Stresses related to female
Stress is one of the dangerous factor in destructing human health. Stress also destroys many human abilities such as human brain which suffers a lot in the stress situation. Stress is mostly found in females where as females are the integrated part of our society. It causes many social and moral issues in a family.
There are many reasons to get females stress. For most and basic cause are unmatched marriages in our society. Parents are not consulting daughters in choosing a life partners which creates high level of stresses among female. Parents think that it is very difficult to find a suitable candidate for large population of females. A high demand of dovery is anther factor which hesitate parents to wait for a suitable relation. Therefore parents arrange marriages without consulting daughters. This creates maximum level of stresses among females.
Another reason of stresses among females is adopting various new invented fashions in the society. As fashions are common trend in our society and these fashions need a lot of money. I think fashions are more suitable for rich families because they have money to adopt them. But we have mostly middle class families and everyone cannot effort for every new fashion. Females are very optimistic in adopting new fashion which is not possible. When they can not access or effort to this new fashion they suffer in stresses.
Our religion also discourages this trend and teaches us to live with simplicity. I think it is a burning issue in our society. Which needs to resolve as soon as possible so that we can prevent our females in become stress and adopt a fashion which is more suitable for everyone and also mutually acceptable in our society.
Stress is caused by unwanted needs and demands among females which is very dangerous for health. Mostly female are suffer and it causes disturbance among whole families.
Bashir Ahmed
MEd2011, AKU-IED
September 15, 2009
Friday, September 18, 2009
Compair and Contrast Essay
IED BEFORE AND AFTER JOINING
AKU-IED is one of the best learning organizations. It is full of resources and it has carrying faculty and learning environment.
I was dreaming about IED, there will be good learning environment and faculty members. The location of IED will be ideal and library will be full of resources and many advanced technologies of learning.
As I got my bachelor degree from Shah Abdul Latif University Khairpur, I know the environment of SALU, there was the facility of library, co-operative teachers, good learning environment and big canteen area, by utilizing those facilities I got my degree with good marks.
For my master degree I thought to join AKU-IED to get some things more from SALU, because I was listening, from my friends that AKU is international standard university, so I joined AKU-IED.
After joining AKU-IED I felt that these all facilities which are available here in IED were also there, except few but there is a lot of difference in both universities facilities.
If I look to library there is a lot of difference in both libraries, IED library resources are advanced and up-to-date where in shah Abdul Latif University’s library was only full of books not up-to-date.
Again if I am looking to computer lab of IED it is full of well equipped with modern computers, internet, scanner and printer where as in SALU there was no any such facility of lab. No doubts teachers of both universities are good counselor, facilitator and co-operative.
It is need of today to learn with advanced technology and keep the books up-to-date that I have seen in IED. So I think AKU IED is one of the best institutes in Pakistan where we can achieve our learning objectives easily.
Group members
Bashir Ahmed
Zaheer Abbas
Fida Bibi
Aniqa Bano
AKU-IED is one of the best learning organizations. It is full of resources and it has carrying faculty and learning environment.
I was dreaming about IED, there will be good learning environment and faculty members. The location of IED will be ideal and library will be full of resources and many advanced technologies of learning.
As I got my bachelor degree from Shah Abdul Latif University Khairpur, I know the environment of SALU, there was the facility of library, co-operative teachers, good learning environment and big canteen area, by utilizing those facilities I got my degree with good marks.
For my master degree I thought to join AKU-IED to get some things more from SALU, because I was listening, from my friends that AKU is international standard university, so I joined AKU-IED.
After joining AKU-IED I felt that these all facilities which are available here in IED were also there, except few but there is a lot of difference in both universities facilities.
If I look to library there is a lot of difference in both libraries, IED library resources are advanced and up-to-date where in shah Abdul Latif University’s library was only full of books not up-to-date.
Again if I am looking to computer lab of IED it is full of well equipped with modern computers, internet, scanner and printer where as in SALU there was no any such facility of lab. No doubts teachers of both universities are good counselor, facilitator and co-operative.
It is need of today to learn with advanced technology and keep the books up-to-date that I have seen in IED. So I think AKU IED is one of the best institutes in Pakistan where we can achieve our learning objectives easily.
Group members
Bashir Ahmed
Zaheer Abbas
Fida Bibi
Aniqa Bano
Descriptive Writing 2
Task 2
What is one habit you own as a teacher that you really should throw away, but probably never will? Explain
SELF ESTEEM
Self esteem is one of the integral part for holistic development of students. Calling with proper names boosted up self esteem among the students. It is based of attitude that you value a person. Self esteem is very important for personality development and it also develops confidence and encouragement.
I am remembered my teaching career easily, I had some very good habits as well as some bad habits with me. I used to call students with different funny names not their original names in the school. I think it was a very bad habit and I knew it is not good because it destroyed self esteem of students. Low self esteem results in poor self image. I tried to avoid this habit but I was habitual to call such awkward names. When I called a student with a funny name, rest of the students’ laughed and also called him/her next time. I have gone through different literature books where it emphasized that students should be called with their proper names. Names are the identification of any personality. I wanted to leave this habit but unconsciously I called again because it developed a part of my habit. When I reflected my life as a student I never be so confident that I could speak or stand in front of a crowd.
Therefore it is important to call students with their proper names because names are identification of any personality. By calling with proper names you give value to them and this habit enhances confidence and encouragement among the students.
Bashir Ahmed
MEd 2011
AKU-IED
What is one habit you own as a teacher that you really should throw away, but probably never will? Explain
SELF ESTEEM
Self esteem is one of the integral part for holistic development of students. Calling with proper names boosted up self esteem among the students. It is based of attitude that you value a person. Self esteem is very important for personality development and it also develops confidence and encouragement.
I am remembered my teaching career easily, I had some very good habits as well as some bad habits with me. I used to call students with different funny names not their original names in the school. I think it was a very bad habit and I knew it is not good because it destroyed self esteem of students. Low self esteem results in poor self image. I tried to avoid this habit but I was habitual to call such awkward names. When I called a student with a funny name, rest of the students’ laughed and also called him/her next time. I have gone through different literature books where it emphasized that students should be called with their proper names. Names are the identification of any personality. I wanted to leave this habit but unconsciously I called again because it developed a part of my habit. When I reflected my life as a student I never be so confident that I could speak or stand in front of a crowd.
Therefore it is important to call students with their proper names because names are identification of any personality. By calling with proper names you give value to them and this habit enhances confidence and encouragement among the students.
Bashir Ahmed
MEd 2011
AKU-IED
Descriptive writing
Task 1
What is something you forgot once in your classroom that you will never forget again? What were the circumstances and what happened that makes you know/hope that you will never make the same again?
It is the beauty of teaching profession that a teacher plays multiple roles in his/her career. Teaching is not only transferring knowledge but it more than that such as developing life skills among students and building behavior and modifying attitudes among learners. Students are very sharp just they need facilitation towards learning and teacher is one who can create this opportunity.
Role modeling is one of the unique role and characteristics of teaching. I remembered my earlier days in my teaching career. I seemed very active in the classroom and believed on learning as a fun. I usually planed my lesson with something interesting so that students build love for learning. One day I did not followed my lesson plan because my mood was off and seeing very different due to a personal reason. As we all know students are very sharp they noticed my feeling and facial expressions. Unconsciously I acted differently that day, I looked in silent mood and not so active in the class. Few students came to me and asked about my health and family. I replied no I am ok. I saw two students discussing about my mood and expression. I realized that it is not way to express my feeling in front of the class.
Students are not blank slabs and teachers are not full of knowledge. Students are active learners and they are sharp enough to notice the teachers’ interest, motivation and mood in teaching and learning. Simply teachers have to play multiple roles in his/her career.
What is something you forgot once in your classroom that you will never forget again? What were the circumstances and what happened that makes you know/hope that you will never make the same again?
It is the beauty of teaching profession that a teacher plays multiple roles in his/her career. Teaching is not only transferring knowledge but it more than that such as developing life skills among students and building behavior and modifying attitudes among learners. Students are very sharp just they need facilitation towards learning and teacher is one who can create this opportunity.
Role modeling is one of the unique role and characteristics of teaching. I remembered my earlier days in my teaching career. I seemed very active in the classroom and believed on learning as a fun. I usually planed my lesson with something interesting so that students build love for learning. One day I did not followed my lesson plan because my mood was off and seeing very different due to a personal reason. As we all know students are very sharp they noticed my feeling and facial expressions. Unconsciously I acted differently that day, I looked in silent mood and not so active in the class. Few students came to me and asked about my health and family. I replied no I am ok. I saw two students discussing about my mood and expression. I realized that it is not way to express my feeling in front of the class.
Students are not blank slabs and teachers are not full of knowledge. Students are active learners and they are sharp enough to notice the teachers’ interest, motivation and mood in teaching and learning. Simply teachers have to play multiple roles in his/her career.
Classification Essay
Friends
Human beings are social animal they must have friends in order to be fulfilled. It is very important to select right people so that one might have correct friends. There are many types of friends; I have categorized into three types: the occasional friends, Benefactor friends and Best friends.
Occasional friends are the school or work friends. They are the people who help us get through the school or work day that we never really see anywhere else. As the names suggests, occasional friends are not the type of people one would hang out with every day. They make us look better by comparison.
The second type is Benefactor friends also called givers and loan friends. The giver is the type of friends who is always willing to pay the bill and brings presents just for the sake of bringing presents. They are indeed rarer and should not be taken for granted if found. The loan friends’ is that one friend who has everything that you would want to buy and is usually willing to tend you whatever you ask for. Benefactors’ friends are named for the direct benefits they provide over you.
The most important type of friends is the best friends. They are the people who can sacrifice for their friends. They consider the life of their friend is more important than their own life. If you want to spend your time with them you can easily spend the whole day easily. Secondly best friend love unconditionally and share your life with.
Friends play very important role in individual’s life. Human being is a social animal therefore they must need friends to survive in this world. There are many people who want to be friend but choose after judgment.
Bashir Ahmed
MEd 2011
Human beings are social animal they must have friends in order to be fulfilled. It is very important to select right people so that one might have correct friends. There are many types of friends; I have categorized into three types: the occasional friends, Benefactor friends and Best friends.
Occasional friends are the school or work friends. They are the people who help us get through the school or work day that we never really see anywhere else. As the names suggests, occasional friends are not the type of people one would hang out with every day. They make us look better by comparison.
The second type is Benefactor friends also called givers and loan friends. The giver is the type of friends who is always willing to pay the bill and brings presents just for the sake of bringing presents. They are indeed rarer and should not be taken for granted if found. The loan friends’ is that one friend who has everything that you would want to buy and is usually willing to tend you whatever you ask for. Benefactors’ friends are named for the direct benefits they provide over you.
The most important type of friends is the best friends. They are the people who can sacrifice for their friends. They consider the life of their friend is more important than their own life. If you want to spend your time with them you can easily spend the whole day easily. Secondly best friend love unconditionally and share your life with.
Friends play very important role in individual’s life. Human being is a social animal therefore they must need friends to survive in this world. There are many people who want to be friend but choose after judgment.
Bashir Ahmed
MEd 2011
Autobiography
Autobiography
Human beings are social animal they can not live alone. They need help from other creatures as well as other tools and machines. Every object has its own value on the earth and their contribution to the society is marvelous.
I am a modern scientific machine on earth. I live in science laboratories and I have mirrors and lenses in my body. These mirrors and lenses are my strengths. I am very favorite among children in the schools. They use me to watch small objects which can not be seen with necked eyes. I convert very small objects into bigger shapes and make it possible to see them with their necked eyes. Therefore students like me very much and use me in their science practicals. Students found very curious when they told you can see even unicellular objects with this instrument. Students’ use me very carefully because using my application scientist invented many other different tools to see stars, moon and objects with longer distance. Telescope is my elder brother and camera is younger sister. Lenses are similar in our body structure. We all family members are very useful to the society.
Machines and tools are very helpful for human beings. There contribution is marvelous in development sector. They have made easy job for human being without their contribution human beings are helpless. Every creature has this own value and God has gifted this for human being.
Bashir Ahmed
MEd 2011
AKU-IED
Human beings are social animal they can not live alone. They need help from other creatures as well as other tools and machines. Every object has its own value on the earth and their contribution to the society is marvelous.
I am a modern scientific machine on earth. I live in science laboratories and I have mirrors and lenses in my body. These mirrors and lenses are my strengths. I am very favorite among children in the schools. They use me to watch small objects which can not be seen with necked eyes. I convert very small objects into bigger shapes and make it possible to see them with their necked eyes. Therefore students like me very much and use me in their science practicals. Students found very curious when they told you can see even unicellular objects with this instrument. Students’ use me very carefully because using my application scientist invented many other different tools to see stars, moon and objects with longer distance. Telescope is my elder brother and camera is younger sister. Lenses are similar in our body structure. We all family members are very useful to the society.
Machines and tools are very helpful for human beings. There contribution is marvelous in development sector. They have made easy job for human being without their contribution human beings are helpless. Every creature has this own value and God has gifted this for human being.
Bashir Ahmed
MEd 2011
AKU-IED
Summary of the article
Summary of the article
Mobiles technology has brought a drastic change in our lives as it was not imagined just 15 years ago. This development has put a great impact on education sector as well as others. On the basis of this changing we can imagine easily what would be happen in next five years. Uses of mobiles phones will be more common and children will also use this device. Mobile phone has multiple uses; internet is one of the important service of this technology. This device is already used for different purposes, teaching and learning one of common use of this technology. This device will be used very powerful tool in next coming years. The education authorities are already using this device for sending text alert to parents and also use for notification of lesson. Context awareness is one of the important qualities of mobile phones. This device is used for informal learning experiences which more relevant in a classroom. It also increases for informal learning that is no tied to a particular physical location. It has an easy access to learning material. In a research report it suggested that children should minimize its use but parents ignored. For adults it is not as harmful as it is proved that risk is much less than it was.
On this situation it is difficult to introduce mobile learning to the curriculum as it is already use for different purposes. It is a challenge for educationist to design educational material. The pace of change suggests that mobiles will be used intensively in the college and schools. When we look at world mobile technology it is our wrong assumption how to be use mobile in education.
Bashir Ahmed
MEd 2011
AKU-IED
Mobiles technology has brought a drastic change in our lives as it was not imagined just 15 years ago. This development has put a great impact on education sector as well as others. On the basis of this changing we can imagine easily what would be happen in next five years. Uses of mobiles phones will be more common and children will also use this device. Mobile phone has multiple uses; internet is one of the important service of this technology. This device is already used for different purposes, teaching and learning one of common use of this technology. This device will be used very powerful tool in next coming years. The education authorities are already using this device for sending text alert to parents and also use for notification of lesson. Context awareness is one of the important qualities of mobile phones. This device is used for informal learning experiences which more relevant in a classroom. It also increases for informal learning that is no tied to a particular physical location. It has an easy access to learning material. In a research report it suggested that children should minimize its use but parents ignored. For adults it is not as harmful as it is proved that risk is much less than it was.
On this situation it is difficult to introduce mobile learning to the curriculum as it is already use for different purposes. It is a challenge for educationist to design educational material. The pace of change suggests that mobiles will be used intensively in the college and schools. When we look at world mobile technology it is our wrong assumption how to be use mobile in education.
Bashir Ahmed
MEd 2011
AKU-IED
Critique of the article
Critique of the article
A critique on article named “the wounded students” taken from the journal “Educational Leadership” (March 2008, Vol. 65 No-6): association for supervision and curriculum development.
I selected this article for following reasons,
First, I have selected this article for in-depth understanding about the causes of wounded students in school settings which directly effects students performance
Secondly, as it is consider one of the crucial issues then how can we over come such kind of issue in our schools
Wounded student is one of the hearts touching issue which is very common in our daily life. While reading this article I came cross two real examples of wounded students as the author interviewed about more than hundred students. It is our common observation that schools consciously or unconsciously suffer students by their stick norms, unprofessional teachers or perceived abilities by school practices. I think unprofessional teachers are the root cause of this problem as they label students by different names. These teachers need professional knowledge or professional trainings on teaching and learning. The author has given an example of Marie she was very curious in Maths in her primary grades but she was labeled that she did not fast enough or well equipped in Maths therefore she was told that she can not perform well in upper secondary level. The author has mentioned following causes of wounded students
Wounded learners caused by discouragement, I think it very true in our society that teacher do not appreciate students on their achievements. Everyone are hungry for appreciation therefore students need to be encouraged
Students are not given much value but keeping teachers high expectations. I think it is not realistic that teachers do not give value them as well as nor keeping high expectation in my observation.
The third cause mention in the article that teachers underestimate students which creates underperformance. Yes I think it is very true that individual has capacities and they can perform well but teachers do not underestimate students. They will perform according to their capacities.
Poor grades and bad test scores also causes wounded students. To some extend they are also factors of wounded.
The author has given some realistic strategies to overcome these issues most important point is schools should acknowledge these issues that schools has wounded students and they are labeled ‘bad kids’. Schools try to find out the causes of suffering factors and identify reluctant students. Then make some initiatives such as meetings or regular appreciation boosted up their confidence. School should have their own annual plan for teachers’ professional development. The unprofessional teachers are the main cause of this issue therefore schools should give opportunities for teachers to develop themselves with modern method and techniques of teaching and learning. Teacher need to improve their understanding and knowledge in their field. Once they are developed they can not cause these issues in the school. Students are also realized about the success and failure of school progress and students are encouraged to work hard, develop good working habits. These regular routines help students to heap up such problem in the school.
In conclusion, wounded students are suffered by unprofessional teachers or strict schools norms. We need to improve our practices by gaining more knowledge in our professional field. We should reflect our practices where they are benefited or harmful for students. If we have any case then we should start working on it and try to overcome in the initial stage.
Bashir Ahmed
MEd 2011
AKU-IED
A critique on article named “the wounded students” taken from the journal “Educational Leadership” (March 2008, Vol. 65 No-6): association for supervision and curriculum development.
I selected this article for following reasons,
First, I have selected this article for in-depth understanding about the causes of wounded students in school settings which directly effects students performance
Secondly, as it is consider one of the crucial issues then how can we over come such kind of issue in our schools
Wounded student is one of the hearts touching issue which is very common in our daily life. While reading this article I came cross two real examples of wounded students as the author interviewed about more than hundred students. It is our common observation that schools consciously or unconsciously suffer students by their stick norms, unprofessional teachers or perceived abilities by school practices. I think unprofessional teachers are the root cause of this problem as they label students by different names. These teachers need professional knowledge or professional trainings on teaching and learning. The author has given an example of Marie she was very curious in Maths in her primary grades but she was labeled that she did not fast enough or well equipped in Maths therefore she was told that she can not perform well in upper secondary level. The author has mentioned following causes of wounded students
Wounded learners caused by discouragement, I think it very true in our society that teacher do not appreciate students on their achievements. Everyone are hungry for appreciation therefore students need to be encouraged
Students are not given much value but keeping teachers high expectations. I think it is not realistic that teachers do not give value them as well as nor keeping high expectation in my observation.
The third cause mention in the article that teachers underestimate students which creates underperformance. Yes I think it is very true that individual has capacities and they can perform well but teachers do not underestimate students. They will perform according to their capacities.
Poor grades and bad test scores also causes wounded students. To some extend they are also factors of wounded.
The author has given some realistic strategies to overcome these issues most important point is schools should acknowledge these issues that schools has wounded students and they are labeled ‘bad kids’. Schools try to find out the causes of suffering factors and identify reluctant students. Then make some initiatives such as meetings or regular appreciation boosted up their confidence. School should have their own annual plan for teachers’ professional development. The unprofessional teachers are the main cause of this issue therefore schools should give opportunities for teachers to develop themselves with modern method and techniques of teaching and learning. Teacher need to improve their understanding and knowledge in their field. Once they are developed they can not cause these issues in the school. Students are also realized about the success and failure of school progress and students are encouraged to work hard, develop good working habits. These regular routines help students to heap up such problem in the school.
In conclusion, wounded students are suffered by unprofessional teachers or strict schools norms. We need to improve our practices by gaining more knowledge in our professional field. We should reflect our practices where they are benefited or harmful for students. If we have any case then we should start working on it and try to overcome in the initial stage.
Bashir Ahmed
MEd 2011
AKU-IED
Argumentative Essay
We are becoming overwhelmingly dependent on computers. Is this dependence on computers a good thing or should we be more suspicious of their benefits.
Technology has a pivotal role in our lives. More than half of our burden is reduced by using electronic devices. This essay will help to examine the positive and negative aspects of using computer in our daily lives.
It is undoubtedly true that computer has improved the quality and efficiency of our work. The manual work was not much efficient as compare to computer. It is claimed that computer has several advantages if it is used in a properly. First of all, it saves a lot of time. One person can do multiple tasks at a time by using computers. Secondly, using computers we can easily make changes in developed data. It is not easy to make such changes in manual work as we can edit in the computer data. Thirdly, we can easily carry our data from one place to another place. Several devices and interest has made it possible to carry data from one place to another place.
However, there are negative aspects of using computer regularly. The spelling and hand writing skills destroyed by regular using computers in our daily live. We depend on computers to check our wrong spellings. As computers itself dependent on electricity therefore some time computer creates frustration for its users. Therefore, totally depending on computers is a blunder we need to arrange alternative. Some people feel that without getting proper training we can not be able to use a computer. It needs special training to use for various functions. In my opinion we should not totally depend on computers in our daily lives. We should arrange some alternatives before going to use for any purpose.
In conclusion, yes computer is very essential to use in our daily life but depending on computer is a blunder.
Bashir Ahmed
MEd 2011
Technology has a pivotal role in our lives. More than half of our burden is reduced by using electronic devices. This essay will help to examine the positive and negative aspects of using computer in our daily lives.
It is undoubtedly true that computer has improved the quality and efficiency of our work. The manual work was not much efficient as compare to computer. It is claimed that computer has several advantages if it is used in a properly. First of all, it saves a lot of time. One person can do multiple tasks at a time by using computers. Secondly, using computers we can easily make changes in developed data. It is not easy to make such changes in manual work as we can edit in the computer data. Thirdly, we can easily carry our data from one place to another place. Several devices and interest has made it possible to carry data from one place to another place.
However, there are negative aspects of using computer regularly. The spelling and hand writing skills destroyed by regular using computers in our daily live. We depend on computers to check our wrong spellings. As computers itself dependent on electricity therefore some time computer creates frustration for its users. Therefore, totally depending on computers is a blunder we need to arrange alternative. Some people feel that without getting proper training we can not be able to use a computer. It needs special training to use for various functions. In my opinion we should not totally depend on computers in our daily lives. We should arrange some alternatives before going to use for any purpose.
In conclusion, yes computer is very essential to use in our daily life but depending on computer is a blunder.
Bashir Ahmed
MEd 2011
Thursday, September 10, 2009
Bashir as change agent
The person next to this description is Mr. Bashir Ahmed a well known social worker. I easily remember his personal and professional career which is not very strong and inspiring but he is very good hardworker. He has developed himself, he is dedicated, committed and enthusiastic for learning. I think he has God has speicial blessing on him as well as prayers from our jamat. He had dovoted his life for jamti services and perfer jamati services more than his personal activities. He is also hardworker his believe is that lefe is a gift and we are send here for a special purpose. everyone is resposible to answer his findings in the world. therefore we need to serve as much as we can. but as we know life is full of challenges we need to face our life challenges therefore we need to develop ourselves to face the future challenges. continuous development is very important if i have some sort of skills with me this time but they will be useless after ten or fifteen years. therefore we need to develop our skills with the pasage of time. second thing we need to provide good quality services to our community, nation and jamat. for this it is important to develop certain skills. i believe change life is dynamic it is changing all the time. nothing is constant the skills that we have today will be useless tomorrow. life is full of challenges but we never friten by such kind of challenges. we need to imporve our skills, knowledge and attitute towards learning.
regards
Bashir Ahmed
My Aim and Progress
Before this article i have written my vision. what is my destination where i want to go i want to mention key points of my vision, exemlary teacher, excellent teacher educator, effective education leader and good researcher.
It is very important to go through our vision or revise vision from time to time and the progress towards vision is also important. when i look at my porgress it is not bad not good. I know this is last chance for my personal and professional growth i do not get any other chance to develop myself professionally. therefore i need to concentrate my efforts towards my learning. i need to improve my vocabulary and i need to improve my knowledge by extensive reading. i need to improve my reading speed so that i will be able to read more in short time.
second important point i want to highlight her is i have some bad habits with me i need to throwout them other wise i will be penalize. such as
watching unethical clips on youtube
unethical chatting with girls
distrubance caused by my fiancey
these bad habits may distruct my learning or may cause for my learning.
i need to improve these areas soon i need to focus on them and try to remove as soon as possible
with best wishes
Bashir Ahmed
It is very important to go through our vision or revise vision from time to time and the progress towards vision is also important. when i look at my porgress it is not bad not good. I know this is last chance for my personal and professional growth i do not get any other chance to develop myself professionally. therefore i need to concentrate my efforts towards my learning. i need to improve my vocabulary and i need to improve my knowledge by extensive reading. i need to improve my reading speed so that i will be able to read more in short time.
second important point i want to highlight her is i have some bad habits with me i need to throwout them other wise i will be penalize. such as
watching unethical clips on youtube
unethical chatting with girls
distrubance caused by my fiancey
these bad habits may distruct my learning or may cause for my learning.
i need to improve these areas soon i need to focus on them and try to remove as soon as possible
with best wishes
Bashir Ahmed
Friday, August 21, 2009
Personal Goals
As a dynamic learner i believe constructivist school of thought. I proposed following goals for my personal and professional life
- To be a exemplary teacher of the time
- To be an affective and efficient teacher educator
- A Moderate educational leader
- Extensive understanding in research and research processes
- To be life long learner
- To achieve distinction in MEd porgram
- To lay a concrete foundation for my doctrate studies
Thursday, August 13, 2009
Aims, goals and objectives
Education is a goal directed activity. Without an aim and goal education is just like a ship in the sea which has no specified direction to move. Learning at school is goal directed and students attend the school to attain certain goals. Teachers facilitate them to achieve their goals. Aims provide a clear direction and focus to the educational system (AIOU, 1995; Marsh, 1997).
Aims:
Aims refer to general guidelines for the teachers that describe expected life outcomes based on some values. Aims are stated in broader terms. They can not be achieved completely. They are broadly phrased statements borrowed from philosophy. They can be applied to the educational system rather than an individual school and classroom.
For example aims can be state as:
To inculcate the Islamic values among the learners.
To cultivate the personal talent and interest among the learners.
To create a desire for learning among the learners.
Aims are stated implicitly and idealistically.
Goals:
Goals refer to school outcomes which can be achieved through certain programmes. They can be derived from the aims. They are more explicit as compare to aims.
For example,
To develop the research skills among the students through project method of teaching learning process.
(Goodlad as cited in Marsh 1997) gives the following common goals for the school.
Academic goals:
These goals consist of two sub categories of mastery of basic skills and fundamental intellectual development. The intellectual development element includes problem solving and ability to evaluate the knowledge.
In an empirical study (Goodlad as cited in Marsh 1997) noted that academic goals are perceived by the students, teachers and parents as major goals at all levels of schooling. The distribution of emphasis on the other three categories is very similar for teachers and parents.
Vocational goals.
These goals are aimed at assisting the learners in making decisions related to his/her career. They also help them to decide a better job choice.
Social, civic and cultural goals.
These goals include interpersonal understanding of the learners to each other in the society. Through which moral and ethical values can also be developed.
Personal goals.
These goals aim at the development of emotional and physical well being of the learners. These goals emphasise the self development and self awareness of the learners.
Objectives.
Objectives provide great assistance to the teachers in planning process of teaching. A well planned teaching is based on well stated objectives. Many teachers resist using objectives in their teaching and they think that it will make their teaching limited. But without objectives there is no evaluation and without evaluation there is no teaching. Objectives provide a focus of teaching for the teachers. Through these the students can be given feedback and the result can also be communicated with the parents easily.
There are two types of objectives. They are instructional objectives and behavioural objectives.
Instructional objectives:
These objectives provide a road map to the teacher to select appropriate content, strategies, resources and assessment. These can be developed for a unit. They do not need to specify everything in them. Criteria for instructional objectives are:
Scope: they should be broader enough to include all the desired learning outcomes.
Consistent: they should be consistent with each other.
Suitability: they should be suitable according to the level of the learners.
Validity: reflect and state what one intended to.
Feasibility: attainable by all the students.
Specificity: avoid ambiguity and state precisely.
Example of instructional objectives are:
By end of the unit the students will be able to have a strong understanding of:
animals’ kingdom
Vertebrates and invertebrates animals.
Behavioural objectives:
These objectives are classroom objectives based on the observable behaviour. They can be observed by the teachers while the learners perform. There are three criteria to develop these objectives by the teacher. These are:
Performance: the performance of the learner must be based on observable behaviour. So for this purpose, the teachers may use certain action verbs in the objectives which help the teachers to observe the behaviour while performing by the students. For example, write, define, add, and calculate.
Condition: this specifies the condition under which the learners perform the behaviour. For example, in the notebook, in the worksheets, in pair, in group and individually.
Criteria: it is the minimum acceptable level of performance of the learner under the specified condition. It can be expressed in terms of quality, speed and accuracy. For example, within 5 minute, 80% accuracy and at least 5 questions.
Example of behavioural objective is:
The students will be able to:
Write at least 5 differences between animal and plant cells in their notebooks using the given diagram individually.
The relationship between aims, goals and objectives can be shown through the continuum.
are shaped are justified are given directed
Aim goals objectives instructions &
learning outcomes
specific
emphasis
is given are actualized are implemented in
So aims in education represent life outcomes which are general in nature. Goals refers to school outcomes and objectives refer to specific outcomes of classroom instruction
References
Allama Iqbal Open University ( 1993). Curriculum planning and evaluation. Islamabad: author.
Marsh, C.J (1997). Planning, management and ideology: Key concept for understanding curriculum 2. London: Routledge Falmer.
Aims:
Aims refer to general guidelines for the teachers that describe expected life outcomes based on some values. Aims are stated in broader terms. They can not be achieved completely. They are broadly phrased statements borrowed from philosophy. They can be applied to the educational system rather than an individual school and classroom.
For example aims can be state as:
To inculcate the Islamic values among the learners.
To cultivate the personal talent and interest among the learners.
To create a desire for learning among the learners.
Aims are stated implicitly and idealistically.
Goals:
Goals refer to school outcomes which can be achieved through certain programmes. They can be derived from the aims. They are more explicit as compare to aims.
For example,
To develop the research skills among the students through project method of teaching learning process.
(Goodlad as cited in Marsh 1997) gives the following common goals for the school.
Academic goals:
These goals consist of two sub categories of mastery of basic skills and fundamental intellectual development. The intellectual development element includes problem solving and ability to evaluate the knowledge.
In an empirical study (Goodlad as cited in Marsh 1997) noted that academic goals are perceived by the students, teachers and parents as major goals at all levels of schooling. The distribution of emphasis on the other three categories is very similar for teachers and parents.
Vocational goals.
These goals are aimed at assisting the learners in making decisions related to his/her career. They also help them to decide a better job choice.
Social, civic and cultural goals.
These goals include interpersonal understanding of the learners to each other in the society. Through which moral and ethical values can also be developed.
Personal goals.
These goals aim at the development of emotional and physical well being of the learners. These goals emphasise the self development and self awareness of the learners.
Objectives.
Objectives provide great assistance to the teachers in planning process of teaching. A well planned teaching is based on well stated objectives. Many teachers resist using objectives in their teaching and they think that it will make their teaching limited. But without objectives there is no evaluation and without evaluation there is no teaching. Objectives provide a focus of teaching for the teachers. Through these the students can be given feedback and the result can also be communicated with the parents easily.
There are two types of objectives. They are instructional objectives and behavioural objectives.
Instructional objectives:
These objectives provide a road map to the teacher to select appropriate content, strategies, resources and assessment. These can be developed for a unit. They do not need to specify everything in them. Criteria for instructional objectives are:
Scope: they should be broader enough to include all the desired learning outcomes.
Consistent: they should be consistent with each other.
Suitability: they should be suitable according to the level of the learners.
Validity: reflect and state what one intended to.
Feasibility: attainable by all the students.
Specificity: avoid ambiguity and state precisely.
Example of instructional objectives are:
By end of the unit the students will be able to have a strong understanding of:
animals’ kingdom
Vertebrates and invertebrates animals.
Behavioural objectives:
These objectives are classroom objectives based on the observable behaviour. They can be observed by the teachers while the learners perform. There are three criteria to develop these objectives by the teacher. These are:
Performance: the performance of the learner must be based on observable behaviour. So for this purpose, the teachers may use certain action verbs in the objectives which help the teachers to observe the behaviour while performing by the students. For example, write, define, add, and calculate.
Condition: this specifies the condition under which the learners perform the behaviour. For example, in the notebook, in the worksheets, in pair, in group and individually.
Criteria: it is the minimum acceptable level of performance of the learner under the specified condition. It can be expressed in terms of quality, speed and accuracy. For example, within 5 minute, 80% accuracy and at least 5 questions.
Example of behavioural objective is:
The students will be able to:
Write at least 5 differences between animal and plant cells in their notebooks using the given diagram individually.
The relationship between aims, goals and objectives can be shown through the continuum.
are shaped are justified are given directed
Aim goals objectives instructions &
learning outcomes
specific
emphasis
is given are actualized are implemented in
So aims in education represent life outcomes which are general in nature. Goals refers to school outcomes and objectives refer to specific outcomes of classroom instruction
References
Allama Iqbal Open University ( 1993). Curriculum planning and evaluation. Islamabad: author.
Marsh, C.J (1997). Planning, management and ideology: Key concept for understanding curriculum 2. London: Routledge Falmer.
Child Centre Curriculum
(According to Tanner and Tanner as cited in Marsh, 1986), A curriculum which is freedom from teacher dominant, freedom from the millstone of subject matter, freedom from adult imposed curriculum goals.”
The child centered curriculum is the type of curriculum in which the learners’ needs, interests, mental level and talents are given focused while making a curriculum. In child centre curriculum the child has a central role to play and the teacher facilitates the learning process. Teacher’s role is that of a facilitator in learning and development.
According to Dewey (as cited in Ornstein & Leuine, 1984), Child center curriculum is the type of curriculum which combines the subject matter with the needs and interest of the children equally. This concept was developed by Rousseau (as cited in) that the child should be taught to live. Some other proponents of this theory say that curriculum should be developed according to the mental level, age level and talents of the students.
Progressive educators believe that when the interest and needs of learners were incorporate into the curriculum, intrinsic motivation resulted. This does not mean that child centre curriculum is dictated by the whims of the learner. It is also believe that learning is more successfully if the interest and needs of the learner are taken into account.
According to Hawes & Hawes as cited in Aggarwal (1997), “An education theory or system that emphasizes the pupil and his or her individual characteristics as central in conducting instruction instead of focusing on subject matter, external authority and educational requirements. Curriculum is constructed according to the pupil interests and needs.”
According to Sidhu (1988), A curriculum which fulfill the child’s present and future needs his interest and aptitudes and difficulties, have to dominant even the most significant aspect or actively of the educational progress.
The above definitions emphasizes that a curriculum that everything has to be made to suit the child. Every detail of the curriculum worked out in relation to the expected responses of the child. Simply a curriculum is meant for the child’s uplift and welfare and it is subordinate to him. Child centre curriculum stresses the needs for taking care of the child its growth and development. It requires individualization of approach so that teacher must study each child carefully, keep observation over a period of time, study the growth and development in sensory motor area, intellectual area emotional area, language area and so on.
b)
It is obvious that all the approaches to instruction are intended to help the learner to achieve their goals. The foundation of learner centered approach or child centre approach to instruction is cognitive views as well as constructionist approach to learning (Eggan & Kauchak, 1999). Constructionist approach is a view of learning in which the learners take actively part in the construction of their knowledge (Woolfolk, 1998).
Child centre learning is based on following strategies.
Experience learning:
It is learning approach in which the learner learns from their experiences and subsequent reflections on their experiences (Arends 2004, Long, McBeath & Hobert 1995). These reflections help the students to develop the meta-cognitive skills. These reflective skills help the students to think about their needs, goals, weakness and strengths during their learning process. The students often select their best work and they explain why the work is valuable and important to them (Santos, 2005).
Cooperative learning:
It is the arrangement of the learners in such a way that the students work with each other cooperatively for the achievement of a common goal. These students are put in the cooperative learning groups on the basis of mixed ability group (Woolfolk, 1998).
Inquiry Learning:
It is a teaching and learning approach in which the teachers’ present a problem or a puzzle and the students solve the problem by gathering relevant data and drawing the conclusion from the data (Woolfolk, 1998, Arend, 2004). It develops the problem solving skills critical thinking skills and helps the students to evaluation the solution of a problem (Kindsvotter, Wilen & Ishler as cited in Woolfolk, 1998).
Discussion learning:
Discussion is made of teaching and learning process the students are engaged in a verbal interchange and expression of thought on a particular subject. This teaching strategy helps the students to develop interchange of ideas among the students. It is a strategy to stimulate higher level thinking skills involves all the thinking skills such as application, analysis, evaluation and create something (Bloom as cited in Woolfolk, 1998, Gage & Berliner, 1992).
Discovery learning:
It is a child centre approach in which the learners actively participate in the process and discover their own ideas and derive their own meaning of a problem or a situation (Arend, 2004) It is a strategy that provides students with information which they use to construct their knowledge. The learning ensures the autonomy and initiation of the students (Eggan & Kauchak, 1999).
Individual learning:
Individual learning is also referred to a independent learning. Self directed study and self teaching related to any problem an individual undertakes to improve himself/ herself. This form of instruction can be adopted to meet the specific needs of the students. This depends on the varying of the time available for the learning and the varying of learning activities and instruction material (Eggan & Kauchak, 1999).
Reasons for each approach
On the bases of above learners’ centre approaches if it is compared with the scenario of Pakistan schools there is not any approach like above learner centre approaches. In very few schools they implement these above mentioned approaches (Karachi Grammar School, Aga Khan Schools etc). But majority of Pakistani population are getting education from Government Schools and other private schools. They all follow the same traditional approaches such as teachers’ dominant approaches. Teachers are not providing facilities to the students to enjoy the learning by experiencing the situation. Schools are not allowing students to involve in learning process. But in experiential learning learners’ do their best when they are personally involve. In real context of Pakistan schools there is not any such type of experiential learning.
One of the unique method in learning is cooperative learning. In schools environment there is not any concept of cooperative learning. Teachers are dominant and teach according to their will. These types of learning help students to learn easily. Such type of learning also develops high order thinking skills and deep thinking within the given subject.
In the real scenario of Pakistan schools, there is not any concept of inquiry learning. That student solves their problems on a given situation or puzzle. This type of learning develops analytical skills. Again, most of the schools do not emphasis such type of learning.
Discussion learning very few schools in Pakistan uses this approach but majority are not. In this method, students interchange of ideas among the students and learn easily. Such types of learning stimulate high order thinking. Unfortunately, in Pakistani context there is no concept of such learning.
The schools are not encouraging students to actively participate in the learning process and discover their own ideas. Very few schools may encourage the discovery learning. But majority of students are getting education from Govt. schools. They do not encourage such learning.
The Pakistan schools are not encouraging such type of learning because in this approach teachers just help the students to develop the independent learning skills and habits among the students. Teachers are not giving any chance to the students to increase their skills and habits.
By the above approaches in real practice it could be seen that in Pakistani schools the curriculum is not child centre. It is teacher centre curriculum because students are not focus in teaching and learning process. The dominant figure in the teaching and learning process is the teacher.
C)
To make present curriculum into child centre curriculum it is important to change the content, teaching methods and evaluation methods of existing system.
The teaching method which is frequently used in Pakistan schools is lecture method. According to Sidhu (1988), lecture method importing information through a speech. It is the method of depicting everything in words. The speaker speaks and listeners listen. It is one way traffic, like flow of ideas. The speaker gives ideas and listeners take them. Teachers are dominant what else he has knowledge he pour into learners’ head.
To make the teaching method into child centre curriculum the education system should initiate learner centre approaches. Marsh cited as in Brady & Kennedy (1999), Identifies these teaching methods to make the child centre curriculum: discussion, demonstration, problem solving/ inquiry, role playing/ simulation and independent self directed learning. These methods are very essential because all the students are not learning efficiently by the same method. These methods are improving students high order thinking. These higher order thinking skills involves all the high level thinking skills such as application, analysis; evaluation and create of something.
Application:
At the application level of thinking the student use their acquire knowledge to solve a general problem. Students put various sources of information together and apply this to understanding and address problem.
Analysis:
At the analysis level of thinking the students break a concept into different parts to see it form different dimensions. Students can use concepts and information to critique statements to understand complex situations.
Evaluation:
The students at the evaluation level of thinking can give their judgement and decisions about a situation or an issue.
Create:
The students can integrate various sorts of information together to formulate original explanations of situations.
These learning approaches encourage the learners with different learning styles to construct their own meaning of a situation and apply these learning in new situations to solve they confronted in the new situation. By the above reasons it can be easily conclude that the teaching method should be change and adopt the learner centre approaches.
In the scenario of Pakistan schools the performance is checked once a year. It is checked through tests but test can not determine the exist outcomes of the students. According to Brady & Kennedy (1999), evaluation involves making judgements of worth based on the information provided by the assessment process. These judgment leads to decision making relating to the student, the curriculum or the both. Evaluation should be done throughout the year, not once a year and used other tools to check the students’ performances. The following tools are suggested to evaluate for learners centre curriculum.
Anecdotal records:
These involve the systematic recording of every day observations of students (Brady & Kennedy (1999). By this method it can be easily judge the students’ performance because it can be done on the daily basis (Brady & Kennedy, 1999).
Checklist:
Involve the identification of students’ behaviour that can be observed and used as evidence to determine the achievement of outcomes. These type of assessment helpful in record keeping approach and encourage fragmented approaches to teaching (Brady & Kennedy, 1999).
Portfolio:
Collection of students’ work or evidences of students’ work those demonstrate learning. It is often used by teachers to report to students and parents and by school exemplify to teachers and parents work samples that demonstrate particular outcomes (Brady & Kennedy, 1999). This is a new method to evaluate students’ performance. It also help teacher to show the students performance to their parents.
Dairies:
It involves record of completed activities that may be kept by the students, teachers or both. By this method a student can be able to judge his own performance in the class (Brady & Kennedy, 1999).
Above tools should be used to check the students’ performance. These tools are useful for learners centre curriculum because by using these tools for evaluation every student is involved directly. Traditional method of evaluation should be replaced into the above modern evaluation tools.
The content in the present curriculum selected only on the ground of the interest of the government, on the basis of the tradition and beliefs and history of the majority of the people who are involved in the curriculum development. The curriculum includes different branches of knowledge, known as subject like language, mathematical and subjects are introduced according to different levels like psychology is introduced in higher secondary classes since a period but the growing needs and changing of the age is not focused. The content is equated directly with knowledge. Many educators believe that content consist only of the facts, concepts and generalisation or the knowledge related to a particular subject or theme (Print, 1997). While the child- centered curriculum provides only a small content to help the child to carry out any activity or to solve the problem in which he is involved and it is necessarily the child’s needs and interests oriented. For the child centre curriculum the content should be activity based. Content should be full of avidities, students love to do such activities and when they do their own they learn easily and quickly. The students learn the content themselves there is need of teacher only to facilitate the structure. The activity base content is more appropriate for the student understanding.
References:
Aggarwal, J. C. (1997). Essential of examination system: Evaluation, test and
measurement. New Delhi: Vikas
Airasian, P. M. (1994). Assessment in the classroom: A concise approach. (2nd ed.).
Boston: McGraw-Hill.
Arends, R. I. (2004). Learning to teach. (6th ed.). Sydney: McGraw-Hill.
Brady, L. & Kenney, K. (1992). Curriculum construction. Australia Pearson Education.
Eggen, P. & Kauchak, D. (1999). Educational psychology: Windows on the classroom.
(4th ed. ). New Jersey: Merrill.
Long, H. R., McBeath, Hebert, J. (1995). Teaching strategies & methods for students
centred instruction. Sydney: Harcourt Brace.
Marsh, C., J. (1986). Curriculum: An analytical introduction. Sydney: Ian Novak.
Ornstein, A. C., & Levine, D. V (1984). An introduction to the foundation of education.
USA: Keller & feets Associates.
Print, M. (1997). Curriculum development and design (2nd ed.). Australia: Allen &
Unwin.
Sidhu, K. S. (1988). The teaching of mathematics. New Delhi: Starling Publishers.
Woolflok, A. E. (1998). Education psychology. (7th ed.) Boston: Allyn & Bacon.
The child centered curriculum is the type of curriculum in which the learners’ needs, interests, mental level and talents are given focused while making a curriculum. In child centre curriculum the child has a central role to play and the teacher facilitates the learning process. Teacher’s role is that of a facilitator in learning and development.
According to Dewey (as cited in Ornstein & Leuine, 1984), Child center curriculum is the type of curriculum which combines the subject matter with the needs and interest of the children equally. This concept was developed by Rousseau (as cited in) that the child should be taught to live. Some other proponents of this theory say that curriculum should be developed according to the mental level, age level and talents of the students.
Progressive educators believe that when the interest and needs of learners were incorporate into the curriculum, intrinsic motivation resulted. This does not mean that child centre curriculum is dictated by the whims of the learner. It is also believe that learning is more successfully if the interest and needs of the learner are taken into account.
According to Hawes & Hawes as cited in Aggarwal (1997), “An education theory or system that emphasizes the pupil and his or her individual characteristics as central in conducting instruction instead of focusing on subject matter, external authority and educational requirements. Curriculum is constructed according to the pupil interests and needs.”
According to Sidhu (1988), A curriculum which fulfill the child’s present and future needs his interest and aptitudes and difficulties, have to dominant even the most significant aspect or actively of the educational progress.
The above definitions emphasizes that a curriculum that everything has to be made to suit the child. Every detail of the curriculum worked out in relation to the expected responses of the child. Simply a curriculum is meant for the child’s uplift and welfare and it is subordinate to him. Child centre curriculum stresses the needs for taking care of the child its growth and development. It requires individualization of approach so that teacher must study each child carefully, keep observation over a period of time, study the growth and development in sensory motor area, intellectual area emotional area, language area and so on.
b)
It is obvious that all the approaches to instruction are intended to help the learner to achieve their goals. The foundation of learner centered approach or child centre approach to instruction is cognitive views as well as constructionist approach to learning (Eggan & Kauchak, 1999). Constructionist approach is a view of learning in which the learners take actively part in the construction of their knowledge (Woolfolk, 1998).
Child centre learning is based on following strategies.
Experience learning:
It is learning approach in which the learner learns from their experiences and subsequent reflections on their experiences (Arends 2004, Long, McBeath & Hobert 1995). These reflections help the students to develop the meta-cognitive skills. These reflective skills help the students to think about their needs, goals, weakness and strengths during their learning process. The students often select their best work and they explain why the work is valuable and important to them (Santos, 2005).
Cooperative learning:
It is the arrangement of the learners in such a way that the students work with each other cooperatively for the achievement of a common goal. These students are put in the cooperative learning groups on the basis of mixed ability group (Woolfolk, 1998).
Inquiry Learning:
It is a teaching and learning approach in which the teachers’ present a problem or a puzzle and the students solve the problem by gathering relevant data and drawing the conclusion from the data (Woolfolk, 1998, Arend, 2004). It develops the problem solving skills critical thinking skills and helps the students to evaluation the solution of a problem (Kindsvotter, Wilen & Ishler as cited in Woolfolk, 1998).
Discussion learning:
Discussion is made of teaching and learning process the students are engaged in a verbal interchange and expression of thought on a particular subject. This teaching strategy helps the students to develop interchange of ideas among the students. It is a strategy to stimulate higher level thinking skills involves all the thinking skills such as application, analysis, evaluation and create something (Bloom as cited in Woolfolk, 1998, Gage & Berliner, 1992).
Discovery learning:
It is a child centre approach in which the learners actively participate in the process and discover their own ideas and derive their own meaning of a problem or a situation (Arend, 2004) It is a strategy that provides students with information which they use to construct their knowledge. The learning ensures the autonomy and initiation of the students (Eggan & Kauchak, 1999).
Individual learning:
Individual learning is also referred to a independent learning. Self directed study and self teaching related to any problem an individual undertakes to improve himself/ herself. This form of instruction can be adopted to meet the specific needs of the students. This depends on the varying of the time available for the learning and the varying of learning activities and instruction material (Eggan & Kauchak, 1999).
Reasons for each approach
On the bases of above learners’ centre approaches if it is compared with the scenario of Pakistan schools there is not any approach like above learner centre approaches. In very few schools they implement these above mentioned approaches (Karachi Grammar School, Aga Khan Schools etc). But majority of Pakistani population are getting education from Government Schools and other private schools. They all follow the same traditional approaches such as teachers’ dominant approaches. Teachers are not providing facilities to the students to enjoy the learning by experiencing the situation. Schools are not allowing students to involve in learning process. But in experiential learning learners’ do their best when they are personally involve. In real context of Pakistan schools there is not any such type of experiential learning.
One of the unique method in learning is cooperative learning. In schools environment there is not any concept of cooperative learning. Teachers are dominant and teach according to their will. These types of learning help students to learn easily. Such type of learning also develops high order thinking skills and deep thinking within the given subject.
In the real scenario of Pakistan schools, there is not any concept of inquiry learning. That student solves their problems on a given situation or puzzle. This type of learning develops analytical skills. Again, most of the schools do not emphasis such type of learning.
Discussion learning very few schools in Pakistan uses this approach but majority are not. In this method, students interchange of ideas among the students and learn easily. Such types of learning stimulate high order thinking. Unfortunately, in Pakistani context there is no concept of such learning.
The schools are not encouraging students to actively participate in the learning process and discover their own ideas. Very few schools may encourage the discovery learning. But majority of students are getting education from Govt. schools. They do not encourage such learning.
The Pakistan schools are not encouraging such type of learning because in this approach teachers just help the students to develop the independent learning skills and habits among the students. Teachers are not giving any chance to the students to increase their skills and habits.
By the above approaches in real practice it could be seen that in Pakistani schools the curriculum is not child centre. It is teacher centre curriculum because students are not focus in teaching and learning process. The dominant figure in the teaching and learning process is the teacher.
C)
To make present curriculum into child centre curriculum it is important to change the content, teaching methods and evaluation methods of existing system.
The teaching method which is frequently used in Pakistan schools is lecture method. According to Sidhu (1988), lecture method importing information through a speech. It is the method of depicting everything in words. The speaker speaks and listeners listen. It is one way traffic, like flow of ideas. The speaker gives ideas and listeners take them. Teachers are dominant what else he has knowledge he pour into learners’ head.
To make the teaching method into child centre curriculum the education system should initiate learner centre approaches. Marsh cited as in Brady & Kennedy (1999), Identifies these teaching methods to make the child centre curriculum: discussion, demonstration, problem solving/ inquiry, role playing/ simulation and independent self directed learning. These methods are very essential because all the students are not learning efficiently by the same method. These methods are improving students high order thinking. These higher order thinking skills involves all the high level thinking skills such as application, analysis; evaluation and create of something.
Application:
At the application level of thinking the student use their acquire knowledge to solve a general problem. Students put various sources of information together and apply this to understanding and address problem.
Analysis:
At the analysis level of thinking the students break a concept into different parts to see it form different dimensions. Students can use concepts and information to critique statements to understand complex situations.
Evaluation:
The students at the evaluation level of thinking can give their judgement and decisions about a situation or an issue.
Create:
The students can integrate various sorts of information together to formulate original explanations of situations.
These learning approaches encourage the learners with different learning styles to construct their own meaning of a situation and apply these learning in new situations to solve they confronted in the new situation. By the above reasons it can be easily conclude that the teaching method should be change and adopt the learner centre approaches.
In the scenario of Pakistan schools the performance is checked once a year. It is checked through tests but test can not determine the exist outcomes of the students. According to Brady & Kennedy (1999), evaluation involves making judgements of worth based on the information provided by the assessment process. These judgment leads to decision making relating to the student, the curriculum or the both. Evaluation should be done throughout the year, not once a year and used other tools to check the students’ performances. The following tools are suggested to evaluate for learners centre curriculum.
Anecdotal records:
These involve the systematic recording of every day observations of students (Brady & Kennedy (1999). By this method it can be easily judge the students’ performance because it can be done on the daily basis (Brady & Kennedy, 1999).
Checklist:
Involve the identification of students’ behaviour that can be observed and used as evidence to determine the achievement of outcomes. These type of assessment helpful in record keeping approach and encourage fragmented approaches to teaching (Brady & Kennedy, 1999).
Portfolio:
Collection of students’ work or evidences of students’ work those demonstrate learning. It is often used by teachers to report to students and parents and by school exemplify to teachers and parents work samples that demonstrate particular outcomes (Brady & Kennedy, 1999). This is a new method to evaluate students’ performance. It also help teacher to show the students performance to their parents.
Dairies:
It involves record of completed activities that may be kept by the students, teachers or both. By this method a student can be able to judge his own performance in the class (Brady & Kennedy, 1999).
Above tools should be used to check the students’ performance. These tools are useful for learners centre curriculum because by using these tools for evaluation every student is involved directly. Traditional method of evaluation should be replaced into the above modern evaluation tools.
The content in the present curriculum selected only on the ground of the interest of the government, on the basis of the tradition and beliefs and history of the majority of the people who are involved in the curriculum development. The curriculum includes different branches of knowledge, known as subject like language, mathematical and subjects are introduced according to different levels like psychology is introduced in higher secondary classes since a period but the growing needs and changing of the age is not focused. The content is equated directly with knowledge. Many educators believe that content consist only of the facts, concepts and generalisation or the knowledge related to a particular subject or theme (Print, 1997). While the child- centered curriculum provides only a small content to help the child to carry out any activity or to solve the problem in which he is involved and it is necessarily the child’s needs and interests oriented. For the child centre curriculum the content should be activity based. Content should be full of avidities, students love to do such activities and when they do their own they learn easily and quickly. The students learn the content themselves there is need of teacher only to facilitate the structure. The activity base content is more appropriate for the student understanding.
References:
Aggarwal, J. C. (1997). Essential of examination system: Evaluation, test and
measurement. New Delhi: Vikas
Airasian, P. M. (1994). Assessment in the classroom: A concise approach. (2nd ed.).
Boston: McGraw-Hill.
Arends, R. I. (2004). Learning to teach. (6th ed.). Sydney: McGraw-Hill.
Brady, L. & Kenney, K. (1992). Curriculum construction. Australia Pearson Education.
Eggen, P. & Kauchak, D. (1999). Educational psychology: Windows on the classroom.
(4th ed. ). New Jersey: Merrill.
Long, H. R., McBeath, Hebert, J. (1995). Teaching strategies & methods for students
centred instruction. Sydney: Harcourt Brace.
Marsh, C., J. (1986). Curriculum: An analytical introduction. Sydney: Ian Novak.
Ornstein, A. C., & Levine, D. V (1984). An introduction to the foundation of education.
USA: Keller & feets Associates.
Print, M. (1997). Curriculum development and design (2nd ed.). Australia: Allen &
Unwin.
Sidhu, K. S. (1988). The teaching of mathematics. New Delhi: Starling Publishers.
Woolflok, A. E. (1998). Education psychology. (7th ed.) Boston: Allyn & Bacon.
Wednesday, August 12, 2009
Happy Independence day
Hello all Pakistanis'
It is a good time to wish you all on the auspisous day of independence day of Pakistan.
Wish you " Jashn-e-Azadi Mubarak"
It really gives us an immense to realize the purpose of Pakistan when it is cam into being. What was vision of Allah Iqbal for Pakistan and what was theme of Our quaid about Pakistan.
this is time to realize what are the core resposibilities on our shoulders. Either we performing our role that is placed on every individual of pakistan.
it is time to realize where pakistan is stand now our, we can not move back while looking at current circumtances it is time to play our role to put the country on the right track.
regards
Bashir Ahmed
Student MEd
AKU-IED
Friday, August 7, 2009
Professional mission statement
"My mission is to promote the value of learning, self-worth among students and staff, quality performance among students and staff, and transition for students to productive and responsible participation in society."
Personal vision
I want to be a dynamic leader achieving excellent performances in my personal and professional career.
Pedagogical leadership builds the academic and social capital of students and professional and intellectual capital of teachers. To what extend do you
REFLECTIVE PAPER
This paper discusses my learning from the session attended at AKU-IED and reading literatures on pedagogical leaderships. It discusses the rationale for section of the area. Thereafter, it highlights what pedagogical leadership is and how it builds academic and social capacity of students and professional and intellectual capacity of teachers. It also follows the expected opportunities and challenges facing by adopting pedagogical leadership in my school context.
I selected this theme for the following reasons.
Firstly, I selected this theme for the in-depth study of pedagogical leadership because my school is a considered a low performing school due to unsatisfactory students’ result. This model puts emphasis on teaching and learning processes which is the need of my school and the emphasis of the model.
Secondly, in my school most of the teachers are lacking content and pedagogy. So this model could guide me to perform my duties as a prospective head teacher to build the capacity within the school and support my teachers to improve their expertise who are the actual players in the field of teaching and learning processes.
Educational leadership is a multidimensional as well as complex phenomenon. This is the notion that has changed over time and various trends have merged into it and there is not a single definition of leadership (Swatzki, 2005). However, for me leadership is a process of influencing others, making collective efforts and supporting each other to achieve common purposes. It is no more an individual occupying the top hierarchal position who influences a group to accomplish common goals through others but it is rather a collective effort to achieve objectives by working with and through others where every individual gets a chance to lead the group and being led as well.
Pedagogical leadership is one of the models of leadership which is considered an effective model for school improvement. Unlike other models this model emerged purely in educational context and it is the latest model among transformational, instructional and transactional models. According to Sergiovanni (1998) pedagogical leadership is a more effective model for school improvement alternative than bureaucratic, visionary or entrepreneurial leadership because pedagogical leadership invests in capacity building by developing social and academic capital for students, and intellectual and professional capital for teachers. Students’ holistic development is the main focus of this model and along with it, building the capacity in school is the main attribute of pedagogical leadership which directly influences students’ learning. So individuals are developed who could increase the overall capacity of the schools. Sergiovanni (1998) extends that, “Pedagogical leadership develops capital by helping schools become caring, focused and inquiring communities within which teachers work together as members of community of practice” (p. 38). Pedagogical leaders are very sensitive to the needs of students and teachers.
Pedagogical leadership is all about creating a culture of collaboration, involving others in decision making and planning, enhancing the capabilities of others teachers and provide a conducive environment for the holistic development of students. Pedagogical leadership has distributed nature of leadership because under this leadership followers (teachers and students) also get opportunities to play there roles as leaders. In this way, formal leaders provide capacity to other people to develop leadership capabilities.
However, pedagogical leadership emphasizes on students’ holistic development and teaching and learning processes are more focused.
Opportunities
Pedagogical leadership gives an opportunity to create an environment for learning; believe in distributed leadership; capacity building, empowerment of stakeholders, having healthy relationship among all the stakeholders and development o teachers. However pedagogical leadership also gives opportunities to emphasize on students holistic development and teaching and learning process. It also focuses formal head teachers to have abilities like charismatic, good visioning skills, inspirational an convincing to transform schools’ culture in order to transform schools (Leithwood, Jantizi,& Steinbach, 1999). Moreover, pedagogical leadership is a also highlights various aspects of leadership like shared decision making, conducive school environment and relationship among stakeholders.
Challenges
While adopting pedagogical leadership style in my context, I faced challenges like teachers have lack of content and pedagogy which may hurdle to create a conducive environment in the school. In addition lack of human and financial facilities, motivation of stakeholders towards new approaches of learning communities. Moreover, the faculty development methods are also a challenge in adopting the new approaches of leadership in my context.
Conclusion
Pedagogical leadership is the model which was emerged in purely educational context and possesses all the qualities of an effective model for school improvement as it stresses on students’ holistic development and capacity building of teachers. It also believes in caring and facilitative environment of school. This model puts more emphasis on the students’ holistic development, capacity building, distributive nature of leadership and development of professional and learning communities. Although there are challenges while adopting this style of leadership but it is one of the most important model for affective leaders and holistic development of school.
This paper discusses my learning from the session attended at AKU-IED and reading literatures on pedagogical leaderships. It discusses the rationale for section of the area. Thereafter, it highlights what pedagogical leadership is and how it builds academic and social capacity of students and professional and intellectual capacity of teachers. It also follows the expected opportunities and challenges facing by adopting pedagogical leadership in my school context.
I selected this theme for the following reasons.
Firstly, I selected this theme for the in-depth study of pedagogical leadership because my school is a considered a low performing school due to unsatisfactory students’ result. This model puts emphasis on teaching and learning processes which is the need of my school and the emphasis of the model.
Secondly, in my school most of the teachers are lacking content and pedagogy. So this model could guide me to perform my duties as a prospective head teacher to build the capacity within the school and support my teachers to improve their expertise who are the actual players in the field of teaching and learning processes.
Educational leadership is a multidimensional as well as complex phenomenon. This is the notion that has changed over time and various trends have merged into it and there is not a single definition of leadership (Swatzki, 2005). However, for me leadership is a process of influencing others, making collective efforts and supporting each other to achieve common purposes. It is no more an individual occupying the top hierarchal position who influences a group to accomplish common goals through others but it is rather a collective effort to achieve objectives by working with and through others where every individual gets a chance to lead the group and being led as well.
Pedagogical leadership is one of the models of leadership which is considered an effective model for school improvement. Unlike other models this model emerged purely in educational context and it is the latest model among transformational, instructional and transactional models. According to Sergiovanni (1998) pedagogical leadership is a more effective model for school improvement alternative than bureaucratic, visionary or entrepreneurial leadership because pedagogical leadership invests in capacity building by developing social and academic capital for students, and intellectual and professional capital for teachers. Students’ holistic development is the main focus of this model and along with it, building the capacity in school is the main attribute of pedagogical leadership which directly influences students’ learning. So individuals are developed who could increase the overall capacity of the schools. Sergiovanni (1998) extends that, “Pedagogical leadership develops capital by helping schools become caring, focused and inquiring communities within which teachers work together as members of community of practice” (p. 38). Pedagogical leaders are very sensitive to the needs of students and teachers.
Pedagogical leadership is all about creating a culture of collaboration, involving others in decision making and planning, enhancing the capabilities of others teachers and provide a conducive environment for the holistic development of students. Pedagogical leadership has distributed nature of leadership because under this leadership followers (teachers and students) also get opportunities to play there roles as leaders. In this way, formal leaders provide capacity to other people to develop leadership capabilities.
However, pedagogical leadership emphasizes on students’ holistic development and teaching and learning processes are more focused.
Opportunities
Pedagogical leadership gives an opportunity to create an environment for learning; believe in distributed leadership; capacity building, empowerment of stakeholders, having healthy relationship among all the stakeholders and development o teachers. However pedagogical leadership also gives opportunities to emphasize on students holistic development and teaching and learning process. It also focuses formal head teachers to have abilities like charismatic, good visioning skills, inspirational an convincing to transform schools’ culture in order to transform schools (Leithwood, Jantizi,& Steinbach, 1999). Moreover, pedagogical leadership is a also highlights various aspects of leadership like shared decision making, conducive school environment and relationship among stakeholders.
Challenges
While adopting pedagogical leadership style in my context, I faced challenges like teachers have lack of content and pedagogy which may hurdle to create a conducive environment in the school. In addition lack of human and financial facilities, motivation of stakeholders towards new approaches of learning communities. Moreover, the faculty development methods are also a challenge in adopting the new approaches of leadership in my context.
Conclusion
Pedagogical leadership is the model which was emerged in purely educational context and possesses all the qualities of an effective model for school improvement as it stresses on students’ holistic development and capacity building of teachers. It also believes in caring and facilitative environment of school. This model puts more emphasis on the students’ holistic development, capacity building, distributive nature of leadership and development of professional and learning communities. Although there are challenges while adopting this style of leadership but it is one of the most important model for affective leaders and holistic development of school.
Personal mission statement
I have chosen education as a career because I believe that education is perhaps the most important function performed in our culture, or for that matter, any culture. I believe that teachers individually and collectively can not only change the world, but also improve it, and in the process find personal and professional renewal. I want to be part of this noble profession, and someday to be counted among those in whom future preserves teachers found inspiration.
Personal and professional Goals
To develop myself with modern approaches of teaching and learning
To be an effective pedagogical leader of the time
To believe on students centre learning that puts my students interest first
To prepare learners for the premium institutions and center of excellencies
To prepare good citizens of our department , our university and community
To motivate students for lifelong learners
To develop goals and expectation jointly and articulate them clearly
To embrace new ideas methods and change,
To be a dynamic learner of the society
Encourage creativity, innovative initiative and risk taking towards improving my mission
To create a conducive learning environment in the schools
To develop learning community for school improvement
To be an effective pedagogical leader of the time
To believe on students centre learning that puts my students interest first
To prepare learners for the premium institutions and center of excellencies
To prepare good citizens of our department , our university and community
To motivate students for lifelong learners
To develop goals and expectation jointly and articulate them clearly
To embrace new ideas methods and change,
To be a dynamic learner of the society
Encourage creativity, innovative initiative and risk taking towards improving my mission
To create a conducive learning environment in the schools
To develop learning community for school improvement
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