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ASSIGNMENT SOLUTIONS GUIDE (2014-2015)

E.S.-335
Teacher and School
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions given in the
Assignments. These Sample Answers/Solutions are prepared by Private Teacher/Tutors/Auhtors for the help and Guidance
of the student to get an idea of how he/she can answer the Questions of the Assignments. We do not claim 100% Accuracy
of these sample Answers as these are based on the knowledge and cabability of Private Teacher/Tutor. Sample answers
may be seen as the Guide/Help Book for the reference to prepare the answers of the Question given in the assignment. As
these solutions and answers are prepared by the private teacher/tutor so the chances of error or mistake cannot be denied.
Any Omission or Error is highly regretted though every care has been taken while preparing these Sample Answers/
Solutions. Please consult your own Teacher/Tutor before you prepare a Particular Answer & for uptodate and exact
information, data and solution. Student should must read and refer the official study material provided by the university.

Answer the following questions

(i) Do you think that the performance of a teacher should be evaluated by his/her students and peers?
Justify your answer.
Ans. The students happen to be a very good source of information about teacher quality as they are the group of
people with whom teachers work directly as spend most of their time. Important, useful data can be obtained through
student reports about teacher performance. Whenever we think of teacher evaluation we tend to underrate student as
a source of teacher development. We can get clues about the teacher with the help of students only. Students can give
us better information about the teacher. The availability of a large number of students as reporters provides high
reliability for evaluating many types of teacher performances. The student evaluation of teachers can be justified on
the grounds of students as consumers and stakeholders of good teaching.
A teacher can be evaluated properly by a student only. He/she can evaluate the teacher by different norms. On
the behalf of different qualities a student can evaluate the teacher. Among these are:
(i) Survey Form: With the help of survey form a student can evaluate the teacher. The general format of
survey form is to have a number of items or statements about the teacher and class or pupil presented with scale to
indicate the student rating. Some form contain space for open ended question but they are difficult to interpret.
Surveys with a few items are better than long surveys which try to ask too much. We must curious about many things
that students may think. For example, statements can be constructed on various topics like materials, classroom
structure, learning, teacher behaviour, transfer of learning outside school etc. Proper instructions have to be given to
students regarding anonymity and to write their own opinion, not what other people think of. This survey form is to
be distributed to students by a neutral person if possible.
(ii) Interviews: It can be done during question- answer sessions which can be conducted by a person who is
not the teacher, administrator, principal or a fellow teacher at the school. The response of the student can be recorded
by the interviewer and a summary report to be prepared. The interview can be group or individual. The group
interview give more perspective details and spontaneity. Interviews should involve a large sample of a class rather
than the entire group. Group interviews are found to be as valid and reliable as surveys and cost-effective. Individual
interview turn out to be more expensive in terms of interviewers time, analysis and presentation of results.
Peer evaluation is the process in which teachers use their own direct knowledge and experience to examine and
judge the merit and value of another teachers practice. Peer stands for teachers in both roles under equivalence in
assignment, training, experience, perspective and information about the setting for the practice under evaluation.
The evaluating teacher should not teach at the same school and should not be concerned with each-other socially or
professionally.

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Advantages of Peer Evaluation

(i) Teacher colleagues are familiar with school goals, values and problems.
(ii) Teachers know the subject-matter, curriculum, instruction material.
(iii) Teachers are aware of actual demand, limitations and opportunities.
(iv) Teachers get a proper feedback.
(v) Good judgment of subject-matter.
(vi) Peer evaluation removes teacher-teacher isolation.
(vii) A sense of professionalism is strengthened with the idea of shared knowledge.
(viii) Peer evaluation offers an apportunity to teachers to plan, design, research, evaluate and prepare teaching
materials together.
Disadvantages of Peer Evaluation
(i) It is not as easy as it sounds.
(ii) It is not realized properly.
(iii) It can create doubts about teaching abilities.
(iv) It is not helpful for individuals.
(v) It has not a proper trust.
Criteria of Good Peer Evaluation
(i) Position approach.
(ii) Bottom up growth.
(iii) Voluntary participation.
(iv) Indepth study.
(v) Professional cooperation.
(vi) Respect.
(ii) Explain how a teacher can use managerial skills to effectively deal with classroom instruction.
Ans. School as a Specialised Agency of Education. According to the Secondary Education Commission, The
secondary school must make itself responsible for equipping its students adequately with civic as well as vocational
efficiency and the qualities of character that go with it so that they may be able to play thier part worthily and
competently in the improvement of national life. They should no longer emerge as helpless, shiftless individuals who
do not know what to do themselves. The school is one of the most important formal agencies of education. It plays
a major role in moulding the ideas, habits and attitudes of the children with a view to producing well balanced
personalities culturally sound, emotionally stable, mentally alert, morally upright, physically strong socially efficient,
vocationally self-sufficient and internationally liberal. Informal agencies of education such as the church and the
home fail to satisfy the increasing educational requirements of a complex society and thus are losing their hold on
the people. The school is a social institution set up by the society to serve its ends. It is a place where men of
tomorrow are trained and disciplined in certain forms of activities.
Regarding the management of the present day school, Dr. Zakir Hussain said, All our educational institutions
will be communities of work. At these educational institutions the pupils will have facilities to experiment, to discover,
to work, to live, where work will fashion character and living will shape lives and like healthy work and like all good
life they will form into homes of cooperative communities engaged in elevating cooperation, initiative and accepting
responsibility, through an inner urge for self-discipline, self- realisation and mutual helpfulness.
Organisation of the Traditional School. H.G. Wells has said, If you want to feel the generation
rushing to waste like rapids you should put your heart and mind into a private school. This remark was meant for
some of the private schools of England of the past and is certainly not applicable to the present day school of that
country but is a ablsolutely true of the large majority of our school whether public or private.
A traditional school was considered to be a place where knowledge was manufactured and this used to be
bookish, mechanical and stereotyped. Education being uniform; no importance was attached to the individual needs
of children. Rote memory and memorization played the dominant role. Children were regarded just like dumpdriven cattle. Examination dominated the entire system of education. Rod was the chief weapon to educate the

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educand. The fear atmosphere prevailed in the school. The teacher was called a policeman and drill sergeant. Cocurricular activities were unknown. No attempts were made to enlist the co-operation of the parents.
The Management of the Present-day Schools. The functions of the present-day schools have undergone a
great transformation in India since the advent of independence. Ours is a country wedded to the ideals of democracy.
Democracy imposes many responsibilities on the citizens of a counrty. It is based upon love, cooperation, tolerance,
open-mindedness, truthfulness and fellow-feelings. If democracy is to survive, education must develop certain
qualities needed for its survival. It must enable an individual to take part effectively and freely in the affairs of the
group to which he belongs. Education is essentially a social affair. According to Dr. Radhakrishnan, all education
is social. Education is the transmission of technical skill and cultural traditions from one generation to another.
The concept of a well-managed present-day school has been very beautifully summed up by S. Bala Krishna
Joshi, A school is not a mere brick and mortar structure housing a miscellany of pupils and teachers; a school is
not a market place where a heterogeneous crowd gathers with divers objects; a school is not a rigorous reformatory
where juvenile suspects are kept under vigilant watch, a school is a spiritual organism with distincitive personality
of its own; a school is a vibrant community centre, radiating life and energy all round; a school is a wonderful
edifice, resting on the foundation of goodwill goodwill of the public, good will of the parents; goodwill of the
pupils. In a word, a well conducted school is a happy home, a sacred shrine, a social centre, a state in miniature and
bewitching Brindavan, all beautifully blended into a synthetic structure.
A teacher can make his teaching effective and inspirable in the following ways:
I. Classroom Routine (For Teacher)
1. Tell your name carefully and accurately.
2. Learn the names of the students quickly.
3. Learn carefully the seating plan of students.
4. Maintain the class-room neat and tidy.
5. Keep class-room well-ventilated and lighted.
6. Take the roll-call and enquire about the absentees.
7. Insist on correct posture.
8. Be always punctual.
9. Stand throughout the great part of the class period.
10. Impress upon the students the importance of respect for school property.
11. Have a definite system for collecting and distributing material to avoid confusion.
12. Be on time.
II. Procedure and Method of Teaching
As a Teacher: 1. Have everything ready to start class work and be sure you get the attention of every member
of the class.
2. Use a variety of teaching aids.
3. Make assignments definite and clear.
4. Word questions clearly so that the students know what you are asking from them.
5. Teach the whole class and not a few students sitting on the front benches.
6. Distribute questions evenly.
7. Put questions to inattentive students also.
8. Do not often repeat your questions.
9. Do not put questions hurriedly.
10. Allow reasonable time to the students to answer questions.
11. Encourage students to answer questions rather than having you do all the talking.
12. Encourage students to report on anything of current interest to them the class, which pertains to the course.
13. Provide opportunities for all students to participate.
14. Avoid being side tracked.
15. stop trying to teach students something which they can not learn.
16. Check the written work of the students carefully.
17. Make necessary explanations about corrected assignments.
18. Avoid difficult assignments when you first begin.
19. Allow supervised study time.

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20. Vary methods of teaching and learning; use dramas, panel discussion, debate, etc.
III. Discipline in the Classroom
1. Base your discipline on dos rather than donts.
2. Use the standards of the group as a foundation of your disciplinary measure.
3. Do not allow students to wander around.
4. Insist on good conduct or manners and high standards of work.
5. Be sympathetic and understanding in your dealings with students.
6. Be steady and consistent in your dealing with students.
7. Maintain a certain reserve and be friendly rather than chummy.
8. Try to adopt and extend this philosophy,I like you even though, I do not like what you do.
9. Be just and fair.
10. Avoid telling the class to keep order.
11. Avoid abusive language.
12. Avoid sarcastic remarks.
13. Avoid threats.
14. Attend to minor problems before they become major ones.
15. Encourage respect and honesty.
IV. Guidance and Counselling
1. Be acquainted with the home conditions of the child.
2. Study health records, test scores, anecdotal records etc., of each student.
3. Recognise individual differences.
4. Develop feeling of friendliness so that every pupil feels free to ask your assistance in personal and school
problems.
5. Be available for student conferences.
6. Maintain up-to-date cumulative records.
7. Evince continued interest in assisting students to solve their problems.
8. Share your knowledge and understanding of students with other teachers.
9. Co-operate with other guidance workers for finding satisfactory solutions.
10. Take interest in testing programmes.
V. Personality Development
1. Be punctual in your programmes.
2. Do not use loud voice.
3. Avoid mannerism.
4. Be always cheerful.
5. Handle controversial topics skilfully.
6. Be humouros.
7. Use polite and proper language.
8. Avoid sarcastic remarks.
9. Be well-mannered.
10. Show sincere interest in students, school activities and co-workers.
(iii) Identify a probem which you face while teaching at the secondary school level. Conduct an action
research study to solve problem. Prepare a report on the conduct and finding of the study.
Ans. Teaching at the secondary-school level presents a host of unique challenges. Secondary-school teachers are
charged with educating students many of whom feel ready to enter adulthood and have already given up on the
prospect of education. Other characteristics of secondary-school students add to the challenge for their teachers.
Secondary: School teachers are dependent upon their lower-grade colleagues to prepare students academically
and equip them with the skills necessary to succeed in secondary school. Often, students arrive in high school illequipped, without the basic knowledge necessary for success. This presents a problem both for the student, who now
cannot complete the requisite work, and for the teacher, who must make modifications to her curriculum to
accommodate these unprepared students. In addition, these students are all at varying levels, creating a situation
that's extremely challenging for secondary-school teachers to cope with.

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The spark of excitement that comes with learning a new concept or expanding horizons has often faded by the
time students reach high school. Many secondary-school teachers struggle to cope with an over-abundance of student
apathy. While some students continue to seek knowledge and take joy from learning, many struggling students
already have given up on academics by the time they reach high school. This presents a unique challenge for their
teachers. They must not only teach their students new information but also reignite their desire to learn. Teachers
also are challenged to motivate students to continue studying through the remainder of their schooling and to continue
to be lifelong learners.
The research assignment acts as a reporting exercise when student involvement is limited to information gathering,
which is usually demonstrated by reading, taking notes, and writing a summary. Reporting has masqueraded as
researching for so long that the terms are used interchangeably. In a study that interviewed ninth graders as they
worked through a research assignment, one student revealed that, "Students' perception of doing research was writing
a grammatically correct report that was well-presented and provided other peoples' answers to someone else's question"
(Gordon 1996, 32). The research process was not internalized in the school library; it was perceived as an extension
of classroom practice. Students talked about it as though it was a test; creativity and inquiry were not perceived as
part of the process and grades were perceived as the most important measure of success (Gordon 1996).
Implicit in the typical report assignment is an underestimation of what students can do, sending a clear message
to them that they are passive recipients of information. Teachers are often disappointed with results, especially when
confronted with plagiarism. It has been suggested that students plagiarize because they are taught to do research
under a faulty instructional model that is linear (Davis 1994). A step-by-step approach-choosing a topic, narrowing
that topic, locating information, taking notes, organizing notes, writing the paper (Kuhlthau 1984)-oversimplifies
complex thinking processes that are idiosyncratic and reiterative, driven by the need to know. Even when there is no
intent to copy "word for by word," many papers are the product of cutting and pasting information: they contain little
creativity and virtually no discovery that has been tested, analyzed, and internalized by the learner.

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