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Course: Elementary Education (8623)

Level: B. Ed (1.5 year)
Semester: Spring 2018
Assignment No: 2

Q 1. Analyze the role of media and aids in elementary education in Pakistan.

Answer:

We need to be smart about ensuring we are preparing students to be well-Googled by the

time they graduate high school. We must support them in creating an online presence that

will lead help them get into that school, land that job, and attract the right people into their

worlds for powerful global connections. Here are some ways to get started.

Social Credibility is the New Credentialing

Test scores and certifications worked well in the 20th century and are still used by some

today, but in the 21st century, it is your online reputation that allows you to show what you

know. This should begin in secondary school as expertise has no age requirement. An

example of this is Armond McFadden who has a life long passion for mass transit as well as

filming and photographing trains and busses. In middle school Armond began a video
series about mass transit and started photographing various trains and busses. He became

involved in several online communities to discuss mass transit and his work became well
known. With social media, Armond was not a teenager, but a knowledgeable peer. His

writing mattered. People listened. Read more about how Armond developed social

credibility here. "When I apply for part-time work or internships during college, I make sure

employers know to look at my digital footprint which demonstrates that I have the skill set
they want. I ensure my resume contains links to social media sites which looks fantastic for

showing what I’m capable of and for giving employers background about me and my work."
- Armond McFadden

Student Learning Networks

In the age of social media, the teacher is no longer the center of learning. The student is.

One of the most important things an educator can do is support students in developing a

powerful learning network. Being digitally literate and having social media savvy is what is

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needed to help students to connect with others who share their passions, talents, and
interests. This requires understanding how social media works and how to find the right

people to connect with safely and responsibly. It also requires an understanding of how to

effectively use these tools to connect, collaborate, and grow learning. Want to know more?
15-year-old Alex Laubscher explains here.

Work More Effectively

Social media allows you to change the paradigm from “teacher” as expert to “group” as

expert. Rather than asking around between classes or sending and tracking emails to
multiple people who “may” know answers, you can ask a global community via social

media.. This saves the asker time because there is a large audience and the traditional

“askies” time because participants realize there is a whole community of knowledge out

there. This reduces emails and increases the access to good answers and connections.

Connect with Experts via Twitter

You can find a world of experts on any topic if you have literacy in using Twitter also know
as “Twitteracy.” Just know the right hashtags and how to find experts and you have the

world’s best knowledge at your fingertips. It is better than any rolodex allowing you to
connect anytime, anywhere, with the interested parties who are available now.

Release the Amazing Work of Students from the Classroom to the World

We hear stories in passing about the great work happening in schools, but usually it’s

locked in a school or classroom or trapped on a laptop. Social media puts an end to that.

First grade teacher Erin Shoening used Facebook to give families a window into her

classroom. Second grade teacher Courtney Woods used Twitter to connect her students to
a world of experts and outlets that helped to increase tourism in her community.

Technology teacher Chris Casal brought positive attention to his school by showcasing an
amazing parent community that came together to surprise students with something very

special. So, what do you think? Could some of these ideas be put into place where you

work? Are there challenges or concerns that might get in the way? What are some ways you

successfully incorporate social media into education where you work?

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Q 2. Describe the different types of physical and mental disabilities and the help
teacher can provide to the students falling in theses categories.

Answer:

Simply stated, a physical disability is any type of physical condition that significantly

impacts one or more major life activities. This is a pretty broad definition, but the types of

physical disabilities, their causes, and the manner in which they impact a person's life are

wide-ranging and virtually limitless.

Types of Physical Disabilities

Physical disabilities can be the result of congenital birth issues, accidental injury, or illness.
When you consider the huge number of possible causes of physical disabilities, you can

quickly see how it is impossible to provide a comprehensive list naming each condition.

Additionally, one physical condition might be considered disabling to one person but not

the next. The key aspect in defining physical disability is not whether a person has a specific

condition but how that physical condition impacts his or her daily life.

Categories of Daily Living

Rather than attempt to provide a laundry list of disability types, let's look at four distinct

categories that represent key areas of daily life and talk about specific physical conditions

that impact each category. Mobility, work tolerance, self-care, and communication are

categories of daily living that tend to be impacted by significant physical disabilities. Each

category is not mutually exclusive, so some physical disabilities will have an impact on
multiple categories.

Mobility

Mobility refers to how we move around in our environment. Whether it is walking to the

refrigerator to get something to eat or driving each day to work, the ability to move

ourselves around in our environment is important. For people with certain physical

disabilities, mobility is significantly impaired. Imagine trying to navigate the world as a

combat veteran returning to civilian life after experiencing the loss of your legs and an arm.

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Without assistance, moving around in your own home, let alone the community, would be
difficult if not impossible. It's pretty safe to say that suffering such severe trauma to one's

extremities would result in a disabling situation as it pertains to mobility.

Work Tolerance

Work is an important aspect of American culture. Oftentimes work tolerance issues, like

lifting, climbing, or standing, are impacted by the onset of a variety of medical conditions.
Back impairments are quite common and are oftentimes the result of workplace injury. A

person who has experienced a significant back injury may be able to return to their job but
maybe only in a limited capacity, if at all. Many people with back impairments can no

longer, stand, lift, or climb like they were able to do prior to their injury. For the person

accustomed to physical labor, suffering a back injury that limits or prohibits his or her ability

to perform their old job duties can be a life-altering situation.

Self-care

Self-care, or being able to do things like feed, dress, and bathe oneself, is an important part
of being independent. For many people who have been diagnosed with a condition, such as

muscular dystrophy, self-care can be a challenge. People with muscular dystrophy

experience significant physical impairments, such as muscle weakness and atrophy. Tasks

that many people take for granted, such as brushing your teeth or taking a shower, can be

difficult if not impossible for people with muscular dystrophy. The number of self-care tasks

requiring coordinated muscle movement is a long list, so the impact of muscular dystrophy

on self-care is far-reaching.

Communication

Most people would agree that being able to communicate is a critical aspect of daily life.

Like the prior three categories, communication can be impacted by physical conditions.
Visual and hearing impairments (i.e. deafness and blindness) are the result of physical

conditions that significantly impact the ability to see and hear, both important parts of

human communication. Not to say that people who are deaf or blind cannot communicate,

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but their ability to communicate with people who are not deaf or blind can be challenging,
if not impossible.

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Q 3. Explain students behavior in reaction to the inadequacies in management. How

does it affect discipline and classroom management.

Answer:

Student behaviour

Positive student behaviours are best developed and supported through:

 relationship-based whole-school practices

 classroom practices

 clearly communicated behavioural expectations.

Some students present challenging behaviour and require extra support and interventions
to address this behaviour and to develop positive behaviours.

Behaviour expectations, approaches to promoting positive behaviour, and consequences for

breaching behavioural expectations should be set out in a school’s Student engagement

policy

Defining challenging behaviour

Schools have the ability to define their own set of behavioural expectations, so there is no

common set of behaviours that can be universally regarded as challenging. However,

grounds for suspension and expulsion are set and common to all Victorian

government schools. In most schools and for most teachers, challenging behaviour can

generally be understood as something that either interferes with the safety or learning of

the student or other students, or interferes with the safety of school staff.

Examples of challenging behaviour include:

 Withdrawn behaviours such as shyness, rocking, staring, anxiety, school phobia,

truancy, social isolation or hand flapping

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 Disruptive behaviours such as being out-of-seat, calling out in class, tantrums,

swearing, screaming or refusing to follow instructions

 Violent and/or unsafe behaviours such as head banging, kicking, biting, punching,

fighting, running away, smashing equipment or furniture/fixtures

 Inappropriate social behaviours such as inappropriate conversations, stealing,

being over-affectionate, inappropriate touching or masturbation.

Influences on student behaviour

There are many potential influences on student behaviour, and many factors that can lead
to behaviour that is challenging for schools to deal with. These include:

 biophysical factors, such as medical conditions or disabilities

 psychological factors, including emotional trauma or lack of social skills

 behavioural/social factors, including where a student’s problem behaviour has been

learned through reinforcement, consequences or adaptation to social practices. For

example, a student with a learning difficulty repeatedly misbehaves knowing that he/she

will be removed from the class and this will avoid his/her learning difficulty being

exposed.

 historical community factors, including for Koorie students whose family member/s

had difficult, sometimes traumatic, experiences of school and government agencies

 cultural factors, for example Koorie community ‘Sorry Business’

 student group dynamics, such as bullying and teasing, cliques or student apathy or
hostility.

 environmental factors, for example the level of classroom noise or classroom seating

arrangements

 classroom organisation issues, such as inconsistent routines, inadequate materials or

obliviousness to cultural differences

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 teacher behaviour, for example boring or disorganised lessons, over-reaction to

misbehaviour or over-reliance on punishment.

In many cases, there is no single “cause” of challenging behaviour, but it is the result of

several factors operating in combination.

Behavioural triggers

When seeking to understand challenging behaviour, it is important to understand the role

of behavioural triggers.

Triggers are actions or events that play a role in prompting particular behaviours. Triggers
can be used deliberately by teachers to elicit correct student behaviour. For example, if a

teacher wants students to listen, he or she will generally call for their attention (sometimes

using a signal) and wait for them to be quiet, thereby triggering the desired attentive

behaviour.

Sometimes actions or events in the classroom may be a trigger for some students to exhibit

challenging behaviour. For instance, a teacher’s instruction to students such as “put your
books away and take out a piece of paper so we can start writing” might act as a trigger for

a student with learning difficulties, who may exhibit challenging behaviour in order to avoid
completing the work, which could potentially reveal that they are struggling.

Whether or not a particular action or event is a trigger for challenging behaviour will
depend on the individual student and the environment or setting in which it takes place.

The instruction above might produce very different behaviour if it is shouted in a large,

noisy classroom rather than made in calm voice to a small, attentive and quiet group of

students.

A crucial element of any response to a student's challenging behaviours is identifying the

triggers for that particular student. When triggers are identified, teachers and other school
staff are then able to more easily avoid these and also can start to develop and use other

triggers to elicit positive behaviour. The Department’s professional learning program on

managing challenging behaviour contains more information and advice on triggers for

challenging behaviour.

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Q 4. Discuss teacher made achievement tests. Construct six items of each, short
answer completion, true false, matching, multiple choice and essay types from
class VI Social studies book being taught in the public sector schools.

Answer:

Meaning of Teacher Made Test:

Carefully constructed teacher-made tests and standardised tests are similar in many ways.

Both are constructed on the basis of carefully planned table of specifications, both have the

same type of test items, and both provide clear directions to the students.

Still the two differ. They differ in the quality of test items, the reliability of test measures, the

procedures for administering and scoring and the interpretation of scores. No doubt,
standardised tests are good and better in quality, more reliable and valid.

But a classroom teacher cannot always depend on standardised tests. These may not suit to
his local needs, may not be readily available, may be costly, may have different objectives. In

order to fulfill the immediate requirements, the teacher has to prepare his own tests which

are usually objective type in nature. Teacher-made tests are normally prepared and

administered for testing classroom achievement of students, evaluating the method of

teaching adopted by the teacher and other curricular programmes of the school.

Teacher-made test is one of the most valuable instrument in the hands of the teacher to
solve his purpose. It is designed to solve the problem or requirements of the class for which

it is prepared. It is prepared to measure the outcomes and content of local curriculum. It is

very much flexible so that, it can be adopted to any procedure and material. It does not
require any sophisticated technique for preparation.

Taylor has highly recommended for the use of these teacher-made objective type tests,
which do not require all the four steps of standardised tests nor need the rigorous

processes of standardisation. Only the first two steps planning and preparation are sufficient

for their construction.

Features of Teacher-Made Tests:

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1. The items of the tests are arranged in order of difficulty.

2. These are prepared by the teachers which can be used for prognosis and diagnosis

purposes.

3. The test covers the whole content area and includes a large number of items.

4. The preparation of the items conforms to the blueprint.

5. Test construction is not a single man’s business, rather it is a co-operative endeavour.

6. A teacher-made test does not cover all the steps of a standardised test.

7. Teacher-made tests may also be employed as a tool for formative evaluation.

8. Preparation and administration of these tests are economical.

9. The test is developed by the teacher to ascertain the student’s achievement and
proficiency in a given subject.

10. Teacher-made tests are least used for research purposes.

11. They do not have norms whereas providing norms is quite essential for standardised

tests.

Steps/Principles of Construction of Teacher-made Test:

A teacher-made test does not require a well-planned preparation. Even then, to make it

more efficient and effective tool of evaluation, careful considerations arc needed to be

given while constructing such tests.

Construct six items of each, short answers completion true false, matching multiple

choice and essay type from the English class VII (Public Sector).

The following steps may be followed for the preparation of teacher-made test:

1. Planning:

Planning of a teacher-made test includes:

a. Determining the purpose and objectives of the test, ‘as what to measure and why to
measure’.

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b. Deciding the length of the test and portion of the syllabus to be covered.

c. Specifying the objectives in behavioural terms. If needed, a table can even be prepared

for specifications and weightage given to the objectives to be measured.

d. Deciding the number and forms of items (questions) according to blueprint.

e. Having a clear knowledge and understanding of the principles of constructing essay type,

short answer type and objective type questions.

f. Deciding date of testing much in advance in order to give time to teachers for test

preparation and administration.

g. Seeking the co-operation and suggestion of co-teachers, experienced teachers of other

schools and test experts.

2. Preparation of the Test:

Planning is the philosophical aspect and preparation is the practical aspect of test

construction. All the practical aspects to be taken into consideration while one constructs

the tests. It is an art, a technique. One is to have it or to acquire it. It requires much thinking,

rethinking and reading before constructing test items. Different types of objective test items

viz., multiple choice, short-answer type and matching type can be constructed. After
construction, test items should be given lo others for review and for seeking their opinions

on it. The suggestions may be sought even from others on languages, modalities of the
items, statements given, correct answers supplied and on other possible errors anticipated.

The suggestions and views thus sought will help a test constructor in modifying and

verifying his items afresh to make it more acceptable and usable.

After construction of the test, items should be arranged in a simple to complex order. For

arranging the items, a teacher can adopt so many methods viz., group-wise, unit-wise, topic

wise etc. Scoring key should also be prepared forthwith to avoid further delay in scoring.
Direction is an important part of a test construction. Without giving a proper direction or

instruction, there will be a probability of loosing the authenticity of the test reliability. It may
create a misunderstanding in the students also.

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Thus, the direction should be simple and adequate to enable the students to know:

(i) The time for completion of test,

(ii) The marks allotted to each item,

(iii) Required number of items to be attempted,

(iv) How and where to record the answer? and

(v) The materials, like graph papers or logarithmic table to be used.

Uses of Teacher-Made Tests:

1. To help a teacher to know whether the class in normal, average, above average or below
average.

2. To help him in formulating new strategies for teaching and learning.

3. A teacher-made test may be used as a full-fledged achievement test which covers the

entire course of a subject.

4. To measure students’ academic achievement in a given course.

5. To assess how far specified instructional objectives have been achieved.

6. To know the efficacy of learning experiences.

7. To diagnose students learning difficulties and to suggest necessary remedial measures.

8. To certify, classify or grade the students on the basis of resulting scores.

9. Skillfully prepared teacher-made tests can serve the purpose of standardised test.

10. Teacher-made tests can help a teacher to render guidance and counseling.

11. Good teacher-made tests can be exchanged among neighbouring schools.

12. These tests can be used as a tool for formative, diagnostic and summative evaluation.

13. To assess pupils’ growth in different areas.

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Q 5. Describe the role of teacher training in the deterioration of education system

and suggest measures for its improvement?

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Answer:

The problem with the current Education system is that it is outdated. Remembering facts is
not needed today as it was needed before. Now it is a "Learn everything to refer everything"

as information is available on fingertips. Machines are already putting people out of jobs
today. And I'm not talking about Industrial revolution. I'm talking about something more

recent.

Technology has led to rapid changes in society but unfortunately our education system

hasn't been able to transform itself. The current education system we have on India is based

on fear. Or in other words "If you don't study and get good marks you'll be on the street".
I'm not saying the system in other countries is any better. In the west its based more on

greed.

The education system of examinations leads to comparison. Comparison leads to

insecurities. So overall a negative experience. Fear of exams, reluctance to open textbooks

are how that feeling manifests itself. In worst cases there is a certain animosity towards

knowledge itself. And in some more extreme cases million copies have been sold for a song
which tells how "We don't need education"

Education should be enjoyable. Definitely there is a certain level of mental and physical
strain involved in learning unfamiliar things. But that doesn't mean they can't be enjoyable.

When people learn something purely stemming from the desire to learn, they can learn and

accomplish a lot more.

Now that I've ranted enough about the problems, let me give a piece of my mind on how I

think the education system can be saved.

Buckminster Fuller said "You never change things by fighting the existing reality. To change
something, build a new model that makes the existing model obsolete". That is the only

true way towards change."

I hope I've made my point that we need a completely new education system. The existing

system is highly inefficient and takes too much time and money.

1) Teachers should be merely facilitators.

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The traditional classroom setting where everyone is packed into rows of seats and a person
just goes on about the subject depending on whatever is outlined in the syllabus rarely

helps. Instead students should be allowed the freedom to learn on their own while the

teacher is merely guiding the students. This helps the teacher to learn from his students
too. Sugata Mitra has done enough research in this field to prove this is possible.

Build a School in the Cloud

His ideas are revolutionary.

2) No indoctrination please

This means no "disciplining the kid". Children are free. They are the epitome of innocence

and life. Why make them think like adults when all the adults just say their childhood was

the best time in their life. The next generation has a great potential for changing the world.

By "disciplining them" we're just making all of them think in the same way. Thus curbing

their creativity and individuality. Let them question everything. Let them talk in class. Let

them learn from each other.

3) Teach them meditation

Meditation has numerous benefits. Dalai Lama said if all children are taught meditation, we
would eliminate violence in the world in one generation. Other than that it leads to mental

development, mental stability, better perception, etc, etc.

4) Don't make this system rigid

Anything rigid is bound to break. If the system is flexible and democratic, I think it can

evolve into something better than how it started off with. For this all stakeholders should be

allowed to contribute. Including but not limited to students, teachers, parents, etc. A healthy

debate has to be encouraged.

Nobody knows when or where the first schools were started. But one can safely conclude as
to why did they? The earliest school existed in Mesopotamia around 2100 B. C. The object

of the creation of schools there was surely to impart the teaching of reading and writing. On
the walls of such ancient schools, when it was excavated, were found the words ‘he who

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shall excel at tablet writing shall shine like the sun’. In those days, as in many parts of the
world today, literacy was the privilege of the few and it was regarded as a key to power and

prestige. A civilized society believes that books and schools are the possessions which

protect and conserve the skills and wisdom of the old and make them available for the
future generation. They transfer the wealth of education from one generation to another

and keep continuity of knowledge alive. They are instrumental in pushing a society towards
awareness of past, present and future and enable it to come out of darkness to light. The

school, particularly shapes the future of younger generation who in due course of time

shape the society. Moreover, schools impose a link or relation between society and

education and usually the society uses education to strength its stability, advancement and

for change and transformation.

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