outcomes of standardised tests;
 For post-primary schools, examination outcomes at GCSE, Occupational
 Studies and other qualifications taken by pupils in the school; staying-on rates
 pupils’ destinations at the end of Years 12 and 14;
 Attendance.

 The extent to which the current organisation and management of the school supports the
delivery of the school’s priorities; this will include:

 Examining the current distribution of responsibilities and contact ratios;

 Assessing staffing levels, teaching and non-teaching;
 Assessing the attendance levels of teachers and other staff;
 Considering the degree of match between teachers’ qualifications and the
subjects they teach;

 An assessment of the teaching provided by the school;

 An assessment of the contribution of non-teaching staff;

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  Review of the professional development of staff, teaching and non-teaching:
 Any evidence of need emerging, eg special needs, ICT, curriculum change,
introduction of new qualifications;
 Any needs arising in the context of succession planning;

• Review of curricular and extra curricular provision, asking questions such as:
 Does the curriculum meet the needs, stages of development and aspirations of pupils?
 Is there evidence of a change in demand for certain subjects?
 To what extent is provision in line with strategies for literacy, numeracy and ICT?
 To what extent is the school able to adapt to curriculum change?
 in post-primary schools, what changes will be required in the coming 3-4 years to put the
school in a position to offer the Entitlement Framework, and what timetable of action will
be necessary to achieve this?
 What extra-curricular provision is available?
 Is there scope for greater utilization of resources such as the school library?
 How well is it supported? Is there a demand for any new developments?
 How can extra-curricular provision be used to raise standards of achievement and/or
reinforce school work generally?

• Review of the provision for those pupils with special educational needs, including:

 The extent to which the school can be regarded as being inclusive;

 The changing number of pupils on the Special Educational Needs
Register;
 The effectiveness of the measures to address special educational needs;
 The evidence that there is early identification of those pupils with special
educational needs and such interventions are successful.

 Consideration of rural care for pupils,

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  The strategies for promoting pupils’ attendance, good behavior and
discipline,
including:-
 The attendance levels of pupils;
 The behavior of pupils;
 The promotion of good behavior, and the use of the school’s disciplinary
procedures.
 The arrangements for managing attendance and promotion of health and wellbeing
of staff and pupils,
 An assessment of recent enrolment trends and any changes in community housing or
work patterns, and the implications for the level of resources likely to be available to the
school.
 An assessment of the profile of the current enrolment, any trends in the last few years and
likely future trends.
 Encouraging the pupils and their parents to provide insights and information on important
aspects of the school’s work. Their opinions on such issues as learning, teaching, standards,
homework, extra-curricular activities and wider aspects of provision can provide an evidence
base of the school’s strengths and areas for improvement.
 The school’s current financial position and what assumptions have been made
for the future. This should include:
 Details of the school’s surplus or deficit;
 The impact of strategies to bring the school’s expenditure into balance
 Assumptions as regards future income levels and an assessment of the resources available
for the planning period.
 In monitoring the standards of pupils’ work, many schools routinely review their
outcomes, and post-primary schools often focus in particular on examination outcomes.
There is, however, also a need for schools to monitor and evaluate the learning, teaching, and
other processes that help the pupils to achieve on a broad range of fronts.

2.2 The External Environment

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 The school needs to be aware of a range of factors that may impact on its work.
These will include:

 Government policy and priorities related to education;

 Local policies and their likely impact on the school;
 Changes in the community served by the school. In addition to any population change these
factors might include:
 Areas for collaboration with other schools, especially, for post-primary schools, in
the context of ‘Entitled to Succeed’;
 Young families moving into the area, with a likely increase in demand for nursery
provision, breakfast clubs or after-school provision;
 For post-primary schools, new businesses in the area seeking certain skills;
 Scope for improved collaboration with other agencies or the community sector.

STAGE 3: PRIORITIES FOR ACTION AND IMPLEMENTATION PLANNING

Having identified, in a systematic manner, the school’s strengths, areas for improvement,
challenges and opportunities, the next stage is to determine priorities for the future and decide
how the work will be taken forward.

3.1 Determining Priorities

It is essential to remember that the ongoing work of the school must not be neglected in
order to bring about change. Care should, therefore, be taken not to attempt to take forward too
many major developments concurrently. The Board of Governors, Principal and staff should
work together to determine the areas where current levels of performance need to be maintained,
and those areas to be given priority for development or improvement.
In determining its priorities for action, the school needs to take full account of its financial
position, including, importantly, making provision for any foreseeable expenditure that the Board
of Governors is legally or contractually obliged to incur.

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If the school is in deficit, or if there are likely to be reduced income levels, then the school also
needs to identify actions which may be necessary in order to ensure that the income and
expenditure balance. A school with falling enrolments will often have no option but to reduce the
number of teaching staff, if it is to contain expenditure within its budget. It is appreciated that
this is a very difficult decision for a Board of Governors to take, especially when a school has
been well served by committed and enthusiastic teachers, but experience shows that deferring
such action often leads to even greater financial problems. Under LMS arrangements schools
may apply to their area board for additional financial support in order to manage any downsizing.

In deciding on priorities for improvement the school might also wish to consider:

 Previously identified strengths or areas for improvement;

 Areas for improvement identified during an inspection;
 Areas relating to national or local initiatives; or
 An area of particular interest to parents such as pastoral care.

3.2 Setting Targets

Target-setting has been a statutory requirement since 1998. All schools other than nursery
schools, should therefore be familiar with the process of setting targets, expressed in pupil
attainment terms, against which they can judge their own performance. The Department issues
annual benchmarking information which primary and secondary schools can use to assess how
their own performance relates to that of other schools of similar size and with similar levels of
free school meals entitlement. Such data can inform the target-setting process. The new school
development planning regulations embed target-setting formally within the school’s own
development plan for improvement. Although nursery schools are not required to set targets for
pupils’ achievement, they should use the process to help improve the quality of learning and
teaching, the pupils’ learning experiences and the progress that they make.
 The generally accepted mnemonic for objective and target-setting is SMART, i.e.
targets should be:
 Specific - clearly expressed;
 Measureable – delivering an outcome which is quantifiable;

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  Achievable – reasonable and realistic yet challenging;
 Relevant to the school’s values and priorities within its development plan;
 Time bound – aimed at a date by which the target should be achieved.
 It is also essential that objectives and targets be:
 Informed by an accurate evaluation of what is currently being achieved; and,
 Affordable, in terms of human and other resources.

3.3 Planning Implementation

Integral to the school development plan is an action plan which supports the targets and
sets out clearly the actions required to achieve them. Action plans are therefore the formal
expression of a school’s strategies for improvement. It is especially important that, once created,
appropriate attention is given to ensure that they are implemented effectively and efficiently.
An action plan should include clear statements of the intended improvements in learning, as
well as:
 The aspects which have been identified for development;
 The action to be taken to effect the improvement;
 The staff who will be involved;
 The resources required, including those for staff development needs;
 The time the process will take;
 The success criteria to be used to evaluate improvement; and
 The strategies for monitoring and evaluating the progress made.
It is important that the Governors, the Principal and all staff are aware of, and accept, the
implications that a proposed action plan might have for the way that the school is organised and
that the classroom practice is conducted. Where teaching and learning is the focus of the
proposed action plan it is important that a distinction is made between improvements in the

22
classroom experiences of the pupils and the improvements expected in the standard of their
work.
Action planning will require the school to:
 Have realistic intentions;
 Be clear on its strategies and the impact they will have on the staff and the pupils;
 Select appropriate staff to provide leadership for the implementation of each aspect of the
action plan;
 Ensure the availability of the resources, training and other requirements needed to
implement the action plan successfully;
 Secure and maintain the commitment of the staff involved;
 Have clear targets and success criteria against which intended improvements can be
measured; and
 Make changes in learning and teaching and school approaches and procedures to address
identified priorities.
An action plan can be drafted once decisions have been made on the priorities
formulating an action plan, but schools should feel free to customize the templates to meet their
particular needs.
The Board of Governors should formally minute the adoption of the agreed action plan
and, when doing so, establish the frequency of progress reporting, including the performance
criteria against which they wish to monitor progress. At least annually, these performance
criteria should include measures of pupil attainment. Boards of Governors may find it useful to
prepare a checklist setting out the key elements of the process – a model checklist, based largely
on one devised by the Council for Catholic Maintained Schools, is included at Appendix 3.
Schools should feel free to develop their own checklists to meet their own particular
requirements.

STAGE 4: IMPLEMENTATION, MONITORING AND REVIEW

In many respects the monitoring and the review of the implementation of the action plan
is the most important stage. Many organizations prepare good plans but fail to implement them

23
effectively. It is vital that once the action plan is agreed, arrangements are put in place to track
progress. These arrangements will differ from school to school.
In deciding on the frequency of reporting progress, the Board of Governors must take account of
the relative priority of the activity. The generally accepted approach would be to agree monthly,
termly or annual reports, with the proviso that the Principal alerts the governors if there is
substantial slippage on any activity, or if performance changes dramatically for better or worse.
In larger schools there may be detailed reporting to a Committee of the Board of Governors and
higher-level reporting to the Board itself.
These procedures help to emphasize that the school’s development plan belongs to the Board of
Governors and the staff and that it has a real and important purpose in driving continued
improvement in the quality of teaching and learning. The school development plan is the central
document that underpins the work of the school and drives it forward.

 The Principal will need to have internal arrangements in place to monitor progress so that
he or she is in a position to report to the Board of Governors. As a minimum:
 All goals, objectives, strategies and measures outlined in the school development plan
should be understood by teachers and, where appropriate, other staff;
 All staff should be aware of their responsibilities as specified in the school development
plan;
 The Senior Management Team should prepare and regularly review progress reports
against actions; and
 In larger schools, Heads of Department and other managers should supervise completion
of tasks assigned to named individuals.
At the end of the summer term, at minimum, the Principal should present to the Board of
Governors a review of the year, setting out the school’s performance against each target;
highlighting areas of good performance and also those where performance fell short of the
planned target. Any “lessons learned” should be recorded and fed into the preparation of the plan
for the incoming year.
Since our birth, we have been habituated in the most traditional methodology of
education, which is Instructor Led Training or ILT in brief. A teacher comes to the class and
teaches the students directly, where the student can directly interact with the teacher and the

24
teacher has also got the advantage of reading the pulse of the students while teaching through
their body languages. But as usual as it is human dependent, the quality of teaching and its
effects vary a lot between one teacher to the other.

This is also true that the newly defined term professionalism has made the people eager
to achieve educational degree and mainly people even at middle of their career have become
keen in higher studies. The fact of life is that neither they have got time to attend regular classes,
nor they have got the patience of studying with the students of different age groups. They also
can not afford to losses caused due to human errors of a teacher. So, the other modes of learning
have become imperative.

7. LEARNING OBJECTIVES

The term learning means changes in our behavior, attitude, knowledge and skills. In other
wards we can say that through learning we can feel permanently changes in our self. If we are
not feeling any changes in our above skills then it will not be called as learning. The learning is a
type of reinforcement, which may learn a change in behavior enduring by strengthening and
intensifying certain aspect of an individual behavior. Learning may be described at the process of
acquiring the ability to respond adequately to a situation, which may or may not have been
previously ancountered. After analysis, the term learning consist of the following contents:-

L - At length

E - It should be affective

A - It should be apparent

R - Relentless

N - Elimination of negative thoughts

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 I - Implanting

N - Elimination negative internalization.

G - Elimination of generalization

CONCEPT OF LEARNING OBJECTIVE

The term learning involves the following:-

Components of learning objectives:-

The learning objectives have the following components:-

i. Audience- Audience is the target of learning objective and the audience character.
ii. Behavior - Behavior is expected from the learner to show the audience has learned
something from the instructor.
iii. Condition-Under what condition will the learner be expected to demonstrate his/her
knowledge. It is the responsibility of instructor to create an atmosphere of learning for
grasping the memory from the learning environment.

Main characteristics of good learning objective

1. The learning objective should identify learning outcomes. The main objective of learning
is reflection. The objective needs to state what the learner is to perform, not how the learn
lesson.
2. The learning objective should be consistent with course goal. it is necessary that the
learning objective should be consistent with the course goal. When objective and goals
are not consistent two avenues of approached will be available.
a. Change the objective or
b. Change the course goal
3. The learning objective should be precious:- Its some have difficulties to strike a balance
between too much and too little precious in an objective. There should be a free line

26
 between choosing objective that reflects an important and meaningful outcome of
instructions and objective.

To make the objective of learning the affective steps are as under:-

Starts class on schedule.

Present material listed in lesson plans and follows the general outline.
• Use following traits and techniques while conducting
instruction: flexibility, spontaneity, provides empathy, and compassion uses good
questioning techniques, is an active listener, gets feed back, uses positive reinforcement, and
provide counseling.
• Facilitator directs and guides the learner towards finding the correct answer to their
questions, rather than being an answering service.

• Provide coaching.
• Demonstrates new or difficult material in manner that may be seen and
understood by the learners.
• Evaluates learner in the prescribed manner.
• Grades tests and distributes scores as required.
• Completes class roster and other form at end of training session and deliver
them to the training department.
• Completes all learning activities and required function, during allotted time period.

The advantage of usage of modern tools and techniques in education could have been
traced with the introduction of Computer Based Education, where the teacher used to present a
subject and started providing live demonstration to the students for laboratory based
experiments. In reality the audio visual impact of such training has become phenomenal.
Students can also play and rewind the show again and again at their own choice for accuracy and
this sort of repetition would hardly annoy the teacher as the teacher had literally undertaken the
headache of preparation material once only. Though it started with video, the technology marvels
didn’t take much time to convert it in compact disks. At a later stage, we have found various
software giants like Oracle or Micro Soft have provided many such training materials in the form

27
of compact Disk (CD). The CD based teaching has been more popularly termed as Computer
Based Training.

The Internet era has given birth to Web Based Training or online training. The advantage
is that the education providers can upload their lessons on the web and aspirants can study their
respective lessons at any point of time from any part of the world. The main advantage is that the
study materials can be updated at any point of time and also at a much lower cost.

The key advantage is that the updates reach the readers instantaneously.

The only drawback of online education is that the kind of graphics, which can be used for
Computer Based Training, can not be used for online training due to the bandwidth problem of
Internet. In CBTs, heavy graphics can be used including any size of videos and audios which
substantially occupy a major bandwidth and time while downloading in case of online education.
So, it restrains the content developers partially. The good news is that technology marvels and
popularity of Internet have increased the reach as well as the speed drastically in the recent days.

Perhaps the best way should be the mix and match of all three different modes of
learning, which can make the learning more enjoyable and much more fruitful.

In the recent past, the sea change has been noticed in education, even many traditional
universities have grabbed the opportunity of online training.

At the end, one message for the career oriented aspirants. “Formal education will make
you a living; self-education will make you a fortune.” - Jim Rohn

This guide of six NEW and innovative eLearning tools includes a little something for
everyone – from administrators to students.
1. Thinkfinity: Thinkfinity.org makes it easy for educators to enhance their classroom
instruction with lesson plans, interactive activities and other online resources.
Thinkfinity.org also provides a wealth of literacy resources for students, parents and
after-school programs. All of Thinkfinity.org's lesson plans, student materials,
interactive tools and reference materials are reviewed by the nation's leading education

28
 organizations to ensure that content is accurate, up-to-date, unbiased and appropriate for
students.
2. Ustream TV: Experience live video. In just minutes, you can broadcast and chat online
with a global audience. Completely free. All it takes is a camera and Internet connection.
3. E-Books: Planet e-Book provides a long list of FREE e-Books ranging from 1984 to
Ulysses. All of the literature is entirely free to download. You can also get notified
automatically each time they publish new e-Books by subscribing to their e-Books
newsletter or e-Books blog.
4. Digication: Digication is a Web site that allows for easy creation of e-Portfolios. E-
Portfolios are platforms for students, teachers, alumni, and professionals to showcase
their work and ideas. They are archives of learning, discovery, progress, achievement and
reflection. A few uses of e-Portfolios include assessment, admissions, interactive
resumes, student galleries, teacher resource sites, collaborative project portfolios, and
research presentations.
5. WiZiQ: WiZiQ is a place where you can teach and learn using an easy-to-use virtual
classroom. You are welcome to give private and public live online sessions, and teach for
free utilizing a white board system that supports video and voice capabilities as well as
record for playback.
6. Edufire: edufire allows you to choose a tutor online and learn through a webcam to
speak a new language.
They are effective and will definitely take your class, school, even school district to new
and exciting levels. Which tool(s) can you imagine using to move further into the 21st Century?

8. Teaching techniques

Teaching is not simple. It requires knowledge and confidence to confer that knowledge to
students. In case of Science subjects, the teacher must be cleared with all the concepts of
programming languages. Science subjects have always remained subjects of keen interest. In
many colleges, teachers hesitate to teach these subjects.
Technology students.

29
First of all, made the attendance compulsory for all students for theory and practical. Because it
is recognized that many students were just bunging the lectures. That was the reason; they were
not clearing the many concepts. Since several concepts of subjects are inter-dependent. I was
aware of learning pyramid that I learned in one of the seminar called a learning pyramid. This is
shown below. I tried to implement this pyramid in my teaching.

i. Lectures (5%)
ii. Reading (10%)
iii. Audio visual aids (20%)
iv. Demonstration (30%)
v. G. D. (50%)
vi. Practice and doing (75%)
vii. Teaching others (90%)

Learning Pyramid
These points of matter are written below:
i. Preparation

30
 In order to teach or preach anything we must be prepared by ourselves. We prepared our
learning material and knowledge in systematic manner. Before actually taking the practical of
students we have to perform the entire practical given in the lab manual. Study the syllabus well;
including its deficiencies and efficiencies. Extract the errors from subject’s laboratory manual
also.

ii. Learning material

Students, whether they are of any discipline always try to use the textbooks which
contains the collective data of syllabus orientation. In case of Science students some local
publications textbooks are available but while studying these books we found a lot of mistakes in
programs and in texts also. They have just copied the contents from some reference book. So
took students away from using the local textbooks. Give them some reference books which we
think good books for students at that level. Besides the reference books, give them self-prepared
notes.
iii. Punishment
In the first lecture itself warned all of them to do not remain absent for any lecture. Those
who have remained absent for any lecture, punished them by giving them some assignment or
any other work regarding the subject.

iv. Teaching Methodology

Learning requires a different mind-set. Create this mind-set by several factors. Change
teaching style to be more impressive to grab the attention of students. When students did not
understanding the concepts use the local language of communication i.e. Punjabi to teach them
these concepts. The language of communication is not important, understanding is most
important.
v. Visual Aids
Use the transparencies to teach. Use to keep these transparencies in front of students in
order to fix the data on that in students’ minds. Transparencies play very important role in
classroom teaching. Prepare all these transparencies by yourself. The diagrams drawn and

31
program illustrated will be some from books and some will self prepared. Prepare the
PowerPoint presentations for various demonstrations but never got time to show them. Basically,
we can show these at the time of practical.

vi. Demonstration
The practical oriented subjects require demonstration always. Without the
demonstrations, it is very hard to understand. Students found these concepts something strange.
So demonstration is the only way to make them familiar with these concepts. Use the LCD
projector to provide the demonstration and clear their doubts also.
vii. Questions and Question banks
Provide with some sample question papers on respective subject. The question banks
prepared will be on the basis of these factors. Give them question bank upon completion of each
chapter. Made them compulsory to solve the question banks in order to check the laboratory
manuals. Give many exercises of each chapter in order to make them more practical oriented.
viii. Practical
If you observe the leaning pyramid given above; 75% of the knowledge can be gained by
practicing and doing. We can obtain more than 90% of knowledge by practicing. ‘First perform
the practical and then write the theory’. Without knowing practical implementations we can not
know the theoretical implementations. Just don’t try to mug up anything. Focus a lot on practical.
For practical in the lab, differentiate the students as per their abilities of performing. Give a
single computer for every weak students and another single computer for two clever students for
performing practical. The purpose is to compete between the clever students and to make the
weak students self-doers. The subject is having a laboratory manual. Distribute the unsolved
programming exercises differently for different students. So they will perform different practical
by avoiding the copying.
ix. Additional teaching
Many times when found the students got bored in the lecture by continuous harassment
from morning, use to change the subject. Then, tell different moral stories and some puzzles to
them. You will found students are eager to hear this!

32
 x. Appraisal
Use to praise students for their good work, good logic and good paper writing also.
Schools occupy a significant place in the educational systems of a country.
There is more passive kind of student involvement. In which there are a number of
activities that involves students in the class in a substantial and active way. We can make the
involvement as a teaching strategy on the following grounds.
9. AREA OF INVOLVEMENT
• Small group discussions
• Case Studies
• Role playing or Skill practice
• Simulations or structured exercises
• In-Class writing
• Cooperative Learning
• Debates
• Drama
SMALL GROUP DISCUSSION:
One excellent tool to build student involvement in a class to have them discusses a topic
or question with a partner or a few other students. The teacher can then ask small groups to
report their finding to the class. We always monitor the group carefully to make sure they must
spend time on their tasks. Walk around the room and ask each group about their progress.
CASE STUDIES:
This method often used in psychology, and education curses relies on describing, in some
details, real-life situation. Student must consider the context of the problem in order to make
decision on how to solve it. We should tell the student that you do not have single right answer in
mind,although there are better or worse answer to the dilemma. Remind them that good answer
will acknowledge all the complexities of the case, including the values and emotions of those
involved as well as the consequences of different solutions.

ROLE PLAYING OR SKILL PRACTICE:

33
 When student need to learn a skill, have them practice it through role playing, either in
front of the class or in small group. You should be model for your student how to role-play. Let
them see you participate in one of the groups, but remind them you don’t have “right” or
“wrong” scenario in the mind. To ensure that all students participate during role-playing, have
students who are not performing. Don’t Critique the performance of those, who are not
performing as well, Tell them to state their criteria for evolution.

SIMULATIONS OR STRUCTURED EXERCISES:

Specially designed game, helps students understands particular theoretical concepts. We
make sure that we carefully think through the mechanics of games you chose. Consider how long
the exercise will last, what problem might arise how we ensure that student is participating, etc.
Practice the game with friends or colleagues to work out the kinks before you use it in your
classroom.
IN-CLASS WRITING:
Most higher learning institution now encourages writing in all disciplines. Writing during
class is important because it can challenge students to use higher-order thinking skills such as
analysis, synthesis, and evolution. Some possible in-class writing assignment includes
brainstorming, journal writing, summarizing the main points of discussion, responding to a
particular issue and writing mock essay exam answers.
COOPERATIVE LEARNING:
In cooperative learning activity, this can span from any where from one class period to an
entire semester, student work in small group to solve a clearly defined task. Each student in-
group performs a clearly specified role, which is essential for completing the entire project.
When project are presented to their classmates student will realize the value of pooling
individual talents for the benefits of entire groups. Since jobs must require employees to work
together to complete task, the skills students use during cooperative learning activities in an
academic setting transfer to real-life situations.
“When we assign cooperative learning task, be sure to give both oral and written
direction and to reiterate them frequently. In addition, check on the students
‘progress as often as possible. We either may allow students to elect the group
leaders, recorders, researchers, etc. or we may determine their roles for them,

34
 depending upon how much autonomy we wish to allow them .if group members
do not seem to be communicating effectively, we may wish to suggest possible
role changes”.

DEBATES:
Depending upon such factors such as class size, student maturity level, available time,
and subject matter, teacher might use either formal debates where students presents opposing
sides and rebuttals or informal or conversational debates, where student can interrupt with
questions. Debates can be useful in helping students recognize and overcome the basis they bring
to certain topics and in affording them opportunities to hone public speaking skills. In large class
rooms teachers can require students to prepare portion of the debate for homework and form
larger debates team.
“To guarantee all that all students participate, you can require students in the
audience to critique debates and to vote both before and after them. If your
student will be debating controversial issues that may spark emotional relations,
discuss appropriate classroom behavior well before the debate begins. Remind
your student to challenge ideas, rather than the personal integrity or character
of their peers”.
DRAMA:
Teacher can utilize plays to communicate much of the information that lectures typically
cove. Groups of students might enjoy performing pay scripts their teacher have written for them
or writing their own scripts. Most likely, student will more opt to remember concepts that re
coupled wit visual and auditory images than word delivered solely by their teacher. Asking the
student to write and perform to play that teaches a certain concepts allow them to see how
challenging teaching can be. Be sure to have the students evaluate their own and other’s
performances. Discuss why certain section of the play was more effective than others and create
an environment of learning, peace and prosperity.

35
 Hopkins views school effectiveness paradigm as skewed towards pupil outcomes
primarily where the other aspects of development are not focused. In this paradigm, the school
and pupil outcomes are not considered problematic. For instance, the concept of good school is
not considered relative which may vary from context to context. In this paradigm, the
organization is focused rather than the people; teachers and students as human beings and the
patterns of relationship between teacher and teachers, students and teachers, students and
students, and head teacher and teachers, as the former is more easily quantifiable as compared to
the latter.
This kind of change, though very popular with administrators, does not touch the hidden
part of the iceberg. One of the criticisms on school effectiveness paradigm is its overlooking of
the process in terms of school milieu, values, and attitudes which are very important in
contributing to the conditions amenable to learning. The whole emphasis, it is observed, seems to
be on creating lists of factors that are important in school effectiveness. The underlying
principles, the evolutionary nature of change processes, are either neglected or underplayed.

The other strand of school change uses the term ‘school improvement,. The contemporary
approach to school improvement, according to Hopkins, views change as a bottom up process, it
focuses on process-based targeting outcomes, it is more teacher focused, it believes in qualitative
evaluation, it advocates school-based development and it focuses on the whole school. The focus
here is on the process rather than the product, on the actual learning strategies rather than mere
academic outcomes. The focus of school improvement is thus the enhancement of learning
conditions. School improvement is not confined to short-term, observable and socially desirable
changes but focuses on long-term developmental vision that advocates change as being
instrumental in bringing about change at the social level.

There are, however, some objections to the school improvement approach. One common
objection is that school improvement initiatives focus on the process but hardly talk about the
measurable outcome which rare also improvement in their own right. This objection cannot be
brushed aside so easily by the advocates of school improvement,. Another objection is the term
‘holistic’ used in school improvement paradigm. At times, this term remain unpacked and thus
turns into a mere abstraction. Similarly, it is said that in the school improvement paradigm, the

36
wholeness of school is so much propagated that some important specific issues and strategies at
lower levels, like classroom level, are sometimes overlooked.

Having looked at the two paradigms of school change we realize that both school
effectiveness and school improvement paradigms are interested in bringing positive changes in
school. They, however, differ by their theoretical orientations and methodological dynamics. The
proponents of the respective paradigms seem to be engaged in a zero-sum game where the loss of
one is the gain of the other. What is required is the useful synthesis of the two paradigms at the
methodological level, at least where good strategies may be pooled together to bring about
positive change at school level where change is not just top-down or bottom up but could be a
blend of the two, that is participatory in nature. Where vision could be shared and the goals and
objectives are owned by the people in the school, where there is emphasis on product as well as
process, where organization gets attention and so do the people working in it, and where there
are administrative structures but also the norms of collegiality, mutual sharing, and joint work.

In Pakistan, however, most of the local and foreign funded initiatives are based on the
school effectiveness are based on the school effectiveness paradigm where the organization is
focused and students’ achievement is considered as the sole criterion for measuring positive
change in school. One could look back and around to see such initiatives with fashionable
rubrics, as for example, competency based teaching’, ‘curriculum reforms’, ‘structural changes
in school’ and so on. All these initiatives emanate from school effectiveness paradigm which
believes in external expertise, top-down philosophy, discrete point reforms, and quantifiable
outcomes. If we are really interested in improvement of our schools, we need to do away with
the only observable –change phenomenon. The other aspects, which are not visible or
measurable in quantitative terms, may be more crucial in the process of change in schools. What
is thus required is a combination of process and product, skills and values, school and people,
and observable attributes and invisible changes.

37
10. Force Field Analysis

Factors for change Factors against change

4 Faculty Bad Atmosphere 3

Plan

Introduction
Teaching Method of new Lack of Finance
teaching
2 methodology 4

Practical Lab Rigid methods

3 2

1 Discipline Teacher’s attitude 1

38
 Expensive Study 2

Total 10 Total 11

11. Findings

Quality of Management
 The institution imparts education which is in line with the day’s present needs.
 The institution has a clear plan of quality improvement.
 The institution is encouraging innovation in teaching.
 The teachers are exposed to new developments in educational methodologies.
 All the members of the institution have good relation.
 All the staff of the institution helps in improving the educational process
 Conferences, seminars and workshops on different topics are arranged in this institution.
 The institution office helps students timely.
 A former student often visits the institution and suggests ways and means to improve the
quality of education.
 Curricular and co-curricular activities are organized according to the annual schedule.
 The students are treated in unbiased manners.
 Admission is granted according to the merit.
 There are proper facilities for games in the institution.
 The record is maintained systematically in the office.
 All the staffs of the institution is satisfied with their respective job.

Quality of Infrastructure
 Proper audio- visual aids are available in the institution.

39
  Proper furniture and fixture are available in the institution.
 Present facilities are sufficient fir students in the laboratories.
 Proper facilities are available in the institution for computer training.
 The institution furniture and building have been enhanced in the last three years.
 New books are added in the library every year.

Quality of Teacher
 Teachers do prepare before teaching
 The institution teacher’s complaint about the lack of facilities in the department
 The teachers use audio- visual aids during lectures
 The teachers have positive attitude toward teaching.
 The teachers encourage creative thinking of the students.
 The teachers take interest in character building of the students.
 The teachers review their teaching from time to time.
 The teachers use lecture method during teaching.
 The teachers mostly dictate notes or there is text book reading.
 The teachers always complain about their management.
 The teachers participate in staff development program for enhancing their technical and
educational skills.
 The parents frequently visit and discuss their ward’s performance with teachers.

Quality of Examination
 Examinations are arranged according to the as per schedule.
 Teaching and learning process is improved keeping in view the exam results.
 The students are trained according to their mental caliber and aptitude.
 Question papers set include objective type questions to evaluate the students.

40
  Much care is taken in papers setting and evaluating the answer sheets.
 Marked answer sheets are shown the students and discussed with the students in order to
improve the teaching and learning process.
 Question papers consist of only essay type questions.
 Students can easily express themselves in Urdu.
 Students feel difficulty expressing themselves in English.
 Papers are marked objectively.

12. CONCLUSION
The processes of self-evaluation, action planning and target-setting are essential and
interrelated elements in the development of a school as it sets about improving standards. Taken
forward with commitment and application by the top management and staff as a whole, the
school development plan can have a significant impact on the experiences of the pupils, the
quality of learning and teaching; and, most importantly, the standards which the pupils attain.
It can also improve:
 The motivation and morale of all staff; and
 The ethos of the school.

13. Recommendation
After the completion of this research the researcher suggests certain recommendation for
the future researchers.
1. This type of study should be conducted on large sample, So that their performance can be
measure effectively.
2. Due to limited time, this study was confined to only Matric level;
 Computer lab facility should be provided in private schools.
 Parent-teacher meetings should be arranged often.

41
  Researchers would like to suggest that in private school teacher should be
retained.
 Private school should emphasize on Islamic education.
 Syllabus should be according to the needs of students.
 Transportation facility should be provided to the students.
 Canteen facility should be provided to the students.
 Teacher should be more qualified in private schools.
 Private schools should be arranged the functions often.
 Education should be given in semester wise.
 Medical facility should be provided to students.
 Teacher should use audio-visual aids for effective learning process.
 Technical education should be given in private schools.
 Researchers would like to suggest that teacher should teach according to the
individual needs.
 Building should be spacious of private schools.
 Fees should be affordable for parents.

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Appendix

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