ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

ASSIGNMENT NO: 02

Submitted By Anila Zafar

Registration No 0000090833

Course Title Educational Leadership and Management

Course Code 8605

Level B.ed( 1.5 years)

Semester Autumn 2021

 ASSIGNMENT No: 2

Question No:1 Differentiate the school discipline and classroom management and give suggestions

for improving the school discipline and classroom.

Answer:

SCHOOL DISCIPLINE

This is different from discipline, which is just one part of classroom management. Where discipline

describes the consequences you give students for not following the rules, classroom management

describes a more general set of procedures, most of which are aimed at avoiding problems rather than

responding to them.

A key component of teaching is effective classroom management. This is the set of steps you follow to

ensure that your students pay attention, don’t distract each other and generally stay on task. This is

different from discipline, which is just one part of classroom management. Where discipline describes the

consequences you give students for not following the rules, classroom management describes a more

general set of procedures, most of which are aimed at avoiding problems rather than responding to them.

Classroom Setup

The classroom setup is an example of classroom management that is not discipline. After a few weeks of

teaching, it becomes fairly clear which students should not be sitting near one another, as certain friends

(and enemies) will distract one another and the children around them for the entire lesson. Discipline

would be punishing these children every time they disrupt the class; classroom management is moving

them somewhere else to keep the disruption from happening in the first place.

Rules

Another example of the difference between discipline and classroom management is the classroom rules.

Classroom management is when you make the rules clear to the children, either through discussion or by

teaching through another method. Posting these rules in a prominent place is another way to help manage
your classroom — by making the rules clear to children and making them visible, you make it less likely

that the rules will be violated.

Discipline is how you respond to violations of these rules. This makes rules an excellent way to highlight

these differences — classroom management is the front end of the rules and discipline is the back end.

Occupying Students

Classroom management is also a matter of keeping students occupied, either in a lesson, discussion or

activity. When children have something to focus on, they are less likely to create their own stimuli by

“zoning out” or misbehaving. So, particularly for younger years, it is strongly recommended that teachers

overplan their lessons in order to always give the children something to do.

Discipline is a matter of dishing out consequences when students go off task, whether the lesson is well-

planned or not. In general, the more thoroughly occupied students are, the less discipline they will need.

Tone Setting

A final example of a difference between classroom management and discipline is the general tone you set.

You set a tone in classroom management by your confidence, the way you present yourself and how well

you relate to students. If you do these well, your classroom will be well-managed because it will be clear

to students who is in control.

Discipline also requires tone-setting. Once you’ve made the rules clear, you need to follow through the

minute someone violates them. This is basically setting an example. It’s often not enough to simply have

rules; rather, you need to let students know you’re serious. This concept and that mentioned above are

examples of setting a tone in which the teacher is in control and creating a positive learning environment.

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Question No:2 Explain the functions, purpose, advantages and disadvantages of classroom

management.

Answer:

CLASSROOM MANAGEMENT

Classroom management refers to the wide variety of skills and techniques that teachers use to keep

students organized, orderly, focused, attentive, on task, and academically productive during a class. When

classroom-management strategies are executed effectively, teachers minimize the behaviors that impede

learning for both individual students and groups of students, while maximizing the behaviors that

facilitate or enhance learning.

Classroom management refers to the wide variety of skills and techniques that teachers use to keep

students organized, orderly, focused, attentive, on task, and academically productive during a class. When

classroom-management strategies are executed effectively, teachers minimize the behaviors that impede

learning for both individual students and groups of students, while maximizing the behaviors that

facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-

management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly

classroom filled with students who are not working or paying attention.

Effective classroom management requires awareness, patience, good timing, boundaries, and instinct.

There's nothing easy about shepherding a large group of easily distractible young people with different

skills and temperaments along a meaningful learning journey.

While a limited or more traditional interpretation of effective classroom management may focus largely

on “compliance”—rules and strategies that teachers may use to make sure students are sitting in their

seats, following directions, listening attentively, etc.—a more encompassing or updated view of classroom

management extends to everything that teachers may do to facilitate or improve student learning, which

would include such factors as behavior (a positive attitude, happy facial expressions, encouraging

statements, the respectful and fair treatment of students, etc.), environment (for example, a welcoming,
well-lit classroom filled with intellectually stimulating learning materials that’s organized to support

specific learning activities), expectations (the quality of work that teachers expect students to produce, the

ways that teachers expect students to behave toward other students, the agreements that teachers make

with students), materials (the types of texts, equipment, and other learning resources that teachers use), or

activities (the kinds of learning experiences that teachers design to engage student interests, passions, and

intellectual curiosity). Given that poorly designed lessons, uninteresting learning materials, or unclear

expectations, for example, could contribute to greater student disinterest, increased behavioral problems,

or unruly and disorganized classes, classroom management cannot be easily separated from all the other

decisions that teachers make. In this more encompassing view of classroom management, good teaching

and good classroom management become, to some degree, indistinguishable.

Classroom management plays a critical role in creating an environment conducive to learning. It consists

of practices and procedures that teachers apply to establish an environment conducive to instruction and

learning. Research ranks classroom management near the top of issues that impact effective instruction

and student achievement. Administrator and teacher surveys consistently list disruptive student behavior

as the primary reason for teacher turnover. Ultimately, success in the classroom depends on a classroom

climate that encourages and supports learning. However, a well-managed classroom doesn’t just happen

on its own; it results when a teacher is trained in key competencies and becomes fluent in them.

Advantage: More Interaction

A classroom environment offers students the opportunity to have face-to-face interactions with their peers

and instructors. This is an added social benefit as well as an educational aid. Because students see the

same peers in class every session, they get a chance to form friendships. In the case of higher learning,

pupils can find potential lifelong professional connections. On the educational side, students get a chance

to participate in a lecture or class discussion physically. If students don’t understand something, they can

always ask the instructor for clarification is always an option.

Disadvantage: No Flexibility
A campus-based learning experience means the class schedule is predetermined and not subject to change.

Students must shape their personal schedules around school instead of the other way around. If plans

unexpectedly change or an emergency comes up, the student cannot adjust the class schedule to turn in the

work at a different time. If a scheduling conflict arises between work and school, students are forced to

choose between getting an education and getting a paycheck.

Advantage: Traditional Experience

In some cases, the classroom environment is the only style of education the students know, and therefore

the situation that they are most comfortable learning in. In the classroom, students get the opportunity for

hands-on, structured learning instead of being presented with the course books, written lectures and self-

directed activities distance learning provides. Many students rely on this structure to support their

learning, and changing to an online learning experience might make it challenging for them to retain

material.

Disadvantage: Travel Considerations

With classroom learning, students must physically attend the courses to get credit for attendance. Those

who must travel long distances to get to school must allot enough time to arrive on time, particularly in

instances in which inclement weather is involved. A long commute may also mean a spending more

money on gas over a long period of time which, when combined with the cost of education, may present

an issue to financially challenged students.

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Question No:3 Discuss the benefits of cash book, monthly programme and fee collection register.

Answer:

CASH BOOK

A cash book is a financial journal that contains all cash receipts and disbursements, including bank

deposits and withdrawals. Entries in the cash book are then posted into the general ledger.  A cash book is

that unique book of accounts which fulfils the objective of both, a journal and a ledger. Like a journal, it

is the first book which records all the cash transactions of the business. It also acts as a subsidiary book to

post all the cash transactions, similar to a cash account in the ledger.

Advantages of Cash Book

Cash book offers the following advantages:

 Traces Mistakes: The balance of the cash book can be verified by matching it with the actual cash in

hand; thus, mistakes and errors can be easily detected.

 Daily Record: The cash transactions are recorded promptly in a cash book daily, which helps in

maintaining a regular record of the cash receipts and payments.

 Ascertain Receipts and Payments: The cash receipts and the payments made in cash on a specific

date can be easily determined with the help of a cash book.

 Identifies Default: Any default, theft, failure in payment or cash evasion can be easily identified

while verifying the cash book balance with the actual cash balance.

 Determines Cash in Hand: It provides a clear picture of the remaining balance or cash in hand left

with the organization.

 Saves Time, Cost and Labour: Recording the cash transactions first in a journal and then posting it

in the cash account of the ledger is a hefty task. A cash book initiates creating of a single book of

accounts and thus saves a lot of time, efforts and expense incurred while preparing these two separate

books.

A cash book has simplified the entry cash transactions for accounting purpose to a great extent.
Advantages of Cash Book

Cash book offers the following advantages:

1. It offers easy verification of cash by matching the balance in the cash book with actual cash in hand and

is therefore helpful in identifying mistakes in the entry.

2. It helps in creating a regular record of transactions date wise for the convenience of accounting

personnel.

3. As it is maintained date wise, any cash payments or the transaction can be correctly traced back in the

cash book.

4. It is helpful in detecting any cash frauds in the organisation.

5. It helps in saving time and labour by reducing the workload

This concludes the concept of Cash Book, which is one of the most important concepts that Commerce

students need to understand to create a solid foundation for higher studies.

FEE COLLECTION REGISTER

A fee collection is a payment period during which fees defined by the institution is collected from

students. It can be at the beginning of an academic year or at the beginning of each semester/term.

The fee collection process in school and colleges is a complex procedure as the fee structure for every

student and every class is different. Using a manual procedure leaves ample opportunity for human error,

making an already complex process more tedious and challenging, This is the reason that many

educational institutes are moving towards an online fees management system that streamlines the process

– making it easier and faster for teachers as well as parents.

ADVANTAGES

Fee and bill payment is some of the most crucial tasks in any organization. In schools and colleges, it

starts with admissions and ends with graduation or course completion. If your institute also provides a

hostel facility, transport facility, and other services as well, then managing fees and bill payments can take

you to a higher level of stress.

Apart from pressure, fee, and bill payment system require 100% error-free results, you are not allowed to

make even a tiny mistake as that can change the complete balance sheet and can ruin the reputation of

your school or college.

Fee management along with various types of fee submissions also includes tasks like generating receipts,

canceling the transaction, generating bills, and creating receipts for backdating.

 Define and club various fee components for various grades, course, streams etc. to generate a flexible

fee structure.

 Define fees slabs with different ranges like quarterly, monthly, half yearly for different standard.

 Facility to clone fees slab for different standard from the fees slab of other standard saving time and

effort from repeated data entries.

 Linking the fees slabs to accounting ledgers so that on collection of fees, accounting receipts are

generated with ease.

 Facility to collect fine and provide discounts in fees.

 Display of fees remaining on part payment of fees.

 Facility of collecting fees in parts and maintain the due remaining amount.

 Generate and print receipts of fees along with manual / automated fees receipt no.

 Generate customized reports of fees collection and fees dues with in-depth filtering facility.

 Easy to record the cheque no. / cash notes received in fees.

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Question No: 4 Discuss the major function of BISE and education code.

Answer:

BISE – Boards of Intermediate and Secondary Education in Pakistan Boards of Intermediate and

Secondary Education are responsible to administer school and colleges offering primary and secondary

education in Pakistan. Every BISE also administer the exames for such classes. Every province has boards

in major districts.

BISE – Boards of Intermediate and Secondary Education in Pakistan

Boards of Intermediate and Secondary Education are responsible to administer school and colleges

offering primary and secondary education in Pakistan. Every BISE also administer the exames for such

classes. Every province has boards in major districts.

Responsibilities of BISEs

Public education is universally available. School curricula, funding, teaching, employment, and other

policies are set through locally by school boards in compliance with over all provincial and federal

policies. Every provincial government takes care of standards at Intermediate and secondary education

level in the region by help of BISE at district level. Hence; every board is responsible to offer a

transparent examination system and evaluation methodology. Each BISE in any province is controlled by

a single provincial Board of Education.

Ethics codes can be distinguished according to two principle categories: the group enacting the code, and

the functions of the code within that group.

Groups:

Professional: applying only to members of a certain profession

Organizational: applying only to members or a certain class of members of the association formally

enacting code

Practice-specific: applying to anyone involved in a certain voluntary practice (1)

Functions of Codes of Ethics:

Inspiration and Guidance

Codes provide a positive stimulus for ethical conduct and helpful guidance and advice concerning the

main obligations of the members of the group to which it applies. Generally, a code will begin with broad

commitments. The remaining functions of the code contribute to the development and interpretation of

these commitments. See, for example, the American Medical Association’s Code of Medical Ethics. The

Code is structured in a way that foregrounds the more general ideals and commitments, which are

outlined in the “Principles of Medical Ethics” section. Each of the following Chapters, meanwhile,

provides in-depth guidance on topics morally relevant to medical ethics. More specific directions may be

given in supplementary statements or guidelines, such as one finds in the Ethical Guidelines for Organ

Transplantation. These supplementary guidelines aid in the application and interpretation of codes in

certain circumstances.

Support

Codes give positive support to those seeking to act ethically. A publicly proclaimed code allows a person

who is under pressure to act unethically to say: “I am bound by the code of ethics of my profession, which

states that…” This provides a level of group cooperation in taking stands on moral issues. Moreover,

codes can potentially serve as legal support in courts of law for those seeking to meet work-related moral

obligations. Click here to read a case study that involves a [md1] conflict between what a supervisor asks

of a professional and what her profession requires.

Deterrence and Discipline

Codes can serve as the formal basis for investigating unethical conduct. Where such investigation is

possible, prudence becomes a motive for acting ethically. Occasionally, violations of ethics codes are

grounds for the revocation of the ability to practice professionally, such as one finds with the role of the

American Bar Association’s Model Rules of Professional Conduct in disbarment procedures.

Education and Mutual Understanding

Codes can be used in the classroom and elsewhere to prompt discussion and reflection on moral issues

and to encourage a shared understanding among professionals, the public, and government organizations

concerning the special moral responsibilities of individuals in professions, organizations, and/or a specific

practice. For example, see the National Society of Professional Engineers Code of Ethics, which

encourages a form of “sustainable development” that meets human needs while conserving and protecting

environmental quality. For an example of how ethics codes be revised or manipulated in order to permit

certain activities, see the New York Times summary of the 2015 Hoffman Report. The Report documents

the American Psychological Association’s collusion with the United States Department of Defense and

Central Intelligence Agency, which enabled psychologists’ participation in “enhanced interrogation”

techniques during the George W. Bush administration.

Contributions to Public Image

Codes can present a positive image to the public of an ethically guided profession, organization, or

practice. Where the image is warranted, it can help members more effectively serve the public. It can also

win greater powers of self-regulation for the group itself, while lessening the demand for more

government regulation. The reputation of a profession, organization, or practice, like the reputation of an

individual or a corporation, is essential in sustaining the trust of the public.

Shared Standards

The diversity of moral viewpoints among individual practitioners makes it essential that a profession,

organization, or practice establish explicit standards, in a particular minimum standard beyond what law,

market, morality, and public opinion would otherwise require. In this way, the public is assured of a good

conduct and professionals, organizations, and other practitioners are provided a fair playing field in which

to compete.

Functions defined in Martin, Mike W. and Schinzinger, Roland, Ethics in Engineering, 2nd edition, New

York: McGraw Hill, 1989. Some of the language has been adjusted in order to make the categories more
applicable to ethics codes in general and not simply ethics codes in engineering. Also, several of the

categories have been supplemented by changes in the 4th edition of Ethics in Engineering.

An Example Ethics Code

Notes in this code will be shown in italics, to illustrate what portions of the ethics code perform the

functions discussed above.

American Association of University Professors, Statement on Professional Ethics, 1987

Introduction

From its inception, the American Association of University Professors has recognized that membership in

the academic profession carries with it special responsibilities. The Association has consistently affirmed

these responsibilities in major policy statements, providing guidance to professors in such matters as their

utterances as citizens, the exercise of their responsibilities to students and colleagues, and their conduct

when resigning from an institution or when undertaking sponsored research. The Statement on

Professional Ethics that follows sets forth those general standards that serve as a reminder of the variety

of responsibilities assumed by all members of the profession.

Deterrance and Discipline:

In the enforcement of ethical standards, the academic profession differs from those of law and medicine,

whose associations act to ensure the integrity of members engaged in private practice. In the academic

profession the individual institution of higher learning provides this assurance and so should normally

handle questions concerning propriety of conduct within its own framework by reference to a faculty

group. The Association supports such local action and stands ready, through the general secretary and

Committee B, to counsel with members of the academic community concerning questions of professional

ethics and to inquire into complaints when local consideration is impossible or inappropriate. If the

alleged offense is deemed sufficiently serious to raise the possibility of adverse action, the procedures

should be in accordance with the 1940 Statement of Principles on Academic Freedom and Tenure, the
1958 Statement on Procedural Standards in Faculty Dismissal Proceedings, or the applicable provisions of

the Association’s Recommended Institutional Regulations on Academic Freedom and Tenure.

The Statement

Inspiration and Guidance:

I. Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge,

recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to

seek and to state the truth as they see it. To this end professors devote their energies to developing and

improving their scholarly competence. They accept the obligation to exercise critical self-discipline and

judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although

professors may follow subsidiary interests, these interests must never seriously hamper or compromise

their freedom of inquiry.

Education and Mutual Understanding:

II. As teachers, professors encourage the free pursuit of learning in their students. They hold before them

the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as

individuals and adhere to their proper roles as intellectual guides and counselors. Professors make every

reasonable effort to foster honest academic conduct and to ensure that their evaluations of students reflect

each student’s true merit. They respect the confidential nature of the relationship between professor and

student. They avoid any exploitation, harassment, or discriminatory treatment of students. They

acknowledge significant academic or scholarly assistance from them. They protect their academic

freedom.

Shared Standards:

III. As colleagues, professors have obligations that derive from common membership in the community of

scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free

inquiry of associates. In the exchange of criticism and ideas professors show due respect for the opinions

of others. Professors acknowledge academic debt and strive to be objective in their professional judgment
of colleagues. Professors accept their share of faculty responsibilities for the governance of their

institution.

Support:

IV. As members of an academic institution, professors seek above all to be effective teachers and

scholars. Although professors observe the stated regulations of the institution, provided the regulations do

not contravene academic freedom, they maintain their right to criticize and seek revision. Professors give

due regard to their paramount responsibilities within their institution in determining the amount and

character of work done outside it. When considering the interruption or termination of their service,

professors recognize the effect of their decision upon the program of the institution and give due notice of

their intentions.

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Question No:5 How we can improve the management through evaluation? Discuss

Answer:

If you think that all is well with your current performance management approach, think again: more than

half of managers (58%) dislike their own organization’s performance review system and would give it a

grade of C or less (source: Sibson Consulting). This data points to a significant issue in the way most

companies are managing performance.

Specifically, the problem is that instead of focusing on the improvement and development of employees

and their performance, the old ways of performance management have emphasized ineffective motivators,

such as salary-based incentives and other unproductive practices.

The solution is to develop a continuous performance management system that focuses primarily on

improving and developing employees. Here’s how you can achieve that in six steps:
1. Oust ineffective, traditional performance reviews.

There are multiple issues with traditional, yearly performance review models. For one thing, assessing

performance once per year is ineffective and doesn’t provide ample opportunities for employees to

improve. There is little actionable feedback provided, and moreover, it’s not given in real-time, so the

underperformance or bad behavior has already gone on unnoticed for far too long. That’s bad for both

your company and your employees’ performance.

Secondly, traditional reviews are often measured against the Normal Distribution, i.e., “The Bell Curve.”

This is problematic because the majority of employees (those who are just getting by and falling within

the average of the Bell Curve) aren’t inclined to change when their performance is judged against this

curve. Worse yet, two in three performance appraisals done this way either result in no change at all, or a

decrease in performance (source: Forbes).

2. Identify and praise exceptional talent.

As indicated above, appraising performance against the Bell Curve is problematic. But when it comes to

identifying star performers, the Bell Curve can be helpful. In most cases, 10% of employees make up the

lowest rankings, and 10% make up the highest. It’s in your best interest to take notice of those outlying

employees—those who aren’t buried in the middle of the Bell Curve, but are forging their own paths to

success as standout, dedicated contributors.

Once you’ve identified them, you must do all that you can to retain these devoted high performers. Ensure

proper resource allocation to provide continuous opportunities for your top talent to grow and develop,

and keep communication open with an ongoing feedback loop (see #4 for more information on this).

3. Use OKRs to effectively align individual objectives with corporate goals.

One of the most efficient ways to improve performance and make it easier to manage is by linking

individual’s contributions to the highest company priorities. OKRs (objectives and key results) promote

cascading alignment by ensuring that CEO-level goals are being accomplished because each employee’s

efforts are supporting those business goals.

With OKRs, employees see for themselves how their efforts are making an impact on goal execution.

That helps boost performance organically, and with a measured way of tracking goal progress, managers

can assess performance on an ongoing basis and in real-time.

4. Develop a continuous feedback loop.

To exchange feedback on performance regularly, you must communicate with your people on a weekly

basis. Part of this exchange can be a weekly check-in. Weekly employee progress reports are also a great

way to keep the lines of communication open.

With an employee progress report, you can ask questions about weekly wins, potential roadblocks, and

any pressing concerns your employees may be facing. That allows you to get a snapshot of performance

every single week, and you can provide your own comments to their reports to give actionable feedback

in real-time.

5. Turn your managers into coaches.

All managers should be focused on improving their employees’ strengths through coaching.

Unfortunately, almost half of managers spend less than 10% of their time coaching their team. It’s no

surprise, then, that only 28% of employees feel that their managers hold effective discussions about

performance (source: Forbes).

To be good coaches, managers should keep performance feedback focused on the future as much as

possible. Punishing for past mistakes or underperformance doesn’t facilitate future development.

Effective coaches give frequent, specific feedback about what employees can do to start improving right

now. To ensure that your managers are coaching their teams, encourage them to ask: “What are you going

to get done this week?” And, “What do you need from me?”

6. Develop an effective way to measure success.

Once you’ve replaced the annual review with a continuous approach to performance management, you’ll

still need a way to answer these two questions: Is performance management happening, and is it working

effectively?
If you’ve chosen to implement weekly progress reports, it should be easy to identify whether or not

performance management is happening regularly. If reports are being completed and there is an ongoing

exchange about performance among managers and their direct reports, then it is indeed happening.

But is it working? To answer that question, you must first have a set of standards in place against which

performance is measured. Remember, the goal is not to gauge all performers against a blanket set of

criteria (i.e., the Bell Curve), but instead, you must clarify what is expected of each employee in his or her

own specific role. Then, you can assess performance against those pre-established expectations. Consider

having more frequent appraisals to formally discuss how employees are performing against your

expectations, and if needed, develop strategic, individualized plans for improving performance.

The project evaluation process uses systemic analysis to gather data and reveal the effectiveness and

efficiency of your management. This crucial exercise keeps projects on track and informs stakeholders of

progress.

Every aspect of the project is measured to determine if it’s proceeding as planned, and if not, inform how

project parts be improved. Basically, you’re asking the project a series of questions designed to discover

what is working, what can be improved and whether the project is in fact useful.

The project evaluation process has been around as long as there have been projects to evaluate. But when

it comes to the science of project management, project evaluation can be broken down into three main

types: pre-project evaluation, ongoing evaluation and post-project evaluation. So, let’s look at the project

evaluation process, what it entails and how you can improve your technique.

Types of Project Evaluation

There are three points in a project where evaluation is most needed. While you can evaluate your project

at any time, these are points where you should have the process officially scheduled.

Pre-Project Evaluation

In a sense, you’re pre-evaluating your project when you write your project charter to pitch to the

stakeholders. You cannot effectively plan, staff and control a new project if you’ve first not evaluated it.
Pre-project evaluation is the only sure way you can determine the effectiveness of the project before

executing it.

Ongoing Evaluation

To make sure your project is proceeding as planned and hitting all the scheduling and budget milestones

you set, it’s crucial that you are constantly monitoring and reporting on your work in real-time. Only by

using project metrics can you measure the success of your project and whether or not you’re meeting the

project’s goals and objectives.

Post-Project Evaluation

Think of this as a postmortem. The post-project evaluation is when you go through the project’s

paperwork, interview the project team and principles, and analyze all relevant data so you can understand

what worked and what went wrong. Only by developing this clear picture can you resolve issues in

upcoming projects.

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