academic planning and management

Module II: ACADEMIC PLANNING AND MANAGEMENT

NATIONAL ACADEMY OF HIGHER EDUCATION (NAHE) Learning Innovation Division Higher Education Commission (HEC)

Professional Competency Enhancement Program for Teachers (PCEPT)

MODULE DEVELOPERS

Team Leader Dr. Jan-e-Alam Khaki Asstt. Prof IED, Aga Khan University, Karachi

Members Graeme Alexander Cane Head, Centre of English Language Aga Khan University IED Karachi Anjum Halai Assistant Professor Aga Khan University IED Karachi

HEC Team Ms. Noor Amna Malik Director General Learning Innovation Division Higher Education Commission, Islamabad Email: [email protected] Mr. Fida Hussain Director Learning Innovation Division Higher Education Commission, Islamabad Email: [email protected] Ms. Ishrat Siddiqa Lodhi Program Coordinator National Academy of Higher Education (NAHE) Higher Education Commission, Islamabad Email: [email protected]

mailto:[email protected]



Contents

A. Introduction ............................................................................................................................. 5

B. Aim ........................................................................................................................................... 9

C. Module Objectives ................................................................................................................... 9

Theme One: Academic Planning and Management.................................................................... 11

Session I: Introduction to Academic Planning and Management .......................................... 11

1. Session Learning Outcomes ................................................................................................... 11

2. Key Concepts and Content ..................................................................................................... 11

3. Teaching Approaches ............................................................................................................. 13

4. Learning Activities .................................................................................................................. 13

5. Summaries and transitions .................................................................................................... 14

6. Assessment ............................................................................................................................ 14

Session II: What is Academic Planning and Management (APM) ........................................ 15





5. Summaries and transitions .................................................................................................... 20

6. Assessment ............................................................................................................................ 20

Session III: Resource Management: Focus on Time Management ........................................ 21

1. Session Learning Outcome ..................................................................................................... 21




5. Summaries and Transitions .................................................................................................... 24

6. Assessment ............................................................................................................................ 25

Theme Two: Planning and Management of Teaching and Learning .......................................... 26

Session IV: Course Planning, Management and Assessment ................................................ 27

1. Session learning outcomes .................................................................................................... 27

2. Key concepts and content ...................................................................................................... 27

3. Teaching approaches ............................................................................................................. 32



6. Assessment ............................................................................................................................ 34

Session V: Classroom Management (CRM) ............................................................................. 35

1. Session learning outcomes .................................................................................................... 35

2. Key concepts and content ...................................................................................................... 35




6. Assessment ............................................................................................................................ 40

Session VI:Dealing with unwanted behavior/Indiscipline in the Class .................................. 41






6. Assessment ............................................................................................................................ 46

Theme Three: Academic Planning and Management of Research ............................................ 47

Session VII: Key Concepts in Planning and Managing Research .......................................... 49






6. Assessment ............................................................................................................................ 55

Session VIII:Managing and Coordinating Dissemination of Research Projects .................. 56




4. Learning Activities ................................................................................................................. 56

5. Summaries and transitions ..................................................................................................... 57

6. Assessment ............................................................................................................................ 57

D. Materials ......................................................................................................................... 58

A. Introduction

This module on Academic Planning and Management (APM) is one of the many

modules, which National Academy of Higher Education (NAHE), Higher Education Commission

(HEC) Islamabad, has prepared for introduction to the higher education faculty members as

part of their professional and institutional development. The rationale for introducing this

module in this important exercise is that faculty members, heads of departments, and courses

coordinators have to plan and manage academic activities in their programs. Lack of planning

and/or lack of proper management may lead to inefficiency or underperformance of individuals

and their institutions. Higher education institutions such as colleges and universities are

academic institutions which need to follow certain academic standards and conventions which

characterize academic work.

Before venturing into the phenomenon of higher education, we, as academicians, need

to ask what the purpose of higher education is. We need to understand ‘why’ before we ask

questions like ‘how’ higher education may be managed. The process helps us focus on why we

are doing what we are doing, or are going to do. For example, we need to ask ourselves the

following questions. What is higher education? What are/should be its purposes? These are by

no means easy questions. These are some of the key questions that higher education

institutions and academicians continue to ask themselves. Rowley and Sherman (2004), for

example, deal with this question extensively in their work ‘Academic Planning’. The study, citing

Queeney (1996) defines the purpose of higher education as:

To create a society in which lifetime learning is encouraged, valued, and rewarded

and a community of learners created and sustained. The principles she sets forth to

guide this agenda include: the value of learning both to society as a whole and the

individual, universal equity of access, enhancement of the natural propensity for

learning, acknowledgment that a lifetime learning society will be consumer-driven,

the importance of arts and cultural studies, the unique commission of public higher

education institutions, and the ability to identify learning needs. (p. 24, 25)

Higher education institutions are undergoing transformations in many parts of the

world. Several trends in the globalized world have influenced these changes, and the more the

higher education is responsive to these developments, the more these can be on the vanguard

of staying relevant to the modern world. For example, there is a strong debate whether the

universities should be only intellectual centres generating knowledge that they think is

intrinsically good or they should be market oriented. Due largely to the need for higher

education institutions to generate their own funds for their survival, many universities in

developing countries are increasingly becoming clientele oriented. This is being seen as not less

than a paradigm shift. Rowley and Sherman (2004) argue that many faculty members feel that

viewing students as customers alludes to a level of student entitlement that goes beyond the

noble opportunity to learn. Students now, as consumers, have the right to challenge grades and

grading techniques, question the content and instructional method of courses and instructors,

and may demand extra credit and/or additional time to complete course requirements. The

authors refer to a particular case where at least one of them had heard students say "I paid my

tuition, I deserve (to pass, a good grade, a diploma, etc.)." The focus of student faculty

discussions has shifted somewhat from “course content (let's talk about XYZ) to course

outcomes (tell us how to get a good grade in your class) and the dialogue between instructor

and student often centres on quantitative course results rather than what is to be learned” (p.

21).

Many faculty members see colleges and universities as the last bastions of human

development. They feel dedicated to educating students to realize their full potential and

make a positive contribution to the world we live in. Universities should be able to help their

students generate new ideas, inject new or added meanings to ideas of the past and adopt a

pragmatic rather than a perennialist posture to knowledge.

Referring to the critical subject of planning and management in higher education, the World

Declaration on Higher Education (1998) made very important references to this aspect. Due to

its strong recommendations towards improving higher education, the Conference made some

very critical comments and recommendations. Keeping in view its significance, some key

quotations of the report are reported and repeated here for the benefit of our Module Leaders.

Referring to the planning and management of higher education, in its Article 13 (a-c) the paper

argues,

The management and financing of higher education require the development of

appropriate planning and policy-analysis capacities [emphasis in the original] and

strategies, based on partnerships established between higher education institutions and

state and national planning and co-ordination bodies, so as to secure appropriately

streamlined management and the cost-effective use of resources. Higher education

institutions should adopt forward-looking management practices [emphasis in the

original] that respond to the needs of their environments. Managers in higher education

must be responsive, competent and able to evaluate regularly, by internal and external

mechanisms, the effectiveness of procedures and administrative rules.

Continuing on the theme in the article (b and c), the report goes on to state that the higher

education institutions must be given autonomy to manage their internal affairs, but with this

autonomy must come clear and transparent accountability to the government, parliament,

students and the wider society. It further argued that the ultimate goal of management should

be to enhance the institutional mission by ensuring high-quality teaching, training and research,

and services to the community. This objective requires governance that combines social vision,

including understanding of global issues, with efficient managerial skills. Leadership in higher

education, the paper sums up, is thus a major social responsibility and can be significantly

strengthened through dialogue with all stakeholders, especially teachers and students, in

higher education. The participation of teaching faculty in the governing bodies of higher

education institutions should be taken into account, within the framework of current

institutional arrangements, bearing in mind the need to keep the size of these bodies within

reasonable bounds. I think the conference makes very pertinent comments on the aspects

mentioned above and those who are particularly responsible to manage lead and deal with the

policy issues should read the recommendations of this Conference on higher education.

No academic planning will make sense unless these perspectives are addressed and adopted

consciously in a course that an academic institution of higher learning hopes to offer. Thus,

academic leadership, not just management, is expected in today’s world to become creative, critical

and innovative in examining the courses that are offered. This would require curriculum leadership

to make the more defensible choices in terms of selecting areas of discipline or course that need

to be offered by a particular higher education institution. Once a course is selected, and its content

identified, the next critical question would be how best to deliver the content. What teaching and

learning strategies should be considered to effectively teach a course and achieve its aims and

objectives?

Many of the academic institutions in the developing world have been seen as less effective

due largely to the lack of academic and strategic planning. It is often alleged that courses do not

change with time and the teaching approaches date back to decades. It is not an uncommon

experience for students that a particular faculty uses the same notes for decades without changing

much. It is a common practice for faculty members to dictate definitions, and lengthy notes about

topics and transmit their knowledge in almost a theological and normative manner. This, we know,

tends to lead to transmission of traditional knowledge, without creating any curiosity in learners to

find out what is unknown. Learners take on this knowledge hoping to get good grades by being

sincere to the original notes the concerned faculty members dictated. Such passive teaching

approaches have led to stifling of higher order thinking skills in students.

Also, it is argued that our higher education institutions are perhaps over-managed and

under-led. Due largely to lack of reward for creativity, innovation, and novelty, institutions of higher

learning in this country have not been able to arouse the curiosity of their students and have led to

churning out of graduates that often lack quality and rigor of academic disciplines. NAHE, HEC has

come to the conclusion that certain key areas, including academic planning and management, need

to be strengthened at all levels, if the status quo is to be challenged and changed.

As a result of extensive deliberations at HEC-NAHE, a select team of academicians, both

from the public and private universities, suggested a framework of developing key modules that

should serve as a stepping stone in upgrading the academic planning and management skills of the

higher education faculty members. The current module is one of them.

This module explores the basic concepts of academic planning and management. By

Academic planning and management, we mean, key areas and activities to be carried out by a

faculty member to perform his/her academic work in a meaningful way. If done well, academic

planning and management skills can give a sense of confidence to facilitators in carrying out their

day to day academic responsibilities and save them from shocks and surprises. By planning and

managing teaching, research and service well, faculty members will be able to have more

mastery over their work, leading to institutional effectiveness and personal growth. Forward

planning, management of resources and developing capacity to deal with challenging problems

of the organization will better prepare academics to deal not only with the day to day urgent

issues but also important issues of substance in higher education.

The term ‘Academic Planning and Management’ is used in this module in juxtaposition to the

concept of ‘administrative’ planning and management. ‘Academic’ (meaning things related to

academia) relates generally to teaching, research and (academic) service (or leadership).

Administrative planning and management, on the other hand, is used for planning resources

(human and material), institutional development, budgeting etc. at the institutional level.

Under the term - academic planning and management, there are a number of areas that are

discussed; however, for the purpose of this module, only three key concepts will be dealt with:

notions of academic planning and management; academic planning and management of

teaching and learning; and planning and management of research.

In the next section, we discuss the module structure to help Module Leaders better understand

the module, its contents, and approach to teaching and learning.

B. Aim

The aim of the module is to help Faculty Participants better understand the concepts of

academic planning and management, and gain some hands-on experience to be able to

implement the ideas in their academic work.

C. Module Objectives

As for objectives, the teaching and learning process of the Module will enable the

Module Leaders to:

Complete sample hands-on activities that will give them confidence to handle more

complex tasks in terms of planning and managing their academic and management

tasks;

Develop a more creative and professional approach towards their work with the

support of their colleagues in their role set for innovative approaches to their

academic planning and management;

Demonstrate leadership qualities by becoming catalysts of change in their contexts,

through knowledge and skills gained during the course in order to foster a spirit of

learning community/organization in their own contexts; and

Participants should have a detailed understanding of the discrete as well as

interconnected roles of faculty work – teaching, research and service.

Participants will have the resources and knowledge to develop a plan for their own

professional growth and to articulate specific ways in which they wish to enhance their faculty

work roles.

Participants will attempt through the entire Module to assess the nature of learning,

and accordingly, adjust their teaching and learning strategies. The assessment of the extent to

which these objectives have been achieved will be gauged by both formative and summative

assessment strategies. In the course of the module you will come across what are called

‘indicators of learning’, and you can use them in addition to what you already know. For

developing a deeper understanding of the assessment strategies please refer to the module on

Curriculum and Assessment.

Theme One: Academic Planning and Management

Session I: Introduction to Academic Planning and Management

1. Session Learning Outcomes

Participants will

Demonstrate understanding of the concepts of planning and managing in their academic

engagements;

Determine their roles in the context of their profession and particular academic setting

2. Key Concepts and Content

2.1 Key Concept 1: Concept of Academic Planning and Management

Academic planning and management, as indicated above, is a vast area of higher

education. The term could be understood to include all major activities related to teaching,

learning, research, and service in a higher educational institution. In a narrower sense, the term

indicates key areas of activity that an academic has to follow when formulating or designing a

course or semester and managing (delivering) it. Due to the limitations of time and resources,

the latter meaning has been adopted in this module.

The term – academic planning and management - basically implies those activities,

which are to be done by faculty members in higher education to be able to perform his/her

work in a meaningful way to meet the objectives of the institution and personal growth. If done

well, academic planning and management will encourage their personal and professional lives.

It will encourage gaining ability and desire to carry out their responsibilities with more

efficiency and effectiveness for academic excellence. In developing the capacity to plan and

manage teaching, research and service well, academics will be able to have more mastery over

their tasks leading to institutional effectiveness and personal growth. Forward planning,

management of resources and developing capacity to deal with challenging problems of the

organization will better prepare the academics to deal with not only day to day urgent issues;

but also substantially important issues.

2.2 Key Concept 2: Roles in Academe

It is assumed that all those who are involved in higher education as faculty members

have three major areas of responsibility: teaching (and learning), research (e.g., applying and

doing) and service (which might include heading/leading a department, leading or being a

member of a team, providing service to a community, interdepartmental work takes some

portion of the time). Different higher education institutions rationalize the time distribution in

different portions, and there is no one fit for all. The Aga Khan University’s Institute for

Educational Development (AKU-IED), for example, expects its faculty to devote 50% time to

teaching, 25% to research, 10% to service (which includes heading or being a member of a

committee, leadership roles like coordinators of courses or projects or programmes) and finally,

15% for any other work (which includes, professional development activities, consultancy,

community service, etc). This is the general formula but faculty members have different

preferences at different times and different focuses during an academic year. The faculty

members’ work is then assessed at the end of the year in terms of these areas.

The AKU-IED looks at the Boyer’s (1990) four forms of scholarship (scholarship of

teaching, scholarship of research, scholarship of service and scholarship of application) as

guiding parameters for faculty rewards. Boyer’s work has influenced many universities,

including HEC in Pakistan to adopt and adapt it for the assessment of the professoriate.

Regardless of the fact whether a university applies Boyer’s scholarship model, faculty

members in any higher education context need to rationalize their time in terms of at least

broad areas, teaching, research and service.

However, often, in many universities, including that of Pakistan, a large portion of

faculty time is devoted to teaching and service, less to research. In this Module therefore a full

theme is devoted to planning and managing research as an integral part of an academic life of

faculty members. Often universities divide faculty time in terms of these three areas. Though

not consistent, universities divide time according to their priorities. You need to know if your

university has any guiding parameters for this. Current trends indicate that universities will

enhance their push for research as HEC in Pakistan is highly encouraging and supporting

research in many ways.

The above background is for the Module Leaders’ own understanding and they can

provide a gist of the discussion to their learners.

3. Teaching Approaches

Discussion

Interactive presentation with PowerPoint

4. Learning Activities

1. The MLs will give a brief introduction and ask others to introduce themselves.

2. After the ice breaking activity, the ML will share the purpose of their being in the

session. He or she will explain the day plan (to be prepared in advance).

3. The ML should then proceed to make the PowerPoint presentation overview of

Academic Planning using the material in the Introduction and Theme 1. The ML could

ask the faculty participants a few questions to gauge their level of understanding about

the content of the module. Another option is to ask them to identify first in writing

(gives time for individuals to formulate their questions) and then share with the group

some key questions about the academic planning and management areas.

4. The presentation and Q & A should be followed by a discussion as to how the

participants perceive the roles in their own contexts. You could ask these questions

during the discussion

What percentage of time do you currently devote to the roles of teaching, research,

service or any other area(s)?

What kinds of tasks are in the “other” category?

What do they think are ideal percentages for the various roles?

How might academic planning help to support management of time for various

roles?

5. Summaries and transitions

We have begun with a general introduction to the module and the concept of academic

planning and management and now we will move into an exploration of what is Academic

Planning and Management

6. Assessment

The questions responded to will reflect faculty level of interest and knowledge about

this area.

Session II: What is Academic Planning and Management (APM)


At the end of the session, it is expected that participants will:

Demonstrate an understanding of APM;

Develop skills for use in APM; and

Demonstrate a capacity to apply APM strategies to their work.


2.1 Key Concept 1: Strategic Planning

Academic planning is often seen as the ‘heart and soul of the academic strategic plan’

(Rowley and Sherman, 2004). A strategic plan in an academic institution involves long term

planning exercise based on the present and future need analysis of an institution. The need

analysis takes into account a number of areas including the clientele (i.e., student) needs,

market demands, etc.

This strategic plan includes planning and management of a course, a programme and a project

in the higher education context. Planning of a course precedes its management. Both terms,

therefore, are seen as one integrated process or activity, and therefore, though distinct, both

are being used as one term in this Module for the sake of simplicity. Rowley and Sherman

(2004) argue that academic planning is a campus-wide activity and the primary responsibility

should lie with the institutional faculty; every faculty member should be involved to some

degree. Academic managers such as department chairs, deans, academic vice presidents (or

academic vice chancellors), and provosts should all take part in the process. These are the

people who best understand what their disciplines are and ought to be. Academic managers

provide structures, resources, and timelines to help assure that academic planning activities

proceed and progress as planned.

2.2 Key Concept 2: Disciplines

Another important dimension of academic planning is the consideration of disciplines

that needs to be examined. This means looking at the larger picture in the country to see which

disciplines are growing, stable, or in decline. There is no point offering a course which is not

going to serve the students in the coming years or decades. Faculty members need to be aware

of growing trends and markets that are flourishing and not diminishing. Internally, the academic

planners need to examine how well the campus resources are serving learners that are following

certain disciplines. This is an analysis of how well instructors teach, how well learners learn,

how current pedagogical methods affect the discipline and the best methods available to transfer

learning effectively (Rowley and Sherman, 2004).

These perspectives are necessary to keep in mind prior to the next step of the strategic

planning process. While the university faculty needs to look at their own disciplines, they need

to look beyond their courses to what is happening in their disciplines. Courses need to be

revised and revisited on a regular basis in the light of the larger changes happening in the

society, so that they respond to the growing or changing needs that are taking place in that

discipline or in the market. In addition, higher education today needs to be sensitive to its

clientele as it is now a more conscious generation that will not tolerate mediocrity as

educational opportunities are increasingly becoming competitive, as universities vie for

students. Thus, academic planning and management is not just a routine activity, done to meet

both ends in the departments; this activity requires utmost creativity, innovation, novelty,

excellence in teaching and learning environments, followed by an inspiring faculty cadre that

commands respect, not due to their political clout, but by sheer power of their knowledge,

expertise, and ability to motivate their students. They need to be helped to climb to new

heights of learning, develop problem solving abilities, leading them to be critical thinkers,

reflective citizens, and change agents of their societies. Once they graduate, they not only have

a mere piece of paper as a degree in their hands, but they possess qualities and abilities

that distinguish them from others, thus, their performance speaking much louder than their

degrees. Students expect their faculty members to help them realize their full potential in order

to enable them to make a positive contribution to the world they live in. They have a right to

expect a meaningful engagement during their courses not just “finishing” courses. Commenting

on the graduates’ or alumni role in the society, Prince Karim Aga Khan, the Chancellor of the

Aga Khan University once remarked,

…our approach to learning … (should) be in the high traditions of intellectual enquiry

(i.e.,)… teaching students not simply to memorise factual knowledge, but to use that

knowledge to identify and to solve problems. We hope that the habit of applying

logical and disciplined thought to questions and the appreciation of research will

remain with our graduates throughout their lives. (March 16, 1983)

This is possible with the help of both faculty members’ and students’ use of courses

intelligently and creatively. This is possible in an enabling environment and it is the primary

responsibility of the higher education institutions to make sure that they provide such an

enabling learning environment to their students. This environment includes both the

physical and psychological environment. Many higher education institutions’ environments

in many developing countries, including Pakistan, are simply unacceptable in these

competitive times. Surely, many institutions are becoming better, even competitive, but

others, need to pay attention to this aspect. Often, the focus of attention of administrators

has been only on academics at the expense of the physical environment. Thus, academic

planning goes hand in hand with administrative planning and management and they should

supplement each other.

When deciding on an academic plan the following dimensions need to be looked into:

Standards in the discipline

Knowledge domain to pick from

Clientele (students) interests

Pedagogic considerations

Time frame (doability)

Nature and criteria of assessment

Knowledge, attitude and skills as key domains to consider change

Taxonomy of learning (Bloom)

Inter- and intra-disciplinary enrichment

Institutions’ resources and limitations

Market demands and needs

Use of technology: discussion sessions, references, net resources; etc

Teaching strategies

Budget preparation if needed.

For more details on some of these topics, please refer to the Module on Curriculum and

Assessment.

The following aspects must be kept in mind while taking a learner centred approach in

the academic planning:

Developing course participants as independent learners;

Developing them as autonomous individuals, capable of making decisions based on

informed judgment;

Generating lifelong interest in learning;

Developing them as critical thinkers; change agents and reflective citizens;

Encouraging a non-judgmental approach in the class;

Creating an enabling learning environment for effective teaching and learning;

Taking an inclusive approach, respecting diverse interests;

Respecting diversity and pluralism in all senses, such as multiple intelligences, multi-

ethnic backgrounds, diverse faiths within and outside one’s faith; and

Gender sensitivity: including topics that interest boys and girls; using a gender

friendly language: such as when using examples, bringing simply “he or she” when

giving examples.

Faculty must at all times respect the dignity of learners: respect and appreciate their

knowledge and ignorance; treating them as respectful individuals and learners.

The above discussion on considerations for developing a semester course will help

faculty members devise their own course or semester plan. Attempt has also been made to

simplify these to be user-friendly as the purpose of teaching the subject is not so much

academic depth; but practical orientation. Further discussion on how to develop a semester

plan is given in Theme 2 of this Module.


Activity Sheet with discussion

Presentation discussion


1. In order to introduce the topic, there might be many strategies that one could use. Use

a strategy which you are familiar with; you can do well. One strategy is the use of the

attached grid [see D. Materials, Session 2, Activity 1]. The grid helps to explore faculty

members’ prior knowledge and skills about the APM. This is necessary to know before

anything is given to them. We should neither assume that the participants know too

much nor should we think that they do not know anything regarding the topic we are

going to introduce. Once they fill in the form, they will be asked to pair and share with

one another, and discuss for around 10 minutes about the APM practices in their

respective institutions. Once they do it, they will be asked to share their views and

experiences with their colleagues, which will give a measure of the level at which your

participants are; from where you need to start off. In case you do not get the Activity

sheet for one reason or another, you could simply start by asking a couple of questions

from the participants. It is important that you appreciate their contribution without

making judgments about their knowledge or lack of it. Just do a little exercise of

brainstorming to assess their current level of understanding. However the writing is

preferable as all participants will be able to reflect on their prior knowledge and do the

exercise given in the Materials Section.

2. Presentation, possibly with PowerPoint of the two Key Concepts-Strategic Planning and

Disciplines. Introduce interactively the technical definitions and descriptions of these

terms and what they mean in the APM.

5. Summaries and transitions

In this topic, we focused on the following points:

1. Conceptions of the academic planning and management;

2. Planning and management are interrelated subjects;

3. Planning and managing our individual and institutional work is necessary;

4. Academic planning and management are of critical importance for professional and

institutional growth and to provide quality service to our clientele.

6. Assessment

Please see their learning through the following activities:

1. See their oral input and classroom participation in activities;

2. Observe their worksheets and their quality; and

3. The quality of their writing through written pieces or other means.

Session III: Resource Management: Focus on Time Management

1. Session Learning Outcome

At the end of the session, Faculty participants are expected to:

A. Be able to articulate the significance of resource management in their professional and

personal lives;

B. See time as a precious resource and develop strategies to use it judiciously in their

professional (and personal) lives; and

C. Apply strategies of short term (daily, monthly) and long term (yearly, multiple years, say

three or five years) planning of their time.


Time is seen in management sciences as a ‘resource’ to be used cost effectively. By time

management, what is meant is how we use our personal and institutional time in an effective

manner.

“Do not spend time, invest it.”

(Adair and Allen, 20004)

“Time cannot be saved; it can only be spent wisely.”

(Mishra and Misra, 2001)

There is a lot of literature that suggests how to manage time. Some References and

Bibliography have been given at the end of the module, which you can consult. The preceding

quotes set the stage of how to approach time.

2.1 Key Concept 1: Division of time

We need to develop a time management philosophy based on the three areas of scholarship –

teaching, research and service. The ratio of time division would depend on your institutional

priorities and your own preferences. Many organizations actually place a policy of the time

division among these areas.

Each university or colleges might have a different scale or might not have one at all. However,

as academicians we need to set our priorities. Do you have any priorities? To what extent do

they work? If your answer is, ‘yes’? If you do not have any, would you like to develop such

priorities? How will you apply them? What challenges do you expect to face in translating these

ideals?

In order to facilitate you do this exercise, two pages are suggested for you to examine your time

structure in your institution, which are given in the material section attached in the material

section of the Module (See D. 4).

2.2 Key Concept 2: Planning Your Time

When planning for your time, it is important to keep the two kinds of planning in mind: short

term planning and long term planning. The short-term plans may mean plans for a day, week

and a month, whereas long term planning would mean for a year or over multiple years. For

example, you might plan for your PhD over the next five years, and accordingly you would then

plan backwards as to how you would plan over the next couple of years to get to your goal. In

the following, a weekly plan is suggested for you to fill in so that we would develop a strong

realization as to how you actually make use of your time on a daily basis.

You can consult any other article/notes that may be identified for further reading on TM to

assist in your background knowledge and presentation.

Many writers have helped us understanding time management principles or techniques. In the

following are identified ten principles of time management identified by LeBoeuf (2001, p. 8 )

Ten Principles of Time Management

1. Develop a personal sense of time

2. Identify long-term goals

3. Make medium-term plans

4. Plan the day

5. Make the best use of your best time

6. Organize office work

7. Manage meetings

8. Delegate effectively

9. Make use of committed time; and

10. Manage your health

The following are suggestions for time planning.

Ten Key Words for Time Planners

1. Purpose

2. Goal

3. Aim

4. End

5. Object

6. Objective

7. Mission

8. Plan

9. Vision

10. Intention


Presentation on time management

Individual reflection/worksheets followed by discussion


1. At the start of the session ask your participants to reflect on their time management

practices. You can elicit their opinions and note down their responses on the board

without making any comments until all of them have shared their ideas. You can then

summarise their responses on the board and work out the consequences of what they

are doing with their time using interactive approach. Having summarized their

responses, you can, if you like, share your own experiences of time pressures and the

need to take charge of our professional time rather than the time taking over us.

2. You may ask participants to complete the Daily Activity Planner [Materials, section D]

and then discuss the question at the bottom. If they wish to spend their time

differently, how? Also invite discussion about time spent on teaching, research, and

service and how satisfied they are with their % of time in each.

3. You may ask participants to complete the time wasters’ activity *See D. Materials+ and

then pair and share to discuss their thoughts with their colleagues on the same table or

across the table.

You are encouraged to use any other material which you think might be more relevant

and interesting for the participants. You can make the teaching and learning as enjoyable and

as productive as you think you can. You are also encouraged to be as creative as possible; you

can even go beyond the ideas given in this module to enhance participant’s understanding and

interest.

5. Summaries and Transitions

1. Resource management in academic planning and management is a “must” for the

institutional and professional growth of the academicians in the higher education

institutions;

2. Planning and management are processes that require human intelligence, knowledge of

the context, future needs and situational understanding, resource opportunities and

limitations; and

3. Time is a precious resource and therefore has to be managed most effectively.

Otherwise there is a danger time controlling us.

6. Assessment

Please consider using the following ways to assess the learning outcomes:

See their oral input and classroom participation in activities;

Observe their worksheets and their quality; and

The quality of their writing through journal writing or other means; and

Provide helpful feedback on their work both written and verbal by raising a couple of

questions to help them think beyond what they have done.

Theme Two: Planning and Management of Teaching and Learning

This Theme discusses the nature, scope and strategies, implementation of planning and

management of teaching and learning a course/session/lesson at the higher education. In this

Theme you will find a brief discussion about some of the things that have been introduced

hoping that their deeper understanding will be developed in other Modules related to these

themes as they would be appropriate to be discussed there rather than in this theme. In this

Theme, therefore, an introductory background is given for three subjects, namely planning and

management of a course/session/lesson; Classroom management (CRM); and dealing with

unwanted/disruptive behaviour as part of CRM. Based on these assumptions and

considerations, this Theme is divided into three sessions. Each session is discussed in this

Theme.

The Theme may be understood more deeply by studying the other related Modules, e.

g., the Module on Curriculum Development and Student Assessment. Curriculum development

and student assessment (and also the Module on Andragogy) are part of the academic planning

of teaching and learning and therefore a strong background in both Modules will further help

course participants gain strong insights about the way a course is to be developed, strategized

and implemented.

Session IV: Course Planning, Management and Assessment

1. Session learning outcomes

Through the process of the teaching and learning of this session, the participants will be able to:

Identify key planning stages of developing lessons and their better understanding;

Appreciate the critical stages in a lesson planning and be able to develop a rational plan

for the effective handling of a course; and

Develop a more positive attitude towards self reflection for being able to critically

examine how the plan went and learn lessons from the experience for future or for the

next session.

2. Key concepts and content

Key Concept 1: Course Planning

2.1.1 Needs analysis & course design

In planning a course, the facilitator has to consider the following questions:

What does the student need to learn from your course?

The answer naturally depends on the subject you are teaching and on the level of the

students. However, it is important to note that the overall course objectives should be

concerned with educating students. The objective of a course is not to cover a certain set of

topics regardless of the level or needs of the students but to encourage and stimulate student

learning and thinking about the subject. In fact, in most disciplines, we should be concerned

with helping our students in a life-long learning process rather than in giving them a set of facts

which they can memorize for the final examination and then promptly forget. Thus, in forming

our course objectives, we need to think about what will be meaningful to our students both

now and in the future.

Why does the student need to learn what you are going to teach?

Here you need to consider the relevance of your course to the overall programme of studies

the student is following. Are there certain topics in your course that will probably have little

relevance for the students? Is it necessary to teach these topics or would it be better to spend

time on other more immediately relevant areas?

What are your course objectives?

Course objectives should consist of explicit statements about how you expect your students to

change as a result of taking your course. These should include changes in thinking skills, feelings

and actions. You need to write objectives that will reflect these changes in your students’

behaviour. One way of doing this would be to ask yourself the question, ‘What do I want the

students to do by the end of this course that they cannot do now?’

Notice that not all objectives are at the same cognitive level. For example, let’s imagine that a

lecturer lists the following two course objectives:

The student will know the names of the capitals of all the countries in South Asia.

The student will be able to discuss in depth the current economic and political

situation in Brazil.

It is clear to see that the level of understanding required to achieve objective (2) is much more

sophisticated than that required for objective (1). You could consult Bloom’s taxonomy (1956)

and see how Bloom has classified educational objectives going from the relatively simple recall

of facts and names up to the more complex task of synthesizing or evaluating a problem or

situation.

How much time is available?

You need to plan your time as efficiently as possible so that you are able to cover the topics

that will be most useful for your students. Do not try to pack in too many topics just for the

sake of comprehensiveness. It is far better to cover a few things well than to cover lots of topics

so hurriedly that no one learns anything.

What materials / resources will be used?

In planning your course, you need to consider using materials that are interesting, up-to-date

and at the right level for the students. You also need to think about access to and availability of

materials.

How will the learning be achieved?

Questions to consider here would be:

What learning theories will underlie the course?

What kind of methodology will be used?

Which types of assignments and assessment would be most suitable

to measure whether or not your learning outcomes have been achieved?

Key Concept 2: Planning and Managing Teaching Sessions

In planning your individual teaching sessions for the course, you need to consider these points:

Division of course content into a session/lecture program

How many sessions/lectures do you have? How will you divide the content effectively into this

number of sessions? Try to plan so that you have something interesting and meaningful to say

and teach in every session.

In Writing a Lecture Plan, consider

How does today’s lecture fit in to the bigger picture of your whole course?

How does this lecture link to the previous one?

How can I make this lecture more interesting? Can I add any visual aids

or non-verbal extras to support my presentation?

How do we get students actively thinking in a lecture situation?

In planning your session, you may wish to consider how to get students actively involved in

thinking about what you have said in the session. If you have not considered this question at

the planning stage, it may be too late to consider what to do once you are into the practical

teaching stage. One way suggested by McKeachie (1999) is the ‘Minute Paper’. This involves

telling the students that you will interrupt your lecture at any point to ask them to write down

for a period of one or two minutes what they have learned about the topic covered.

Alternatively, you could ask them at the end of the lecture to write down the most important

thing they learned. It is also possible to interrupt your lecture at some point, break the students

into groups of 2 or 3 and ask them to discuss a question related to the lecture.

After the lecture is over, do not immediately forget what you did and rush on to planning for

the next session.

Reflect on what happened during the class and ask yourself questions such as:

Were the students interested or bored?

What was the most successful part of the session?

What was the least successful part?

What worked well?

What did not?

What needs to be reviewed in a future class?

How can I improve the session next time?

2.2.1 Management/Implementation of the course

Once an academic plan is ready – and it should be ready at least six months before the course is

offered, then comes the implementation and management stage.

Sending information/advertisements to the identified papers/outlets.

If there is any policy of interview of candidates, then working out the details for it; for

example:

1. Who and how many will interview; where, when; and on what basis?

2. Collating the results and approval process of the successful candidates;

3. Issuance of acceptance letter: who signs the acceptance letters? Is there any policy?

4. Inauguration of the course: How to you welcome the students in the university?

5. Developing an enabling environment in the classroom;

6. Course briefing about all the dimensions

7. Course teaching

8. Formative assessment of the course (Monitoring progress of the students)

9. Mid-term reviews by different personnel including senior management

10. Diverse exposure to different learning experiences;

11. Conclusion of the course

12. Assessment of the students

13. Compilation of the results

14. Evaluation of the course by students (principles that need to be taken into

consideration)

15. Feedback; faculty’s own assessment

16. Report writing of the course taught:

17. Dissemination to the concerned

18. Revisiting the future offering of the course based on the feedback both from faculty

and students.

Key Concept 3: Effective Assessment

As we said above, course planning is about deciding where it is we want to go.

Assessment is about finding out where we have arrived. This means that in planning our

assessment, we need to link the questions we ask to our original course objectives in order to

see if the learning objectives have been achieved or not. Too often, course lecturers base their

assessment questions on the material in their textbook rather than on the learning outcomes

they set out to achieve in planning the course. This is a mistake that we should try to avoid.

At its best, assessment is not simply a way to label students with letter grades or

numbers; it is part of the learning process. As Carbone (1998:67) says, ‘Think of assessment as a

series of signs and road maps that tell you where the students are and tell the students how to

stay on course or get back on course.’

Assessment should work as a feedback loop which provides teachers and students with

opportunities to better understand their performance and make adjustments accordingly. For

example, you give a quiz to your class. The quiz is an assessment of the students’ learning so

far. This allows the student to assess his/her study habits and to make changes if necessary. The

results of the quiz also assess how well the instructor conveyed the material. The instructor

may, on the basis of the results, decide to adjust his/her teaching style, the rate at which the

material is to be covered, and the style of questions for the next quiz. With the next test, the

feedback loop is repeated all over again.

Some considerations lecturers might like to take into account when planning

assessment procedures for their students are the following:

Learning is more important than grading.

Providing feedback is more important than assigning a grade. You can use formative

(non-graded) assessment as well as summative (graded) continuous assessment to

gauge what your students have learned and what they still need to learn.

It is useful to try to assess levels of attainment for all your course objectives, even if

some objectives (such as increased motivation for learning) will not be used when

grading your students. Avoid assessment devices that increase anxiety and

competition.

3. Teaching approaches

Brainstorming with the participants;

Sharing a template of a course plan;

Giving an exercise to develop their own lesson plan.


Choose one or a couple of the following activities depending on the time available in the

session. Alternatively, you could divide the group and ask them to do these activities so that

there is diversity in what they are doing:

Through facilitation, draw on the previous knowledge of learners as to what they

understand as academic planning and management of teaching and learning;

Ask learners to go through the text given in this section. Ask them to share it with their

colleagues and then identify key points with the entire group.

Ask them to develop a plan for a teaching session based on their experience of the way

they have been doing this in their work. The plan may include a) developing aims and

objectives of their lesson; strategies for teaching; summary of the lesson; activities, time

plan, assessment procedure(s); overall a day plan in terms of time and activities to be

done.

Ask volunteers to develop a skit for management of unwanted behaviour in the

classroom and present it to the class.


1. In planning a university course, it is important to remember that a great deal of our

students’ learning takes place outside our classes. In planning any course, it is therefore

important to remember to put student learning rather than our teaching at the centre

of our planning.

2. In matters of classroom management, it is important to let students know from the

outset what it is you expect of them and then to hold them to those expectations.

3. Course planning is about deciding where it is we want to go.

4. For further understanding of the teaching dynamics, you can also refer to the other

modules, like the Curriculum Development and Student Assessment and Andragogy,

Communication Skills, Psychology of the Learners.

6. Assessment

A draft outline developed by each participant as part of their activities done in the

activity above (Activity 3) on their short and long term time management may reflect

their understanding of the concepts in this topic.

Their daily practices of discipline may also reflect their internalization of the time

management during the activities.

Pre-Test and Post-Test: Ask the participants to respond in writing to this question:

In your opinion, what are the three most important factors a college or university lecturer must

consider when planning an academic course? Give brief reasons to support your three choices.

Session V: Classroom Management (CRM)

1. Session learning outcomes

The session will enable the participants to:

Describe the dynamics of classroom management (CRM) and develop and maintain an

orderly classroom environment while teaching and learning;

Use knowledge of the physical and psychological environment in creating a learning

context; and

Develop positive attitudes towards inclusive classroom environments where students

from different backgrounds can equally participate and feel encouraged to learn and

thrive.

2. Key concepts and content

Significance of order in the classroom for better teaching and learning;

Necessity of being mindful of the ways in which we can provide an enabling classroom

environment and learner friendly social context to help learners learn better; and

Orderly classroom environment and learning are inter-related.

Key concept 1 of classroom management

In simple terms, classroom management (CRM) can be understood as the progression of

strategies teachers utilize to promote order and student engagement in learning. The classroom

management apparently looks simple, but when deeply explored, is quite complex as it has

major implications on student learning. The question we can ask about CRM is: How is order

established and maintained in a classroom? Classroom environment, i.e., a number of areas

that need to be looked at: for example, the room condition, the seating arrangement, learning

materials’ placement, student seating arrangement, classroom temperature and noise level

outside the classroom. All these and many more can affect the quality of learning in the

classrooms. Thus, by classroom management we mean mostly how to deal with the student

interactions and maintain order in the class for creating and sustaining a smooth learning

environment for all.

Doyle (1986) contends, “Classroom teaching has two major task structures organized

around the problems of (a) learning and (b) order” (pp. 394-395). The studies concerning order

since the late 1980s highlight the interrelatedness of order and learning. In fact, there is a

tendency to equate order and learning in the context of CRM (Dollase, 1992; Gordon, 1991).

The literature cited argues that the classroom order encourages student engagement.

Summarizing the literature, Doyle states that, for many educators, classroom or—for

that matter—school management evokes several terms such as “order,” “discipline,”

“cooperation,” and “misbehaviour.” These terms are casually mentioned sometimes but are not

well defined, often leaving the reader to assume that they are either mere synonyms or

antonyms. Doyle’s literature review concerning classroom management, however, offers some

appropriate working definitions that help distinguish each term. First, imagine a hierarchy of

concepts where “order” is at the top with “discipline” below.

According to Doyle, as cited above, order prompts engagement whereas a teacher uses

discipline to curb misbehaviour. The result is cooperation. “Misbehaviour,” as Doyle contends,

“is any action by one or more students that threatens to disrupt the activity flow or pull the

class toward a program of action that threatens the safety of the group or violates norm of

appropriate classroom behaviour held by the teacher, the students, or the school’s staff (Doyle,

1986; p. 396).

Thus, a common assumption is to equate management with discipline, only focusing on

an individual student’s misbehaviour with the goal of achieving student cooperation. Yet, as

Doyle (1986) points out, “’cooperation’ rather than ‘engagement’ (in the sense of involvement

with content) is the minimum requirement for student behaviour” (p. 396). In other words,

engagement is learning, cooperation is passivity.

The research reviewed mentioned above goes beyond the notion of student passivity,

focusing instead on “order,” which should not be confused with discipline. No doubt, order in a

learning environment does depend to a degree upon passivity from some students; however, as

Doyle

(1986) contends, “Order, in classrooms as in conversations, is achieved with students and

depends upon their willingness to follow along with the unfolding of the event” (emphasis in

original, p. 396). In other words, Doyle continues, order is not “absolute silence, or rigid

conformity to rules, although these conditions are sometimes considered necessary for specific

purposes (e.g., a major test). Order in a classroom simply means that within acceptable limits

the students are following the program of action necessary for a particular classroom event to

be realized in the situation” (p. 396, emphasis in original). Furthermore, order is much broader

than discipline or cooperation. It includes: “organizing classroom groups, establishing rules and

procedures, reacting to misbehaviour, monitoring and pacing classroom events, and the like”

(p.395).

What is it that tends to increase negative student behaviour? There could be many

reasons. For example, Mayer (1995) pointed out that, punitive systems without consequences

for positive behaviour and teachers’ and administrators’ inconsistency in responses to negative

behaviour actually augmented students’ tendencies to engage in antisocial behaviour, including

vandalism on school grounds and truancy. Several studies have suggested that counselling,

psychotherapy and punishment are the least effective responses to violence in schools” (Lewis

et al, 1998). They seem to have less impact on such behaviour.

According to Walker et al (1996), classroom systems are developed by teachers to

support the larger school-wide policies and procedures and to manage the academic

performance and social behaviour of students within instructional environments and

arrangements. Studies concerning CRM suggest proactive lesson-planning strategies for the

whole-class instruction and cooperative learning.

Doyle (1986) contends that students would be more engaged in tasks designed to suit

their interests, that seemed meaningful to their lives, and that were presented with clear goals

of what needed to be accomplished, creating a structured lesson having a clear picture of what

a teacher wants to see happen, communicating clear goals for students. He also found

modelling as a key element of communicating clear goals. Furthermore, he found moving

around the room, coming to students who needed help. Then, he could also randomly ask

student questions about their responses to questions, and ask why they had come to a

particular solution/answer. Finally, he realized that he needed to consciously treat students

equally by allowing them to share responsibilities, not only in areas concerning discipline but

also academically. Thus, he introduced cooperative learning as a strategy to engage students in

their learning more creatively and collaboratively.

Cooperative learning

An important way of maximizing the classroom order and learning is to adopt cooperative

learning. Cooperative learning typically involves a small group of students—usually no larger

than four—who are positively dependent upon each other when completing an assigned task.

Students manifested more time-on-task in the cooperative small-group setting than in the

whole-class mathematics. In cooperative learning, it is more likely that student engagement

may be much greater in the small-group than in the whole-class setting and they would be

more activity engaged in the small-group setting. Thus, group activity may be more desirable

than all the time a classroom setting for all.

Though some studies disagree about the benefits of cooperative learning for various types of

students, they do agree that the successful cooperative learning in classrooms requires

activities that are engaging and require higher-order thinking, and expectations that are explicit

and clear to the students. In other words, cooperative-learning activities should not be applied

in the classroom until students are taught to accomplish their role and have a clear

understanding of expectations. Thus, the first step is to prepare students for this learning

strategy.

One of the key ingredients for successful cooperative learning environments is the inclusion of

engaging activities that require higher-order thinking. High order thinking would involve ‘why’

rather than ‘what’ questions. Trivial exercises that demand less from the learners may not

prove to be productive in so far as cooperative learning is concerned. Students should know

exactly what is expected of them during cooperative learning. Indeed, cooperative learning has

proven to be an engaging teaching and learning strategy.

Successful CRM establishes clear goals, expectations, consistent teaching and learning

strategies, and implement these components in a supportive, positive, enabling, and student-

friendly environment.

Many higher education institutions in Pakistan tend to have more fixed furniture in the

classrooms often making the group work impossible. On the other hand many higher education

institutions are building their classrooms with furniture more suited for group discussion and

collaborative learning during and after the face to face instruction.

The traditional structure is suited more to the transmission method of education where scores

or dozens of students sit in rows, the teacher standing in front of the class or hooked to a

podium, and the students facing him/her. This makes teacher student interaction less possible,

thus, creating a formal and undesirable distance between the facilitator and the students. In

sum, the teaching strategies can create either a conducive and healthy learning environment in

the class or can make it a more dull and boring class thus leading to more probably chances of

unruly behaviour.


Ask the participants to identify the elements of classroom management and their

positive and not so positive experiences of classroom management;

Various kinds of environments: enabling or disabling; learner friendly or learner less

friendly and classroom level of energy; and

How to develop creative ideas to develop enabling classroom environments for

fostering better teaching and learning, leading to appreciation of the sociology of

classroom structures.


1. Engage in a exploratory study of the class in which the session is taking place and help

the participants identify the key aspects of a class;

2. Lead them to think of the various dimensions of the classroom and their significance;

and

3. Then sharing with them the understanding that classroom dynamics is a complex

phenomenon and a faculty member needs to be aware of critical dimensions of

classroom management.

4. Recall the skit they prepared in the previous session, now with more knowledge of

classroom management, how would they prevent unwanted behaviours?


1. Classroom management is a complex issue relating to both maintaining order in the

class while making sure the maximum learning for all learners;

2. Classroom management depends on a number of factors including teachers’ attitude

towards students and vice versa; and

3. Learning more about our practice, reflective practice about our conduct of the classes

may help us ensure more effective learning and a satisfying professional practice to the

facilitator.

6. Assessment

There could be many ways to judge the learning about this session, for example:

Asking the learners to recall their own experiences of learning/teaching and identifying

the key issues of CRM; and

Role model a class and then see how they are able to identify issues related to CRM.

Session VI:

Dealing with unwanted behaviour/indiscipline in the class

Despite all our efforts, at times, the classrooms may have learners who appear to be

disrupting the class or do things that disturb or disrupt the smooth learning and teaching. Now-

a-days, one of the most problematic challenges is the use of mobile phones during the class

instruction. Despite our efforts we know that it has become difficult to prevent use of mobile

phones ringing or usage. Often students pay less attention to what is going on in the class.

Many faculty members use ‘iron hand’ methods to deal with such situations which often may

cause bitterness in the class, leading to tensions between the faculty member(s) and learners.

This session will focus on such issues that tend to obstruct learning and teaching by unwanted

behaviour.


Participants will be able to:

Determine situations and influences that tend to cause unwanted behaviour; and

Develop better understanding of the necessity of developing more positive relations

with the learners and develop productive strategies to deal with unwanted behaviours if

and when they arise.


Understanding what unwanted behaviour is;

Causes and remedies of unwanted behaviour; and

Developing symbiotic relations with the learners.

Content

Often teachers have to face difficult student behaviours that tend to disrupt orderly

classrooms. The following may be some of the disrupting behaviours:

Talking during the lecture, especially from those at the back of the room;

Students arriving late;

Students leaving early;

Students reading newspapers or books during a lecture; and

Students causing a commotion during the final few minutes of class by putting away

their books and papers.

There could be many strategies that might be adopted to deal with such situations. One of the

ways in which such issues could be dealt with is to provide established policies and procedures

for responding to students who present the most severe forms of problem behaviour.

Some strategies may work in some situations and may not in others; so the facilitator has to

find out creative ways of handling such situations and therefore there cannot be cut and dry

rules for it. As faculty members, each teacher has to find creative and humane ways of dealing

with the unwanted behaviour in the class. What however is to be avoided is using ‘iron

methods’ of silencing dissent in the class and daring students who can challenge the

assumptions or the positions of the facilitator. Such behaviour should be seen more appreciable

than to be shunned.

There are no definitive answers about how to manage a class but discussing the various

methods of classroom management can prove useful.

Absenteeism

Classroom management depends on the personality and goals of each instructor. The

important thing is to be clear about your expectations from the start and to communicate your

expectations to students. Students may be unaware that their behaviour (such as coming in late

or leaving early) is upsetting to the lecturer. They may think: ‘I just thought the room was so big

that none of my professors would even notice me’. If behaviour such as stalking or leaving

early bothers you let your students know. It’s a good idea to include your rules in your syllabus

and discuss them with the students at the beginning of the semester.

Getting quiet at the beginning of a class

Do not shout at the students – you’ll sound annoyed and this may alienate the students

Do not just start talking – no one will be able to hear you.

What some lecturers do is to raise their hand. This is a signal for students that you are

ready to start. Some lecturers ask their students to raise their hands and to stop talking

as soon as the lecturer raises her/his arm.

Side talking during the lecture: Some methods that have worked

Say to the offending students: ‘The people around you are giving you dirty looks. Are

you aware of that?’

Invade their space by standing very near to the talkers.

Say to the students at the end of the class: ‘When you were talking during my lecture, it

had the effect of disrupting the class. You probably didn’t realize you were being

disruptive. I’m sure you won’t do it again.’

For students who skip classes

You could give short ‘attendance quizzes’ at the end of the lecture which have easy

answers. Students who have attended the class will probably get 5 out of 5, but those who are

absent get zero. The marks will count for say 10% of the final assessment.

Keep a positive attitude to those who do attend rather than being negative about poor

attendance. Using good-tempered humour is usually a more effective way of dealing with

classroom management problems than becoming annoyed or angry with the students. In all

matters of classroom discipline, it is important to let students know from the outset what it is

you expect of them and then hold them to those expectations.

Keeping students interested

Carbone (1998:17) talks about ‘internal noise’, which she defines as ‘the inner dialogue and

mental tangents that take students out of the classroom and transport them into their personal

daydreams’. As teachers, our sphere of influence lies in what we present and how we present

it. If we can avoid triggering students’ ‘internal noise’, we will be helping them to listen more

effectively. One of the first signs of internal noise comes when a student listens to a lecture and

says to himself/herself ‘This doesn’t relate to my life’. He/she may then spend the rest of the

session in his/her own thoughts or, more negatively, disturbing the rest of the class. One way to

counteract this is to ask students to write down on the first day of class their personal answers

to these questions:

What do I want to learn from this class? (They need to be as specific as possible.)

What are my personal goals for this course? How can I achieve them?

If I reach these goals, how will my life be improved?

The lecturer should collect these and try to respond to them by adapting the course material

where possible and useful to the students’ personal goals. These papers can also be good

resources for students to look back at later in the semester to see how far they have come in

reaching their goals. Thinking about their goals should help to show them that learning is not a

one-way process. Unless they take responsibility for their own learning, they will not achieve

their goals.

Other causes of internal noise which, according to Carbone (1998), can destroy the relationship

between the lecturer and the student are statements made by well-meaning but misguided

lecturers which create negative feelings within the students attending a session. Do NOT

therefore say them to your class if you want your students to cooperate and show interest in

what you have to say.

‘I was up late last night grading papers and so I didn’t really have time to prepare this.’

‘This lecture is going to be complicated and difficult to understand’

‘Most of what I have to say to you today will be relevant for your work next semester

but not for this semester.’

‘This won’t be on the test, so do not worry about it very much.’

Dealing with individual problem students, McKeachie (1999, chapter 21) discusses approaches

we might take in dealing with the following student types:

Angry students

Aggressive students

Attention Seekers

Silent students

The Discouraged

Students with emotional reactions to sensitive topics

You may, therefore, find it useful to read what McKeachie has to say in his book about handling

these different types of problem student.


Pair and share of student experiences;

Sharing of teaching experiences and analyzing the causes of the unwanted behaviour;

How to develop symbiotic relationships with students.


1. Examine with the learners their experiences of student life and how and what has been

their nature of relationships with their teachers;

2. Explore the current nature of their relationships with learners, focusing on critical

experiences of dealing with the unwanted behaviour; and

3. Ask them to read and analyze the notes on this topic.

4. Recall the skit from session IV, now with more knowledge of classroom management,

how would they deal with unwanted behaviours if they occurred


1. Classroom discipline management is an important aspect of an orderly and well

managed class for effective teaching and learning;

2. Unwanted behaviour may be caused by many reasons; some have to do with the

learners, some with the faulty classroom management and some with the facilitator;

and often because of less effective teaching and learning strategies; or not being able to

challenge more challenging learners; it is therefore important to interpret the unwanted

behaviour in more proactive terms, without blaming or jumping to a personalized

interpretation; and such behaviours can be managed with creative and innovative

strategies not by iron hand methods as many faculty members are often prone to.

6. Assessment

You may give some hypothetical situations to help them analyze the causes and the

responses of the unwanted behaviours in the class. The activity may show the

participants’ deeper understanding of the issues involved in the unwanted behaviour.

Help participants identity causes of misbehaviours and help them make certain rules or

disciplinary actions to deal with them.

Ask the participants how they would react to the use of Mobile phones. Make two

groups and encourage arguing for and against the use of mobile phones in the

classroom during the lessons. The activity will reflect their ability to argue for one

position or another.

Theme Three: Academic Planning and Management of Research

The planning and management of research is seen in this module as an integral part of the

higher education life. In the context of “publish or perish”, research is sine qua non for any

meaningful life at the higher education level, especially at the universities. In the context of

developing countries, especially that of Pakistan, lack of research has been a public outcry

within and outside the academia. Hence, this Module and one special Theme on research justify

the significance that has been given to this area in this orientation programme for the higher

education personnel.

As part of their workload and academic responsibilities, faculty members in tertiary education

are expected to engage in research, teaching and service. These three areas are an integral

part of the university ranking criteria employed by the Higher Education Commission (HEC) of

Pakistan. Hence, academic planning and management at higher education must take into

account research, alongside teaching and service activities. The Theme on research aims to

enable the participants to further develop their understanding of the multiple dimensions of

planning and management of research. It may however, be noted that this theme is different

from the actual engagement with research which has been dealt with in some detail in the

module on research.

Increasingly, research in higher education is a collaborative effort. It often involves working

with colleagues within the department, and in the case of research consortiums, or large

projects, it may involve working with teams across the universities within and outside the

country. This can be seen from the prevalence of funding schemes that invite applications for

initiating partnerships in research, e.g. DELPHE1. More often than not, research funding is

guided by global issues and trends in research. For example, currently, research in education

places heavy emphasis on researching initiatives in achieving the millennium development

goals. Likewise there are other areas of research priorities and research trends in natural and

1 The UK Government's Department for International Development (DfID) is investing up to £3 million a

year in a new Development Partnerships in Higher Education programme (DelPHE), which will run for a seven year period, from June 2006 to March 2013. The programme will provide funding to support partnerships between Higher Education Institutions (HEIs) working on collaborative activity linked to the UN Millennium Development Goals (MDGs).

http://www.un.org/millenniumgoals/

physical sciences. The funding agencies and universities often end up negotiating research

priorities and focus. This situation raises issues and tensions in identifying research priorities.

To what extent should or does funding drive the research agenda? This is a significant question

to consider when developing a research plan for the institution, department or at individual

levels.

Managing and coordinating the research projects requires an understanding of issues in

maintaining the timelines, budget, collaboration with other individuals/institutions and other

elements of the research process, while not compromising the quality of the research process

and outcomes. As part of their workload and academic responsibilities academicians in tertiary

education are expected to engage in research. Hence, planning and management of time,

resources and outcomes require taking into account research alongside teaching and other

work.

The session’s aim, objectives, and teaching strategies are briefly explained below.

Session VII: Key Concepts in Planning and Managing Research


Upon completion of this session, participants would be able to:

Consider critically the key elements in planning and management of research

Engage in hands on activities of a basic nature for planning and management of a

research project.


2.1 Key Concept 1: Academic Planning and Management of research: Key Stages and

Processes of Research Planning and Management

This description relates to planning and management of research, not actually doing research.

There is a special Module on research in this course that will take you through all these stages.

At this point, if you are a novice researcher, you need to be familiar with key areas or stages of

research that will help you approach the Module on research with some confidence. These key

points are given here to help you develop better understanding of the process of planning and

management of research at your own level. Please take these notes as indicators, not

comprehensive notes. You can take help of an introductory book on research in your library.

2.1.1 Looking for a supervisor

Research is a technical and specialized field that requires proper guidance and training. In order

to start a research project, the first thing to start with is to thinking about a research question

or hypothesis. Frankly, this is not possible without a guide or an experienced researcher (i.e., a

supervisor) who can actually lead the novice researcher into an area of inquiry that is worth

pursuing. Alternatively, the supervisor can actually take the novice researcher along with him or

her in a project that he or she is undertaking. Many novice researchers often start in this

manner, apart from graduate studies where research is taught as a discipline and systematically

students are trained to undertake small scale research projects. So, the first thing for

undertaking a research project for beginners in research is to seek the help of an experienced

researcher and take him or her as supervisor. Once this is done, you can then go for reading

literature on research, preferably more basic literature that outlines the mechanics of research.

Generally, the following will be some of the key stages of research in an ordinary and small

scale research project.

2.1.2 Proposal development

In order to get a sense of how to approach research one needs to find out a problem a

hypothesis that one wishes to investigate. This is done through a professional preparation of

what is known in research language as proposal. The entire process of developing a proposal

will be discussed in the Module on research in this course.

2.1.3 Individual or group research

You need to decide whether you wish to undertake an independent research project or to work

in an already established group. As suggested earlier, it is better to work first with a senior

faculty or a team of faculty members who are doing a research work to get some hands on

experience of research. If you have some confidence and experience of doing research yourself

you can very well think of developing your own team. You may take one or many more

colleagues who can work with you in the team. The leader of the team is generally called the

“Principal Investigator” (PI), and the other members are called team members. The PI is

responsible for undertaking and leading the group and his or her name will be used as the first

name in the list of names; or may depend on the nature of agreement between or among the

team members before the starting the project. Often, this becomes a political issue later when

it comes to publications, and therefore it must be decided right in the beginning how the names

would be written in terms of the order for publications. Very often, the PI’s name comes, then

following the other names will depending on the nature or magnitude of the contribution made

to the work. If the nature of the contribution is the same, then one could use the alphabetical

order to settle the issue of order of the names, after the PI’s name. This is to be decided right in

the beginning of the contract between/among the group.

2.1.4 Preparing budget proposal

An important aspect of the planning for a research project is to prepare a proposal for budget.

Budget considerations are based on a number of factors, such as, the nature of the work, site

distance, number of researchers involved, and duration of research. Often, the researchers

prepare a proposal – a pager identifying the requisites for research and the nature of travelling

and expenses, and then, you can seek help of the Finance Debarment of your institution to

calculate figures. Before you submit your proposal to the concerned authority, you need to

have a budget proposal which often may become a deciding factor for your proposal. In case of

too high figures your proposal may be declined. It is therefore important to be realistic in

quoting figures. Some of the areas you need to consider are:

Travelling involved (how many times and when as costs may escalate during the period)

Assistants needed and their compensation;

Transcription charges;

Any technology needed, such as, tape recorders for recording interviews; flash drives,

cameras, videos, etc.

Daily allowances/expenses during travelling and fieldwork;

Stationary needed; budget needed for communications, telephone costs, etc.

Inflation considerations (if the research projects spans multiple years); and

Others if any.

2.1.5 Applying to the concerned authority for approval

Once your proposal is ready outlining the essential aspects of your study, you can then apply to

the concerned body of approving authority for research. You need to know what their

requirements are; including their forms and documents; before you apply. Be very, very careful

to make sure that you meet their requirements; do not work on assumptions. May be again, it

is desirable to seek help from an experienced researcher who has had experience of getting

through their proposals from such bodies. The second body which is critical to get approval

from is what is generally called the Ethics Research Committee (ERC). Universities often have

their own ERCs. However, not all universities in Pakistan have such committees but some do

have; and they are very rigorous in applying ethical principles for researchers. For example, the

Aga Khan University (AKU) in Pakistan has a university-wide committee called the Ethics

Research Committee (ERC), working for the last many years. All university research projects,

including students’ proposals for their masters have to be approved by this Committee. Often,

many international journals may ask for the certificate of ethical clearance from ethics research

committees for publication of an article. Thus, research ethics is an important dimension of

doing research where human and animal subjects are involved.

2.1.6 Entry negotiations

Once the research proposal is approved by all concerned committees/bodies researchers can

then approach the institutions or research sites for approval of the project. While the proposal

is being considered, you can approach the bodies concerned for the possibility of doing your

project. Once you get the approval from both the approving authorities of research and ERC,

you can then approach the research participants and start your field work once they agree in

writing to be your course participants (specially if it is a qualitative study). For more details

regarding these aspects, please refer to the Module on Research.

2.1.7 Data gathering and data analysis

As per your proposal you will collect data and do other necessary fieldwork, along with analysis.

These processes will be examined in a relatively extensive manner in the Module on research.

Therefore, in this Module, only the key stages are outlined. Those of you who have some

experience of doing research may help others, formally and informally, who lack this

experience.

2.1.8 Report writing

This is intellectually a laborious exercise and requires much expertise to do if it is a serious

project. The Module on research will help you do some hands-on experience in this area.

However, suffice is to say at this point that this stage is the culmination of the research process

in a tangible form. You might have to get it edited from the language and content point of view

from a professional editor(s).

2.1.9 Dissemination

This is the last stage of the research process. Once the research report is ready, what does the

researcher do with it? Often, the research findings are disseminated through many forums,

including conferences, newspaper articles, journal articles, monographs, on line journals, and

what have you. Typically this process is a lengthy one, which requires advance planning for

participation, for example, in attending conferences or writing papers for national or

international journals. If you are acting as PI in the project, you have a major role in the

planning and management of research, and bringing it to a conclusion. You need to make sure

that each member on the project experiences a sense of participation and does not feel left

out. You might face challenges during the study, such as, time, money, collegiality, and other

issues, but you have to manage it with your leadership qualities in order to bring the project to

fruition. A research project is like an orchestra music; each player playing a particular

instrument but helping to create a symphony that makes sense to listeners. As well, using

resources – money, time, and human - judiciously is a moral responsibility of everybody. It is

imperative that the project must be completed in time as far as possible; otherwise, there are

many serious implications of delays caused for whatever reason.

If you are a head of a department, then you might have to coordinate research projects, help

find research findings, etc. The discussion on such roles is beyond the purview of this Theme.


Facilitated Discussion

Presentation of Stages and Processes


1. Course facilitator would introduce the theme through asking the participants about

their experiences of doing research and what have been their experiences. They could

then be led to sharing their experiences about how they conceptualized, implemented a

research project and the challenges and opportunities they faced. Their description of

their experiences could become a stepping stone for those who are in the waiting to

undertake research projects.

2. Having done the small brainstorming exercise, the class would be divided into 4-5

smaller groups of about 5 members each. Preferably members from a

university/department would be placed in the same group. Participants in groups would

discuss the following questions (30 minutes)

What are the key elements that need to be taken into account in planning for

research at an individual and/or institutional level?

How do we decide on areas of research or an appropriate research problem?

What factors need to be taken into account for developing a research programme

for self and for the institution?

What supporting and hindering factors should be taken into account for undertaking

a research project?

3. Presentation by ML on stages and processes of research from the Key Concept Content

above integrating ideas shared by participants

4. Each participant would write a one pager on outlining his/her research plan for a year

addressing the areas noted in the questions 1-4 above.

5. Each group would present the key points in response to the questions above. (5 minutes

per group)

6. MLs would sum up the key points made in the presentations, followed by their own

input or experience of the research that he or she might have (15 minutes).


Research is necessary in an era of “publish or perish”; good higher institutions are

characterized by the new knowledge they generate by becoming not just consumers of

knowledge but producers of knowledge;

Planning and managing research is a complex, and knowledge intensive task that need

expert guidance; it can be learned through help and support;

Research planning and management is a typically collaborative exercise and needs to go

through certain processes and procedures that are critical for approval of research

projects.

Universities, concomitantly, need to create enabling structures for encouragement of

research culture in their organizations. University cultures may either encourage or

discourage young researchers to venture to be researchers.

4. Assessment

Assessment in this area is difficult particularly when the faculty members have not engaged at

any time in any research project. The assessment should see the participants’ knowledge and

skills of, and attitudes towards research through the activity and discussion by having a base

line discussion about their level and magnitude of involvement in research.

Session VIII:

Managing and Coordinating Dissemination of Research Projects


At the end of the Module teaching, the participants will be able to:

Explain the complex processes of dissemination of their research and how to plan and

manage it;

Plan for dissemination of research.


Article by Dr Anjum Halai given at the end of the module after the Reference and

Bibliography List (to be distributed during the session).

Teaching Approaches

Facilitated Discussion


1. In groups, the participants would be asked as to what their experience regarding the

dissemination of their research work has been; the challenges and opportunities. They

need to be probed as to the benefits of dissemination of their knowledge through

different forums, one being more effective than other.

2. Participants in the same group as in Activity 1 above would consider the following

questions:

What are different forms of dissemination of research work?

Why is it important to disseminate the research findings?

What are key steps in identifying the right type of forums for the wide dissemination

of the findings?

What are the supporting and hindering factors in dissemination?

4.Summaries and transitions

We learned in this Topic that

1. Dissemination of research findings are necessary to share the knowledge gained

through the research with the wider community of learners and researchers;

2. Planning for dissemination requires careful seeking of funds and resources to be able to

take our findings for a more national or international audience;

3. Such an exercise gives researchers a lot of satisfaction leading to personal growth and

greater utility of the resources that are employed in doing research; and

4. Sharing of our findings and insights provide us another opportunity when we are

challenged in national and international audiences which lead us to further enquiry.

5. Assessment

A brief discussion on the learning of the topic may reveal participants’ level of comprehension

about the topic objectives.

D. Materials

D.1 Learning Materials for Session II, Activity 1:

Reflections on practices of academic planning and management

Please reflect on the following questions to assess your own conceptions and practices

of APM.

Questions

1. What did you think of APM before joining this programme?

2. What were your practices of APM?

3. Is there any institutional effort to do APM?

4. Do you think you are going to revisit your practices of APM after the course?

D.2 Learning Materials for Session III: Activity 2: Daily Activity Planner

Ask the participants to develop a timetable of their everyday life and also their official time log

by using the following grid. The grid will give a realization where they spend most of their time

on a daily basis: teaching, research, service or any other activity.

Time Activity Results

Example:

8.30-9.00 am

Read emails and look at the weekly plan

and prepare a day plan noting important

and urgent work to be done

Better prepared for the day and

know what I have to accomplish

today

9- 10 am

10- 11 am

11- 12 noon

12- 1 pm

1-2 pm

2-3 pm

3-4 on

4-5 pm

Please reflect and write a couple of lines below if you are spending time as you wish? If you

would wish to spend your time differently, how would you do it?

D.3 Learning Materials for Session III, Activity 4: Ten Time Wasters

Often people complain of time wasting on many unnecessary activities. Following are generally

agreed time wasters as given in the grid. Ask the MLs if these affect them, and then ask them to

fill in the following grid based on their experience of professional life.

Time wasters: How to arrest them (Adapted from: LeBoeuf, in LeBoeuf, 2001, p. 32)

# Time wasters To what extent do

they affect me as an

academician?

To what extent

can I avoid

these?

What will I gain if I

control these?

1 Telephone

interruptions

2 Drop in visitors

3 Lack of self –discipline

4 Crises

5 Meetings

6 Lack of objectives/

priorities/ deadlines

7 Indecision and

procrastination

8 Attempting too much

at once

9 Leaving tasks

unfinished

10 Unclear

communication

D 4: Monthly and yearly distribution of faculty time

DISTRIBUTON OF THE FACULTY TIME

AT A HIGHER EDUCATION INSTITUTION

Required: Days/Hours: Yearly--------/--------; Monthly---------/-------------; Daily-----------

Actual: /Hours: Yearly--------/----------; Monthly---------/-------------; Daily----------

Approximate Faculty Time Allocation: Self Analysis

Situation

Teaching

(includes all

related

activities)

50%

Research/

publications/

Conferences/works

hops

30%

Leadership: head

of

Depts/member

of committees)

10%

Service/

administration/

departmental

work

10%

Total time

100%

Current

Yearly

Monthly

Daily

Ideal/ planned

Yearly

Monthly

Daily

Jan-e-Alam Khaki’s structure of time rationalization for a faculty member in a higher education

institution, particularly a university, 2010.

Please note that the distribution of the time allocation is a symbolic division based on the

current expectations of a higher education faculty. The overall logic is that the currently

situation in the higher education universities spend rather overwhelming time on teaching and

less or no time on research or publications, may be more time on administration of the daily

routines.

They may be attending time often on what is urgent rather than what is important. This grid

may be an eye opener for many to see how they consciously or unconsciously squander their

time on matters they would not ideally like to spend on. The demand to, or quest for, teaching

may be a compelling requirement, or joy or even urge from the higher authorities. However,

we, as institutions of higher education, need to pause what it is that we are doing and what it is

that we are not doing that we ought to be doing. This exercise could be done in an institutional

level as well. The following questions may provide a further realization as to the account of

time and the way spend it in a university context.

Addressing key questions concerning how we spend time in our institution on a daily,

monthly and yearly basis. Please write your responses in the blank spaces provided.

1. Am I giving the required time in a year/month/daily as per university

rules/requirements? What realization does the above grid give me?

2. Do you agree with this suggestion of time distribution or you suggest a different

formula?

3. What are the key current problems of this distribution of the faculty work?

4. What are the opportunities inviting you or waiting for you?

5. What is the cost of not doing this kind of time planning and management?

6. Who pays for what we do not do what we are supposed to do?

7. What are the institutional opportunities or limitations? Are there actual problems of

perceived ones?

8. What struggle have you made so far? Have you been persistent, doggedly followed?

9. If you have successful, are you helping others to achieve success?

10. If you have not been able to do anything of this sort, what do you intend to do it in the

near future?

This grid and questions will give us two kinds of realizations:

One: those who give more time than they are supposed to, will feel great

happiness or anguish that they are giving more than required time.

Two: those who feel that they are contributing to the institution less than

required time they ought to give.

There are some who might argue that they give quality time and therefore time as such should

not be counted. What really matters is how one spends time now how much one spends time

on the campus?

They may be right! Ask yourself in which case, ‘Am I doing justice with the institution?’ How can

I remedy this situation from Monday morning?

General Education Classroom

Classroom Management

http://www.intime.uni.edu/model/teacher/teac3summary.html

“Classroom Management” is a website which clearly identifies three major fundamentals of

teaching; i.e., content, conduct and covenant management. Such guidelines will enable the

teacher to focus on curriculum (content), discipline (conduct) and relationship management

(covenant), thus creating three overall components in applying effective teaching skills.

The Teacher’s Guide: Classroom Management

http://www.theteachersguide.com/ClassManagement.htm

This website provides the teacher with constructive information regarding all facets of

discipline occurring within the classroom. Various links provide beneficial and acceptable

practices in assuming and maintaining control of the classroom.

Classroom Management: discipline & organization

http://www.canteach.ca/elementary/classman.html

This unique website offers a variety of approaches in encouraging students to become more

inventive by offering a diverse range of challenges and objectives such as pledges and

fundraising projects. Further, it contains initiatives for the teacher to incorporate students in

promoting a well-organized classroom setting.

Teachervision.com: Classroom Management

http://www.teachervision.fen.com/page/5776.html

A resourceful website sponsored by teachervision.com, offers a variety of links to assist the

teacher in creating an organized and efficient classroom. It also provides the tools to develop

personalized techniques, as well as implement an effective and significant teacher-parent

relationship.

AOL Hometown: Classroom Management

http://hometown.aol.com/mellettk/Webpage/classroom-management.html

Designed for teachers, beginning teachers, and student teachers, this website offers a wealth of

information for teachers of all levels and experience. Forums are available for exchange of

information to enhance the new teachers’ skill level, as well as provide an opportunity for more

seasoned teachers to share their experience and expertise.

Clarity Connect, Inc.: Classroom Management

http://people.clarityconnect.com/webpages/terri/classmanagement.html

This website written by a teacher describes this teacher’s working experience. Techniques

offered by this teacher introduce approaches to simplify teaching practices by identifying and

enhancing strengths while improving upon weaknesses. It further offers a self-evaluation to

further clarify your teaching structure and effectiveness.

Classroom Management

http://www.iloveteaching.com/1stdays/manage.htm

This website offers strategic planning in classroom management and organization. It also

suggests a wide array of methodical suggestions in becoming a more effective teacher by

introducing efficient and successful developmental procedures.

Unit 3: Organization and Management of the Classroom

http://para.unl.edu/para/Organization/Intro.html

“Organization and Management of the Classroom” is a well-defined lesson plan for today’s

teacher in achieving their goals and objectives. This lesson plan includes a test whereby the

teacher is tested and scored to determine strengths and weaknesses. Completion of this plan

will allow one to evaluate himself/herself and take the necessary steps to develop and improve

upon his/her teaching methods and techniques.

ERIC Digest

http://www.ericdigests.org/1995-1/behaviour.htm

The information in this digest is taken from “Managing Inappropriate Behaviours in the

Classroom” by Thomas C. Lovitt, Reston, VA: The Council for Exceptional Children, 1978, 44 pp.

(ED 157 255). Major topics covered in this material include; preventing misbehaviour,

establishing rules, student motivation, token economy systems, decreasing undesirable

behaviour, punishment, individual and group management methods, and guidelines for

management.

Centre for Talented Youth: Classroom Management

http://www.jhu.edu/gifted/teaching/classroom.htm

This website is created by The Johns Hopkins University Centre for Talented Youth. Classroom

Management is one of several links for users to find information about teaching students

identified as academically talented. The focus of this page on Classroom Management is to

create and maintain a safe, supportive, and challenging learning environment for students.

Classroom Management Technology Tools

http://jc-schools.net/tutorials/classroom/management.htm

This website has been created by the Jefferson County Schools in Dandridge, Tennessee. This

URL will take the user directly to the web page about Classroom Management Technology

Tools. The site contains a listing of web resources and information links organized by a

proactive structure for teachers to consider when planning classroom management. These

structures are:

(a) coordinate

(b) communicate

(c) check

(d) coach

(e) consistency, and finally

academic planning and management

Documents

learning activities

session learning outcomes

academic planning

islamabad email

management apm

prof ied

module objectives

key concepts