1

UNIT -I: CLASSROOM ORGANIZATION

UNIT -II: CLASSROOM MANAGEMENT

UNIT -III: ROLE OF TEACHER IN SCHOOL FUNCTIONS

UNIT -IV: TEACHER AS A LEADER

UNIT -V: ACTION RESEARCH IN EDUCATION

2

UNIT -I
CLASSROOM ORGANIZATION
1. Write the Meaning and purpose of classroom organization? (Or) Write
the importance of classroom organization.
Ans. Introduction: Classroom Organization: Classroom management and organization are
intertwined. While rules and routines influence student behaviour, classroom organization
affects the physical elements of the classroom, making it a more productive environment
for its uses. How the classroom environment is organized influences the behaviour in it.
For example, actions as simple as color-coding folders, establishing fixed locations for
lab supplies, maintaining folders for students to pick up missed work after being absent,
keeping extra couples of "Back to School Night' items to share with new students, and
designating specific places for other classroom supplies can have a dramatic effect on
classroom organization and, consequently on student learning. While these procedures
and a multitude like them are simple matters, they nonetheless can be essential
components for a smoothly operating classroom.
Definitions: Different educationists have defined this combined term of class organisation
in various ways "Organization of the class is the administrative expression of educational
theory"
Elsbrel Ryburn: He has called the class a cooperative society.
That is the society where many agencies cooperate in the interest of the students.
Purpose:
• Arrange the students in the classroom in such a way that you can make eye contacts
with every student. Every student should feel they are being watched.
• If some students are frequently caught-up in laziness and happen to work with minimal
efforts in a particular seat, then you can change their place and keep them in seals from
where you can clearly observe them.
• Arrangement of desk, bench and other materials should be such that it provides you
opportunity to reach each one with ease. Students should also find it easy to move
around especially when activities are conducted.
• Change the physical layout, arrangements whenever necessary to suit your teaching
style and methods of teaching. The arrangements can be changed whenever students
are involved in group activities and co-operate learning.
• When the materials within the classroom are arranged, care has to be taken to see that
the exit door and windows are not obstructed.
• Students should be given the responsibility of keeping their classroom neat and tidy.
Enforce them to dispose all the wastes into the dustbin. Clean classrooms stimulate
good learning.
2. Discuss different class room seating arrangement? (Or) Explain the class seating
arrangement for different purposes.
Ans. There are many different seating arrangements available. Best possible
seating arrangement has to be provided to the students. When they feel that they are
comfortably seated.
Class room seating arrangement for different purposes: The following are some of the
main student-centered seating
3

Cabaret style: Typically, tables are arranged in small squares or rectangles with 4-6 seats
around them. Nested tables are great for small group work and project work. It can be
difficult to start classes when students are already sitting on small tables as some students
will have their backs to you. If possible, have the students sit so they're side-on to you and
remember to move around the classroom when you need to give instructions or
change activities. Surprise your class by popping up at different places around the class!

Circle Style: The circle formation is great for many game group discussions, welcoming
your students at the beginning of the class, taking the register and really talking of your
students.
You should push the tables to the walls and have just the chairs in a circle. You can sit in
the circle with your students. f they need to write at certain times of the lesson they can
either go to work at the tables facing the walls around the outside or they can rest a
folder on their knees and stay in the circle.
Theatre style: Another set up that does not include tables is the theatre layout. This layout
is useful if you are planning on giving a lecture or an OHP presentation. Chairs can be
arranged in a chevron (a wide V) to increase visibility.
Horseshoe Style: This layout is great if you are using visual aids, doing board work or
speaking activities like whole- group discussion. All the students will be able to see you,
the board and each other and you will have a large space in the middle of the horseshoe
and around the outside to monitor your student's work, distribute handouts etc. Breaking
the group into pairs or dividing the students into 2 large groups can be easy with this set-
up.
Boardroom Style: Placing rectangular tables up against each other to create a large
rectangular table and then arranging the seats around the perimeter is called a boardroom
set-up. The shape can also take the form of solid or Hollow Square. This set up is ideal
for debates or when students need to act as one group to make decisions and discuss
content.
Fishbowl: If the group is too large to get around a U-shaped layout or a board-room table,
the "fishbowl, with concentric circles of students, maximizes the possibilities of
discussion. Clearly this works better without tables, and it is useful to make efforts to
ensure that over several sessions, everyone has their turn in the "inner circle"
For sessions involving small group working, it is useful to arrange tables at which four
or five students can sit, to promote the easy formation of the small groups from the start
of the session. lt avoids the disruption caused by people moving about half-way
through (although that is sometimes a useful "punctuation mark in the session).
 4

3. Write the short note on

1. Chalk Board 2. O.H.P. 3. White Board 4. Display board's 5. Smart Board 6. Multimedia 7. E- Class
room? (Or) How Technology Integration in class room organisations.
Ans. Chalk board: The chalk board or more commonly named as black-board. This is
probably the most widely used visual device. Prof Struck observes "It should be regarded
as a medium to be used by both teacher and pupils.
Chalk-Board-Needs and uses:
I. To explain and illustrate certain difficult points in a lesson
II. To provide motivation in the class and to enlist pupils’ attention to pertinent aspects of
Instruction.
III. To provide group instruction. Its size, location and economical use makes it an indispensable
teaching device.
One using chalk-board:
The following points may be kept in mind while using the chalk-board
i. The teacher should present the material in brief, concise and simple statements.
ii. It is good to plan the chalk-board layout a head of time and not in your lesson plan
iii. Use coloured chalk for emphasis, beauty and aesthetic appeal
iv. Important points may be underlined and explained with the help of a pointer.
2. Overhead projector:
The overhead projector would be evident that in Over Head transparency Projector, the
projected image is obtained behind and over the head of the instructor. The over Head
Projector reflects images coming from a powerful light that shines through a transparency
on a screen by means of a titled, highly polished mirror and lens assembly.
The screen image is brilliant enough to be seen even in a lighted room. The projector
area ranges from 3' x 3 to 10'x 10. Normally overhead projector is composed of a
projection lamp to act as a source of light, considering lenses to concentrate all the light
into usable beam, a polished mirror and lens assembly and blower for cooling the system.
Over Head Projector should not be kept on continuously for long periods. To use it as a
chalk board is a very costly affair.
Operation of OHP: Rolls of triacetate film of minimum thickness are available for use
as transparency in OHP It is rolled over the illuminated stage, while matter required for
instruction can be written using ruling pen, acrylic markers with special ink or wax
pencils. These impressions can be removed after usage by wiping with a dry cloth or
sponge dipped in soap solution. Transparencies required can be prepared or plastic carbon
or cellophane sheets by tracing, drawing, and writing and by photo graphic reproductions.
Advantages:
• Simple and convenient to operate the equipment.
• A large image in a minimum projection distance is obtainable.
White Board: A white board also known as marker board, dry-erase board (or) dry-wipe
board. The popularity of white boards increased in the mid 1990's. the term white board
is also used to refer to interactive white boards.
Uses: Material may be erased and board used again
• Easily used for a wide range of graphic representations range.
Limitations:
▪ Two dimensional only
▪ Cannot show motion.
5

Display Boards: Display Boards are as follows

Bulletin Boards: These are used to display bulletins; new items, interesting events etc for
the attention of all students. These are usually kept under lockable glass windows uses:
a) to arouse student interest b) to develop subject matter
Flannel Board: A flannel board is a piece of rigid material covered with cotton, flannel,
felt or wool when objects like pictures, drawing, signs, symbols are backed with strips of
sand paper, they will adhere to the flannel board. Flannel board provides a unique basis
for presentation of ideas and facts. It saves time during class presentation. It encourages
visual presentation of ideas and concepts. It shows movements and arrangements. It shows
accumulative processes.
Advantages:
• No chalk dusts.
• Most of advantages of black board.
• Material readily available.
Limitations:
• Does not show motion
• Limited audience.
Magnetic chalk board: the magnetic chalk board adds a new dimension and increased
flexibility to class room presentations. It is steel-based porcelain-surfaced chalkboard.
Both chalk drawings as well as instructional materials fitted with magnetic holders may
be used on this board. The porcelainized surface takes chalk well, permits ready removal
of pencil or crayon marks and can be cleaned easily by using a damp cloth.
A variety of instructional materials equipped with magnetic holders is available.
Small magnets can also be purchased separately to be glued on special items used in
teaching, possibly of movements. Three dimensional objects over the surface on the
magnetic board are valuable technique of instruction.
Smart Boards: The smart board is an interactive white Board that uses touch detection
for user input in the same way as normal PC input devices. The smart board 800 series
interactive whiteboard introduced a "Click and Scroll" feature.
Technology: The smart board interaction white board operates as part of a system that
includes the interactive white board, a computer, a projector and white boarding software
smart meeting pro software for business.
Software: Smart note book software is included with the smart board and allows users to
compile notes, Images and other media into virtual note books which can be projected and
edited using the smart board itself,
Uses:
▪ To develop subject matter
▪ It can reach a large class.
Multimedia: Definitions and meaning: Weidong X hang (2003) says that multimedia is
a hot topic in education because it represents the latest technology and introduces into the
class room whole new ways of thinking about curriculum interacting with students and
even the nature of learning itself.
Nature: Multi--------Many
Media-------Methods or Techniques
 6

In multimedia approach, several media and techniques are used as powerful means of
communication. Multimedia approach uses a number of media, devices, techniques in the
teaching learning process.
Education Implications:
▪ Multimedia provides the students the flexibility of anywhere anytime learning.
▪ Multimedia can bridge language barriers since audio is not the only means of
communications.
E-Classroom: E-classroom is an online internet mediated class room where the teacher
and students are connected to share a common work space. E-Class room is defined here
as a computer accessible on-line learning environment intended to fulfil many of the
learning facilitation roles of a physical class room
Advantages:
▪ Students can access the course material and activities in the virtual class room at a
time that is most convenient to them
4. Explain the characteristics of class room environment. (Or) Write characteristics
of class room environment learner friendly and inclusive in detail?
Ans. Learning Friendly: A "learning friendly environment is "child-friendly" and
"teacher-friendly." It stresses the importance of students and teachers working together as
a learning community. It places children at the centre of learning and encourages their
active participation in learning. It also fulfils our needs and interests as teachers. lt enables
us and encourages us to give all children the best education possible
Child-friendly schools (CFS) will look different from country to country, district to district, and
from school to school, but they are all based on the same six principles or dimensions:
1. Rights-based, inclusive and child seeking.
2. Effective- Focusing on the intellectual, social, emotional and physical development of
all children.
3. Healthy, safe and protective.
4. Gender responsive.
5. Community based and family focused.
6. Child-friendly systems and policies Child- friendly assessment and evaluation
systems, curricula and support systems.
Inclusive: Over the years, the term "inclusive has often come to mean "including children
with disabilities in "regular classrooms for children without disabilities. In this toolkit,
"inclusive" means much more.
"Inclusive" does include children with disabilities such as children who have
difficulties in seeing or hearing, who cannot walk, or who are slower to learn. However,
"inclusive" also means including ALL children who are left out or excluded from school.
An inclusive and child-friendly education system ensures that all children have
equal access to quality education regardless of their gender, age, abilities,
disabilities/impairments, health conditions, circumstances, as well as socio-economic,
religious, ethnic, and language backgrounds.
Afghan Ministry of Education Definition of Inclusive Education
“inclusive" means that teachers, we have the responsibility to seek out all available
support (from school authorities, the community, families, children, educational
institutions, health services, community leaders, and so on) to finding children who
are out of school and facilitating ALL children to lean.
7

5. What is a school complex? Explain the functions of school complex. (Or) What are
the functions of a school complex? What are the advantages of school complex? (Or)
Write the concept of school complex? Write its advantages?
Ans. A school complex is a cluster of schools. It is a group neighbourhood schools,
comprising a number of primary, upper primary, secondary schools which function
together in an integrated way as one educational unit.
Characteristics of school complex:
1. Neighbourhood: School complex consists of a number of neighbourhood schools
in which some schools are grouped together
2. Unit for educational reform: School complex can be understood as a compact unit
of educational reform or development.
3. Cooperation.
4. Guidance.
5. Solution of problems.
Objective of a school complex:
1. Breaking the isolation: A school complex aims at breaking the isolation that exists
between one school and the other.
2. Sharing resources: It will make possible the sharing of available resources and
make their best possible use.
3. Collective effort: It will promote joint and cooperative effort among all the
functionaries working in these schools.
Functions of school complex:
1. Providing academic guidance: A school complex can discover experts among its
teachers and head masters and harness their services for providing academic
guidance to the member schools in the following areas
a. Teaching
b. Co-curricular activities
c. School improvement projects.
2. Providing Equipment: Arrangement and exchange of equipment is the second
important function of a school complex.
3. Supervisory Role: The head of the Nucleus school, heads of the member schools
and senior teachers of various subjects can constitute a supervisory team to
supervise the Instructional work, organisational work and other activities of the
constituent schools and give their suggestions for improvement.
4. Evaluation function: the school complex will ensure improvement in the
evaluation work of the member schools also.
5. Inservice training: It will also look after the Inservice training, professional growth
and updating of the teachers.
Advantages of the school Complex
1. Better methods of evaluation may be introduced by the school complex. 2. Inservice
training facilities may be provided to the teachers for their professional growth. 3. Better
library facilities can be provided to primary schools.
Limitations: 1. Problems may arise out of linking the schools together. 2. Providing
Inservice education to teachers expensive.
8

UNIT 2
CLASSROOM MANAGEMENT
1. Write the concept Need and approaches of class room Management? (Or)
Explain the concept of class room Management? What is the need and
significance of class room climate?
Ans: Class Room Management Concept: managing a class room is an integral part of
the teaching-leaming price Classroom management has a closer relation with student's
accomplishment of learning objectives (Christian 1991) Classroom management depends
on establishing positive teacher student and peer relationships that help meet student's
basic psychological needs. Students learn more effectively in an environment that meets
their basic personal and psychological needs
of class room
Approaches/Techniques Management: The approaches of class room management can
be many. it depends upon the teacher to evolve his own technique of class room
management.
1. Behaviour modification: the basic assumption behind this technique is that student
behaviour is the direct result of teacher behaviour popular activities can be used to bring
about desirable changes in the student behaviour
2. Student responsibility: This technique of managing a class room advocates self-
discipline among the students the teacher understands his/her student's problems and can
help them understand themselves and work cooperatively with the teacher and their peers.
3. Group activities: the teacher's responsibility here to give the student some group
activities and create a competitive environment in the class. The teacher can encourage
desirable behaviour among students through reinforcement appropriate rewards.
4. Skill in maintaining student's attention: All effective continuously monitor their
students for signs of in attention and are sensitive to their needs. Sometimes humour
should be used to break the monotony and to create a lively environment.
Need: *To enhance student achievement. * To successfully engage students * To promote
effective teaching * To manage class room time effectually * To promote positive
behaviour among the students.
2. Managing with different types of students - Leader, follower, passive? How to
behave with students of different types in class room? (Or) How to manage
with different types of students?
Ans: Generally, students in classroom are of different kinds. Some students are sharp,
some are average and some are below par. Teacher should give training to them
considering all these things.
A. Leader: Student who is liked by a greater number of other students can be termed as
leader. Zeal, confidence, creativity and decision making are the main skills of a leader.
Teacher should encourage students who are having capable leadership qualities.
i. Improve leadership qualities by co-circular activities.
ii. Motivate the students.
iii. Guidance and counselling: Teacher should give guidance to students and give
counselling to students to rectify their faults.
iv. Improve moral values: Improve moral values and social responsibility in
students.
9

B. Followers:
In a classroom few students will follow either teacher or student’s leader. Students are
highly influenced by them. Follow below strategies to improve followers in class room.
Explain Flaws: Analyse strength and weakness of followers and improve them.
Improve leadership qualities: Rather than following group, train students to behave
independently and train them to become leader.
Improve decision taking capability: Inculcate decision taking capability rather than
following other decisions.
Improve Attitude: Improve helping nature among students.
C. Passive Learner:
Passive learner will stay away from group and behave independently. Passive learner will
lose attention. Passive learner should follow the below
1) Right desire level: Identify desire level of student by analysing their strengths, interest
and weakness.
2) Show affection towards students.
3) Take them to group: Try to mingle with other students in the group
4) Prepare special plan: Prepare special plan and give proper training to the passive
learners.
3. Explain violation of children rights and judiciary consequences? (Or) Write
about violation of rights of children legal consequences? (Or) Explain about
the violation of rights of children and legal consequences.
Ans: According to the UN convention on the Rights of the child (CRC) articles
(17).(19).(23).(25),(27).(29),(32) and (39) children can face:
Physical abuse: This includes that the child may be exposed to fractures, bruises, burns
and severe beatings. The child may also be deprived of food, clothing, adequate shelter
and the necessary medical care as well as subjecting the child to rape, for true and harm
Psychological abuse: This includes the child becoming upset due to taunting blaming,
threatening, scolding etc., Millions of children suffer from mal-nutrition’s diseases,
disabilities, lack of shelter and poverty. All these contribute to vulnerability of the child.
Child labour: According to research studies around 85 million are working in hazardous
environments endangering their health or suffering from slavery or other forms of forced
labour, including drug trafficking and prostitution as well as in evolvement in armed
conflict.
Reasons for child labour phenomenon:
1. Poverty: It is the first factor which explains that children are forced to leave school
early and work instead to help their family.
2. Absence of schooling: The inability of the family to bear the costs of study for their
child is a cause of absence of schooling. Therefore, reducing poverty and giving
importance to education reduces child labour.
Denial of education: UNESCO expresses the need for the world to take urgent action to
bring education to the 28.5 million children worldwide who are being deprived of it in
conflict zones.
Deprivation of play: Playing is important in contributing to the development of the child
and to support both mental and physical health. Children who are deprived of playful
activities are unable to exercise their full right to childhood.
10

Abuse and its impact on child: Violations have very negative effects on children they
cause frustration, lock of sense of belonging. Abused children are significantly more likely
to live in fear child abuse over the long term may lead to a lack of interpersonal skills, as
well as learning difficulties and behavioural problems such as stealing, violence, loss of
control etc.,
Organizations that are in favours of children include:
*In UAE, particularly the Ministry of Social Affairs contributed to develop an advance
bill to protect children.
*The Global Network for Rights and Development (GNRD) confirms that the abuse of
children is a violation of international law and cannot be tolerated.
*The GNRD seeks to protect the right of the child throng a range of activates for instance
providing charity support to children especially to those with physical or mental
disabilities.
* The CRC recognizer "That every child has an inherent right to life" and state parties
must ensure to the "Maximum extent possible the survival and development of the child.
*The African charter on the Rights and welfare of the child (1990) and other regional
human rights instruments also reflect the basic children's right to life and the right to be
free from torture and abuse.
*Rape and other forms of sexual violence against children, both boys and girls are serious
violations of international human rights law and may amount to grave / serious breaches
of international humanitarian law.
*Schools and hospitals are civilian institutions that often provide shelter and protection
and tend to the needs of children during conflict. Therefore, attacks against schools or
hospitals are, in principle, contraventions () of well-established humanitarian law,
including customary norms and may constitute war crimes or crimes against humanities.
*The 4th Geneva convention prohibits the targeting of civilian objects, emplacing the
importance of schools and hospitals to the civilian population especially children.
There are a number of ways in which the rights of children may be violated by inappropriate exposure
and media stereotyping.
Article 8 of the European convention of human rights and fundamental freedom (ECHR)
promotes the right to respect for the family and private life.
Article 14 of the ECHR promotes the prohibition of discrimination.
Children's rights under the United Nations Convention on the Rights of the child
(UNCRC) include:
Article 12: The child's right to express virus freely in all matters affecting them.
Article 13: The child's right to freedom of expression, which is restricted by law when
necessary for the protection "of national security or of public health".
Article 16: Protection against interference or attack on privacy, family, home, honour or
reputation
Article 17: Encouragement of the dissemination of material "of social and cultural benefit
to the child and the development of appropriate guidelines for the protection of the child
from information and maternal injurious to his or her well- being.These articles clearly
establish rights for children that could be violated by irresponsible media practices,
Articles related to child's right include the following:
Article 2: Non-discrimination
Article 3: Best interests of the child
11

Article 4: Implementation of rights

Article 6: Survival and development
Article 12: The child's opinion
Article 13: Freedom of expression
Article 14: Freedom of thought, conscience and religion
Article 18: Parental responsibilities
Article 19: Protection from abuse and neglect
Article 23: Children with disabilities
Article 27: Standard of living
Article 30: children of minorities
Article 37: Torture and deprivation of liberty.
4. Describe the strategies to manage behavioural problems ? (Or) What are the
strategies to manage behaviour problems? Write in detail about preventive,
supportive and corrective?
Ans: Students with behavioural issues will obstruct class room. A teacher should below
strategies in order to overcome student's behavioural issues.
1. Preventive strategies: Preventive strategies are those strategies that help to prevent the
occurrence of minor of behavioural issues in the class.
Key preventive strategies:
1. Establishing class room rules: Students should understand that there are certain
guideline that have to be followed.
2.Teacher organization: Teachers should prepare lessons well and organize activities so
as to minimize distractions.
3. Building relationship: Simple discussions with the student will allow to build reliable
relationships. Having good relationship will prevent misbehaviour among the student.
4. Motivation: Motivation can be fostered intrinsically (i.e. from student's desire to learn)
or extrinsically (i.e. rewards from completing work on time). Motivation can be fostered
through the teacher's enthusing and passion of the subject.
5. Altering the classroom environment: Charging the layout of the classroom prior to
the class will maximize student participation or minimize descriptive behaviour. This can
be done by providing seating plans to separate disruptive student or moving the desks so
that they best suit the task at hand.
B. Supportive discipline strategies: Supportive discipline strategies are those strategies
that aim to prevent miner misbehaviour from escalating or increasing into behaviour that
will disrupt student learning teacher employ supportive strategies by 'reading their class
and responding appropriately when students become rest less or otherwise deviated from
the learning task most students need a small reminder of what they should be doing, thus
supportive techniques prevent minor behaviour from is coating and requiring corrective
discipline.
Some supportive techniques include:
1. Scaffolding: Scaffolding can be done mistime the student learning scaffolding can be
done during the class and across unit plans, depending on the amount of modification
needed. By modifying the plans when required ensure that students are able complete the
tasks required to them.
2.Tactive ignoring: It is a strategy which ignores undesirable behaviour there by paying
attention to desire behaviours.
12

3. Praise: Praising student shows them the teacher acknowledges their good work or the
desired behaviours. Skinner's theory of operant conditioning suggests that praise
reinforces desired positive behaviours.
Praise can be detained in many ways; to the entire class as a whole, to specific
student in front of the class or private to the individual
4. Mobile monitoring: The teacher's mobile present within the classroom allows student
to know they are being watched at all time and are there to help them when needed.
5. Teaching position: When teaching position is in front of the class it is utilized for
giving instructions or praise and adoration
3.Corrective behavioural management: Internal classroom corrective strategies occur
in front of the other students and identifies that the misbehaviour (s) exhibited are not
tolerated in the classroom.
External classroom strategies occur with the individual student outside the class room
allowing for a more informal chat with the student.
Consistency in discipline: The key component of corrective behaviour management
strategies is that any 'threat given is followed through with.
Teachers should be insistent with their message and the types of discipline they give
out Relationship building:
Building relationship with the student is as important part of corrective behaviour
management various goals and the associated behaviours exhibited by students in the class
room and the best way teachers should respond when these behaviours are exhibited.
5. Discuss about time management in a class room?
Ans: Time Management: Time constitutes an important component in classroom
management. The teacher should plan class room time in such a way that it facilitates
student learning and solves a number of managerial problems. Researchers have
concluded that the amount of information learnt is a function of time allowed or what is
now called opportunity to learn. The opportunity to learn depends on the amount of time
a student spends on a particular subject.
Time can be divided into six categories. These are:
1. Available Time
2. Allocated Time
3. Engaged Time
4. Academic Learning Time
5. Pacing (or Curriculum and Lesson) Time
6. Transition Time
Allocated Time: Allocated time is the time allotted to a teacher to transact teaching
learning activities. This time is generally the time of a class period. Careful management
of allotted time minimises the complexity of classroom teaching,
Engaged Time: Engaged time is the amount of time the student is actively involved in
learning tasks such as writing, listening and responding to the teacher's questions. Quality
of time used is more important than the quantity of the time used.
Academic Learning Time; Academic Learning time (ALT) is the time a student uses for
a academic tasks which give rise to an academic outcome. ALT is an important variable
for teachers. One, it is an indication of whether the teacher is able to put his pedagogic
activities together Second, lack of time planning cause management problem.
13

Instructional Time: The time teachers are actively teaching is known as Instructional
time.
6. Write about different class room behaviour management problems like mistakes,
disciplinary practices, corporal punishments, class room rules and regulations?
(Or) How to explain indiscipline to the students and elaborate how to eradicate
in discipline? What are the restrictions to be followed in class room?
Ans: Discipline plays a crucial role in students’ life. Indiscipline will hamper student’s
carrier In present education indiscipline becomes the Major hurdle to teacher. Teacher
should identify the reasons for indiscipline and find out resolution to resolve them.
Causes of misbehaviour:
Major causes of misbehaviour identified by psychologists and educationists are as
follows.
1. Poor holding capacity of the school.
2. Students find school work boring and irrelevant and try to escape it
3. No recognition for leadership.
4. No scope for participation in co-curricular activities.
5. Authoritative nature of school may cause them to rebel.
6. Curriculum irrelevant to their needs and aspirations,
7. Students find school work boring and irrelevant and try to escape it
Corporal Punishments
Currently there is no statutory of particular definition of children in Indian Law
According to RTE Act 2009, corporal punishment could be classified as:
*Physical punishment *Mental Harassment and *Discrimination
Physical punishment: ls any action that causes pain, hurt/injury and discomfort to a child.
Examples of physical punishment are:
*Hitting, kicking, scratching, pinching. biting, pulling the hair, slapping, giving electric
shocks, beating with cane, stacks or chalks or dusters to students.
*Making children standing on bench, kneeling, standing against the wall in a chair like
position, holding ears through legs etc.
*Detention in the classroom, library toilet in the school.
b) Mental Harassment includes
Lowering the child's dignity Calling names using humiliating adjectives Scolding Using
derogatory remarks Ridiculing the child with regard to the background of the students are
caste or parent at a occupation Shaming the child to motivate the child to improve his/her
performance.
Classroom rules and regulations
*They should not disturb others in class
*Students should not chew; gum eat or drink in class
*Exercise self-control the excuse documents must be submitted within a week of the
absence to the Executive Administration or headmaster
Classroom Routines: Class room routines are important for effective class room
management. *Do not teach the students too many routines at a time. * Ensure that
students underset and the reason for the routine. *Allow students to the routine through
rehearsal.
14

UNIT 3
ROLE OF TEACHER IN SCHOOL FUNCTIONS
1. Teacher as a facilitator of Learning Discuss. (Or) How do you consider teacher as a
facilitator of learning? (Or) Explain "Teacher as a facilitator of Learning."
Ans: Teacher as facilitator of learning: Teacher is the pivot of any educational system. The
success or failure of the system depends on the teacher. To make the educational system
successful, teachers should be well educated, intellectually alive and should have love
towards their profession. IF they are not well trained and if they cannot do their job whole
heartedly, the system fails.
The teacher is a dynamic force of the school. A school without teacher is just like a
body without soul, a skeleton without flesh and blood. Teachers are social engineers. They
can socialize and humanize the younger generation by their high qualities.
Teachers are builders of the nation. They can rise the nation's pillars high by moulding
the future citizens of the nation as responsible citizens. The achievements and aspirations of
the nation lie upon the teachers. The worth and potentiality of a country can be evaluated
through the work of the teacher. Many have defined the teacher in many ways. According to
Manu, Teacher is the image of Brahma
There are six characteristics which identify teachers as high facilitators. They are as
follows
1. Effective listening: For this teacher should
a. Maintain eye contact with all the students in the class.
b. Pay attention to the words of students, body language and non-verbal expressions,
vocal tones, process and timing.
c. Try to understand the feeling and thoughts of students.
d. Make the students feel that he is listening their words and following their ideas.
2. Genuiness
a. Teacher should have direct contact with all students
b. There should be maximum sharing of feelings between the teacher and students,
c. Teacher should be accessible to the students. Distance should not be maintained
between the teacher and the students.
d. Time should be given to children to see things in different ways of their own.
3. Understanding
a. Teacher should be empathetic towards students.
b. Teacher should validate the ideas and feelings of students.
c. Teacher should involve the students in learning to understand self and understanding
others.
4. Respectful
a. Teacher should accept student's experiences as important to him /her.
b. He should practice respect of other as part of the class room system and process.
c. Teacher should be optimistic and have deep interest and concern.
5. Knowledgeable
a. Teacher should possess vast knowledge of the subject he teaches
b. He should have passion towards knowledge and learning with a desire to share the love
and the skills.
6. Skills in interpersonal Communication: skills are very simple and straight forward
set of behaviours. Young people can be taught to communicate using these behaviours and
are quite good at doing so. Teacher should have clear communicative skills. communications
15

2. Write the role of teacher in perspective planning and coordination with authorities
for support? (Or) Write about teacher’s perspective planning and co-ordination
with authorities for support?
Ans: Planning is needed in every walk of life. Planning is important to perform any take
successfully.
Steps involved in planning:
• To identify the needs of planning.
• To prioritize needs.
• To establish Goal.
• To define the current status.
• To identify the barriers.
• To develop action plan.
• To modify the plan if the situation or task demands.
• To implement the action plan.
Coordination with authorities for support
Teacher relations with his colleagues: in order to maintain cordial relationships,
healthy climate and good reputation of an institution, the relations between co-workers is
very important factor. If the relations between the teachers are very poor, the pupils may
also fall victims to the same malady. The relations between the teachers are bound to
influence all the various inter-relations in the school community.
Teacher relations with the parents of the children:
In the present circumstances, the teacher has to extend the sphere of his relations to the
parents of the children also. In the interest of child's education, there is need for the teacher
to have intimate knowledge of every pupil. He may be better able to know the pupil if he
gets to know his parents and his family background. For establishing these relationships,
he may use the medium of parent-teacher association, inviting; parents to school
functions, visiting the homes of the students, inviting of parent to discuss the problems of
the children, and sending progress reports. The wo can join hands for solving the problems
of the following nature: (i) making up deficiency in learning (ii) Difficulties of the
student in doing his homework regularly (iii)late arrival or frequent absence of the student
from the school (iv) deficiencies in health(v) mid-day meals (vi)procuring stationery and
books at the concessional rates (vit) arrangement of conveyance for coming
and going (vii)financial inadequacy. The parents may also have own problems with the
child for which they may need the teacher's cooperation.
Teacher relations with his pupils: He must be efficient in cultivating and maintaining
cordial relations with his pupils The relation between the teacher and the taught should be
that of a parent and child. In order to ensure good relations, he must first of all understand
the child well and come to know his abilities, aptitudes, interests, likes and dislikes. There
should be no question of any misunderstanding between the two. Secondly, he must
respect the individuality of the child, sympathise with his instinctive needs and problems
and take genuine interest in him.
16

3. Explain Accountability and self-assessment of teachers and Feedback

Mechanisms? (Or) Write about Account Ability and self-assessment of teachers
and feedback mechanisms?
Ans: Definitions: Concise dictionary of Education gives the following meaning of
account ability "Educational accountability is a concept in which the school system and
especially teachers are held responsible for the learning and academic progress of
students."
Teacher accountability means making the teachers responsible for the progress of the
children they teach. Accountability is defined as responsibility to someone or for some
activity.
Dimensions of accountability a) Professional accountability b) Social accountability
c) Moral accountability d) Administrative accountability e) Financial accountability
Teachers’ accountability: Teachers are accountable to parents, students, school
management and community and higher authorities.
1. Criterion of accountability towards parents and community.
a. Special care should be taken towards poor and deprived section of pupils.
b. Teacher should encourage them to be educated
c. He should treat children of illiterate parents or poor equally.
d. He should actively participate in enrolment drives.
2.Criterion of accountability towards school management
a. Teacher is accountable to the management in doing his duty.
b. He should develop mutual trust and respect
3.Criterion of accountability towards education department.
a. Follow the rules and regulations rules and regulations scrupulously.
b. He should be bound to follow the education acts, programmes and policies
Methods of assessing accountability
There are different types of feed backs that is feedback by students, feedback by self,
feedback by colleagues’ feedback by the parents, feedback by management, and feedback
by the educational authorities. In advanced schools all the five types of
feedbacks are being employed to get proper feedback.
1. Feedback by students: In this process the students feedback teacher's performance as
they know the teacher intimately Student’s feedback is some kind of feedback, we receive
students’ feedback is not concerned just with classroom performance but with all the
Organizational relationship a teacher has with his students
2. Self-assessment: It is the most difficult form of feedback to undertake. It requires
considerable self-discipline and careful review of one's own work. The purpose of self-
assessment is not glorified oneself but to lead to some sort of a action
3. Line feedback: Line feedback is the most common form of feedback by his
management and officials of the education department. It requires a level of trust between
the two. This kind of feedback will give us various shades of opinion about teaches by
different people.
Self -assessment is one of the best forms of feedback to judge teachers’ performance
related to the Job unbiased. However, institutions can use a mix of the above strategies
according to their needs, their development stage and individual duties of teachers.
 17

4. Describe the conducive school environment? (Or) Explain the ways for
conducive school environment.
Ans: Effective teaching Learning process will provide a good environment. Headmaster,
teachers will play key role in this process. Headmaster and teachers should work as a team
in order to develop transparency, self-esteem.
Team work: Team work will improve skills of student’s collective decisions taken by
teachers and head master will help students in a great way.
Characteristics of team work:
▪ Common aim Result oriented
▪ Healthy competition
▪ Honesty, understanding between team members.
Influence factors: There are some factors which influence the functioning of a team.
They are as follows
a) Expertise b) Other team Members
c) Scope of the project d) Management and Leadership style.
Essentials for making an effective team:
1. Encouragement should be given to all the members in the team to take the challenge
to do better
2. Suggestions may be invited from any member in the team or any person outside the
team also.
3. Every member should have a will to adopt and try-out new ideas.
Procedure to be adopted for any team to work effectively
Before the meeting
1.The agenda should be read the day before the meeting
2. Information needed for the meeting should be prepared.
At the meeting
1. Punctuality in starting the meeting.
2. One should listen to the ideas presented by all team members carefully.
3. Active participation in brain storming session is needed.
4. If any member differs in opinion, they have to present their opinion in an objective manner.
5. Notes should be taken
Between meetings
1. The assigned work should be caried out keeping in mind the time limit.
2. If any member of the teem have any problerns, it may cause delay in the completion
of the project. Hence, they have to contact the team leader for alternative
arrangements
Transparency: Transparency in education is important for a variety of reasons.
Transparency the education is required as it helps the parents’ universities and related
organizations to see what is happening in the classroom. Information on student learning
can be presented in language that is understandable by the audience.
It should updated regularly.
A fully transparent celebrity should contain.
✓ Student learning outcomes
✓ Assessment plans and procedure
✓ Evidence of student leaming
18

Teacher can also give parents access to information that help. Them better understand the
day-to-day operations of the classroom. Via learning management systems, class websites
and online grade books, parents can become better informed about course content and
routines, as well as their child's progress
Self-esteem: Teachers should follow different strategies to develop self-esteem in
students. Different strategies to improve self-esteem:
✓ Teacher should give hope to students.
✓ Allow students to think independently
✓ Stop students from bunking class
✓ Students should feel comfortless
Characteristics of people with low esteem
✓ They are very sensitive about criticism.
✓ They feel irritated without any reason.
✓ They always feel worry about their past mistakes.
Characteristics of people with healthy level of self-esteem:
✓ They consider themselves as equal in dignity to others
✓ They are able to enjoy great variety of activities.
✓ They trust their capacity to solve problems.
UNIT 4
TEACHER AS A LEADER
1. Write the concept, Nature and Characteristics of a Leader? (Or)
Explain the concept of Leader? What are the. characteristics of a Leader?
Ans. Concept of Leader: A leader is a person who influences a group of people towards
the achievement of a goal. The word leader first appeared in English Language in the
1300s. it stems from the root leader meaning to travel or show the way According to
Ralph, M. Stogdill a leader is one who engaged the people towards fulfilment of goals
which are set before by influencing the activities of the group.
Nature of Leader: Questioning. A natural leader will not hold back with questions when
they have doubts about what they are asked to do. This may be challenging, and dealing
with the disruption may distract from understanding the reasons behind it.
Forward thinking: With the questioning come the suggestions, The natural leader will
instinctively problem-solve, even when others don't see a problem that needs solving.
They will suggest new methods of approaching challenges and ways of improving
processes.
Helping others: A natural leader may have a tendency to correct others on their mistakes
and to try to motivate those who are lagging, even when not asked for help Being asked
for help. The natural leader doesn't have to be an expert in what they are doing for others
on the team to go to them for guidance and advice. If you see a member of your team
being repeatedly asked for support, consider the reasons that this person is being singled
out.
Being noticed. The natural leader will stand out from the crowd, and it's likely that they
will be noticed by other people within your organization, e.g. other managers and
directors. Making an effort to notice what is noticed by others can give you a heads-up
about this person's nature.
19

Personal life. Another sign of a natural leader is what information they volunteer about
their personal life. Does it seem that it's always them who organizes their friends to get
together? Are they the one who initiates after-work team drinks on a Friday? What people
are like in their personal life is a big clue to their true nature they may be trying to quash
some of their personality traits at work.
Characteristics of a leader:
Leaders possess the following characteristics
a) Self-confidence: They have faith in their own abilities and believe in themselves. They
are persistent and continue to work towards persistent and continue to work toward the
goal despite problems and setbacks.
b) Emotional Maturity: Leaders emotionally mature and stable. They are not self-centred
and have greater self-control.
c) Cognitive ability: Leaders have a high ability to interpret large amounts of information.
d) Honesty and Integrity: Leaders are trust worthy reliable and open.
e) Optimistic: Most leaders are highly optimistic.
f) Intelligence: Leaders are generally intelligent than the followers.
Definitions: The only definition of a leader is someone who has followers. "Peter
Drucker"
"Influencing and directing the performance of group members towards the achievement
of organizational goals"
2. Detail types of Leadership? (Or) Explain in detail the different types of
Leadership. (Or) Write about different types of Leadership?
Ans. Leadership behaviour depends on the nature of the group, characteristics of the
members, and on several other factors. Accordingly, it can be classified as
1. Directive leadership
2. Supportive leadership
3. Participative leadership
4. Achievement oriented leadership
I. Directive Leadership: It is work oriented or authority-oriented leadership behaviour.
All the decision-making power will be with leader. The leader directs the member on
their functions and supervises their performance. The leader plans and executes
everything and the members have to obey the leader in a way the member is expected
to work like machines and complete the task. This type of leadership is directed
leadership or authoritarian leadership. This type of leadership can be considered as
effective leadership or more acceptable one. This type of leadership behaviour either
at the school or at the home leads to discontent or displeasure of the members.
Characteristics:
▪ Planning is centralized.
▪ The leader is ego centered.
▪ All the decisions are made by the leader
Advantages:
▪ It is time saving leadership.
▪ The type of leadership generates discipline.
▪ It enhances productivity and assures quality
Limitations:
The interest of the members to please the leader may affect productivity
20

II. Supportive Leadership: Support is the help or assistance given to others either to
encourage them or to make them happy. In this type of leadership, the leader maintains a
supportive role by encouraging and helping the team members to finish the tasks in a
cordial and conductive environment. The leader tries to understand the needs of the
members and sympathetic towards their limitations or problems.
The leader tries to encourage cooperative activities. They involve the team mates in
the discussions, planning and in the decision-making process. The leader does not try to
use their authority or power. They are not aggressive in their approach. They try to
understand the problems of the members and try to provide guidance and counselling as
and when needed. They do not hesitate to share their experience or expertise with the
members of the group.
Advantages:
1. The leader is humanitarian in their approach. So, he wins the love and admiration of the
members.
2. As the members are given an important position in the organization, they taken personal
interest in the group activities,
3. As the leader comes forward to help and support the members they forget their limitations
and problems and work enthusiastically
Limitations
▪ Some members may take undue advantage of the humanitarian attitude of the leader.
▪ The cooperative and generous nature of the leader may be treated as his weakness.
▪ Group members may become dependents on the leader.
III. Participative Leadership:
This is also known as democratic leadership. In this type of leadership decisions are taken
collectively after extensive consultations and discussions. The opinions of the team
members are respected and they are encouraged to share ideas and shoulder
responsibilities. This sets in cohesiveness in the team functioning
Advantages
▪ It provides a plat form for collective decisions
▪ It recognizes the creative talents of each and every member
Limitations
▪ As a leader mingles with group frequently, the leader's status may get downgraded.
▪ As all the members are given the freedom to talk and act it may lead to
administrative complications differences of opinions.
IV Achievement oriented Leadership:
Every organization needs achievement-oriented leader. The Oxygen or life line for any
organization or institution is achievement. This type of leadership aims at the goals set and
prepares strategies to reach the targets. The leader uses foresight and vision in fixing goals and
in directing the member to achieve the targets. The present competitive world depends mostly on
this type of leadership. This type of leadership is common in schools and colleges.
Advantages:
▪ Members work constructively.
▪ It promotes cooperative work culture.
Limitations:
▪ They high degree of competition may lead to un necessary problems.
▪ The importance given to achievement may have negative consequences.
21

3. Discuss the different strategies to develop Leadership qualities? (Or) How can
you develop Leadership qualities among students?
Ans. According to La Piere and Farms worth "Leadership
is a behaviour that affects the behavious of the other people more
than their behaviour affects that of the leader It is essential to
know the qualities of good leadership. So that we can train the
children for effective leadership.
1. Vision: The success of any leader depends upon the clear vision that he is desirous of
only when there is foresight there will be urge for success, commitment, planning and
achievement. The teachers as leaders must have a vision and communicate that to the
students and encourage them to participate as a unit to accomplish it.
2. Passion: Passion is the strong feeling or emotion. Every successful leader has a mission
which will be sustained only by passion. People follow the passionate or enthusiastic
leaders because it will be "Infectious stimulating and attractive to them.
3. Self-sacrifice: When a person leads a group or an organization, he should be in a
position to sacrifice at any level to safe-guard the Interests of the group or the organization.
He should have the mental readiness to self-sacrifice for the welfare of the group. To
achieve the desired goals, the leader should work with fighting spirit and selflessness
4. Confidence: Confidence in one's own strength and power. Leader must instil
confidence in the other members of the group.
5. Role-modelling: The personality of the leader should be a model to his group. His
behaviour, attitude, approach should present him as an example or role model to the
members of his group
6. Maintain a positive attitude: No one respects a grumpy or negative person. With a
positive attitude you are looking at the bright side of life. People are naturally attracted to
you when you have a positive attitude. By being positive, you will lead a happier life, as
well as be surrounded by other positive people, You will also magically attract exciting
offers and possibilities.
7. Improve communication skills: Having great leadership skills includes your being
able to clearly and specifically communicate your vision, goals, skills, intentions, and
expectations to others. This also includes your ability to listen to what other people are
consciously or unconsciously communicating. To become a great communicator,
continually strive to improve your verbal, nonverbal, and listening skills.
8. Motivate others to greatness: The greatest leaders are those who include everyone in
their sphere of influence by recognizing each person's greatest value. To be one of these
leaders, look beyond the obvious and see others with insight and compassion. Many of
history's greater leaders have admitted that they rose to the top because another leader
recognized and harnessed their potential.
22

4. Write the role of a teacher as a leader in managing classroom dynamics?

(Or) Describe the role of a teacher as a leader in managing class room dynamics.
Ans. Dynamics means change. Group dynamics means the change of behaviour through
interaction in the group. It refers to the forces which operate in group situations. It studies
the structure of the group and the other phenomena which emerge out of group interaction.
The behaviour of members who constantly interact undergoes continuous changes
because human behaviour is not static.
Group Relationship in the class: Analysis of sociometric studies shows the following
patterns of relationship among the students of the class:
▪ Stars: Stars are the students in the class whom majority of the students like.
▪ Isolates: The students whom no member of the class likes or wants to associate.
They are rejected by all.
▪ Mutual pairs: There are the students who like each other. There is reciprocal
relationship among mutual pairs of students.
Teacher's role:
In group dynamics the teachers can provide a leadership role. The role of the leader is now
shifting from authoritarian to a democratic and participatory one, Teachers must, therefore
encourage participation of students in all the school activities. To improve the climate of
the classroom students should be taken into confidence and decisions taken democratically
Teacher's role is to facilitate the learning process. They are no more the instructor and the
director of learning; they are facilitators of learning of their students, In teaching-learning
process teachers should act as guides to promote learning. They should motivate students
to participate in learning activities Students' participation in learning activities
individually or in groups enhances their learning.
Teachers' behaviour: Teachers are models for the students. Their behaviour should be
impartial. The whole climate of the classroom as a social group can be changed with
emotions.
Discussions: To improve the classroom's emotional climate, free discussions should be
occasionally arranged for the group. Suggestions should be invited from students to
improve upon the existing classroom climate.
Effective communication: Lack of proper communication causes disruption in class. You
should help students understand each other in formal and informal meetings. They can be
encouraged to meet each other and also the teacher freely. If there is any
misunderstanding, it should be immediately clarified. The classroom communication
should be a two-way process.
Cohesiveness: You can encourage feelings of cohesiveness among students through
effective communication
Counselling: Recent research studies on group dynamics emphasise the role of
counselling. Proper counselling can improve the emotional climate of your class.
Tours and visits: Co-curricular activities such as tours, etc., give students opportunities
to understand each other and improve the emotional and social climate of the group.
23

UNIT 5
ACTION RESEARCH IN EDUCATION
1. What is Action research? Justify its need in the field of education? Discuss the
scope of action research? (Or) Define Action research? How action research will
be helpful for the development of the institution.
Ans. Action research is a method for improving and modifying the working system of a
classroom and a school. The teachers and the principal are able to study their problems of
teaching scientifically. It is an objective oriented method. The action research project does
not contribute to the fund of knowledge but it improves and modifies the current practices.
Action Research Defined:
Action research has been defined by experts in the following ways:
1. View of Stephen M. Corey: Action research refers to the process by which
practitioners attempt to study their problems scientifically in order to guide, correct and
evaluate their decisions and actions.
2. View of John W. Best: According to J.W. Best, Action research is focussed on the
immediate application, not on the development of theory. It has placed its emphasis on a
real problem here and now in a local setting
3. View of R. Mukerji: In the words of R. Mukedi, Action research is an interactive
process related to an ongoing activity by the participants
4. View of A.W. Foshey and M.R. Goodson: "Action research is the name of a process
intended to improve action systematically"
5. View of Mc Garthete and Others: "Action Research is organised, investigative
activity aimed towards the study and constructive change of a given endeavour by
individuals or groups concerned with such change and improvement."
Need and Importance of Action research:
1. Work on scientific and objective lines: The importance and value of action research
lies in the fact that it helps the schools to work on scientific and objective lines
2. Desirable Reforms in the system: By offering
practical solutions to the pressing problems, action research helps
in bringing about desirable reforms in the system itself.
3. Solutions easy to comprehend: The solutions offered by action research do not involve
much of the statistical trimming and so, they are easy to comprehend and adopt.
4. Suitable to implement research findings: The most obvious value of action research
lies in the fact that "any change in teacher behaviour and teaching practice must be
preceded by a corresponding change in the thinking and in the attitudes of the teacher"
Thus, action research is more suited to implementation of research findings. The persons
engaged in action research themselves plan, conduct and evaluate their findings which, in
turn, pose no difficulty when they are implemented.
5. A reassurance to teachers: action research helps the teachers to face their problems
with a broad outlook. It gives them a reassurance when they find that their counterparts
have problems similar to theirs and that to have problems is in no way a sign of
incompetence. Many a time, problems which involve action research cannot be solved
without the whole-hearted participation of the whole faculty.
6. Insight into nature of educational problems: Again, discussions on the planning stage
of action research are nearly very helpful in providing teachers with insight into the
nature
24

Scope of action research: The scope of action research is pretty wide. It may range from
a single unit to an organised group or system. On the one extreme, we may have a single
teacher who tries out a novel way of teaching in his class while, on the other extreme,
action research may extend to a sophisticated study of the organisational change in
industry. The scope of action research in classrooms and schools is quite flexible. It covers
a large number of areas such as teaching methods, learning strategies, evaluation
procedures, in-service development of teachers, administration and so on.
The scope of action research covers all those personnel who are concerned with the
development and progress of the school. These include teachers, curriculum planners,
principals, supervisors and all those who care to provide all types of learning experiences
for pupils. It must be remembered that practitioners study the problems quite scientifically.
Only then they can guide students correctly and evaluate their decisions judiciously. The
purpose of action research is to develop in the teacher an attitude of enquiry rather than
making him a research scientist
2. Explain the steps of procedure in action research?
Ans. Steps of Procedure in Action Research: The following steps of procedure are
involved in action research.
Step1. Locating the problem Area: The first stage in action research is the location of
problem area in school education. It may refer to pupil behaviour or teaching practice or
Curriculum organisation, examination or administration. The problem area may refer to
frequent absence of certain students, or late school arrival or truancy or creating mischief
and so on. Poor performance in house tests in particular subjects, lack of interest in studies,
failure to do homework also fall in the category of problem areas of academic work.
Step2. Identify the problem: It is important to identify the problem about which it is
desirable to take action. The individual or the group selection the problem should act
objectively while making selection. One should know how far the working of the systern
would be influenced after a solution has been found. While pin-pointing the problem, the
teacher should be fully aware of its nature and scope. For example, the problem may be
identified as, "Class VIII students are not showing good progress in English
Step3. Analyse the problem to define and delimit it: After a problem has been pin-
pointed and selected, it is necessary to analyse it in its various aspects. This analysis will
lead to the exact definition of the problem, to be stated in limited words, in terms of limited
area of distribution. For example, the problem stated above may be delimited as "Class
VIII students commit many spelling errors in English."
Step4. Diagnose the factors causing the problem: After the problem has been defined,
the action researcher makes an attempt to search for the causes of the difficulty or the
reason
for the existence of the problem. The relation between the stated reasons and the difficulty
or problem should be well established before the action hypothesis is arrived at. Moreover,
the causes should be verifiable, specific and authentic.
The-probable causes for the above problem may be listed as
i. Students are careless in written work.
ii. Students are not careful observants
iii. Teacher of English does not check students written work.
iv. Teacher of English does not do follow up work.
25

Step5. Formulate the action hypothesis: Action hypothesis refers toa certain tentative
assumption or assumptions that point to the possible solution of the problem or difficulty.
Formulating a hypothesis is important in the sense that it brings clarity and definiteness to
the work of action research. It also gives an idea of the procedure to be adopted for
reaching the goal.
In case of the above problem, the hypothesis may be stated as, "If the pupils are
given written work regularly and the teacher does systematic connection work followed
by students practice, spelling errors will be removed.
Step6. Research design to test the hypothesis: After the teacher-researcher has finalised
the action hypothesis he wants to test, he must plan the design the plan to test the
hypothesis. The research design for an action hypothesis involves the following aspects:
I. Description of activities and procedures for getting evidence or for collecting data.
II. An outline of sources tools or means to execute the design
III. Time required finalise the action and complete procedures
Step7. Testing the action hypothesis: the next step is to test the action hypothesis. In
case of the problem stated is done, the teacher may
I. Examine pupils' exercise books; if. Give written tests
II. Find out ability through spelling games.
Step8. Evaluate the results to determine how far the goal of the action hypothesis has
been realized. If it is revealed that the results are positive, the hypothesis is accepted
otherwise one may require formulating a new hypothesis and repeated the steps.
3. Explain Action Research Cycle in detail? (Or) Explain the cycle of Action
Research?
Ans. Educational action research is proposed by Stephen Kemi’s in 1988.
26

Main aspects in Action Research cycle:

▪ Generally, teacher should explain things based on how it happened, what happened,
where it happened by deeply analysing these things.
▪ Prepare a strategy in order to resolve the issue.
▪ Collect the data after analysing the facts.
▪ Collected data should be analysed cleanly to derive the facts.
▪ In case if the issue does not get result, prepare a new strategy
▪ Implement the new strategy.
▪ While implementing the new strategy reanalyse the facts and collect the data again.
▪ Until the issue completely gets results. Follow the above flow chart prescribed
Kemis.
3. Mention the important areas of action Research. (Or)
What are the different areas to be conducted Action Research?
Ans: Problem areas of Action Research: As Stephen McCrorey defines, 'Action research
is a scientific method of solving problems, by teachers by taking right decisions to
improve the existing conditions of the school Teachers play a key role in the action
research. Broad areas of action research are academic, social, curricular, evaluation,
professional. The main areas in which usually teachers face problems in the school are
1. Administration 2. Leaning
3. Teaching methods4. Curriculum
5. Student’s indiscipline 6. Human relations
7. Evaluation 8. Professional growth

1.Administration: Teachers face some problems with the administrative authorities in

implementing new techniques or headmasters face some difficulties in the administration
of the school. But many problems can be solved if a suitable solution is found. Action
Research provides solutions to such problems of administration. Planning educational
activities, training, framing timetable and the like comes under administrative problems.
2. Learning Teachers while teaching observe some learning problems among students.
Learning problems are carefully observed by the teacher and suitable procedures etc used
to overcome the learning difficulties through action research. Some of the topics under
this are
▪ The effects of active learning methods on student learning
▪ Students’ choice and attitude towards reading
3. Teaching methods: Teacher sometimes face problems of indiscipline, or lack of
interest, inability of the students to understand the concept etc...At these situations teacher
should be able to modify his way of teaching and implement new ways or techniques,
methods to make his lesson interesting
The following examples are action research studies related to the teaching methods
▪ Action research on motivation techniques in the classroom.
▪ The effects of ability grouping on learning
▪ The role of ICT in learning science
▪ The effects of active learning methods on students learning
4. Curriculum: When curriculum is revised, teacher faces problems in implementing the
curricular changes in the classroom. Sometimes the teacher feels difficulty in planning
activities related to the curriculum. At such situations action research can be taken up by
27

the teacher to assess the effectiveness of the activities to reach the goals of the curriculum.
Textbooks, time bound syllabus, lack of handbooks, mismatch age and content gaps in
information given, guidance to teachers, coverage of the subject area etc. are some of the
problems related to curricular area. Some of the topics in which action research can be
taken in curricular aspects are
a. What do the students think about curriculum?
b. Does students’ involvement in school activities improve these academics?
c. Teachers’ opinions about extracurricular activities
5. Student’s indiscipline: lt is one of the major problems of the school for which solutions
are to be found both by teachers and headmasters.
Some of the problems of student’s indiscipline are:
Absenteeism adverse school climate bullying, malpractices in examinations, unruly
behaviour of students are studies related to action research about the student’s indiscipline.
The following are some of the studies of action research related to student's
indiscipline.
a. Bullying is it possible to change children’s view about if?
b. Finding causes for absenteeism and improving attendance.
c. Using motivational techniques to improve attendance
d. The effect of small class size on class discipline
e. The effect of seating arrangement on class discipline
6. Human relations: The following studies are examples for action research process in
human relationships aspect.
a. How does parental involvement affect student achievement?
b. The role of parent teacher association in improving the achievement of the students.
7. Evaluation: Evaluation is process of checking. verifying and giving judgment about
the progress and performance of the students
a. Are students motivated to perform proficiently on high stakes tests?
b. The effect of question banks in performance of test.
8. Professional growth: Action research can be conducted in this area. Teachers attitude
towards profession, their commitment, self-growth, motivation in teaching, teacher's
leadership etc...can be studied through action research.