METHODS OF DATA COLLECTION

METHODS OF DATA COLLECTION

by Amin Marwat

INTRODUCTION
The instruments that are employed to collect new facts or to explore new fields are called tools. It is of vital importance to select suitable instruments and tools. Different tools are used to collect different types of data. The use of a particular research tool depends upon the type of research proposal. The researcher may use one or more of the tools in combination for this purpose. Such tools or methods of data collection include tests, interviews, questionnaire, observation etc.
SIGNIFICANCE
The progress of any educational program very much depends upon well conduction research. It postulates sufficient, reliable and valid facts. Such facts are normally obtained through a systematic procedure which involves various devices. Each research tool is appropriate in a given situation to accomplish a specific purpose. These tools should be used together or in combination as they supplement the work of each other.
Jhon W. Best (1992, P.159) commented that like the tools in the carpenter box, each is appropriate in a given situation, to accomplish a particular purpose. Each data collecting device has both merits and limitations. However, for effective result each tool has its own significance. It must be used according to the required situation.

TYPES OF RESEARCH TOOLS
There are varieties of tools of research used in collecting data .These include:
Tests
Questionnaires
Opinionnaire or attitude scale
Quantitative interviews
Qualitative interviews
Focus groups
Observations
Quantitative observations
 
TESTS
As data gathering devices, tests are among the most useful tools of educational research, for they provide the data for most experimental and descriptive studies in education. The instruments have been designed to describe and measure sample of aspects of human behavior. These instruments assess variety of human abilities, potentials achievements and behavior tendencies. They possess different degrees of validity reliability and applicability.
TYPES OF TESTS
The following types of tests designed for different purposes are briefly described.


A. ACHIEVEMENT TEST
Achievement tests attempt to measure what an individual has learned his present level of performance. Most tests used in schools are achievement tests. They are particularly helpful in determining individual or group status in academic learning. Achievement test scores are used in placing, advancing or retaining students at particular grade revels.
B. APTITUDE TEST
Aptitude tests seek to assess the level of achievement that an individual can attain in some particular academic or vocational field. In other words, aptitude tests attempt to predict an individual capacity to require improved performance with additional training.
C. PERSONALITY TEST
It is concerned with the non-intellectual aspect of human behavior. Personality scales are usually self report instruments. The individual check responses to certain questions or statements. These instruments yield scores. Which are assumed or have been shown to measure certain personality traits or tendencies?
QUALITIES OF A GOOD TEST
The qualities of a good test are:
Validity; in general a test possesses validity to the extent that it measures what it claims to measure.
It is reliable A test is reliable to the extent that it measures accurately and consistently, from one time to another.
Objectivity: A test should yield a clear score value for each performance the score being independent of the personal judgment of the scorer.
QUESTIONNAIRE
Questionnaire is a self report data collection instrument that each research participant fills out as part of a research study. Researchers use questionnaire to obtain information about the thoughts, feelings, attitudes beliefs, values, perceptions, personality and behavioral intentions of research participants.
According to John W. Best (1992) a questionnaire is used when factual information is desired, when opinion rather than facts are desired, an opinionnaire or Attitude scale is used.
FORMS/KINDS OF QUESTIONNAIRE
The researcher can construct questions in the form of a closed, open pictorial and scale items.
1. Close form
Questionnaire that calls for short check responses as the, restricted or close form type. They provide for marking a Yes or No a short response or checking an item from a list of suggested responses.



Example
Whey did you choose your graduate work at this university? Kind indicate three reasons in order of importance, using number 1 for the most important, 2 for the 2nd most important, and 3 for the 3rd most important.
Convenience of transportation
Advice of a friend
Reputation of institution
Expense factor
Scholarship aid
Other
(Kindly specify)
Even when using the closed form, it is well to provide for unanticipated responses. Providing an “other” category permits the respondent to indicate what might be his most important reason, one that the questionnaire builder had not anticipated.
Advantages of the close form
It is easy to fill out.
It takes little time by respondents
It is relatively objective
Easy to tabulate and analyze
Answers are standardized.


Limitations of the close form
It fails to reveal the respondents’ motives and does not always get information of sufficient scope and in depth and may not discriminate between the finer shades of meaning.
The open form
The open form or unstructured type of questionnaire calls for a free response in respondents own words.
For example
Why did you intend to take admission in M.Phil programme in IER University of Peshawar?
In what respects IER programme needs improvement
Advantages of the open form questionnaire
Open end questions are flexible.
They can be used when all possible answer categories are not known.
They are preferable to complex issues that cannot be condensed.
They allow more opportunity for creativity, thinking and self expression.
Limitation
There is possibility of collection of worthless or irrelevant information.
Data collected through open end questionnaire are not often standardized from person to person.
Coding is difficult and subjective.
Pictorial form
Some questionnaires present respondents with drawings and photographs rather than written statement from which to choose answers. This form of questionnaire is particularly suitable tool for collecting data from children and adults who had not developed reading ability. Pictures often capture the attention of respondents more readily than printed words, lessen subjects’ resistance and stimulate the interest in questions.
“To get better answers, ask better questions”
IMPROVING QUESTIONNAIRE ITEMS
There are no certain ways of producing foolproof questions; certain principles can be employed to make items more precise. A few are suggested here.
Define or qualify terms that could easily be misinterpreted.
What is the value of your house?
The meaning of the term value is not clear. It could mean the assessed value for tax purposes, what it would sell for on the present market, what you would be willing to sell it for, what it would cost to replace, or what you paid for it. These values may differ considerably. It is essential to frame specific questions such as, “What is the present market value of your house?”
Be careful in using descriptive adjectives and adverbs that have no agreed upon meaning. This fault is frequently found in rating scales as well in questionnaires. Frequently, occasionally and rarely do not have the same meanings to different persons. One respondent occasionally may be another’s rarely. Perhaps a stated frequency times per week, times per month would make this classification more precise.
Beware of double negatives. Underline negatives for clarity.
Are you opposed to not requiring students to take showers after gym class?
Be careful of inadequate alternatives.
Married € Yes € No
Does this question refer to present or former marital status? How would the person answer who is widowed, separated or divorced?
Avoid the double barreled question
Do you believe that gifted students should be placed in separate groups for instructional purposes and assigned to special schools?
Underline a word if you wish to indicate special emphasis.
A parent should not be told this child’s IQ score.
When asking for rating or comparisons a point of reference is necessary.
How would you rate this student teachers classroom teaching?
Superior Average Below average
Avoid unwarranted assumptions.
Are you satisfied with the salary raise that you received last year? A “no” answer might mean that I did not get a raise, or that I did get a raise, but I am not satisfied.
Phrase questions so that they are appropriate for all respondents.
What is your monthly teaching salary?
Some teachers are paid on a nine month basis, some ten, some eleven and some twelve. Three questions would be needed.
Your salary per month
Number of months in school term
Number of salary payments per month
Design questions that will give a complete response.
Do you read the Indianapolis star? Yes No.
A yes or no answer would not reveal much information about the reading habits of the respondents.
Provide for the systemic quantification of responses.
What are your favorite television programs? Rank in order of preference your first, second, third, fourth, and fifth choices.
The items can they be tabulated by inverse weightings?
1st choice 5 points
2nd choice 4 points
3rd choice 3 points
4th choice 2 points
5th choice 1 point
Consider the possibility of classifying the responses yourself, rather than having the respondent choose categories.
If a student were asked to classify his father’s occupation in one of the following categories, the results might be quite unsatisfactory.
Unskilled labor
Skilled labor
Clerical work
Managerial work
Profession
It is likely that by asking the child one or two short questions about his father’s work, it could be classified more accurately.
At what place does your father work?
What kind of work does he do?
The opinionnaire or attitude scale: The information form that attempts to measure the attitude or belief of an individual is known as an opinionnaire or attitude scale.
How an individual feels or what he believes, is his attitude. But it is difficult, if not impossible, to describe and measure attitude. The researcher must depend upon what the individual says are his beliefs and feelings. This is the area of opinion. Through the use of questions or by getting an individual’s expressed reaction to statements a sample of his opinion is obtained. From this statement of opinion may be inferred or estimated his attitude what he really believes.
Two procedures have been used extensively in opinion research.
Thurstone techniques
The first method of attitude assessment is known as the Thurston technique of scaled values. A number of statements, usually 20 or more, that express various points of view towards a group, institution, idea or practice are gathered. They are then submitted to a panel of a number of judges, who each arranges them in 11 groups, ranging form one extreme to another in position. This sorting by each judge yields a composite position for each of the items. When there has been marked disagreement between the judges in assigning a position to an item, that item is discarded. For items that are retained, each is given its median scale value, between one and eleven as established by the panel.
The list of statements is then given to the subjects, who are asked to check the statements with which they are in agreement. The median value of the statements that they check establishes their score, or quantifies their opinion.
Likert Method
The second method, the likert method of Summated Ratings, which can be carried out without the panel judges has yielded scores very similar to those obtained by the Thurston method. The coefficient of correlation between the scales was reported as high as +.92 in one study. Since the likert type scale takes much less time to construct, it offers an interesting possibility for the student of opinion research.
Likert Scale
The likert scaling technique assigns a scale value to each of the five responses.
Scale Value
a. Strongly agree 5
b. Agree 4
c. Undecided 3
d. Disagree 2
e. Strongly disagree 1
For statements opposing this point of view, the items are scored in this opposite order.
Scale Value
a. Strongly agree 1
b. Agree 2
c. Undecided 3
d. Disagree 4
e. Strongly disagree 5
INTERVIEW
The interview is in a sense, an oral questionnaire. Instead of writing the response, the subject or interviewee gives the needed information verbally in a face to face relationship.
Interview that are done face to face are called in person interviews; interviews conducted over the telephone are called telephone interviews.
The four types of interviews are:
The closed quantitative interview
The standardized open ended interview
The interview guide approach
The informal conversational interview
These four types can be grouped into quantitative interviews (which include the closed quantitative interview) and qualitative interviews (which include the standardized open ended interview, the interview guide approach and the informal conversational interview)
Quantitative interviews
When carrying out quantitative interviews, one must carefully read the words as they are provided in the interview protocol. The interview protocol is the data collection instrument that includes the items, the response categories, the instructions and so forth. The interview protocol in a quantitative interview basically a script written by the researcher and read by the interviewer to the interviewees. The interview protocol is usually written on paper for in person interviews and shown on a computer screen for telephone interviews.
The goal of the quantitative interview is to standardize what is presented to the interviewees. Standardization has been achieved when what is said to all interviewees is the same or as similar as possible.
The key idea here is that here quantitative researchers want to expose each participants to the same stimulus so that the result will be comparable. Not surprisingly, quantitative interview result in mostly quantitative data that are later analyzed using quantitative statistical procedure. The reason we say mostly because quantitative interview protocols often included a few open ended items. If an open ended question is asked in a quantitative interview however it is asked in exactly the same way for each participant in the study.


Qualitative interviews
Qualitative interviews consist of open -ended questions and provide qualitative data. Qualitative interviews are also called depth interviews because they can be used to obtain in depth information about a participant’s thoughts, beliefs, knowledge, reasoning, motivations and feelings about a topic. Qualitative interviewing allows a researcher to enter into the inner world of another person and to gain an understanding of that person’s perspective.
The three types of qualitative interview:
The informal conversational interview:
This is the most spontaneous and loosely structured of the three types of qualitative interviews. The interviewer discusses the topics of interest and follows all leads that emerge during the discussion. Because there is no interview protocol in the informal conversational interview, it is a good idea to tape record the interview so that no important information will be lost.
The interview guide approach.
In the next approach to qualitative interviewing, the interview guide approach, the interviewer enters the interview session with a plan to explore specific topics and to ask specific open ended questions of the interview. These topics and questions are provided on an interview protocol written by the researcher before the interview session. The interviewer, however, does not have to follow these topics and questions during the interview in any particular order. The interviewer can also change the wording of any questions listed in the interview protocol
The standardized open-ended interview:
In the third approach to qualitative interviewing, the standardized open ended interview, the interview enters the interview session with a standardized interview protocol similar to the interview protocol used in quantitative interviewing. The key difference is that the interview protocol in the quantitative interview includes primarily closed ended items but the interview protocol in the standardized open ended interview includes primarily open ended items. In the standardized open ended interview, the questions are all written out, and the interviewer reds the questions exactly as written and in the same order to all interviewees. Some techniques for establishing trust and rapport are to explain who the sponsoring organization is to explain why you are conducting the research and to point out to the participant that this or her responses are either anonymous (no name or identification will be attached to the respondents data) or confidential the respondents name or identification will be attached to the respondents data, but the researcher will never divulge the respondents name to any one. A list of tips that you should find helpful if you ever need to conduct an interview.
Tips for conducting an effective interview
Make sure all interviewers are well trained.
Do background homework on the interviewees so that you will know a little about the people you will be interviewing.
Establish rapport and trust with your interviewee.
Be empathetic and remain neutral toward the content of what the interviewee says.
Use gentle nonverbal head nods and verbal “Um-hms” to show your interest in what the interviewee says.
Be reflexive (i.e. monitor yourself).
Make sure the interviewee is doing most of the talking not you.
Be sensitive to gender, age and cultural differences between you and the interviewee.
Make sure the interviewee understands exactly what you are asking.
Provide sufficient time for the interviewee to answer each question.
Maintain control of the interview and keep the interview focused.
Typically you should tape record the interview session.
After an interview is completed, check your notes and recording for quality and completeness.

FOCUS GROUPS
A focus group is a type of group interview in which a moderator (working for the researcher) leads a discussion with a small group of individuals (e.g., students, teachers, teenagers) to examine, in detail, how the group members think and feel about a topic. It is called a ‘focus” group because the moderator keeps the individuals in the group focused on the topic being discussed. The moderator generates group discussion through the use of open ended questions, and he or she acts as a facilitator of group process. Focus groups are used to collect qualitative data that are in the words of the group participants. A focus group is composed of 6 to 12 participants who are purposively selected because they can provide the kind of information of interest to the researcher. A focus group is usually homogeneous, (composed of similar kinds of people) because the use of a homogeneous group promotes discussion.
The group moderator (The person leading the focus group discussion) must have good interpersonal skills and he or she must know how to facilitate group discussion. He or she needs to get everyone involved in discussing the researcher’s questions and not allow one or two people to dominate the discussion.
OBSERVATION
The next method of data collection involves something that we do most of our waking hours: observe things. Researchers are also observers of things in the world. In research, observation is defined as the watching of behavioral patterns of people in certain situations to obtain information about the phenomenon of interest. Observation is an important way of collecting information about people because people do not always do what they say they do. It is a maxim in the social and behavioral sciences that attitudes and behavior are not always congruent.
Observational data are collected in two different types of environments.
Laboratory observation is carried out in settings that are set up by the researcher and inside the confines of a research lab. An example would be a researcher observing the behaviour of children through a one way window in the researcher’s laboratory.
Naturalistic observation is carried out in the real world. Observing the behaviour of children in their classrooms is example of natural lactic observation. We now contrast how quantitative and qualitative researchers collect observational data.
Quantitative observation
Quantitative (or structured) observation involves the standardization of all observational procedures in order to obtain reliable research data. It often involves the standardization of each of the following. Who is observed (what kinds of people are to be studied, such as teachers or students), what is observed (what variables are to be observed by the researcher, such as time on tasks or out of seat behavior), when the observation are to take place (during the morning hour, during break time), where the observation are to be carried out (in the laboratory in the classroom, in the lunchroom, in the library, on the playground) and how the observations are to be done. Quantitative observation usually results in quantitative data, such a counts or frequencies and percentages.
Quantitative observation might also involve observational sampling techniques. One technique is called time interval sampling, which involves checking for events during time interval specified in advance of the actual data collection. An example of time interval sampling is a researcher observing student behavior for the first then minutes of every hour.
Another technique is called event sampling, which involves making observations only after a specific event has occurred. An example of event sampling is observing the behavior of students in a classroom after a teacher sends a student to the principal’s office.
Researchers conducting quantitative observation usually use checklists or other types of data collection instruments, such as a laptop computer to record the research data or a video-tape recorder for later coding.
Qualitative observation
Qualitative observation involves observing all relevant phenomena and taking extensive field notes without specifying in advance exactly what is to be observed. In other words, qualitative observation is usually done for exploratory purposes. It is also usually done in natural settings. In fact, the terms qualitative observation and naturalistic observation are frequently treated as synonyms in the research literature. Not surprisingly, qualitative observation is usually carried out by qualitative researchers.
The four main roles that a researcher can take during qualitative observation.
The complete participant takes on the role of an insider, essentially becoming a member of the group being studied and spending a great deal of time with the group and does not tell members they are being studied.
Participant- as -observer
Researcher spends extended time with the group as an insider and tells members they are being studied.
Observer as participant
Researcher spends limited amount of time observing group members and tells members they are being studied.
Complete observer
Researcher observes as an outsider and does not tell the people they are being observed.
SUMMARY
The instruments that provide for the collection of data upon which hypotheses may be tested are tools of research. From the great variety of these tools the research chooses those that are most appropriate to the sources of data that are most relevant and useful. The quantification of these data makes possible more precise analysis and interpretation.

Biblography
Akhtar, S.M.(1987) Educational Research, Rawalpindi, Sigma Press(p.93)
Best,J.W.(1970).Research in education(2nded) Printice . Hall,INC.,Englewood Cliffs, New Jersey(p,163)

Ghaffar, S.A.(2005), Research in Education and Social Sciences. The printman ,Peshawar(p.133)

Jonson, B. & Christensen (2008).(3rd ed) Quantitative, Qualitative and mixed Research Approach Los Angeles: SAGE Publications. (p.203)

Review of Education Policy 2009

Critical Analysis (Review) of National Education Policy Draft 2009
Regarding Primary Level

by Ateeq

Education is a dynamic phenomenon that’s why there is always need 
to review, and revisit the course of actions and the methodology to 
excel in the field by nations.

Let us see what does the words Policy and Draft mean?
and does the current education policy draft meet the needs of the day

and for the years yet to come with specific focus at primary level ?
while analyzing the draft we would strive to find the positives and the

negatives of the document. And critically analyze the document.
Before going in to details of the draft, let us be acquainted with the 

terms, Policy and Draft. So that we are in better position to see what

are we going to see. Policy means a definite course or method of action

selected to guide and determine present and future decisions.

Draft means to create the wording of a document. So we are here to
analyze the draft of a document created to determine the method of
action for present and future education of the country at primary level.
Briefing(background) :It would be appropriate to have a glance over 
some of the facts and figures given in this draft of National Education
Policy 2009 regarding our area in specific, the primary level.
The document says that studies estimate that education of early years 
is a sound investment.1 For each dollar invested in quality education 
at this stage, governments provide a return ranging from 2 to 13 dollars.
According to the document, There was a considerable progress at the 
primary level, from 2001-02 to 2005-06.
The Gross Enrollment Ratio(G.E.R.) rose from 71 %(2001-02) to 84 %
(2005-06) This progress is evident in the N.E.R. (Net Enrolment Rate)
as well, The primary school N.E.R.rose from 57 % to 66 %.
The drop-out rate is cut down from 43 % to 28 % in public sector at 
primary level.But one third of primary school age children remain out
of the school.The Rural Urban Divide is another aspect of the society.  
On this end the proposed Policy Draft has some interesting figures
Between the Urban and Rural there is a difference of one 1 % at primary level, meaning
thereby that in the Urban areas G.E.R. 85 % and in the Rural areas is 84 %
At secondary level it is 48 % and 22 %
In terms of survival rate to grade 5 is only 67 % to 94 % in the urban areas.
But pupil teacher ratio is is favourable in the rural primary schools
Rural primary schools > 39 students per teacher
Urban primary school > 43 students per teacher
Water sources > Urban 90%
> Rural 63 %
Sanitation sources> Urban 88 %
Rural 56 %
Another interesting figure given in the draft is of the teacher quality
At primary level the teachers are 100%according to the standards
But (according to the draft) the standards are widely believed to be unsatisfactory.

Public private provision
At primary stage the overall share of private schools is 32 %
The policy draft says that the role of private sector has been expanding in the recent years
as there are several reasons for this relative growth and this growth is the reflection of the
shortcomings of the public sector to provide quality education.
Rising the Quality of Education
The issue is discussed in chapter 7 of the document. According to the document of the
proposed policy draft 2009, In developed countries close to two thirds ofchildren’s
performance in early schooling depends on factors outside the school, namely on the
home environment, socio economic status of the parents, parent education particularly
The mother’s and the learning resources available at home.
While for the remaining one third, teacher quality and leadership at school are believed to
be the more important factors.
2 The policy draft further says that there are five-six pillarsthat have the major contribution
These are:
Curriculum
Text-books
Assesments
Teachers
The learning environment
3 “And the relevance of Education to practical lfe/ labour market”
The draft suggests that the reform of the teaching quality is of the highest priority
Curriculum Reform
The Draft has discussed the Curriculum at primary level in the following manner.
“In basic primary Education the most important missing element is the diffused focus on
the local context. However efforts have been made to overcome the deficiencies in
curriculum development and its translation into meaningful knowledge.
This was the briefing about the Policy Draft of National Education Policy, 2009 at
primary level.”
Suggestions and the policy Actions recommended by the National Education Policy
Draft,2009.
Primary Education official age shall be 6 to 10 years.
4 To achieve EFA Goals, efforts shall be made by the Govt.
All primary schools shall be upgraded to the middle level.
To expand school facilities 5 International Development Partners shall be invited.
5. To reduce the drop-out rates Govt. shall provide financial support to the
children who drop-out because of poverty.
6 Schools shall be made more attractive for providing attractive learning
environment.
6. At elementary level the requirement for teaching shall be a Bachelor’s
Degree with B.ed. shall be ensured by 2018.
PTC and CT shall be phased out through encouraging the present set of
teachers to improve their qualifications, while new hiring shall be based on the
advanced criteria.
Reservations.
Although the draft of the National education policy 2009 is an informative and the
latest document available having facts and figures that help us in understanding the
overall current situation of the education at different levels in general and primary in
specific. Being a student of Education these facts and figures are needed and are
appreciable.
But there are some hars realities as well on the other hand that should be kept in
mind.
As we know that this is the draft of the National policy of Education And when we
see the from this angle then this document does not seem much impressive. One feels
that the draft has been drafted in a hurry without any deep thinking.
This can be seen by havin g an other look on the sentences that have been underlined.
a. As in reference No.1 and 3 it is evident that the dominating factor of the policy is
the bread and butter aim of education instead of other high motives and aspirations.
b. Moreover if we look at refernce No.3 it is felt that the draft is drafted in so much
hurry. As we know this is a draft of Education policy that is supposed to hold the
future of the nation, and in such a sensitive document the language is so much casual
as it says that “there are five-six pillars”.It does not seem fair.
c. In reference No.4 it is said that efforts shall be made by the Govt. to achieve the
EFA. Goals, but what efforts would be made, and how would they be implemented
and exercised, what would be the scope of those efforts, no details are given.
d.Refering to No. 5, it is said that International development partners shall be invited.
Though in the draft the role of I.D.P. is limited and it is said that they will work under
he provincial education department. But we know the reality, and have seen the
ground realities, that are more bitter. When the IDPs come and assist us they are
interested in implementing their own agendas and vested interests.
Anyway the National Education Policy of an Ideaological state like Pakistan demands
much depth which this policy draft is lacking. Therefore it is recommended that it
may be revised and made to the needs of the day and years to come and should be
made, pragmatic and the Islamic provision should be inculcated according to the
Constitution of Islamic Republic Of Pakistan.

Class Room Management

TIME, PUPIL AND SPACE
MANAGEMENT IN CLASS ROOM
by Iram afridi
What is classroom management?
• Classroom management is all of the things that a teacher does to organize students, space, time, and materials so that instruction in content and learning can take place (Wong, 1991).

• These things include: making rules that have both rewards and consequences that are rationalized with the students, clear expectations, and routines for entering the class, passing out papers, using the restroom, and turning in homework.
TIME MANAGEMENT
Time is a unique and important resource. We cannot increase the time we have, nor can shorten it. It is up to you how to use and prioritize time each day.
SETTING AND ACHIEVING GOALS
Writing daily goals helps us organize and us time more efficiently. When goals are not written down, they often dissolve into a wish list which is soon shed like an old skin. The pressures of the day justify the lack of accomplishment and we simply forget to complete various tasks.
Use the Daily Planner to write your daily “to-do” lists and include the steps needed to reach your goals-they are your course of action each day. Using “to-do” lists to organize and compartmentalize you daily tasks helps you lower stress, reduce the amount of work you take home, and work more efficiently toward your goals. Consider the following steps when preparing and completing “to-do” lists.
Brainstorm both short and long term goals.
Break down long term goals in to small manageable steps.
Save the most difficult tasks for your peak productivity time-those hours in which you do your best critical thinking and problem solving. You can double your productivity and save time by accommodating your natural body clock.
Organize and group you objectives in to categories such as paperwork, office errands and people contacts.
Assign time blocks for completing each group of tasks, then work on one goal at a time. Research shows that for most jobs, we function more efficiently by completing one task before moving on to the next.
Write tasks on stick-on notes and attach them to your lesson-plan book to monitor your progress throughout the day.
How to manage instructional time
• Who is involved in time management
– The teacher
– The students
– The parents
• The students’ job
– Maintaining a high level of academic productivity
• Coming to class with a pencil, paper, and book
• Coming to class on time
• In seat and working when the bell rings
• Coming to class with homework completed
• Transitioning quickly and quietly
• Following classroom rules
• The parents job
– Knowing the expectations of the teacher and school
• Making sure the student has homework finished
• Sending the student to school
• Making sure student is at school
• Maintaining regular contact with the teacher
How to manage instructional time-the teacher’s job

• Arrange /Save time by organizing materials the day before you are going to use them
• How to manage interruptions
• On the outside of your door post a note:
• “Our time is short, we’re busy trying to stretch it. Please leave a note”
• Have a pencil and a piece of paper for notes
• Select extracurricular activities carefully with attention on their educational value not on their entertainment value

DAILY PLANNER

(Date)

√ = complete • = in progress = forward to tomorrow

Things to do before school:

Thing to do at school in the morning:

Thing to do at school in the afternoon:

Things to do after School:

TIME CONSUMING TASKS MADE SIMPLE
Store art materials on a rolling, cart and assign student helpers to distribute needed materials before the lesson while the class is involved in other activities or at recess.
Once a week, have helpers distribute corrected work while classmates clean out their desks. Or, designate bins for students to pick up corrected work as they leave at the end of the day.
Have students help complete tasks as they talk to you during recess. Organize the paper drawer, distribute supplier for the next lesson feed classroom pet, and so on.
Write sentences for oral-language practice on overhead transparences or sentences strips, and filed for further use.
Keep a supply list taped to your file cabinet. Any time you think of a needed supply, jot is down, then at the beginning or end of each school day, make one trip to the supply closet to collect needed materials.

PUPIL MANAGEMENT
GETTING TO KNOW FAMILIES
Initiate contact with student’s families within the first week of school, preferably the first day. Parents will appreciate you interest in their child, and students will feel more welcome knowing you care about their lives. The information you obtain from this initial contact (and those that follow) helps clarify the concerns and needs of your students.
GETTING TO KNOW STUDENTS
During the first week of school, play a variety of games that help students get acquainted and feel part of a supportive team.
What’s in a Name? Investigate and discuss name origins. Compare how letter sounds differ in certain languages (e.g., the Spanish letter Jas in June as in sound like the letter H). Invite students to make an ABC book of classmates names and what they mean in different languages. For Example, Alice becomes Alicia is Spanish, Which means “Truth”
People Search. Write and photocopy statements pertaining to student’s hobbies interests, and physical descriptions, invite students to locate classmates who match their decryptions, writing names alongside each statement.
Names Search. Make word-search puzzles containing students names. Have students write names vertically, horizontally, or diagonally, one letter per box filling empty squares with random letter. Invite students to trade papers and search for each name.
Portrait Puzzles. Invite Students to draw self-portraits on construction paper, and writ several facts themselves on the back. Have them cut portraits into puzzles, pieces and place them in plastic bags. Collect and randomly redistribute puzzles. Have students put puzzles together to identify classmates, then turn puzzle pieces over and reassemble to reveal written facts.
Name Graph. In advance, make a bar graph on butcher paper. Place letters of the alphabet on the horizontal axis and numbers on the vertical axis. Begin by asking if there is any one in the class whose first name begins with A. Have those students stand up and introduce themselves, taking turns saying their name as the rest of the class echoes a greeting. After all A names are written, invite those students to stand up together while classmates try to recall and recite names from memory. (The graph can be used for help as needed) Continue with other letters of the alphabet until all students have introduced themselves.
6
5
4
3
2
1

A
B
C
D
E

LET’S GET ACQUAINTED
Child’s Name Birth date
Parent’s Name
Address
Home Phone Work Phone

List several of your child’s “favorites” such as a favorite food, TV Program, book, or hobby:

Your Child’s Strengths:

Areas needing improvement:

Educational needs of your child from your perspective:

Any other information you would like to provide:

NAME SEARCH
Welcome to Class !

Name Date
Directions: Write classmates, names vertically, horizontally, or diagonally, with one letter per box. You may work alone, with a partner, or in teams. Give the filled out to a friend and invite him or her look fro and circle the names.

ASSIGNING CLASSROOM RESPONSIBILITIES
A simple and effective way to build a supportive, inclusive classroom community is to have students assist with the daily operation of your classroom. Students will feel a sense of purpose and pride by performing classroom duties. Refer to Appendix a for a list of classroom leadership jobs to incorporate into your classroom.
Be sure to rewards students for jobs well done through personalized thank our notes homework passes, computer time and son on. Assign job “Favorites” to students displaying exceptional effort, or invite top performers to select their own jobs. Motivate students to perform classroom duties by sharing success stories of influential leaders, emphasizing how there individuals served and assisted others. For added fun, invite older students to apply for specific jobs by filling out application forms and interviewing for positions.
CLASSROOM LEADERSHIP JOBS
Audio-visual Helper-sets up and puts away tape recorders, filmstrip projector, overhead projector, TV monitor and videotapes.
Center Group Leader facilities problem-solving at learning centers.
Class secretary record agreements or solutions formulated by the class.
Courier-Carries messages from the classroom to the officer or other classrooms.
First Aid Captain in charge of monitor situatins in which bandages or other basic first aid supplies might be needed .
Guest greeter answers the door and introduces guests to the class.
Homework helper takes care of paper work for daily homework.
Htorticulturalis learns about and takes cares of classroom plants.
Keeper of s the Journalresponsible for distributing and collection journals.
Leadership Chart keeper rotates “Special Job” cards as directed by the teacher.
Light Helper turns classroom lights on and off when needed.
Line leader-leads the class to and form recess, assemblies, and so on.
Student Editor edits other students work.
“Sunshine” Keeper writes notes or cards to class members who are ill or places hand made cards form the student in to large envelope in preparation.
Welcome team committee that welcomes and support new students.
Window operator open closes windows when needed.
WAYS TO ASSIGN AND MANAGE STUDENT JOBS
Job pockets with titles or draw pictures of classroom jobs on library book pockets place students name inside each pocket to assign responsibilities. Rotate name cards to assign new jobs. Have students write job title on the back of each card to monitor tasks performed throughout the year. Change popular , easily trainable job assignments daily or weekly. All other jobs be assigned by the month or quarter.
Mob wheel . Connect two tag board circles, on four inches (10cm) smaller than the other, with a large brad. Use a permanent maker to divide the smaller circle in to pie shaped wedge, then write student names in each one. Write job title on outer circle sections and align with student names. Assign new jobs by rotating the inner circle.
Show You care……
With words:
Be friendly and patient. Give yourself time out angry or upset. Student react more to the tones of your than the words being spoken.
Avoid using sarcasm. Students may misinterpret it as criticism or jokes at their expense. Give encouraging feedback. Emphasize the positive, and always acknowledge effort.
Express confidence in student capabilities. Success is related more to “I Can: than IQ.
Be honest-students appreciate direct yet gentle feedback.
Regularly praise student performing both publicly and privately. Remember, good behavior that is ignored tends to disappear. .
With Actions:
Remember to smile students you genuinely enjoy their presence.
Give students you undivided attention. Avoid doing other work (Sorting paper, communicating with colleagues) while student are speaking.
Always make eye contact when speaking to students four to six second per glance (About the time it takes to click a camera) Eye contact shows you are focused and interested in what’s being said.
Watch you body languages, keep arms to you sides than crossed front of you crossing your arms as you speaks or listen may be misconstrued as anger or impatience.
Follow through with promises. Student learns to trust your words when actions follow.
Be consistent in your behavior. Students feel more secure and safe when expectations and boundaries are early established.
CLASSROOM MANAGEMENT: UNOBTRUSIVE TECHNIQUES
These include body language, mannerisms, posture, inflections and nuances in tone of voice the pacing of speech , and the feelings that languages evokes.
Visual
· Your face is powerful tool of communication. Use friendly smile.
· Change your facial expressions such as a widening your eyes or moving your eyebrow (S)
· Use a “beat beyond” eye contact by looking at the person for a second or two beyond the normal time and then smile. This is contrast to a state that is often accompanied by a stem expression. Staring is aggressive and works against a no coercive relationship.
· Lower your head or as you look at the student.
· Employ a group signal for attention, such as all raising hand or lowering the lights.
Verbal
· Use a pause-perhaps the least used and most effective techniques.
· Chang your voice inflection or reduce the volume of you voice.
· Use release of tension, such as breathing out and then taking a deep breath.
· Make a variety s ssshhh sound, such as, “You sssshhhhould be listening now.:”
· Give a subtle hint, such as, “Thank You, Salim,” or “Please, Sara.”
· Use friendly request, such as, “Thanks for considering other,” or “Thanks you for your attention.
· Ask an evaluative question, such as, “Please ask yourself if that meets the standards of our class, “or “If you could do something about changing that, what would you choose?”
· Combine a need with a request, such as “The noise you are making is disturbing us. Is there a way you can work so that we won, be distracted?”
· Stat your needs, such as, “ I need your help in this.”
Kinetic
· Move to a different location, you may even establish place in your classroom to where you will move when students, behaviors need changing.
· Use proximity by standing next to the students and perhaps including a gentle touch on his or her desk.
· In case of a tapping pencil or some other tapping sound of which the student may not be aware, redirect the object to the students thing, or slip a tissue underneath the area on the desk so the sound will not be heard.
· Use the principal of entertainment. Entertainment is a form of communication that occurs when we “get on the same wavelength. “ in the case of a rhythmic sound, such as tapping pencil, the teacher can tap a foot of stretch a rubber band at the same tempo as the student is tapping the pencil. When the teacher slows the tempo of the foot tapping or rubber band stretching, the tapping or the pencil will also slow down. Entertainment can also be used by the teacher’s stretching or deeple inhaling. Students will follow the same action.
· Use a positive rather than a negative rapport position. Standing site by side or at an angle with the student is non confrontational. This is in contract to a head to head face to face, confrontational pose. Also, lowering your body below that of the student stooping places the students in an empowering position. This easily diffuses unwanted situation.
· Entertainment and positive rapport can be combined . When you are speaking to a student, mirror his body posture. For example, if a student its slumped over, then the teacher slumps. When the teacher straightens up, the student will follow the new positive.
· Use your hands in an inviting posture. A palms up, open hand ins an invitational position A hand-down, finger point position is a repelling position.
· When a near a student, you ca safely assume that the student is listening to you. It is often counterproductive to demand a student look you directly in the eye. The student may be embarrassed or is showing respect by not looking directly at you.
USING HUMOUR TO CORRECT BEHAVIOR
Students respond m ore readily to creativity and humour than to strict or stern commands. Do the unexpected and create a humorous atmosphere to correct and modify behavior. Consider the following light-hearted ways teacher have kept their students on task in a safe, supportive environment.
On primary teacher suddenly began to whisper when she realized her student weren’t giving her complete attention. Students were caught off-guard not hearing the teacher’s voice, looked up, and leaned forward to hear what was being said. The teacher caught their attention without upset or disruption, and the students appreciated and responded to the humour of the situation.
A very tall math teacher looming 6’ 4” in to the stratosphere talking to the wall when he realized no one was listening. The sight was irresistibility funny-everyone had a good laugh and attention was pleasantly reestablished.
One preschool teacher used puppets to give directions. Make announcements, and regain attention. Sometimes she would use a puppet to correct behavior, having the puppet act angry and upset over behavior while she defended the student’s action. Students would interact with the puppet, discussing ways to correct and modify their behavior so every one.
DISCUSSING AND RESOLVING PROBLEM WITH STUDENTS
Keep the atmosphere “Safe.” Make every effort to remain patient and clam.
Be Supportive and constructive in your action. Listen objectively and choose consequences that are fair and appropriate.
Be aware of peer influences. Many students will turn disagreements in to power struggle to “Save face.” If possible address serious conflicts in private, giving both you and the student time to regain composure.
Acknowledge the fact that you cannot make students do anything against their will (You just hope they will choose to dot the “ right thing”)
Realize that student may be reacting to pressures and stress unrelated to school
Ask them about life outside of school, focusing on unexpected event or changes in the regular daily routine. If necessary, talk parents to learn more about any outside pressure.
SPACE MANAGEMENT
Room Arrangement
One of the first areas a teacher must consider about classroom management is the environment of their classroom. Students need to feel comfortable in the place that they spend nearly six hours of their day five days a week! You will find that you will get much better results in the classroom if you arrange your room to allow for orderly movement, keep distractions to a minimum, and make efficient use of the available, keep distractions to a minimum, and make efficient use of the available space.
Listed below are four helpful guidelines that will assist you in arraigning your room which is much more efficient and conducive to student involvement in work.
FOUR KEYS TO GOOD ROOM ARRANGEMENT
Keep High Traffic Areas Free of Congestion.
Be Sure Students Can be Easily seen by the Teacher.
Keep Frequently Used Teaching Material and Students Supplies Readily Accessible.
Be Certain Student Can Easily See Instructional Presentations and Display.

CLASSROOM SPACE INVENTORY
Use the following inventory to assess you current use of Classroom space. Place a check by each statement that describes you learning environment, and add and any additional statements about you classroom at the end of the list.
USE OF FLEXIBLE FURNITURE
Tables Chair and desks can be easily moved stacked.
Learning centers fold and move for easy storage.
Some cupboards are on wheels.
Crates and other handy containers and used for short-term units, “Checks-out materials, and consumables supplies.
PERMANENT RESOURCE AREAS
Classroom Library .
Writing center
Science Lab
Math Center
Others
HIGH TRAFFIC AREAS
· Easy access to pencil sharpeners and trash cans.
· Easy mobility through doorways and between desk.
· Sufficient space around supply areas and bookshelves.
· Adequate space to move among group work areas.
INSTRUCTIONAL PRESENTATIONS AND DISPLAYS
Students easily see chalkboards, overhead-projector screen, and TV monitor.
Flannel boards or storyboards are clearly visible.
All students see pull down maps.
MONITORING STUDENTS
Students can be seen at all times.
Desk arrangement enables close proximity to students.
Students are close to instructional areas for good eye contact.

CLASSROOM ENVIRONMENT AND LEARNING MODALITIES
Support auditory (hearing) learning.
Support visual (Seeing) learning.
Supports kinesthetic (moving) learning.
Support tactile (touching) learning.
ROOM ARRANGEMENT AND LEARNING STYLES
Accommodates individualized learning
Accommodates collaborative learning
Accommodates concrete learning.
Accommodates Abstract learning.
Accommodates sequential learning.
OFFICE IN THE CLASSROOM
A functional and conformable place to work.
Desktop is clear of al distractions
Files are conveniently located close to my desk.
Planning guides and textbooks are easily accessible.
Monthly wall calendars are posted close by for long-term planning.
MEANINGFUL USE BULLETIN BOARDS
Display a variety of students work.
Communicate important information in simple terms.
Graphically tech crucial concepts using pictures and charts.
Cleverly “Stone” Students materials.
Provide teaching / learning resources areas.
INVITING AND MOTIVATING ENVIRONMENT
Clean and orderly room.
Exhibits a variety of colorful and exciting display.
Display samples of decision-making.
Classroom furniture appropriate for the students.
Container and shelves are labeled.
Materials for a variety of learning opportunities are available.
Friendly, helpful, and encouraging climate.
Conductive to both formal study and informal interactions.
Stimulating ambiance but not overly distracting.
Positive, safe, and task-oriented atmosphere.