Assignment Code: MES-044/TMA/2023

Course Code: MES-044

Assignment Name: Institutional Management

Year: 2023

Verification Status: Verified by Professor

Q1. a) Critically analyse the components of classroom management in terms of pre-active and interactive phase of teaching-learning process.

Ans) Teachers' reputations depend on class management. Classroom management influences students and teachers. Classroom chaos makes teaching and learning difficult. A noisy classroom implies an ineffective teacher. It is hard to identify appropriate classroom management practises, so teaching folklore doesn't. However, a few classroom rules can ensure that kids participate in teacher-prescribed activities that help them grow and develop.

Pre-active Phase

The teacher creates learning activities before entering the curriculum. It is crucial because good Planning prevents class interruptions. Students will work. Kounin observed boredom and frustration disrupt classrooms. T-standard chemistry teachers explain chemical reactions. Some do not. Disruptive, bored students. Imagine a math teacher starting class by explaining an algebra formula. She then assigns several ungraded problems. Fail. Frustrated, they disrupt class. Lesson planning requires crucial decisions. Decide what to teach. Thus, content selection depends on class level and learner understanding. Teachers should be adaptable. Selecting learning materials/activities. Locatable? Can students participate? Schedule? Sequencing exercises helps lessons flow. Teacher-slowed lessons are possible. Others followed Kounin. Matter state transformation instruction has begun.

Teacher outlines matter's three states. Heat melts solids and boils liquids. Kinetic energy. "Dangling in midair," she concentrates on kinetic energy. First adding the whole numbers and then the fraction half can help students add improper fractions 2 and 3. Mixes are taught. She then adds mixed numbers from fractions. Flip-flop is when a teacher starts an activity, switches to another, and returns to the first. Dangles and flip-flops confuse students. Experience planning and sequencing prevent these. Lingering delays lessons. If youngsters understand, teachers should quit. Leave.

Third, syllabus, timetable, etc. material. Fourth, how will class activities be organised? Groups? Individual or multiple? Student-specific tasks? Will they interrupt class? Fifth, if the lesson fails, what backups will help learning? Teacher-student curriculum transactions must be productive. The above planning gives instructors confidence in classroom management. Interactive activities implement and maintain schedules. Also governed.

Interactive Phase

The teacher implements pre-active plans in this phase. To ensure classroom activities go smoothly, he or she talks to kids. This requires classroom preparation. The teacher must establish classroom rules to facilitate the interactive phase. The norms will help teachers and students apply what they have learned in the interactive phase. It is a negotiation when the teacher explains classroom regulations to the students. This is common in primary schools. Students from the senior teacher's previous classes may already know it.

Because high school kids are mature enough to know how to act in class to learn the most, most classroom regulations are created at the elementary and secondary school levels. However, if students rebel against rules, it could escalate to a power struggle between them and the institution's leaders. This could make kids stubborn and not work together in class, hurting their learning.

Thus, classroom regulations are worth the effort. It improves elementary and middle school classrooms. Students may need to collect supplies, chat to the teacher, or switch activities while working on projects. They may communicate with others, but they do not squander their time. Classroom management involves more than just order. It is also how the lesson is run so students work on projects that help them learn. Nonns truly simplify classroom management.

Q1. b) Explain the concept of managing student support system with special reference to managing teaching learning strategies.

Ans) The strategy for teaching and learning that an educational institution uses is an important part of the help it gives to its students. A well-defined teaching-learning strategy is a big part of a student's success and ability to reach learning goals. A plan for teaching and learning must be in place at every institution. This will make it easier to manage the teaching-learning process, strategies, activities, and processes that are related to it. The plan should be looked at and updated regularly to make sure it still meets the goals. It should also be looked at to see what factors affect how teaching and learning are done in a higher education institution.

The University of Melbourne, for instance, makes an Annual Teaching and Learning Management Plan. This document has the student support profile and a detailed outline of how the teaching and learning process will work. The plan's main goal is to help the University reach its long-term goals. It also serves as a stepping stone for making sure that teaching and learning are of high quality. The work plan for teaching and learning tells the faculty and administrators what they need to do to reach the goals of the institution.

The parts of the management plan that are important are:

1. Gaining the qualities that are expected of graduates is given a lot of attention.

2. Has a positive effect on how students think and feel while they are in college.

3. figuring out what strategies and projects will help teaching and learning go well.

4. Through a comprehensive statement, the university's commitment to high-quality teaching and learning is emphasised.

5. Encourage the growth of good teaching practises and the sharing of information about them.

6. Set up measures and results that will make it easy for the university to evaluate how well the teaching and learning goals are being met.

Encourage innovation in teaching, especially when it comes to how new technologies can be used in the classroom.

The University of Western Australia is also committed to the values that make a top college or university what it is. The university has made a plan for teaching and learning that is based on the main goal statement. There are nine goals, and each one has a clear plan for how to reach it. For example, one of the goals is "to offer courses that meet the needs and wants of students, the community, and professionals."

The ways that have been thought of to do this are:

1. "Give us ways to review and design programmes well".

2. Make sure that the structures of degree courses reflect the needs of the community as it changes.

3. Add a part about work and professional experience to university courses.

4. Use what other top universities around the world know to set standards for Honours and Masters Dissertations.

5. Ask for feedback from the people who take the University's courses and use it.

6. Use what other top universities know to help you design courses.

7. Work with professional groups to create programmes for continuing education and professional growth.

We could look at another goal in the plan's framework, which is to provide infrastructure for teaching and learning. "To provide high-quality teaching facilities, such as libraries, labs, lecture halls, and other teaching infrastructure," is the goal.

To do this, the following plans are in place:

1. Give excellent teaching infrastructure a high priority with the money you have.

2. Avoid enrolling students beyond funded enrolment levels.

3. Fees paid by postgraduate students from other countries and Australia could be used to improve teaching facilities."

The plan document has well-thought-out strategies that are meant to help registered students get the best teaching and learning support services. Management of teaching and learning in educational institutions should focus on access, fairness, and quality so that they can keep up with the rest of the world's higher education system.

Q1. c) Explain input, process and output indicators for ensuring quality education. According to you, how can quality in education be assured and improved? Exemplify.

Ans) In general, the goal and mission of any educational organisation is to help people and the community grow. The organisation can only grow in the right direction if the education it gives is useful, which is one of the most important parts of quality. In this situation, if we want to give kids a good education, we need to know what quality education looks like. In the field of education, these indicators can be understood in terms of the three main variables: input, output, and process.

Input Indicators

The physical, academic, and financial resources used by the institution to make high-quality products are the only things that can be counted as input variables. So, it is important to keep track of the inputs needed for the education system to work well so that the goals can be met. These things are important indicators of how good an education is.

There are five different kinds of input variables, which are:

1. Academic resources or faculty or teachers.

2. Help with paperwork.

3. Academic infrastructure.

4. Things that can be used.

5. Financial resources.

Process Indicators

This shows how resources and other factors are put together and used to make an institution's output. It has to do with the way teaching, research, and extension activities are run and managed. It also includes making sure that the system of technology works well.

Under this point, you should think about the following:

1. Place where teaching and learning will take place.

2. The books, journals, and other resources (including resources) in the library can be used by both students and teachers.

3. Students are graded in different ways, such as on-going, final, theoretical, practical, seminar, and so on.

4. The administration helps teachers and students learn well.

Output Indicators

This part looks at both the quantity and quality of the products. First, the output is judged by the educational institution itself. Second, the output is judged by the rest of society (i.e., market economy). The first point is about how well the system works on the inside, and the second is about how well it works on the outside, or how important it is to society.

Output indicators come in many different forms. Here are a few of them:

1. number of graduates.

2. How well you did in school.

3. Theatre of the skills and knowledge that the students have gained.

4. Results of research.

5. How institutions and communities interact.

6. Rates of return on education for both individuals and society.

Universities and colleges are creating IQACs. This is a major step toward ensuring that higher education institutions in the country conduct academic audits and programme quality checks. However, the IQACs' ability to assure educational quality depends on how successfully they perform and follow UGC guidelines. IQACs should be monitored and evaluated often to ensure their success. Regularly examining the IQAC's operations, processes, and results can achieve this. Quality assurance should include students, instructors, administrators, and outside specialists.

The IQAC should know and enforce the institution's quality standards. The IQAC should review and update the quality assurance system to ensure it meets the institution's demands. To maintain and improve education quality, quality assurance must be ongoing. Thus, the IQAC should plan ahead. Regularly identify and address areas for improvement. IQACs are crucial to improving educational institutions. However, the IQACs' ability to ensure quality depends on how well they work, follow UGC guidelines, and monitor and improve the quality assurance system.