MY SCHOOL by Dr .Nilesh Gopal das Joshi (reading books for 7 year olds .TXT) 📖

and remedial instruction. When a teacher wonders about discrepancies between potentiality and achievement. When a teacher wants to make a report to parents.

Collection and Recording of Data on pupils

Sources of collection

The child himself is an important source of data collection. Teachers who know the child Parents The friends of the child and his neighborhood

Techniques of data collection

Testing

It includes standardized tests for assessing intelligence, aptitudes, interests, personality traits and achievement.

Non-testing

It includes:

Interviews Questionnaires Self-inventories Observation

Techniques of Recording Data

Characteristics of a Good Recording System

Usability

We should record information about the child in such a manner that it may be easily used and interpreted at the time of need. Complicated and crowded record should be discouraged to keep and interpret records.

Objectivity and Accuracy

The information collected in the record card should be measured objectively and accurately.

Continuity

The information should be collected year after year with a view to maintain continuity.

Recording of Student’s data

Student’s data can be collected both formally and informally. Informal recording of data is much easier than formal recording. Experts are of the opinion that every teacher should maintain a file for each child in which he goes on accumulating data about him, recorded on separate sheets of paper which may be tagged and put safely within the file cover.

At the end of each year, the information may be summarized and entered on the cumulative record card so that it presents an integrated picture of the individual assets to be further developed. Weaknesses may be overcome, direction in which he is moving and recommendations that should be provided for him may be hinted at.

In order to record observations in a systematic manner, the following methods should be taken into consideration:

Anecdotal Records should be properly maintained Rating scales should be used while recording data

A school record is used as unified account of the child’s personality. Therefore, it is not desirable to read and interpret an item of information in isolation. Taken together, they should help in understanding and interpreting any particular aspect of the behavior of the child and his personality. The aim of interpretation should be to know the child and to guide in the best development of their life.

Most of our teachers are influenced by their own prejudices or by previous impressions of the child. They assess children only on the basis of results of the examinations.

The teachers should be careful about the following points while preparing the cumulative record card:

Information which presents a child in unfavorable light and is likely to prejudice a person against him should, as a rule not be made on the record card. If any confidential material has to be maintained it should be kept in a separate file. While filling in information about a particular child, the teacher should avoid his own judgement. Recordings should be easy if it is done for small groups of pupils at different settings than for the entire class at one sitting.

How to Interpret and use Records

The teachers seldom make the distinction between what the record shows and what it suggests. Most of them make generalizations and draw inferences which are not warranted by the data on record. They fail to note important relationships.

The teachers who keep and use records should keep in mind the following suggestions:

That the student is growing and changing. What was true of him last year is not necessarily true this year. That the record represents only a small sampling of his/her behavior. There is much that is unknown about the child. That the record often reflects the bias of the person. Chapter: 12 SUPERVISION AND INSPECTION

SUPERVISION AND INSPECTION

“Supervision is, in a sense, the back-bone of educational improvement.” – Education Commission

Supervision and inspection is provided by the state to help educators and educational administrators to do a better job. This service provides educational leadership and guidance to various workers in the field of education. It incorporates checking, enquiry, fact-finding, keeping watch, survey, correction, prevention, inspiration, guidance, direction, diagnosis and improvement. Its immediate purpose is the improvement of instruction.

SUPERVISION DEFINED

Supervision of instruction may be defined as, “the effort to stimulate, coordinate and guide the continued growth of the teachers in school, both individually and collectively.”

According to Barton and Burckner, “Supervision is an expert technical service primarily aimed at studying and improving cooperatively all factors which affect the child’s growth and development.”

In the words of Dicky, “Supervision is a planned programme for improvement of instruction.”

“Supervision”, according to Barr and Burton, “is the foundation on which all programmes for improvement of teaching must be built.”

Adams and Dicky defines educational supervision as, “The function of educational supervision is the improvement of instruction.”

Thus, the term supervision has been defined by different educationists in different ways. But all agree that the improvement of instruction is a cooperative process in which all the teachers participate and the supervisor is an educational leader who acts as stimulator, guide and consultant to the teachers in their effort to improve instruction.

NEED AND IMPORTANCE

There is rapid expansion in education. It has become very essential to keep up its standards and safeguard its quality. In our need to universalize education, quality is getting ignored for the sake of quantity. Only a supervisory service can cater to the need of standards and quality. By close watch and systematic check, it can ensure that the work of instruction is properly perceived, carefully planned, rightly carried out, competently directed, correctly evaluated and intelligently reviewed.

The headmasters and teachers face numerous problems in every educational programme. They cannot tackle some of these problems without expert guidance and continuous enlightenment. Their knowledge of methodology, administration, discipline, adjustment, mental health etc. gets stagnated and need constant orientation and revival with the help of more informed and experienced supervisors.

There is lethargy and slackness all around in our society. The schools also have not escaped from these tendencies. Only a well-organized supervisory service can keep the educational workers in good form. This service constantly reminds them of their important role in the development of future citizens. It reminds them from time to time to be duty conscious.

Before 1947, inspection was a device to ensure that an institution receiving grant-in- aid from the Government, utilized money correctly. Another function of the inspector was to extend recognition to privately managed schools on the basis of certain criteria. The concept of inspection has now changed, and inspection tends to promote the professional growth of teaching personnel. The role of inspector is that of a senior colleague to teachers. The re-designation of ‘inspector’ as ‘educational officer’ in many states marks this shift in the emphasis of duties.

NATURE OF SUPERVISION

In order to carry on instruction, we take the help of administration and supervision. The purpose of supervision is to bring about a continuing improvement in the instructional programme. Administration executes and directs, but supervision advises, stimulates, explains, leads, guides and assists.

Supervision is making potential actual

Studies from anthropology and psychology indicates that each person is born with more potential than they use. They never fully develop all their potential. Supervision attempts to release this human potential and develops it fully. It is an organized process for improving the learning situation for children. Supervisor is simply a “formal” leader in the process to release human potential by conducting human interaction, which we call education.

Supervision is communication

Communication has deep significance for human organization, since individuals make specialized contributions to the achievement of overall goals of the organization. It is a cooperative effort and an interpersonal influence for the achievement of human and organizational growth.Work of the supervisor is to influence teaching behavior in such a way as to improve the quality of learning for students. This can be achieved through effective communication with the persons involved in the organization. Supervisors, teachers and other members should work together for the development of a teaching-learning situation.

Supervision is Leadership

Leadership is a quality by which an individual can change the behavior of another individual. In supervision, this is accepted as one of the important elements. The supervisor being an official leader should try to influence the behavior of others in the organization. He/she should not be an authoritarian. They should assist the members involved in the organization to plan together. Here the chief purpose will be to develop group power that will enable the staff to achieve its goal.

AIMS OF SUPERVISION AND INSPECTION

There are a number of aims and purposes which supervisory service has to fulfil. These can be summed up as:

It provides professional leadership to educational workers so as to improve their work and give them correct direction. It is in this light that the Secondary Education Commission suggested to replace the word “Inspector” by “Education Officer” or “Educational Advisor”. The new term will be in conformity with the real aims of supervision and inspection. It offers technical service to teachers in the form of teaching techniques, instructional aids, diagnostic techniques and remedial measures. It promotes the professional growth of all teachers by providing them guidance in the field and in-service training in between. It clarifies and interprets educational goals for educational institutions and gives them all types of help and guidance to achieve those goals. Supervisory service aims at checking inefficiency and negligence in schools, finding out serious lapses and irregularities in their functioning and ensuring that all these short-comings are removed. It aims at offering new, forward looking and constructive suggestions to educational workers. It also goes to their help in solving their difficulties. It is the duty of the inspector to inspire teachers by counselling. It aims at appraising the work of educational institutions so that those doing well may be encouraged to do better and those not doing that well may be guided to come up to the mark.

SCOPE OF SUPERVISION

The educational institution is assumed to be a sub-system of a group of interdependent parts which exist for the purpose of contributing to the overall goal of the organization. The organization of a particular school is a major factor in determining the special characteristics of supervision. This organization involves both the human and material elements, for the improvement of quality of learning for the students. This is done through certain functions which come under the scope of supervision. They are:

Technological and Psychological Support for Teachers

Development of human resources in the teaching situation requires efficient supervision of instruction. To utilize the instructional supervision personnel effectively, there should be proper consideration of their function, allocation, organizational structure, roles authority, needed specialization etc. They should be provided with improved materials of instruction, new instructional media etc., as a technological support system after proper supervision. Again the technological and psychological support can be provided to the teachers through cooperation with institutions of higher education.

Supervision of Curriculum Design

In our school system, the individual schools and the individual teachers should be encouraged to move ahead on their own experimentation and innovation in the programme of curriculum development. The school staff, with the help of supervisory staff, should lay a set of criteria by which they can judge whether curriculum material developed by an outside source will fit into the design of the curriculum in the school system in which they work. A blueprint of curriculum development should be drawn. To spend the money and effort wisely, a proper plan and strategy and supervision must be conceived.

Continuing Professional Development of the Staff

The changing nature of what is to be taught and how it is to be taught demands the development of new understandings and skills on the part of the