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Describe The Procedures For Material Procurement And Use

Describe The Procedures For Material Procurement And Use
Describe The Procedures For Material Procurement And Use

Describe The Procedures For Material Procurement And Use Your Chosen Business Organization

Describe The Procedures For Material Procurement And Use

ACKNOWLEDGEMENTS

In the name of Almighty ALLAH, the most gracious, the most beneficent by the help of whom I am able to complete my assignment and accomplished all the difficult tasks relating to this assignment.

With a deep sense of gratitude, I extend my thanks to the teachers at the Department of Business Administration, Allama Iqbal Open University who provided me the opportunity through this assignment to learn practically.

Abstract

The procurement Process is the process required to supply equipment, materials, and other resources required to carry out a project. This process usually involves sub-processes such as acquisition, purchasing, logistics, monitoring, quality assurance, and contract administration. An important factor that affects the performance of construction projects is the improper handling of materials during site activities. This is an effort to analyze the Process analysis of material Procurement management by generating strategies to improve the procurement process in commercial projects. To avoid delays mainly the material planning to be carried out on time with the relevant material details material approval, material lead time, and material delivery, and to be properly tracked. One or a combination of Information and Communication Technology helps in the effective management of materials at various stages of construction. Application of ICT enables the maximum accuracy of estimation of requirements and it is made sure that the required amount of material is procured at the project site avoiding wastages and difficulties in storage etc.

INTRODUCTION OF THE TOPIC:

What is Procurement?

It is critical to understand what is procurement first because it will give an in-depth understanding of procurement and supply processes. Procurement is the term that is used to refer to the process or the act of sourcing or obtaining services or goods for a business. Some businesses use the term procurement only to refer to the actual buying while others refer to the entire process that leads up to the purchase as procurement.

The word procurement is used to refer to buying for a business and is customarily performed on a large scale. Procurement involves two companies; the buyer and the seller. But it is the act of buying that is labeled procurement and not the seller’s activities.

Procurement is usually a part of the input to a company that then uses the goods or services procured in the making of its own final product. This makes it a very vital function of any business. It is important to the success of the buyer’s business to procure the best quality of goods or services procured at the most competitive rates.

On the surface, procurement might come across as a simple process. But it is often highly competitive with great care and attention paid to each step. The activities that procurement entails include:

  • Vendor Selection
  • Payment Negotiation
  • Strategic Vetting
  • Final Selection
  • Contract Negotiation
  • Final Purchase

Difference Between Indirect, Direct And Service Procurement

Direct procurement is sourcing the goods, materials, or services that serve as the input for the organization’s manufacturing process. Direct procurement is a vital process that directly impacts the company’s own output of goods or services. The direct procurement strategy has a direct impact on the quality and price of the final goods and services.

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When Is Direct Procurement Used?

Direct procurement is common in manufacturing companies. The procurement team endeavors to create and sustain a good relationship with the direct procurement vendors.

The day-to-day operations of an organization also require goods and services that are procured for internal use and this process is called indirect procurement. They are usually obtained through short-term contracts with suppliers.

Services procurement in IT could be for software licenses. This type of procurement is called services procurement and is usually a one-time short-term contract.

Direct Procurement Indirect Procurement Service Procurement
Acquisition of goods, materials, and/or services for manufacturing Purposes Sourcing and purchasing materials, goods, or services for internal use Procuring and managing the contingent workforce and consulting services
Ex: Raw materials, machinery, and resale items Ex: Utilities, Facility Management, and travel Ex: Professional services, software subscriptions, etc
Drives external profit and continuous growth in revenue Takes care of day-to-day operations Used to plug process and people gaps
Comprises of stock materials or parts for production Used to buy consumables and perishables Used to purchase external services and staff
Establish long-term collaborative supplier relationships Resort to a short-term transactional relationship with suppliers Maintain one-off, contractual relationships with suppliers

What is the procurement process?

So what is the procurement process? The procurement process refers to the identification and implementation of certain steps by businesses to ensure they can acquire goods and services to meet their requirements and achieve their objectives. A procurement process is important because it has a direct impact on how much a business can save. When businesses assess the procurement process regularly, then it ensures their goals are being met. Changes can be made to the process when it is not working as planned or when problems crop up for the business. As procurement’s main aim is to boost efficiency, businesses must ensure they are deriving maximum value from their process.

The procurement process isn’t the same for all businesses because it can vary according to needs. Each business has its own set of needs and so it will have a different procurement process compared to other businesses which have different requirements.

Procurement Process Flow

Every organization has a unique procurement process flow. However, procurement in business usually starts with identifying a requirement and creating the purchase order that details all the requirements’ specifics. In a purchase where there is already an approved supplier for the requirement, the purchase order will be sent for approval by the designated procurement or finance team. If it is rejected, it will be sent back with the reason for it being rejected. On approval, the purchase order becomes a purchase requisition.

For a purchase that does not have a pre-approved supplier or vendor, the procurement team sends out multiple RFQs (Request for Quotations) detailing the requirements as specified in the purchase order. The quotations that are received are analyzed, and a suitable vendor is selected. The procurement team then negotiates a satisfactory contract with the chosen vendor and sends a purchase order.

When the purchased items are received, the vendor’s invoice goes through a three-way matching verification. Three-way matching is the comparison and verification of the purchase order, vendor’s invoice, and the actual receipt of the goods. This step is to verify if the organization had placed the said order with the specified vendor and if the vendor has supplied and invoiced the order as per the purchase order. This is then compared with the receipt of the goods to see if the order was received as requested and as invoiced. Once the three-way verification is complete, the vendor’s invoice is authorized and the payment is made to the vendor. The payment is accounted for by the financial department.

Stages of Procurement

The actual steps involved in procurement are as follows:

  • Identification of Requirement
  • Determination of the Specifics of the Requirement
  • Sourcing
  • Negotiation and Finalization of Price and Terms
  • Purchase Requisition and Order
  • Delivery of the Purchase Order
  • Expediting
  • Product/Service Supply And Inspection
  • Payment Process
  • Record Keeping And Review

1. Identification of Requirement

The first step in buying something is recognizing that there is a need for it. This could be identifying the need to buy a new item or reordering something when it is required or falls below a certain threshold of stock. This might involve a requisition process in most businesses. It is important that all the stakeholders be consulted at this stage to prevent issues later on in the procurement process.

2. Determination Of The Specifics Of The Requirement

When it has been identified that there is a need, the exact specifics of the product or service that is required are to be decided upon. This would include technical specifications or part numbers. If the item is not one that has been previously procured this list of specifics is generated with concurrence from all the technical people involved. Detailed specifics with proper consultation with all the departments involved will prevent expensive mistakes from happening further down the procurement process.

3. Sourcing

Once it is determined that a specific item or service is to be bought, the procurement team has to then do the research required to determine the various sources that supply it. For repeat orders, there will usually be a pre-existing vendor list. For a new item, the process of identifying and then vetting vendors is longer. It is faster to work with a pre-existing vendor who has already been determined to be a good supplier. New suppliers will need to be thoroughly investigated to determine their reputation, speed, quality, reliability, and prices.

Organizations like Beroe can help provide the necessary market intelligence data to procurement divisions during this phase to help them make informed decisions.

Next, the procurement department needs to investigate vendors, request quotes for the item needed, and then select a vendor. This is an important part of the process because reputation, cost, speed of service, and dependability all need to be investigated before making a final decision. The rule of thumb is to get at least three quotes, but that’s a best practice that will need to be determined by your organization. Approval from the relevant levels of management will have to be obtained based on the sourcing options and costs involved. If there is a bidding or tendering process involved for the order, the request for proposals, bids, or tenders will have to be published.

4. Negotiation And Finalization Of Price and Terms

For direct purchases, requests for quotes will be sent to the shortlisted vendors. The usual practice is to get a minimum of at least three quotes before making a selection. The quote will be examined for price and speed competitiveness. The company to procure from will be selected not only on price but also based on their promptness, reliability, and quality.

If there is a bidding or tendering process for the procurement, the selection of the qualifying bids will be as per the terms and conditions set. The selected supplier will be chosen and announced as per the set process preferably in a highly transparent manner. Selecting from the various bidders is a process that should be fair and transparent to ensure that the buyer gets the best value and quality of supply. When the selection process is compromised, it might also compromise the value of the goods or services supplied.

At this point, the buyer has to decide between the merits of having a single high-volume supplier or choosing multiple suppliers. When choosing to have a single supplier, the higher volume of orders gives better bargaining power when negotiating rates. However, if a single supplier is unable to fulfill an order it will affect the entire manufacturing process. Having more than one supplier for an item reduces the risks while giving one less room to negotiate rates. Sometimes, multiple suppliers help to build competition with regard to rates and quality.

5. Purchase Requisition And Order

A purchase requisition generated within the company will be approved by the appropriate authority. This will then lead to the generation of a purchase order with all the specifics of the order as well as the terms and conditions. Some companies involve the buyer in generating the specifics of the order so that both the buyer and seller understand the specifics of the order. The specifications have to be carefully compared with the purchase requisition as well as the supplier quote to prevent any mistakes from being made.

6. Delivery Of The Purchase Order

The shipment notice is sent to the buyer wherever applicable. The delivery of the purchase order depends on the practices of the buyer and the seller. It can be in person or by fax or email. This is also as per the specifications agreed upon by both the buyer and the seller.

7. Expediting

This involves creating a timeline for the prompt delivery of the requested goods or services after factoring in any unforeseen delays. It may also include information on the payment as well as delivery schedules.

8. Product/Service Supply And Inspection

When the product or service is ready, it is supplied to the buyer. It is the responsibility of the buyer to thoroughly inspect the supplied items and if they match the agreed upon purchase order. The buyer can either approve or reject it. Both of the options will trigger actions as per the agreed-upon terms and conditions. If the buyer takes delivery of the items it is implied that they are accepted and the payment process starts.

9. Payment Process

For the payment to be made, the documents relating to the order are studied. All the specifics of the original purchase order, receipt of items, and the payment request invoice are compared. If there are any mismatches they are resolved before payment. Once payment is approved the payment is made as per the agreed-upon modes of payment.

10. Record Keeping And Review

Both the companies, the buyer and seller maintain their records for their auditing and taxation processes. The entire process should be under continual review in order to improve as well as settle any disputes that might have arisen. Reevaluation makes the procurement process more efficient and prevents the recurrence of disputes.

The steps of procurement detailed above vary from business to business but the logical flow remains the same. Efficient procurement practices keep the flow of purchased goods and services prompt and delay-free. It is also the responsibility of the people involved in the process to continually keep up with negotiations at the relevant steps to ensure that the goods and services that are procured are of the exact requirement, highest standards, and most competitive price. Excellent record-keeping not only helps in the auditing of the records but also in the case of reordering the same items. The ethical selection of vendors ensures a fair supply of high-quality items.

Components of Procurement

The three components of procurement are

1. People

The number of people involved in the procurement process depends on the sale of the manufacturer and procurement orders. For a small company, procurement personnel is few in number. For larger companies, each stage of the procurement process has an entire team managing it. Also, when the items that are being ordered are small in value, the number of approval is smaller. But for high-value or very important procurements, the level of approval for the purchase requisition goes higher in the management order.

2. Process

The procurement process should be well-designed and organized in order for it to function efficiently. When there is a disorganized procurement department, it leads to inefficiencies and inconsistencies in the entire process that can cause delays and problems with the purchases as well as the payments for the same. Transparency in the process ensures that there is no corruption or manipulation at any stage.

3. Paperwork or Records

Record keeping at every step of the process of procurement is very important. Though almost all the steps of the process are digitized, the efficient recording of all information at each stage and the coordination and comparison of all the relevant records at each stage is important for both the buyer as well as the seller

SUB-IMPORTANT TOPICS:

Procurement, Purchasing, and Supply Chain

Understanding Procurement, Purchasing and Supply Chain

Most organizations use the terms procurement, purchase, and supply chain interchangeably. However, the supply chain is the largest process of the three. Procurement is a step in the entire supply chain. Purchasing is, in turn, a step in the larger process of procurement.

Procurement Vs Purchasing

What is the procurement process?

Procurement is the entire process of identifying a need within the organization, obtaining the requirements, and maintaining a good relationship with the vendors. When a need is confirmed, procurement research identifies likely suppliers.

Purchasing, on the other hand, is a sub-function in the process of procurement. It only deals with receiving the purchase requisition, evaluating the RFQs, making a purchase order, receiving the ordered goods/services, verifying the quality of the goods/services, and processing the payment.

While procurement and purchasing overlap in certain instances, they are often thought to be the same by many people. This is not the case because their goals, what they define, their processes, and what they focus on are entirely different from one another. Let us take a look at the key differences between procurement and purchasing. 

On one hand, procurement is defined as the set of processes such as selection, identification, and acquisition of goods and services from vendors through a range of different processes. These processes for acquiring include the tendering process and direct purchase. The procurement process involves ensuring that the goods and services are received on or before time and that the correct amount of goods and services has been delivered to the business as specified in the PO. However, purchasing focuses on acquiring goods and services which are needed by an organization and doesn’t focus on other aspects like procurement. Procurement is a larger term that encompasses purchasing. That is, purchasing is a part of procurement.

The steps involved in both of these processes differ from each other. Procurement involves first identifying the business requirement, then authorizing the purchase requests, approving the request, and then identifying vendors. Then make inquiries and find out about the quotations specified by the supplier and negotiate. Procurement also involves selecting the supplier carefully and then receiving goods to ensure they are of the quality expected and storing invoices for future reference after three-way matching. The procurement’s last stage involves paying the supplier. Purchasing is much simpler as it involves less number of steps. The steps include PO acknowledgment, receiving goods and inspecting them, invoice storing, ensuring the invoice is legitimate, and paying the supplier.

Procurement is considered a strategic function whereas purchasing is called a tactical function. This is because procurement starts from the moment a need is identified by the business and ends when the supplier has been paid for the delivery of goods. It involves steps such as taking the time and evaluating the various suppliers before ordering from that supplier. Moreover, it involves ensuring the maximum value comes from the contracts that have been created. Purchasing, on the other hand, consists of only the transactional aspect because it only focuses on the purchase of the goods and services required by the business. It does not involve complexities like procurement which is thorough in its function.

The procurement function is required to fulfill the needs of a business. It involves first spotting that there is a need and then ensuring that those needs are fulfilled in the best way possible. It takes into account the entire picture from start to finish so those needs are fulfilled. Hence, procurement can be defined as a function that takes the proactive approach because it ensures that problems are avoided from the start. Purchasing is quite different in this regard because it takes a reactive approach. When there is a need then it satisfies those requirements of the business. It can be said that purchasing is about activities and tasks that are accomplished to commit expenditures for a business.

Procurement focuses on evaluating risks before they become bigger and cause problems to the supply chain and the rest of the business functions. This risk mitigation ensures that potential problems are resolved before they get worse. For example, when choosing vendors in procurement, the risks associated with the various vendors, and proper evaluation are done. Moreover, procurement involves assessing various risks such as data security risks and operational risks. Purchasing does not focus on risks or elimination of risks like procurement and so it differs from it in this area too. Purchasing takes a transactional approach and so it does not focus on risk evaluation and mitigation.

The goals of each function are different and what they accomplish is different as a result. The goal of procurement is to ensure that value is created in the process and the total cost of ownership is thought about. On the other hand, purchasing is more basic in nature because it focuses on the cost of the order and how to get the best price. It can be said that procurement is ongoing because the people associated with it focus on ensuring the proper supplier relationships are maintained and other processes are continually assessed. However, the purchase is not ongoing like procurement because once the goods and services are acquired, that is the end of procurement.

Procurement focuses on supplier relationships whereas purchasing doesn’t do that. In short, procurement is about the long term while purchasing focuses on the short term. Maintaining proper supplier relationships is vital for any business because it can ensure long-term savings and benefits for the business. Procurement places emphasis on ensuring care is taken to find the best suppliers who can meet those requirements and when a relationship is built, procurement emphasizes ensuring it is maintained. The purchasing function deals with the supplier base that already exists in a business. Hence, procurement delves deeper into ensuring they are dealing with the right suppliers who provide excellent services and deliver goods on time.

Procurement Vs Sourcing

Procurement is the entire end-to-end process of identifying a need, identifying the best supplier, placing an order, receiving it, paying for it, and then documenting it. Since it needs to identify the need for an item, it also includes a part of inventory and storage. It involves the negotiation and planning that are required to make sure that the buyer gets the best deal.

Ideally, procurement should also include relationship management with the vendors to ensure that they continue to maintain quality supply at preferential rates and terms. It includes a lot of follow-ups to confirm and ensure that each stage of the procurement process is as per the schedule and the requirement specification. Once the material is dispatched and received, the buyer checks if it satisfies the requirement before approving it and then releasing payment. The record-keeping process of the entire purchase right from the requisition request through to the release of payment is a part of procurement.

Procurement is also the first stage in the entire supply chain as it is usually the procured items that are used by the business to manufacture the items that they, in turn, sell to others. It is a vital process in every manufacturing company as a shortage or delay in procurement can bring the entire operations of the company to a grinding halt. If the items procured by the company are not of the correct specification or of poor quality it will in turn, have a detrimental effect on the quality of their own manufacturing process. So, the quality and time-bound manufacture of any good in a company are very sensitive to any irregularities in the procurement process.

Sourcing, on the other hand, is just one step in the overall process of procurement. Sourcing is the process by which the buyer company does its research through experts and market reports to determine probable sources of what they require to buy. If the items that are being procured are repeat orders, it is simple enough to place an order with a vetted supplier. But it always pays for the buyer to stay informed as to any new entrants into the market. Awareness gives the buyer opportunities to take advantage of any changes in the market dynamics.

A business should not become over-reliant on a single supplier in case unforeseen circumstances cause the procurement to be disrupted. It is always advisable to have more than one supplier to ensure that there is always a pre-approved supplier in place. The monopoly of one supplier also makes it harder to negotiate competitive rates.

When the item that is required by the buyer is new, the sourcing process is much longer. At the outset, it has to be determined if there are suppliers for the item that is requested. If there are no existing suppliers for the exact item, businesses that take custom orders have to be identified. Once the probable sources for the item have been identified they have to be thoroughly investigated and vetted. Once a few businesses have been identified and shortlisted, they have to be contacted with specifics of the requirement.

The next most important step in sourcing is the negotiation of the rate at which the item is to be supplied without compromising on the quality. If one buys the cheapest items available with no regard for the quality, it will cause the product from which the raw material is manufactured from to be of poor quality. However, if the cost of procurement is too high, it will eat into the profit margin of the buyer who will be manufacturing goods from the procured items. If the procurement is at a price that is too high, it will make the final goods manufactured cost more, thereby impacting their price competitiveness.

So, sourcing has to maintain the fine balance between keeping the procured items at the best possible quality while also being at the lowest possible cost. Every small saving that is made when buying raw materials has a positive impact on the profit margins of the company. The high standard of every manufacturing company is also dependent on the quality of the raw materials that are used.

Reliability is another important factor in choosing a source of raw material. Delays by the supplier can delay or even stop the entire manufacturing process. Sometimes, suppliers are chosen even if they cost a little more on account of their reliability and promptness in supply. Mitigating the risk is worth the extra cost when the item that is being sourced is vital to the manufacturing process.

Procurement Vs Supply Chain

Procurement is the process that starts from the identification of the need to purchase the item right up to the actual purchase, delivery, and payment for the same. It does not extend beyond obtaining and paying for the items received. The supply chain starts with procurement as the first process. However, it extends beyond the step of procuring raw materials right through the manufacture and supply of the finished goods all the way up to the final step when it reaches the end customer or consumer. The supply chain encompasses the entire cycle of the manufacture right up to the retail sale of an item.

The steps that are involved in the supply chain are

  • The procurement of the raw material
  • Various stages of manufacture
  • Transportation to wholesalers
  • Warehousing
  • Distribution to retail sales points, and
  • Sale to the consumer

At each stage, there is quality control as well as logistics. So, procurement is only the first step in the long process of the entire supply chain.

Principles of Procurement

Procurement is one of the most important steps in the supply chain of any goods. The profit margins of a company, as well as the quality of its raw materials, are dependent on this activity. Ideally, every procurement department will keep 5 principles of procurement in mind at every stage. Adhering to these five pillars of procurement will ensure that the company’s procurement process is as efficient and economical as possible.

The five pillars of procurement on a national scale fosters free and fair trade that helps grow the economy. On a smaller scale, it offers equal opportunities for vendors to be given business based on their merits.

5 Pillars of Procurement

Value

The lowest price is not always the best option for a supplier. The procurement process should be driven by value. The buyer should aim to get the best possible product that offers value for money. When a buyer compromises on the quality of the input based on the lowest cost, it has a cascading effect on the company’s finished goods or services. Value for money should be the uppermost factor in the selection of a supplier.

Open Competition

Creating a process of vendor selection that is bias-free and transparent, ensures a level playing field for all suppliers. This open competition is to the benefit of the buyer who can get the best value for money.

Ethics and Transparency

The selection process for a vendor whether it is through direct purchase, tenders or bids is very vulnerable to corruption. Any unethical practices that are followed to skew the process of vendor selection will compromise the quality and value of the items being purchased.

Accountability and Record-Keeping

Every person at each stage of procurement should be accountable for the decision-making and process. Excellent record-keeping practices make it easier to trace the steps of procurement.

Equity

Ensuring a fair and uniform procurement process across all industries provides all the players with equal and fair opportunities to flourish.

Procurement Models

A procurement model is a series of steps that an organization or business follows in order to procure items or services. Procurement models also define the levels of hierarchy, control, and decision-making with regard to procurement. The finer details of a procurement model are often unique to each company and the business environment that they operate.

In large organizations, there are many departments and divisions that may or may not be spread out across geographical boundaries. Management decisions can be centralized or localized. Procurement models can be classified based on where the control over the procurement process lies.

Local Procurement Model:

This procurement model is not centralized and the control and decision making is made at the local or departmental level. The local department or division would enjoy complete control over procurement decisions. The logic behind this model is that it is the local management that would better understand the exact needs of the department. It makes the procurement model agile and with fewer levels of bureaucracy. There is always the risk of maverick spending decisions without taking a larger perspective into consideration.

Centralized Procurement Model:

In the centralized procurement model, absolute control over procurement decisions lies with central management. There is a centralized approval process for all procurement and the central rules apply to all the decisions at the local level. The purpose of such a procurement model is to have the overall budget and spending of the business or organization in mind when making purchase decisions. Purchase negotiations are made by personnel who are experienced and dedicated to it. There is also a greater price advantage when procurement is in bulk. However, there is a risk of not meeting the exact requirements that are unique to each local level. There are many layers of bureaucracy that make the process cumbersome.

Hybrid Model:

Some organizations use a hybrid procurement model that has a combination of localized and central procurement. In this model, some purchases are centralized while others are local. This model has the advantages of both models and gives all the local departments a measure of autonomy within the organizational control. It may also be referred to as a center-led model of procurement.

Types Of Procurement

Direct Procurement

Direct procurement is the purchase of the input that a business requires in order to manufacture its end product. This is the raw material that is required usually for a manufacturing-related business. The input cost and efficiency of direct procurement is a vital factors in the profitability and performance of the company. When there is a block in the process of direct procurement, it impacts the ability of the company to manufacture its product.

Indirect Procurement

Indirect procurement is the procurement of services or inputs that are not directly used in the manufacture of the company’s product but are essential for day-to-day operations. It could include office supplies or maintenance services for the equipment that is being used for manufacturing. Blocks in indirect procurement affect the operation of the business.

Procurement Life Cycle

The steps that are a part of a company’s procurement life cycle are usually tailored to the unique needs of the company. The steps in the procurement life cycle might be merged in some companies while others might have more sub-categorization of steps.

Need Analysis and Profile Category

In this stage of procurement, the company has to first clearly identify the need and the specifics of what has to be procured. The actual business need, budget allocation for the expenditure, and other information should be determined from within the company. The company would then perform external market research and obtain information on the cost and other general specifics of the item. All the data that is gathered both internally and externally at this stage becomes the base for the overall procurement strategy that will be implemented. This stage in the procurement life cycle usually involves people at all levels of the hierarchy as well as information from external sources.

Procurement and Sourcing Strategy

The data collected in the first step of the procurement process is used to create a sourcing strategy. If there is an existing policy that has been used, it can be adapted to better suit the current need and eliminate previous problems and inefficiencies.

Assess Suppliers and Create Supplier Portfolio

The data that was gathered in the initial market research can be processed to create a list of criteria for suppliers. Some organizations have a pre-approved supplier portfolio with a list of suppliers who are chosen after negotiations with them. The advantage of having a pre-approved supplier list is that the company can work to build a good relationship with a group of suppliers in order to get the best price and value. It also saves the time that would be spent negotiating with new prospective suppliers whenever there is a procurement need.

FP and Selection

A Request For Proposal (RFP) template and criteria could be created or modified from an existing RFP for procurement. The selection process rules are stated and set out.

Negotiation And Selection

At this stage in the procurement process, a vendor is selected and the best price and terms for the purchase are negotiated.

Integrate And Optimise The Supplier

When the process for sourcing from a new supplier is in place, the supplier is integrated into the overall process of the organization. Any issues will be managed and tweaked to optimize the supply for maximum efficiency and value.

Review And Benchmark

After completion of the procurement life cycle, it should be reviewed periodically to optimize the entire process. Standouts in terms of the performance or failure of the procurement process with the supplier should be observed. These lessons should be implemented in the next procurement lifecycle. Being open to feedback from the supplier and other stakeholders in the process can help in identifying the scope for improvements if any.

Demand Planning

Customer satisfaction depends on not only meeting customer expectations with regard to the product. It also depends on being able to meet the demand on time without compromising on quality. Demand planning is the process by which an organization is able to accurately predict and plan for future fluctuations in demand. In order to do this, there has to be an awareness of all the factors that can affect demand.

When demand planning goes wrong there is either a shortfall of goods to meet the demand or an overstocked inventory that lies unsold. Both of these scenarios impact the organization financially. Demand planning helps the organization match the rise and fall in demand to increase profitability and customer satisfaction.

Forecasting

Demand planning is truly useful to an organization when it is proactive and not reactive to demand changes. When an organization accurately forecasts the rise and fall in demand and adjusts the procurement and supply chain accordingly, there is the optimum use of finances and other resources.

To properly forecast demand historic demand-related data is as important as being aware of the current market environment and factors that could influence it. These factors could include current events, natural events or other political issues. Proper data gathering and analysis is the key to accurate demand planning. This process is being automated as technology advances.

Advantages Of Demand Planning

Proper Supply Chain Management

Demand planning enables an organization to better estimate the spikes in demand. It ensures that their supply chain is capable of sustaining a higher rate of production. The planning of all steps in the supply chain is done in advance to ensure smooth operations during high demand. When all the stakeholders from the procurement suppliers, and production line to the end buyer are in readiness, the entire process is more likely to be smooth. If there is a likelihood of delays due to demand spikes, advance notice will ensure fewer customer complaints. Negotiating in advance with all people involved will ensure better terms and more transparency. If there are any maintenance or service activities to be scheduled they can be better planned according to the demand forecast.

Proper Production and Labor Management

Planning ahead for highs and lows in demand will ensure that there is always the optimum number of staff members. Too many staff when there is a fall in demand is a waste of money. Too few staff during a demand spike can derail the production line. Demand planning helps to plan ahead for temporary additional labor to manage increased production. When all the aspects of production match the demand, it enhances capacity management, resource management, and production efficiency.

Proper Cash Flow Management

Predicting the demand pattern enables an organization to better manage the cash flow. It prevents the scenario of having cash locked in unsold inventory or raw material. Predicting a slump in demand also enables financial planners to arrange for additional credit to bridge the shortfall.

Demand Forecasting in Logistics

Demand forecasting has an important role to play in the planning of logistics. Ill-planned logistics can affect the supply chain in two ways; incoming and outgoing. Logistic insufficiencies can block procured materials as well as the movement of finished goods. If the logistics for the incoming materials are insufficient, it can bring production to a halt. When the outgoing transport of finished inventory does not perform well, it results in unfulfilled orders and unhappy customers. Ideally, demand forecasting should allow for the planning of added logistics support during predicted spikes in demand. General surges in demand across the market put logistics suppliers under pressure. To circumvent difficulties in such a situation, one would have to plan for added warehousing to stock incoming supplies in foreseeing the demand. One would also have to factor logistic lags into order fulfillment schedules.

Negotiation

The skill of negotiation is critical to the process of procurement. The motivation of every procurement professional is to negotiate the best deal for their team. Negotiation is an art as well as a science that requires that both parties arrive at an agreement that is favorable to their own interests and also satisfies both sides. A successful procurement negotiation secures the supply of the requirement at the best possible price in the exact quantity, quality, and time frame that is desired.

Negotiation strategies

The tried and tested strategies for procurement negotiation are:

Research and Understanding:

Familiarity with all the relevant details enables the negotiator to better understand where there is room for negotiation. Knowing all the drivers that motivate the supplier as well as one’s own business gives one a better grasp of all the factors involved in the negotiation. Research and understanding of the technical and business aspects of the procurement item help one negotiate a favorable deal.

Clarity:

It is better to negotiate a clearly stated lowest price rather than agree to a range of prices. When the pricing is clearly stated and agreed upon it prevents future disputes. An agreement to a range of prices might result in a higher price being charged which is disadvantageous to the negotiator. There should be absolute clarity and precision in stating and agreeing upon the technical and other aspects of an agreement so that there is no room for misunderstanding.

Be Prepared For Long Drawn Out Negotiations:

Negotiations are rarely a one-meeting agreement. Sometimes it takes several rounds of negotiation until both stakeholders are satisfied with all the terms. If you know that there is room for negotiation, being persistent can give good results. But, it takes an experienced negotiator to know exactly when to walk away from negotiations in order to turn the tide in one’s favor.

Have Concrete Alternatives:

When the negotiations are not going in the direction desired, showing the other party that you have alternatives is a good strategy. This should however not be an empty threat and is more effective when backed by evidence.

Good-Guy Bad-Guy:

A technique that is regularly used in negotiation is that the negotiator states that the terms would have to be agreed upon by a higher authority. This then creates a roadblock to lowering the rates or getting more favorable terms. Clearly stating that negotiations will only be done with the decision-making authority prevents the use of this tactic.

Be Prepared To Compromise:

Compromise on both sides of the negotiation results in a mutually satisfactory agreement. Being inflexible leaves no room for compromise. One must keep in mind the non-negotiable factors and be willing to compromise on other factors if required. When there are benefits to both parties involved, the likelihood of a long and successful relationship is higher.

Negotiation Techniques

Successful procurement negotiation techniques follow the same logic as negotiation strategies.

  1. Preparation: There cannot be enough emphasis on the importance of preparation for the success of any negotiation. Adequate preparation and a thorough knowledge of all the factors involved on both sides of the negotiation speed up the process. The negotiating team should agree upon a procurement strategy so that negotiations will not be stalled by repeated internal consultations. Some negotiators take this one step further and try and find out as much as they can about the company as well as the executives that they are going to negotiate with.
  2. Agenda: It is a great time saver for both the negotiating teams to finalize an agenda for the meeting so that they are on the same page. Knowing the agenda of the other team ensures that you are well-prepared with relevant data and answers.
  3. Look into Company’s History: It pays to look into the track record of the company you are negotiating with. It will help you anticipate their trademark tactics. And if the company has a very good record for efficiency and quality, you will know that even if you make compromises securing a reputed and reliable supplier is worth it.
  4. Choose Team Members Wisely: It is important that all members of a negotiation team have good communication with each other and agree upon the negotiation strategy and goal. The team should agree on what and how much they are willing to compromise. When there is a lack of agreement within the team, it will negatively impact the negotiation outcomes. It also pays to review the negotiation strategy and agree upon non-verbal ways of communicating within the team.
  5. People Make an Organization: Do not underestimate the power of people skills. At the end of the day, every company is represented by a person. Making an effort to build rapport with the other team is a good idea.
  6. Summarise Clearly: At the end of the negotiation summarise all the agreed-upon points clearly so that all the negotiators are in no doubt as to what the other has understood. This prevents misunderstandings and the need to renegotiate. Put everything in writing as soon as possible.

Common Negotiation Mistakes

Making mistakes in negotiation can cost a company dearly.

  1. Insufficient Preparation: Not preparing well enough can result in negotiations that keep getting stalled or unnecessary rounds of re-negotiation.
  2. Aggression: The ideal result of a negotiation should be a win-win for both parties. This fosters long and mutually beneficial relationships. However, when one negotiator is too aggressive and unwilling to compromise on anything, it sours the entire relationship.
  3. Details: Not paying enough attention to all the details might result in an agreement that looks good superficially but has many loopholes and details that will hurt the company in the longer run.
  4. Emotions: Since negotiations between companies are ultimately between teams of people it is easy to let emotions overrule other considerations. When talks get heated, take a break.
  5. Ethics: It pays to be ethical in all dealings. Sometimes it is very tempting to take an obvious shortcut but it can impact the relationship between the companies. It will soil the reputation of the negotiator when it gets revealed.

Negotiation Tips For SMEs

  1. Research: Whether you are a small or large business, it is very important to do your research. SMEs should be especially careful not to get caught on the back foot in a negotiation.
  2. Know your non-negotiable factors: Identify the factors within your team that you are not willing to compromise on so that you do not get coerced into accepting unfavorable terms.
  3. Don’t mention the price first: Let the other side mention price first and then negotiate.
  4. Put it in writing: It pays to put all the agreed-upon terms in writing as soon as possible.

Procurement KPIs

Procurement KPIs or key performance indicators help gauge the efficiency, effectiveness, and standard of performance of a procurement strategy and process.

Qualitative and Quantitative KPIs

The performance of a procurement process should be evaluated on a qualitative and quantitative basis. Quantitative KPIs are by definition those that can be represented by a number. Qualitative KPIs are those that deal with factors that are not numerical such as ease of business or customer satisfaction.

Essential KPIs To Monitor

There are numerous KPIs that a company can decide to monitor. The most important KPIs that give a clear picture of procurement performance are:

Purchase Order KPIs

  1. Order Cycle Time: How long or short is the turnaround time of one order cycle? This will help evaluate which supplier is better for urgent supplies.
  2. Cost of Each Purchase: The cost that is incurred to process each purchase and helps to keep track of internal costs incurred.
  3. Lead Time: The time that it takes from the order to supply.

Supply KPIs

  1. Supplier Availability: How available and responsive is the supplier to sudden queries and emergency orders?
  2. Number Of Suppliers: This will tell you if you are overdependent on a small number of suppliers
  3. Quality, Accuracy, And Compliance: Know if the supplier is maintaining quality and compliance with the requirements. Too many defects and mistakes cost more and waste time.
  4. Supplier Capacity: This is important to identify the suppliers who can process large orders.

Return On Investment KPIs

  1. Savings And Cost Avoidance: The savings that the company makes through the procurement process. When a particular procurement process helps avoid certain costs altogether it is a saving.
  2. Total ROI: The return on investment of the entire procurement process

Types of KPIs

Inventory KPI

The efficiency of a procurement cycle is highly dependent on how well inventory is managed. Good warehouse and inventory management avoids bottlenecks in the entire process. Key inventory KPIs are:

  1. Stock Accuracy: How well the books actually reflect what is in the inventory and how accurate stock lists are.
  2. Fulfillment Accuracy: The rate of how correctly one is able to get the right item in the right quantity from the stock. The rate of inaccurate requests or orders being returned also reflects the accuracy of fulfillment.
  3. Timeline: The time that is taken by inventory to respond and have items ready to go
  4. Back Order Rate: How often does the inventory run out of stock and wait for supply?
  5. Deadstock: How much dead stock is taking up inventory?
  6. Turnover: How quickly is the inventory used?

Employee Learning and Growth KPI

A procurement process can only perform when the manpower involved is highly productive. When evaluating a procurement process, it is important to include the following employee-related KPIs.

  1. Training Effectiveness
  2. Training cost
  3. Number of trainees
  4. Attrition rate
  5. The turnover rate of high performers
  6. Rate of internal promotions
  7. Percentage of below-par performers

Delivery KPI

An important aspect of procurement is the efficiency of the delivery process. KPIs that help evaluate delivery are:

  1. Lead Time
  2. Purchase Order Cycle Time
  3. Percentage Of Emergency Orders and Deliveries
  4. Supplier Availability

Quality KPI

The quality of procurement can be measured by:

  1. Quality And Defect Rate
  2. Compliance Rate
  3. Accuracy

Cost KPI

The cost aspect of procurement can be measured by:

  1. Cost Per Order and Invoice
  2. ROI
  3. Authorized Spends
  4. Price Competition Between Suppliers

Procurement Best Practices

  1. Have a proper hierarchy for decision-making and preferably a high-level team for major decisions.
  2. Use the feedback of all stakeholders in procurement to keep refining and improving the process.
  3. Digitize wisely. A software solution that is chosen for procurement management should serve to make the entire process quicker and more efficient.
  4. Give attention and importance to relationship management with suppliers.
  5. Pay attention to the human resources chosen to implement supply chain strategies
  6. The cheapest supplier is not always the best. Price is not the only decision-making factor in choosing suppliers. Make decisions based on the TOC or the total cost of ownership.
  7. Manage contracts properly. When disputes arise it is the contract that enables a favorable solution.
  8. Efficient inventory management is the key to managing costs.
  9. Review and refine the procurement process continually.
  10. Have the highest standards of ethics and social responsibility.

What Is Procurement In Business?

Procurement definition: Procurement is the activity or process by which a business or organization sources or procures the goods or services that it requires. It is the act of buying services and goods on a large scale. Since the procured items or services are usually the input for manufacturing the company’s product, procurement becomes a vital process.

The very first step is to determine what the exact product or service requirement is. The procurement research process identifies likely suppliers and sends them a Request for Quotation (RFQ). A vendor is selected either through negotiation or an auction or tendering process. After identifying a vendor, the procurement department negotiates the rates and terms with the chosen vendor, and they enter into a contract. The required products or services are then ordered and received. The procurement department performs quality assurance checks on the received goods and services. The procurement team continually reviews and monitors the entire process for efficiency, quality, and cost-effectiveness.

What Next? The Future Of Procurement

Procurement is continually evolving with the changes in the market. With organizations and businesses growing beyond geographical borders, the management of procurement is continually undergoing many improvements.

The implementation of eProcurement tools and software has reduced the cost of each step in the procurement cycle while increasing efficiency. The UI or user interfaces of these systems are becoming more user-friendly by the day. The implementation of apps to manage the entire procurement lifecycle has enabled seamless real-time data flow across all levels of management. The digitization of procurement has made it easier than ever to enforce best practices and transparency across the board. Machine learning, Big Data, and AI have made data analysis, demand forecasting, and procurement management more of a science than a gamble. Cloud-based technology has made the eProcurement system easily accessible.

The global nature of procurement was clearly displayed when the Covid-19 or novel Coronavirus/Coronavirus outbreak in China brought supply chains to a halt. With countries implementing lockdowns, the entire world was thrown into a crisis. Companies having a diverse network of suppliers from different geographies were better enabled to quickly leverage access to alternate suppliers. Agile and responsive procurement systems are better equipped to mitigate the fallout from such disasters.

PRACTICAL STUDY OF THE ORGANIZATION:

Comparison of Material Procurement Methods of a Construction Projects-REPORT Study

International Research  Journal of Engineering and Technology (IRJET)

Construction projects can be accomplished by utilizing management processes. These processes include planning, organizing, executing, monitoring, and controlling. During any construction project, the three interrelated factors of time, money, and quality need to be controlled and managed. Successful completion of projects requires all resources to be effectively managed. Materials management is considered as a means to achieve better productivity, which should be translated into cost reduction. Procurement is the acquisition of goods or services at the best ownership cost, in the right quantity and quality, at the right time and place for the organization. Various problems are present in material procurement during every stage of the project life and the reasons for these problems are presented material procurement management system of the contracting organizations. Materials represent a major expense in construction, so minimizing procurement costs improves opportunities for reducing the overall project costs. If materials are purchased too early, capital may be held up and interest charges incurred on the excess inventory of materials. Materials may deteriorate during storage or get stolen unless special care is taken. Delays and extras expenses may be incurred if materials required for particular activities are unavailable. Ensuring a timely flow of materials is the key challenge in the material Procurement management in material management Material procurement and storage on construction sites need to be properly planned and executed to avoid the negative impacts of material shortage or excessive material inventory on-site. Deficiencies in the supply and flow of construction materials were often cited as major causes of productivity degradation and financial losses. Ordering smaller quantities of material more frequently minimize the locked-up capital in material inventories; however, it increases the probability of material shortages and project delays. On the other hand, ordering larger quantities of material less frequently minimizes the probability of material shortage and project delays; however, it increases the cost of locked-up capital in large inventory buffers on-site. Construction planners need to consider this critical trade-off during the planning of material procurement and storage on-site.

Concept of Material Procurement:

Procurement is a term describing the purchasing process for goods and services. In building construction, material procurement is the process by which the materials required to construct a building are selected, ordered, invoiced, paid for, and delivered to the site. A procurement team or one or more construction buyers may be responsible for procurement activities for products, materials, plants, and subcontractors. They typically work for the main contractor (although sub-contractors may also have buyers on large projects) to ensure that supplies are provided in accordance with the project program, specification, and budget. For more information see: Construction buyer Materials will typically be ordered from the supply chain, often from external suppliers with whom the team may have had past successful dealings, or who may be specified in the contract documents. Procuring materials is a crucial aspect of the construction process as contractors will normally be inundated with requests from suppliers for the provision of goods and services. They must therefore order materials that align with both the research.

Swot analysis:

With the expansion of supply chains across the globe, the risk of disruption has also increased.  Businesses are compelled to move goods over longer distances and increase the number of transfer points in the transportation process. This increases the chances of missed connections or in-route delays. Moreover, the lack of centralized management in most extended supply chains can sometimes make it difficult for organizations to control costs.

The problem further escalates when companies outsource certain aspects of operations or when some companies add volumes from new business to lower costs. In both situations, the focus of an organization should be on identifying opportunities to reduce the company’s cost structure. This creates the need for organizations to conduct a SWOT analysis.

Procurement Function SWOT Analysis Domains:

  • Strengths: are Procurement Function core competencies or capabilities that are executed well. They can be a source of strategic alignment and competitive advantage
  • Weaknesses: are Procurement Function disadvantages that exist
  • Opportunities: are external factors that, if leveraged effectively, can be a source of Procurement Function enhancement and competitive advantage
  • Threats: are external factors that, if they become reality, can constrain the Procurement Function and be a source of brand damage and customer dissatisfaction, requiring intense risk mitigation strategies

Notes about the above Procurement Department SWOT:

The configuration of the issues on this SWOT provides many opportunities to design and execute many departmental-level strategies.

For example:

  1. The skill level of the procurements team can be combined with the innovation capabilities of suppliers to drive breakthrough solutions to organizational challenges that impact sustainability
  1. Collaboration with suppliers can be effective in reducing the number of products made from a high % of non-biodegradable raw materials
  1. The improvement of technology can reduce processing errors as well as carbon footprint, Total Cost of Ownership, Total Cost to Serve, and fiscal sustainability
  1. Reduction of errors can reduce can stock-outs, expedited shipments, and carbon footprint
  1. The presence of highly skilled procurement professionals and collaborative suppliers can be leveraged to enhance supply sustainability and customer satisfaction

Conclusion :

This study will show either similarities or differences or both between the purchase situations and the methods of material procurement at construction sites. This study will help out to consider the better and more effective method of procurements as well as the necessity to determine the impact of material requirement planning on construction projects.

 REFERENCES

  1. Ar. S. Kamalaeaswari, Ar. B. Vedhajanani, “Process Analysis of Material Procurement in Commercial Buildings and Recommendation”, (IJERT) ISSN: 2278-0181Vol. 4 Issue 03, March-2015.
  2. Khaled El-Rayes, “Optimizing Material Procurement and Storage on Construction Sites”, Article in Journal of Construction Engineering and Management, June 2011.
  3. T.Subramani, A.Prabhu“Material Procurement in Construction Industry Problems and Solutions” International Journal of Engineering & Technology, 7 (3.10) (2018) 31-35.
  4. Mitshah, Prof. Ankitkumar Patel, Effective Management of Construction Material Using Inventory Control Techniques on Commercial Building Project, ISSN: 2321-9653 Volume 7 Issue IV, Apr 2019.
  5. RakeshNayak, Rakesh Gupta, MukeshPandey, “Management of Construction Materials on Project Site”, IJEDR Volume 4, Issue 2, 2016, ISSN: 2321-9939, PP 1062-1066
  6. Hemsworth Martinez, Client’s and contractor’s objectives.

Creating Behavioral Development to Control the Impulses at Elementary School Level

Creating Behavioral Development to Control the Impulses at Elementary School Level
Creating Behavioral Development to Control the Impulses at Elementary School Level

Creating Behavioral Development to Control the Impulses at Elementary School Level

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Creating Behavioral Development to Control the Impulses at Elementary School Level

Theme

Children’s Socio-Emotional Development

Sub Theme

Controlling Impulses

The overall background of the participants of the project

Area Background:

In general, the structure of the school was huge and lovely. The school had a lovely playground and parks. Streets are better in condition. The people of the area additionally helped me in my research. Generally speaking, the environment of the school was great, better for learning and secure for children.

Participants Background:

The participants of the study were secondary (8th) grade children and their parents who were present in Government Girls High School Charsadda. I selected secondary (8th) grade children and their parents who are considered in a total of 40 members.

The interest of children in this research led to their keenness for the questionnaire.

Socio-economic status: 

The reason for this research was the “Creating Behavioral Development to Control the Impulses at Elementary School Level”. Financial status measures families and networks remaining in connection to society. SES can be comprehensively characterized as a person’s and network’s entrance to money-related, social, and human capital assets. Alongside asset openness: it fills in as a significant determinant to get too personal satisfaction at the individual, family, network, and national levels. Financial contrasts, for example, well-being and nourishment status, a home condition that gives access to scholastically related encounters, versatility rates, and monetary resources can surely impact scholarly accomplishments. Low SES is associated with lower instructive accomplishment, neediness, and weakness, at last influencing our general public, Inequities in well-being conveyance, asset circulation, and personal satisfaction. In this research, by and large, the financial status of the present area of Charsadda is monetarily not all that good.

Occupation of the Parents: 

Parents with high occupation are in a superior condition to help and support their kids ethically, mentally, profoundly and mentally. However, Parents with less lofty occupations because of precariousness and budgetary issues can’t give satisfactory present-day offices to upgrade their kid’s instruction. The control of the Parents from the area chosen in this research is normal. Part of the Parents is not monetarily so great. The children who are Parents of government employees are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in a private association. They are consistently in dissatisfaction.

Earning trends of the Parents:

Parents with lofty occupations give important offices expected to upgrade of their kid’s training. They likewise give them backing and support toward the accomplishment of instructive accomplishment. Then again, children from less esteemed occupations need such huge numbers of favorable circumstances when contrasted with those from Parents with highly renowned occupations. They face a lot of difficulties both at home and area, which block them from taking an interest completely in classroom research and result in poor scholarly execution.

Literacy Rate:

In 2019, Charsadda’s literacy rate of 46% for females was noticeably lower than 69% for males; rural literacy was 49% compared to 74% in urban Charsadda has several research and educational institutions, both public and private.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

During the pandemic situation, all parents and children stay at their homes all time. I see children playing in front of their houses but most of parents use Games & applications and activities for their children to keep them at home. After talking to some parents I decided to choose the following research problem: “Creating Behavioral Development to Control the Impulses at Elementary School Level “.

This study aimed to examine the conceptions of Government Girls High School Charsadda’s student misbehaviors in the classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers’ perspective.

Active participation in the learning process is more effective in a learning environment that emulates a real-world learning environment. In a traditional teaching and learning environment, only a little learning is taking place in the classroom even though there appears to be an active shift of information. Studies have also clearly established that the role of the teacher alone is able to crush or nurture a student’s participation in the learning process. Hence, it is necessary to bring about a two-way transfer of knowledge between students and teachers as it requires optimum student participation.

A teacher plays an important role in providing an engaging teaching and learning environment. A teacher’s performance towards his or her teaching assumes an important influence on the quality of an educational program, and eventually on the competence of graduates. The function of the teacher alone is able to flourish or crush the outcome of students’ participation in the teaching and learning process. In the traditional teaching and learning environment, teachers normally dominated classroom instruction while students passively receive the knowledge conveyed by the teacher.

Lack of student participation in a traditional teaching and learning environment. The conventional teaching and learning process was criticized for inadequate awareness of encouraging teamwork and the development of skills of inquiry. In traditional teaching and learning environment, students are spoon-fed information from textbook materials.

Hence, it was an absolute necessity for students to take the dominant role in the teaching and learning process.

In a conclusion, this topic highlights on the important role a teacher shoulders in shifting students from a passive role to an active role in a teaching and learning process. Specifically, some characteristics of a teacher as grounded in the constructivism theory of learning are established. For instance, teachers are encouraged to guide students to critically reflect on the knowledge they acquire and to encourage teamwork among students.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Discussion with colleagues/friends/supervisor:

Since I began my teaching practice, I have been using as many creative tasks as possible, not only strictly to teach students. In my action research project, I am therefore going to explore “Creating Behavioral Development to Control the Impulses at Elementary School Level” during this death-trap situation. I discussed with my colleagues/friends/supervisor for a better understanding of the problem and alternate solutions.

First of all, I explained that Teaching in a class is already challenging, let alone getting your students’ attention and keeping them engaged. But things can be even more difficult when you have to handle bad student behavior. The bad news is that you cannot control how your students behave. And more often than not, when you try to restrict your students, you might feel helpless and frustrated. But the good news is that you can influence them through evidence-based strategies and make them change their own behavior.

Discussion with a colleague:

My one colleague said that When students behave well in the classroom, you are more likely to enjoy teaching, and all of the students will no doubt benefit from the class. To handle troublesome student behavior properly, it helps if you understand why it exists. By knowing the root cause of the behavior, you can learn how to interact with them positively.

Discussion with supervisor:

my supervisor expressed that A student who is acting up may have family problems at home. For instance, their parents may have separated or divorced, or the family may be having financial difficulties and are likely to move to another place.

Discussion with friends:

One of my friends expressed that As an educator, what can you do? As much as you like to help, you really cannot get into their personal lives. The best thing you can do is identify the root causes of their troublesome student behavior and then create systems that promote self-awareness and self-control. You may also use your class to talk about real-life examples of how acting out in class is not the solution to any problem. Encourage your students to open up to their confidants, and explain how acting out can have negative effects.

Discussion with Teachers:

As indicated by my friend Ali If one kid shows bad student behavior, it’s best to talk to him privately instead of calling him out in front of the class. Doing so can only result in the kid feeling resentful, embarrassed, and angry. And when that happens, he may likely misbehave more in your class. Talking to your student privately to know the reason behind their behavior is the best thing to do. Remember, as we discussed earlier, there are many reasons why a student misbehaves. They could be having family problems or other personal issues. When you understand your student’s behavior, it allows you to adjust your behavior towards them and your teaching methods.

My Opinion:

According to me Bring difficult students close to you. This can be challenging, especially in the school environment. In the classroom setting, noisemakers usually sit at the back of the classroom. You can sit them somewhere near your desk to deter them from making noise.

What did you find about the problem in the existing literature (books/articles/websites)?

Roblyer, Edwards, and Havriluk (1997) point out that the learning process as well as the product of the learning process is more productive in an active learning environment rather than the traditional learning environment. Roblyer et al. (1997) further define the traditional method as an approach that obliges students to submissively grasp and regurgitate information as and when conveyed by the teacher. Indeed, the traditional approach is more teacher-centered as the teacher is viewed by the students as the only source of information.

In a traditional teaching and learning environment, only a little learning is taking place in the classroom even though there appears to be an active shift of information. Thus, students thrive in an active, student-centered learning environment because it emulates a real-world learning environment.

Hence, it is necessary to bring about a two-way transfer of knowledge as it requires optimum student participation.

Duch, Groh, and Allen (2001, p. 4) also mention that in a traditional learning environment, the teaching and learning processes were usually…

Content-driven, emphasizing abstract concepts over concrete examples and application rarely challenges students to perform at higher cognitive levels of understanding. This didactic instruction reinforces in students a naïve view of learning in which the teacher is responsible for delivering content and the students are the passive receivers of knowledge.”

From the views addressed above, it is evident that participation in a student-centered learning environment is necessary and acts as the underpinning in bringing about active learning. Ertmer and Newby (1993) establish the meaning of learning as a continuous developmental process in which one constructs an individual understanding of the environment through specific experiences and interactions with the surrounding. Savery and Duffy (1995) also indicated that learning is a process that is a result of interacting with the environment. To be more specific, Santrock (2001) defines learning as a “… relatively permanent change in behavior that occurs through experience” (p. 238). Ormrod (2000) also states that learning may be viewed as a relatively permanent change in mental associations due to experience.

Thus, theorists and educationists came to the standpoint that one will not be able to completely comprehend the learning process and value the outcome of the learning process without bringing into context the notion of behavioral change as well as cognitive change. Given the increasing importance of this notion in constructing a functioning learner-centered environment, hence it was suggested the cognitive theory of learning compensates for and complements the shortfall of the behavioral approach. In the context of the correlation between experience, learning, and learning theories, Tan, Parsons, Hinson, and Sardo-Brown (2003) assert that learning theories make clear how one is steered towards learning, a relative yet undeviating process, through experience.

In other words, learning theories adopts a systemic account of the numerous standpoint in which theorist perceives how one is changed, or rather learn, by his or her experience. From this statement emerges a mutual understanding between educationists and educational psychologists on how a learning theory supports a particular learning process in a particular learning environment, although Tan et al. (2003) testify that there are still differing notions on the specific details of “how”, “when”, and “how best”.

According to Tan et al. (2003), most of the time, learning takes place unintentionally and that one may not even realize it. This scenario is usually frequent when one is not engaged in a formal learning environment or a particular subject matter. Second, learning may or may not address any specific observable change in attitude although one has undergone a learning process. In the case where learning is unintentional, unobservable change may be perceived as customary.

However, in the case where learning is intentional, the realization may hit only when one is engaged in a scenario that requires particular skills in the learning process. This particular scenario is called the principle of contiguity, and the concept of “learning via association or contiguous learning” (Tan et al., 2003, p. 202). Third, there are different types and degrees of learning. For instance, learning may consist of a simple, mechanistic task (e.g., instincts or reflexes) to a more complex and organized task (e.g., solving a quadratic equation).

In conclusion of this topic, attention is focused on the need to create an active, student-centered learning environment in which students could actively participate in the teaching and learning process. Numerous studies have indicated that students involve enthusiastically in a learning environment that replicates a real-world learning environment. Moreover, a traditional learning environment places the student in a passive role that only allows them to unreceptively absorb and regurgitate information.

Teachers as Facilitators in the Teaching and Learning Process

A teacher plays an important role in providing an engaging teaching and learning environment. Dolmans, Wolfhagen, Schmidt, and Van der Vleuten (1994) argue that a teacher’s performance towards his or her teaching assumes an important influence on the quality of an educational program, and eventually on the competence of graduates. In a similar point of argument, Albanese (2004) asserts that the function of the teacher alone is able to flourish or crush the outcome of students’ participation in the teaching and learning process. In the traditional teaching and learning environment, teachers normally dominated classroom instruction while students passively receive the knowledge conveyed by the teacher.

Boud and Feletti (1991) also point out to the lack of student participation in a traditional teaching and learning environment. Boud and Feletti (1991) assert that the conventional teaching and learning process was criticized for inadequate awareness in encouraging teamwork and the development of skills of inquiry. Normal Othman and Maimunah Abdul Kadir (2004) also point out that in the traditional teaching and learning environment, students are spoon-fed information from textbook materials.

Hence, it was an absolute necessity for students to take the dominant role in the teaching and learning process. Ng (2005) argues that optimal student participation in the teaching and learning process is imperative to ensure that students are able to effectively practice self-regulated learning strategies. In order to achieve these skills and qualities, it is imperative for the students to have more time for reflection on what they have studied, for deliberate reflective reading, and for assimilating the best of the original literature in each field. Given these circumstances, teachers should encourage student-centered learning rather than teacher-centered teaching.

The shift in the teacher’s role from a dominant information feeder to a facilitator offers, as Normala Othman and Maimunah Abdul Kadir (2004, p.4) put it, create “many unique opportunities for teachers to build relationships with students as teachers may fill the varied roles of coach, facilitator, and co-learner”. Moreover, a healthy student-teacher interaction weighs profoundly in a learning process and is seen as a major scaffolding of knowledge for the learner. Hendry, Ryan, and Harris (2003) further argue that some teachers were too dominant in their teaching. A teacher being too dominant in his or her teaching may trigger tension and conflict in a group which may eventually lead to a lack of commitment, cynicism, and/ or student truancy. On the other hand, if the teacher is too submissive, then the students as well as the learning process might also come to a halt.

As Charlie, Mann, and Hansen (1998, p. 324) establish,

“Learning that occurs in a meaningful context will also be more easily retrieved than that which is acquired in isolation. The similarity between the context for learning and the context of future application facilitates the transfer of knowledge. However, many different contexts must be experienced in learning to build a fund of connected, usable knowledge.”

Therefore, the teacher should play the role of a mediator conveying and digesting information from one situation to another. Steinert (2004) stresses that student appreciates a teacher that is able to relate, expand and digest the present situation into other situations. Therefore, it is evident that a teacher who fails to be equipped with the appropriate skills in delivering information might actually disrupt the entire teaching and learning process. Thus, as Margetson (1994) suggests, the chief task the teacher is to assume is to make certain that the students make progress towards digesting the aim of the subject content as they identify what is needed to be learned, and establish how they will organize themselves to pursue the learning in preparation for the next lesson.

In a student-centered learning environment, teachers were encouraged to question, probe, and encourage critical reflection (Margetson, 1994), provide necessary and adequate information, abstain from harsh feedback, and become fellow learners (Aspy, Aspy & Quinby, 1993). Moreover, teachers should also establish an environment that puts students at ease to voice their opinion and not get penalized for the ‘wrong answer’ or succumb to ridicule by their peers. For instance, the trainer should create an environment where students may make mistakes or simply admit not knowing the answer (Mierson & Freiert, 2004).

A review of the literature also strongly suggests for teachers advance practices of peer learning in a student-centered learning environment. Peer learning was often the preferred choice as it is normally perceived as a complement to the repertoire of instructional activities. Peer learning is also an essential strategy in effectively practicing self-regulated learning strategies (Pintrich, Smith, Garcia & McKeachie, 1991). Boud (2001) characterizes peer learning as a reciprocal learning activity that benefits both the participants and acquiring shared knowledge, ideas, and experience. Sampson and Cohen (2001a, b) assert that individual instructors believe that peer learning frequents the students’ occurrence of learning as it allows them to share information and experiences with their peers as well as develop the skills to acquire information. Boud (2001) further stated that mutual learning assumes much weight in the learning process given that the vital skills of effectively learning from each other were needed in life and work. In the following, Boud (2001) brings to attention some of the potential learning outcomes of peer learning: (i) working with others, (ii) critical inquiry and reflection, (iii) communication and articulation of knowledge, understanding, and skills, (iv) managing learning and how to learn, (v) self and peer assessment, and (vi) self-directed learning.

Santrock (2001) also managed to bring into discussion some, though not limited to, of the characteristics and roles of teachers in an active learning environment. First, teachers should adapt their instruction accordingly to the developmental levels of the students. Teachers were suggested to monitor students’ learning cautiously as each student receives, analyzes, assesses, and reflects information at various levels. For instance, Bloom’s Taxonomy provides for an excellent alternative to manage and monitor students’ learning. For instance, teachers are encouraged to construct learning objectives based on the six levels of knowledge, understanding, application, analysis, synthesis, and evaluation.

Second, teachers should pay attention to individual differences in learning. This is especially true when each student is unique and he or she comprehends information at a different pace and with ease. Taking into account these individual differences, teachers must take the initiative to engage them in active learning. Santrock (2001) further mentioned that teachers play various roles in bridging the students and the learning process. Evidently, meaningful learning does not only takes place in the classroom but more importantly includes and reflects on the student’s experiences. Third, teachers must constantly assess their students as an integral dimension of the teaching and learning process. For instance, teachers must analyze the students’ perception of their expected learning outcome and compare it to the learning objectives outlined in the course structure.

In a conclusion, this topic highlights on the important role a teacher shoulders in shifting students from a passive role to an active role in a teaching and learning process. Specifically, some characteristics of a teacher as grounded in the constructivism theory of learning are established. For instance, teachers are encouraged to guide students to critically reflect on the knowledge they acquire and to encourage teamwork among students.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Key Terms in the Project/Major variables:

A word that serves as a key, as to the meaning of another word, a sentence, passage, or the like. The key concept is usually the main idea in the essay question. To provide the readers a better understanding of the frequently used terms in the study, the following terms are defined operationally:

Impulse Action

The notion of impulsive action is often used but rarely specified. It refers to an action that is elicited by the appraisal of a perceived or thought-of object, event, or state of the world as pleasant or unpleasant, or as beneficial or harmful, and which action is apt to influence that object, event, or state of the world.

Respect:

Respect as “a person’s attitude towards other people, in whom he/she sees a reason that, in itself, justifies a degree of attention and a type of behavior that in return engenders in the target a feeling of being appreciated in importance and worth as a person”.

Behavior

Children learn behavior by watching and imitating others. Many types of behavior detract from learning. These include talking out of turn, being out of the seat without permission, not paying attention and disrupting other students by making noise or touching them.

Learning:

Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning” (Ambrose et al, 2010, p.3). The change in the learner may happen at the level of knowledge, attitude or behavior. As a result of learning, learners come to see concepts, ideas, and/or the world differently.

Learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret and respond to their experiences.

Pandemic Condition

A pandemic is defined as “an epidemic occurring worldwide, or over a very wide area, crossing international boundaries and usually affecting a large number of people”. The classical definition includes nothing about population immunity, virology or disease severity.

What did you want to achieve in this research project?

Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems.

Objective/purpose of the study;

  • To explore the effects of behaviour on education system in terms of controlling impulses.
  • To examine the children behaviour during classes.
  • To investigate the possible causes of bed behaviour of students
  • To give some suggestions on how to minimize the barriers faced by education system.
  • To promote the value of respect as the basis of human coexistence during the teaching and learning process to control Impulses .
  • To innovate in a way of team work in terms of coexistence and respect towards the others to control Impulses.
  • -To create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school.

following questions were analyzed in this research.

Critical Questions:

  • What are the effects of behaviour on education system?
  • Discuss the children behaviour during classes ?
  • What are the possible causes of bed behaviour of students?
  • To give some suggestions on how to minimize the barriers faced by education system ?
  • How you can promote the value of respect as the basis of human coexistence during the teaching and learning process to control Impulses ?
  • To innovate in a way of team work in terms of coexistence and respect towards the others ?
  • How you can create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school?

Who were the participants in your project?

In order to understand the complexities of validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for a more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in the secondary (8th) level of Government Girls High School Charsadd However, in this questionnaire, forty (40) children, taking a related course, were selected in a Charsadda located in Charsadda as a sample while considering the research control and validity of this study. This sample included children of the two major mediums (English Medium and Urdu Medium). These participants might generally represent the children in the secondary (8th) level. The peer reading strategies were developed on the basis of a series of research regarding “Creating Behavioral Development to Control the Impulses at Elementary School Level” and improvement for secondary (8th) children. This curriculum purported to develop Creating Behavioral Development to Control the Impulses at Elementary School Level ”  among the children of the secondary (8th) level.

How did you try to solve the problem?

Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. Classroom action research was separated into two cycles; they were cycle I and cycle II and each cycle contained of four interrelated activities, specifically: Planning, Action, Observation and Reflection. It was crucial to reminder that early reflection was normally used in a classroom action study. Plan is prospective to action, action is deliberate and controlled, observation is responsive, reflection is evaluation to make it apparent, and the design of present classroom action study would be described as follows. In the present study,I collected data based on following steps.

Method of the Study :

The methodology of this research was comprised on an action research to found out and solve the problem. The social phenomenon under scrutiny was the Creating Behavioral Development to Control the Impulses at Elementary School Level ” on students learning and achievement. I used Questionnaires, interviews, field notes and observations to collect the data needed to provide the information and insight necessary to answer my research requirements.

Population:

The entire group from which a sample is chosen is known as the population.  All the students of grade 8th who were enrolled in Government Girls High School Charsadd, was population of my study. It was quite convenient for me, being a resident to accumulate quality data from the chosen city and school.

Sample:

Sample is smaller representation of large whole. Generally, it consists of some of the observations that represent the whole population. I sampled grade 8th students enrolled in Government Girls High School Charsadd  for this study.

Sample Size:

The numbers of observation included in a sample is called size of sample. I selected 35 students of grade 8th for action research-based study.  

Research instrument:

Interview schedule is referred to formal meeting between the respondent and the interviewer. In this technique a number of questions were designed according to the requirement and relevancy of researcher being conducted. I prepared questionnaire to attain study objectives.

 Collection of Data:

The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. I collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. I used Quantitative method to get important and meticulous information through questionnaire consisting only close ended questions relative to my research objectives.  

What kind of instrument was used to collect the data? How was the instrument developed?

The questionnaire was used to collect the data needed to provide the information and insight necessary to answer the research questions. In this technique, a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

Quantitative research

Quantitative data contains Closed ended information such as that found on attitude positive behavior and performance instruments. In this study the children have been given a questionnaire to find out the developing of educational apps uses through motivation activity and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Questionnaire

A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction made between open ended and closed ended questions an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.

Questionnaire:

I developed the questionnaire to obtain data on Creating Behavioral Development to Control the Impulses at Elementary School Level “ at grade 8th. Questionnaires are a convenient way of collecting data from a large number of individuals.

Critical Questions:

  • What are the effects of behaviour on education system?
  • Discuss the children behaviour during classes ?
  • What are the possible causes of bed behaviour of students?
  • To give some suggestions on how to minimize the barriers faced by education system ?
  • How you can promote the value of respect as the basis of human coexistence during the teaching and learning process to control Impulses ?
  • To innovate in a way of team work in terms of coexistence and respect towards the others ?
  • How you can create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school?

What were the findings and conclusion?

Very often complicated reforms are required in order to alter existing structures in schools and make a change for the students. Even more so, we are happy to find that a small measure like respecting one’s students (which we should, but cannot always, take for granted) has an effect on students’ performance. Many teachers today are faced with a school reality that requires them to not only engage in behaviors of a teacher but also in those of a friend, parent, or social worker. It is, therefore, not surprising that some teachers feel overwhelmed and do not always treat their students with respect. We would, thus, like to make an argument for integrating the findings on respect and performance into teacher’s education. There, it would be fruitful to discuss not only the relationship between perceived respect and performance but also the complex findings regarding cultural diversity in the classroom and its implication for teachers and teaching. Teachers should be prepared for the multifaceted environment that a classroom can be and should know about (differences in) their students’ needs. This would not only make teacher-student interactions easier and less conflict-ridden but most probably also result in better classroom atmospheres and learning environments. We are aware that creating useful teaching programs suitable for a diverse student population is a challenge since today’s school reality provides many obstacles in the form of over-sized classes, overwhelmed parents and a lack of support for teachers, to name only a few. However, although statistics show that we live in a culturally diverse environment, integration and cultural understanding are not implicit. It may not be easy to change this but if we are serious about wanting to try, re-thinking some of the established educational practices would be a good start. Respect in all its variations is a powerful concept that can help in the process.

Recommendations :

Based on findings and conclusions, I made the following recommendations:

These problems and challenges can be resolved by several remedial measures at individual as well as institutional level.

Careful plan for misbehaviour of students  is no doubt very crucial to both students’ and teachers for academic success. This is because  reinforce students understanding. Teachers should therefore plan for misbehaviour of students.

Summary of the Project

Research studies are being conducted in order to provide results that will help with social, professional and the purpose of this action research will be a common knowledge that when teachers are seen upholding sound professional conduct, it creates a high level of public confidence and trust in the teaching profession. The data was collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Qualitative / Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection. When conducting a research study involving young children, it is vital that the children are protected and treated fairly. In order to ensure that is the case in this study, all participants in the study are referred to by “Children.” No personal information, such as addresses, is included in the study. In order to make sure that all children are treated fairly, all children received the interventions implemented. The quantitative findings suggest that using home study for self-motivations to directly teach children strategies to solve study problems does have a significant effect on their ability to solve problems.  During the intervention period there were many behavioral issues that took place in the home, many times preventing the interventions from happening. Also, the academic schedule of the school impacted the implementation of the interventions. There were many half day/professional days that caused the interventions to be cut from the daily schedule. In addition, the fourth grade team at the school implemented a new study curriculum right before the interventions began. Initially, this new implementation should not have caused any issues with the interventions. However, it was decided that more time needed to be devoted to the Walk to Study program and the new curriculum. This caused the intervention time to be cut from the daily schedule. Also, as stated previously in this paper, there was a chance that the new curriculum influenced the children’ studying abilities, thus creating inflated results. For most of the tools administered, the teacher gave them to the children. This might have affected the results of the data because the teacher presence might have had different effects on the children. The children might have felt that they needed to answer a certain way.

Objective/purpose of the study

  • To explore the effects of behaviour on education system in term of controlling impulses .
  • To examine the children behaviour in classroom.
  • To investigate the possible causes of bed behaviour of students .
  • To give some suggestions on how to minimize the barriers faced by education system due to covid-19 pandemic.
  • To promote the value of respect as the basis of human coexistence during the teaching and learning process .
  • To innovate in a way of team work in terms of coexistence and respect towards the others.
  • To create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school.

How do you feel about this practice? What have you learned?

Feeling about this Practice/Action Research

I used a classroom action research method, which is a research through self-reflection strategy. This method has characteristics of active participation and collaboration of education practitioners to improve student achievement and teacher performance, and solve classroom problems. This acation research provides me a structured process for customizing research findings, enabling me to solve problems using this method within own classrooms, schools, or districts. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.

Self-Reflection :

Self-reflection is like looking into a mirror and describing what you see. It is a way of assessing ways of working and how study observed. Reflecting and composing a piece of self-reflective writing is becoming an increasingly important element to any form of study or learning. Self-reflection helps to build emotional self-awareness. I called on students by name and used information about them (from the information sheets they filled out during the first-class period) in the examples I gave Unfortunately, I spent so much time on the presentation stage of the lesson that we had to rush through the other activities. The closure of educational institutions due to preventive measures against the spread of COVID-19 has affected the education, well-being, and functioning of all parties involved and benefiting from educational systems in the world. While the process of shifting learning to a remote or online format has already become part of many educational institutions in different parts of the world, a number of factors( behaviour) related to the quality of educational institutions, teachers, parents and students, in conjunction with changes to their emotional states are assumed to be contributing factors that may affect the quality of learning, teacher performance, student knowledge and skills. According to the findings of this study, the new circumstances created due to the spread of COVID-19, including changes in education, have caused a number of concerns among students, parents, and teachers in my city.

What has it added to your professional skills as a teacher?

Action research is a form of research that is authentic and meaningful to the teacher researcher because it is conducted by the teacher in his/her own classroom space. Action research helps me to pick up threads suggested in academic circles, and weave them in my own classroom. Action research allows me to take ownership over my teaching and occurs when teacher researchers contemplate a classroom or instructional issue, design a study, execute the study, track data and results, and reflect. The action research progression is interactive; it is not a passive process, as teacher-researchers are active constructors of knowledge. This action research helped me to maintain classroom management through effective discipline practices for effective writing skills. I learnt that good behaviour in Educational activities associated with high academic performance during or academic achievements . From this practice I’m able to assess the problem in my class. Now I can identify, process and solve the problem through scientific way which results better than previous which was beating about bush. As teachers construct new knowledge while linking prior knowledge, learning occurs. This research provides me with data from my own experiences and my own students. This is the meaningful evidence that I need to be able to tell other stories. I strongly believed that there is no better way to communicate your story than to stand up in front of my peers and share the journey of action research. This study added my professional skills as trainee teacher that sharing useful strategies with students and provide them examples enhance their English skills. I will give assignments to students that offer appropriate practice with feedback. Writing is a complex skill which most students actually need in order to successfully go through college. Because everything is based on writing during academic years, a student who possesses good writing skills will automatically do better at everything, including exams, essays, assignments, and so on. I’m talking about general and specific tips and tricks on how to approach a specific type of essay. For example, you can emphasize the importance of creating clear and concise outlines before they start writing. As a teacher, my role is to help each and every student improve themselves, acquire new skills, and become a better individual by the end of their time spent in school . Even though one cannot improve their skills without working hard and having a desire to make progress, a teacher can definitely get involved and make huge differences concerning this matter. I will follow these tips, for improvements in my student’s mind-set to use good behaviour for effective learning.

List the works you cited in your project.

[1]       Albanese, M. A. (2004). Treading tactfully on tutor turf: Does PBL tutor content expertise make a difference? Medical Education, 38(9), pp. 918–920.

[2]       Aspy, D. N., Aspy, C. B., & Quinby, P. M. (1993). What doctors can teach teachers about problem-based learning. Educational Leadership, 50(7), pp. 22-24.

[3]       Boud, D., & Feletti, G. (1991). (Ed.). The challenge of problem-based learning. London: Kogan Page.

[4]       Boud, D. (2001). Introduction: Making the move to peer learning. In Boud, D., Cohen, R. & Sampson, J. (Ed.). Peer learning in higher education: Learning from & with each other. (pp. 117). London: Kogan Page Ltd.

[5]       Charlin, B., Mann, K., & Hansen, P. (1998). The many faces of problem-based learning: A framework for understanding and comparison. Medical Teacher, 20(4), pp. 323-331.

[6]       Dixon-Kraus, L. (1996). Vygotsky in the classroom: Mediated literacy instruction. White Plains, NY: Longman Publishers.

[7]       Dolmans, D. H. L. M., Wolfhagen, I. H. A. P., Schmidt, H. G., & van der Vleuten C. P. M. (1994). A rating scale for tutor evaluation in a problem-based learning curriculum: validity and reliability. Medical Education, 28, pp. 550-558.

[8]       Dougiamas, M., (1999). Reading and writing for internet teaching. Accessed July 17th, 2007 from http://dougiamas.com/writing/readwrite.html

[9]       Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning (Eds.). Sterling, Virginia: Stylus Publishing LLC.

[10]     Ernest, P. (1999). Social constructivism as a philosophy of mathematics: Radical constructivism rehabilitated. Accessed March 30th 2006 from http://www.ex.ac.uk/~PErnest/soccon.htm

[11]     Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), pp. 50-72.

[12]     Flavell, J. H. & Piaget, J. (1963). Developmental Psychology of Jean Piaget. Princeton, NJ: Van Nostrand.

[13]     Gage, N. L., & Berliner, D. C. (1998). Educational psychology. Boston: Houghton Mifflin Company.

[14]     Gredler, M. E. (1997). Learning and instruction: Theory into practice. New Jersey: Prentice Hall.

[15]     Hendry, G. D., Frommer, M., & Walker, R. A. (1999). Constructivism and problem-based learning. Journal of Further and Higher Education, 23(3), pp. 359-371.

[16]     Hendry G. D., Ryan G., & Harris J. (2003). Group problems in problem-based learning. Med Teach, 25(6), pp. 609-616.

[17]     Holt, D.G. & Willard-Holt, C. (2000). Let’s Get Realtm: Students solving authentic corporate problems. Phi Delta Kappan, 82(3), pp. 243-246.

[18]     Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6 (1), pp. 719.

AIOU Solved Assignment Project Topic Job Specifications

AIOU Solved Assignment Project Topic Job Specifications
AIOU Solved Assignment Project Topic Job Specifications

AIOU Solved Assignment Project Topic Job Specifications

ACKNOWLEDGEMENTS

In the name of Almighty ALLAH, the most gracious, the most beneficent by the help of whom I am able to complete my assignment and accomplished all the difficult tasks relating to this assignment.

With a deep sense of gratitude, I extend my thanks to the teachers at the Department of Business Administration, Allama Iqbal Open University who provided me the opportunity through this assignment to learn practically.

Abstract

The above compensation and benefits package is quite justified with my dream job of HRM manager. The base salary and other allowances are justified as per my position in the organization and experience in the previous firm. I have a master’s degree in HRM along with a labor law certification and 3.5-year experience in a reputed firm as an HR manager. I have proved my skills and compatibility in the industry, which justifies this salary level. The indirect compensation is also as per the organizational rules and policies under the employee compensation laws, which is also justified in the position of the HR manager. Some other indirect compensation such as car facilities, and accommodation are some of the essential facilities, which are required for this job (Estreicher & Reilly, 2010). At the same time, in the US, organizations tend to offer this type of facility to senior managers to reduce stress levels and improve work efficiency. Flexibility is also required for this job as the HR manager has to consider various aspects in designing HR policies and procedures. So, the level of indirect compensation is also justified with my dream job. At my previous job, I also had the facility of accommodation and a car, and expect the same in my dream job. The non-financial compensation is also justified as it includes the growth opportunities, which are seen by everyone in their career. If the growth opportunities will not be there, the motivation level of an employee in any position can be declined.

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INTRODUCTION:

JOB SPECIFICATIONS

AIOU Solved Assignment Project Topic Job Specifications A job specification is an official document that describes the duties, required knowledge, skills, and abilities, and minimum qualifications of State jobs. A specification is not a job announcement and the existence of a specification does not imply that the State of Vermont is recruiting for that class.  Job specifications for some jobs are not available online, for example, the state does not maintain job specifications for jobs that are exempt from the classified service (exempt and temporary jobs). In addition, job specifications under review or in draft format will not be available online until a final version is approved by the classification division, the recruitment division, and in some cases the appropriate agency or department. To request revisions to an existing job, specification contacts the appropriate HR Administrator.

Importance of Job Specification

The importance and purpose of a job specification are a thorough understanding of the specific details of a job. Jobs can be of different types and can require a different skill set to get the maximum output from a particular. Job specification gives important details related to the job like education & skills, prior work experience, managerial experience, personality traits, etc. which would help an employee accomplish the objectives of a job. For a recruiter, job specification lays down the basis of the guidelines on which the company can recruit and select the best possible candidate who would be best suited for the job. Apart from actually finding the right candidate or employee, job specification can be used for screening of resumes & shortlist only those candidates who are the closest fit for the job. Hence, a job specification gives specific details about a job and what kind of skill sets are required to complete the job.

SUB-TOPICS:

Components of Job Specification

There are many parameters that are considered while giving the job specification for a certain profile.

1. Educational Qualification

This parameter gives an insight into how qualified a certain individual is. It covers their basic school education, graduation, master’s degree, other certifications, etc.

2. Experience

Job specification clearly highlights the experience required in a particular domain for completing a specific job. It includes work experience which can be from a specific industry, position, duration, or in a particular domain. Managerial experience in handling and managing a team can also be a job specification criteria required for a particular position

3. Skills & Knowledge

This is an important parameter in the job specification, especially with knowledge and skill-based profiles. The higher the position in a company, the more niche the skills become, and more is the knowledge required to perform the job. Skills like leadership, communication management, time management, team management, etc. are mentioned.

4. Personality traits and characteristics

The way in which a person behaves in a particular situation and handles complex problems, generic behavior, etc. are all covered in the characteristics of a job description. It also covers the emotional intelligence of a person i.e how strong or weak a person is emotionally

Job Specification Example

Here is a sample job specification, which is prepared for a marketing manager in a telecom company.

Education Must be an engineer and MBA in marketing from a reputed MBA institute
Work experience Must have prior work experience in marketing & sales (preferably telecom or FMCG)
Skills & Knowledge 1. Must be a good communicator and must be able to lead a team.

2. Prior experience in handling ATL-BTL activities and managing promotional events.

3. Must be able to handle social media like Facebook, and Twitter and help build an online brand

4. Experience in managing PR and media

5. Strong analytical skills and problem-solving skills

6. Must understand business, come up with innovative products and launch them

Personality Traits & Characteristics 1. Must be presentable and a good orator

2. Should be calm in complex situations and show leadership skills in managing multiple teams

3. Should be emotionally strong and should give timely deliverables

The above table is a sample of the job specifications. More specific details can also be put in to give a better understanding of the job.

Advantages of Job Specification

There are several benefits of having a comprehensive job specification. Some advantages are listed below:

  1. Job specification highlights all the specific details required to perform the job at its best
  2. It gives the HR managers a threshold and a framework on the basis on which they can identify the best prospects
  3. Helps in the screening resumes and saves time when there are multiple applications by choosing those who are closest to the job specification
  4. HR managers can use job specification as a benchmark to evaluate employees and give them the required trainings
  5. It also helps companies during performance appraisal and promotions

Disadvantages of Job Specification

There are certain limitations of the job specification. Some of the disadvantages are mentioned below:

  1. It is a time-consuming process as it has to be very thorough and complete
  2. The job description is time-bound and changes with changing technology and changing knowledge & skill requirements
  3. It can only give a framework of emotional characteristics and personality traits but cannot specify the experience or forecast complex issues is any

How to write a job specification or Job Spec?

Job specification is a blueprint for the recruitment and selection process. Thus, job specification has to be drafted very carefully. The HR manager working on job specifications should have the vision to collect information about the ideal candidate for the job. There are four components of job specification: Educational qualification, experience, skills and knowledge, characteristics, and personality traits.

Four Components of Job Spec

  • Educational Qualification: This part covers the desired education of the candidate. Specific terms, such as graduate, and post-graduate can be used here. The stream of education should be mentioned, along with the necessary grades which are required. Many companies also provide notes in terms of over-qualification like- an MBA is not required or graduates should not apply in the job specification.
  • Experience: Job specification should clearly highlight the required experience in a precise domain to perform the job. It includes details such as experience required in which industry, number of years of experience, position, and domain. For a higher job profile, managerial or team-handling experience is often required by the organization.
  • Skills & Knowledge: This section explains the skills such as communication skills, leadership quality, team management, and many more which are necessary for the given job role. The term knowledge includes market knowledge, domain knowledge, and computer language knowledge based on the profile.
  • Personality traits and characteristics: Here situational-based traits and characteristics are covered. The way the person should handle the complex situation in the organization, the generic behavior of the candidate is covered in this section. Emotional intelligence has also been given importance in this section of the job specification.

Steps to Write the Job Specification or Job Spec

Once you are aware of the four components of the job specification it becomes easy to write the draft for a particular job.

  • Step I- Check the job role and decide the educational qualification required to perform the duty. One should check the nature of the job, its importance, and the background which will be helpful to work on the job.
  • Step II- The job title and position provide a brief idea about the duration of experience required to perform the job. Once the experience of domain work is certain, one should look for other experience such as managerial, client handling, as a service provider, and grievances handling which are required for the long-term performance of the job.
  • Step III- Along with the qualification and experience, there are certain skills that are essential to perform the assigned job duties. The skills and knowledge which are mentioned as mandatory in the job specification are often verified during the selection process by the HR department.
  • Step IV- Situational intelligence, emotional stability, personality traits, and attributes should be mentioned in the job specification. It also includes general and mental health, aptitude, judgment, memory, adaptability, values flexibility, and ethics.
  • Step V- Once all four components are well defined in the job specification, it is necessary to verify the job specification with the help of people working in the domain. Generally, the reporting manager of the profile approves the drafted job specification.
  • Step VI- Once the job specification is approved it is circulated among the HR department to add it to the official documents.

Note: During the preparation of the job specification it is important to avoid discriminatory terms. One should not cover the personal aspects of the candidate such as race, sexual orientation, or civil partnership as a criterion in the job specification.

Purpose & objectives of job specification or Job Spec?

Job analysis is a process that provides the end result of the job specification. Detailed research on the job role gives an outcome of the exact type of candidate required for the job.

Purpose of Job Specification

  • To help the candidates to analyze whether they are eligible to apply for a vacancy or not
  • To help the recruiting team in the selection process of the candidate
  • To document information about the job role and the skills required to complete the job
  • To document the goals set for the job and the situational behavior expected from the employee working on the job.

It is extremely essential to create the right fit between the job and the talent. The job specification is key to achieving this right fit. The job specification is useful to both applicant and the organization.

Objectives of Job Specification

  • To highlight the specific details essential to perform the task at its best
  • To provide a framework for HR manager to identify the best prospects
  • To help the recruitment team in screening the resumes of the applicant
  • To verify the performance of the employee during appraisal and promotion

Job specification or Job Spec Example

Here is a sample job specification for a Marketing Manager in Service Industry. The sample provided here is only for understanding purposes, different companies can make changes in the job specification based on the need of the organization. The sample job specification is just an outline for the job specification which needs practical verification before implementing in the corporate world.

Example of Job Spec

Education MBA in Marketing from Reputed B School, Gradation Stream preferably BBA, Bcom and B.E
Work Experience 2- 3 years of experience in Marketing in the Service Industry
Skills and Knowledge Good Communication skill

Team handling experience is a must

Should be aware of the online marketing tools and techniques

Management of PR events and media event

Problem-solving attitude and highly committed to work

Must be creative and have out-of-the-box thinking

Personality traits and characteristics Candidate should be confident, pleasant personality, and have friendly nature

Should be emotionally strong and has positive thinking

Should be able to handle the work pressure and team

Should be comfortable dealing with clients in high-profile situations

 

Practical study:

Job description for Case Study Writer at CSIP, Ashoka:

 University About Ashoka University: Ashoka University is a private, non-profit university. An unprecedented example of collective public philanthropy in India, it is a pioneer in its focus on the Liberal Arts. The University offers undergraduate and postgraduate programs across the humanities, social sciences, and fundamental natural sciences. The aim is to help students become well-rounded individuals who are able to think critically about issues from multiple perspectives, communicate effectively and go on to become ethical self-aware leaders with a commitment to public service. Ashoka has built collaborations with the University of Pennsylvania, the University of Michigan, Carleton College, King’s College London, Sciences Po, UC Berkeley, Trinity College Dublin, and Yale University. To learn more about Ashoka University visit http://ashoka.edu.in About the Centre for Social Impact and Philanthropy (CSIP): The University’s focus is on attracting the brightest students, putting them under the guidance of the most inspirational faculty, and developing a global reputation for innovative research. Faculty and students come from across the country, and the world, and Ashoka are committed to maintaining the highest intellectual and academic standards. Along with having a robust academic programme, the University is home to Centres of Excellence that address some critical areas of relevance to society, and India in particular. This includes the Centre for Social Impact and Philanthropy (CSIP), which aims at being the foremost Centre in India for research and capacity-building toward the critical advancement of social impact. Roles and Responsibilities: The Case Study Writer will develop two case studies. S/he should be able to work independently with minimum supervision. S/he will manage timelines, synthesize interviews, drafts, and deliverables; and be proficient at creating all case components (e.g., tables, charts, graphs).

 Project 1: Giving Tuesday: This project is to launch #GivingTuesday (#GT) in India with a robust portal that facilitates the participation of individual and institutional givers using a range of giving methods for offering their time, talent, voice, money, and treasures to verified tax-exempt NGOs of their choice using search and promote functionalities and tools. Anchored by GuideStar India with the support of #DaanUtsav, this will be an inclusive initiative open to all participants with a desire to give. #GT will be celebrated on Oct 3, 2017, during #DaanUtsav. Project 2: DATA project Digital Administration for Transparency and Accountability (DATA) is a project with GuideStar India and the Office of the Charities Commissioner, Maharashtra Govt to digitize all Public Charities in Maharashtra. Qualifications Advanced degree required. MBA, MSc in Social Work/Development or Ph.D. level work is preferred. Evidence of academic excellence. 2-5 years of relevant, independent research experience. The successful candidate must have a strong quantitative aptitude; be a strong writer; have good financial, analytical, and conceptual skills; work well independently and in an academic environment. Excellent communication, interpersonal, organization, research, analytical, writing, and editing skills are required. Diplomatic skills and comfort in interacting with prominent individuals. Strong skills related to the Microsoft Office Suite are expected. Compensation Competitive Location & Timeline Mumbai from 1st October to 31st December Deadline Urgent, but on a rolling basis. To Apply Please send your CV and 2 writing samples

SWOT ANALYSIS:

Strengths

Strengths describe what an organization excels at and what separates it from the competition: a strong brand, a loyal customer base, a strong balance sheet, unique technology, and so on. For example, a hedge fund may have developed a proprietary trading strategy that returns market-beating results. It must then decide how to use those results to attract new investors.

Weaknesses

Weaknesses stop an organization from performing at its optimum level. They are areas where the business needs to improve to remain competitive: a weak brand, higher-than-average turnover, high levels of debt, an inadequate supply chain, or lack of capital.

Opportunities

Opportunities refer to favorable external factors that could give an organization a competitive advantage. For example, if a country cuts tariffs, a car manufacturer can export its cars into a new market, increasing sales and market share.

Threats

Threats refer to factors that have the potential to harm an organization. For example, a drought is a threat to a wheat-producing company, as it may destroy or reduce crop yield. Other common threats include things like rising costs for materials, increasing competition, and tight labor supply. and so on.

SWOT Table

Strengths
1. What is our competitive advantage?
2. What resources do we have?
3. What products are performing well?
Weaknesses
1. Where can we improve?
2. What products are underperforming?
3. Where are we lacking resources?
Threats
1. What new regulations threaten operations?
2. What do our competitors do well?
3. What consumer trends threaten business?
Opportunities
1. What technology can we use to improve operations?
2. Can we expand our core operations?
3. What new market segments can we explore?

 

Job Description and Specification

 My dream job is to become the Human Resource Manager (HR Manager) in a reputed multinational organization. I want to work in the HR department so that I could interact with the employees directly and can contribute to increasing the effectiveness of the organization to manage its human resources more effectively and increase the organizational competitiveness in the industry (Sims, 2007). The job description for this dream job is as below, which provides tasks, roles, and responsibilities, which I am supposed to perform in this job: Table 1:

Job Description

Job Title & Department Manager, Human Resources Department
Job Purpose/Job Summary The person is responsible to maintain and enhance the human resources of the organization, performing job analysis and evaluation, to enhance employee management relationships by planning and implementing different policies, programs, and processes for human resources.
Job Duties
  • Continuous review of job requirements and description for updating to maintain work structure
  • Establish recruitment, test, and interview programs for the selection of skilled employees
  • Prepare for the exit interview and take the feedback positively for better management
  • Conduct orientation and training programs
  • Plan and implement pay structures
  • Solve employee conflicts and grievances and provide counseling to them
  • Maintain employee benefits programs with legal compliance as per federal and state government requirements
  • Maintain the record of performance and history of human resources
  • Develop HR policies and programs for better organizational structure
  • Develop and implement employee performance appraisals
Working Conditions Normal working conditions (5 days a week, eight hours per day)
Reporting Report to directors and the supervision officers of the HR department
Relationships
  • With managers in other departments at an equivalent level
  • Contact with local officials

The above table describes the job description of my dream job as an HR manager in an MNC. For this dream job, there are some skills and qualifications required, which are given in the job specification table below. The job specification is the written statement, which includes educational qualification, experience level, and specific qualities, etc that are essential to perform a job in a significant manner (Sims, 2007). Below is the job specification for my dream job of HR manager:

Table 2: Job Specification

Job Title & Department Manager, Human Resources Department
Education and Training
  • A good bachelor’s degree with at least 60 percentile
  • Master’s degree in HR management
  • A certification in labor law will be a desirable additional qualification
Experience Need at least 3 year of experience at the same position
Age Preferably between years 30 to 45
Other skills required
  • Good health
  • Ability to work for long hours
  • Ability to deal with stressful situations
  • Fluency in speaking and writing
  • Good knowledge of computer applications
  • Analytical decision-making skill
  • Time management skill
  • Flexibility

The above is the job specification of my dream job and almost, and I have all the ability and skills to do this job in an effective manner. The job description and job specification are quite significant to explain the job requirements, which help an individual to perform the job significantly.

Compensation and Benefits Package The compensation and benefits package is generally related to the job duties and desired outcomes. A number of factors should be considered in designing a compensation and benefits package so that employees and organizations both can mutually agree on this and the interest of both can be fulfilled (Armstrong, 2008). It is because an appropriate compensation and benefits package helps to attract and retain the key employees within the organization and also motivates the employees to provide their best efforts towards the organizational goals and objectives. The compensation package for my dream job will be the inclusion of direct, indirect, and non-financial compensation and benefits so that all legal compliances can be covered and the mutual interest of my dream job and organization could be achieved:

Table 3: Compensation and Benefit Package

Direct Compensation
  • Equitable wages and Salaries: $72000 Annual
  • Dearness allowance as per rules
  • Annual bonus of 20% of base Salary
  • Commission 2% on total production yearly
  • Performance bonus as per organizational policies
Indirect Compensation
  • Medical insurance plan, childcare
  • Employment insurance plan
  • Retirement plan
  • Educational services
  • Employee services
  • Accommodation
  • Car facility
  • Sick and education leaves
  • Paid vacations
  • Interest-free loans
Non-financial compensation
  • Advancement opportunity
  • Opportunities for growth
  • Recognition Opportunity
  • Workplace flexibility
  • Alternative work scheduling
  • Modified retirement

Conclusion:

Job analysis is an important function of human resource management, human resource managers can fully understand the various important business links and business processes of organization and management, it contributing to human resource management functions to truly rise to strategic positions. It can better understand the importance of job analysis through analysis of the role of enterprises. It describes the process of job analysis which enables enterprises better application of the results of job analysis.

REFERENCES

  1. Mata, V., Gomes, P., Rodrigues, A. “Engineering Perfumes.” AIChE Journal. 51 (2005):

 2834-2852.

  1. International Flavours and Fragrances. “Making Sense Out of Scents”.The Handbook of

Cosmetic Science and Technology. Belmay. pp 316-360

  1. Ohloff, Gunther. Scent and Fragrances: The Fascination of Odors and their Chemical

Perspectives. Berlin. Springer-Verlag. 1994

  1. Kraft, P., Swift, K. Perspectives in Flavor and Fragrance Research. Zurich. Wiley-Vch.
  2. pp 7, 35, 61, 94.
  3. Frosch, P.J., Johansen, J.D., White, I.R. Fragrances: Beneficial and Adverse Effects.

Berlin. Springer. 1998

  1. Theimer, Ernst. Fragrance Chemistry: The Science of the Sense of Smell. Rumson, New

 Jersey. Academic Press. 1982.pp 187, 398, 440.

  1. Pybus, D., Sell, C. The Chemistry of Fragrances. Ashford, Kent, UK. Quest International.

 1999.

  1. Calkin, R., Jellinek, J., Perfumery: Practices and Principles. New York. NY. John Wiley

 & Sons, Inc. 1994.

  1. Perry, Robert H., Green, Don W. McGraw-Hill. 1997. Perry’s Chemical Engineers’

Handbook. 7th Ed. pp. 4-21,4-22

  1. Save-on-Scents. MSDS Peony. 10 March 2006.

http://www.saveonscents.com/product_msds.php/products_id/1702.

  1. Save-on-Scents. MSDS Lemon. 10 March 2006.

http://www.saveonscents.com/product_msds.php/products_id/994.

  1. Save-on-Scents. MSDS Honeysuckle. 10 March 2006.

Role Of Teacher In Improving Ethics Of Six Grade Students

Role Of Teacher In Improving Ethics Of Six Grade Students
Role Of Teacher In Improving Ethics Of Six Grade Students

Role Of Teacher In Improving Ethics Of Six Grade Students

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

Read More Thesis: Click Here

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Topic

Role Of Teacher In Improving Ethics Of Six Grade Students

Theme

Social Development

Sub Theme

Ethics

The overall background of the participants of the project

Background

Name of the School. (Govt Model Elementary School Noshahraw Virkan).

(Overall background of the participants of the project; area / school: (socio-economic status, occupation / profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated)

Govt Model Elementary School Noshahraw Virkan

Govt Model Elementary school Noshahraw Virkan situate in tehsil Noshahraw Virkan and district Gujranwala. There are 12 teachers and 700 students enrolled in the school. School building is looking very good. There are more than 7 classrooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities are available for the students.

This action research project titled “Role of teacher to improving ethics of six grade students at Govt Model elementary school Noshahraw Virkan.

Demographic details of participants: For the present research 40 participants are selected form the school, their ages are between 10-12 years. I selected students from grade 6th from sections A. Among 40 students, there are all girls thus they make the total of 40 students as a sample for the present research.

Socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are good. Such families have not enough means to manage the expenses of their children study. The participants belong to middle class families. Thus, they very much rely on school teachers and the curriculum.

Location of the school: The present research is conducted in a public school “Govt Model elementary school Noshahraw Virkan” which is situated in the district Gujranwala.

The school has great discipline and is very organized in teaching curriculum of Gujranwala board. The school also achieves great 80-90% annual result every year. Hence it has a very good ratio of passing students every year.

Occupation / Profession and earning trends:

 That’s was rural area mostly people are attached with agriculture were 25% parents of the students attached with agriculture, 5% in teaching profession .2 % people well educated jobs and remaining were laborers. I got the occupation information from the index of school register.

Literacy Rate:

I notice that the literacy rate of the city it was not so bad. Literacy rate 35 percent. It was good. Parent’s meetings were arranged in school then I observed the literacy rate of the located. Almost 25% parents were well educated and other parents were uneducated.

Special Traits of Community:

The community where the school was situated have not strong financial condition mostly people were laborers. They have to do strict effort to fulfill the school expenses of their children. Students participate in games and then go to Elementary level. Private school were present in this village. People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

The reason behind the selection of the topic: This action research was designed to investigate role of teacher to improving ethics of six grade students.  Although, well managed school provide an environment in which role of teacher helpful for students to improve the level of Ethics”. “Many research studies have resulted that a conducive classroom environment promotes students ‘ethics development through Teacher role”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students in building ethics development”. “The purpose of education is to provide a safe and friendly environment in order for learning”.  “Therefore, teachers should know how to use and apply strategies that will allow and also help students to improve student performance as well as improve ethics development.”.

The following reasons behind the lack of student ethics development which was observed in the school. This research identifies the solution of these.

1. Focus Just on Books Reading:

Some school teachers just focus on books reading. Thay do not involve the students in any other physical task like Role of teacher which can be helpful for building confidence and ethics development in students.

2. Poor Mental Health:

Poor mental health is also associated with rapid ethics change, stressful work conditions, gender discrimination, ethics exclusion, unhealthy lifestyle, physical ill-health and human rights violations. There are specific psychological and personality factors that make people vulnerable to mental health problems.

 3. Emotional Immaturity:

Emotional immaturity as a condition where a person hasn’t given up the desires or fantasies of their childhoods. These desires and fantasies have to do with them being the center of the universe. They can also even involve “bending” reality to be what they want.

4. Irresponsibility:

Irresponsible is not capable of handling assignments or taking responsibility. An example of an irresponsible person is someone who constantly forgets to do her assignments.

5. Poor Home Environment:

Home environment is usually a place in which an individual or a family can rest and be able to store ethics development. But if home environment not motivated like parents quarrels with on another all the time, then this thing has most negative impact on the mind of students.

6. Lack of Interest in School Activities:

Lack of interest can be caused by difficultly concentrating, family problems, ethics difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you still have to do your best and try to get them to learn at least the basics of any subject.

7. Resistance to School Rules and Regulations:

Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. But some students not follow this. These things lead to decrease in ethics development of students.

I have selected the above topic because now a day it is a common problem of all. Students have lack of ethics development during the period. Students do not focus on ethics development on the base of following reasons. I selected the above topic so this research identifies the solution of this problem.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Ethics development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Ethics development is a person’s belief in his or her ability to succeed in a particular situation.

When I discuss the whole matter development of ethics in children through Role of teacher with my other colleagues and senior teachers it was argued that ethics development and encouragement should be a major area of concern to teachers and students. This is the concern of this chapter which tends to summarize what is essential to be known about the ethics development building process as it relates to Teacher role, rewarding system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the Role of teacher and encouragement are possessing self-efficacy. Because Role of teacher and ethics development are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the Development of ethics development that lead to good behavior and performance of students.

A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build ethics development in students through Teacher role. Appreciation ultimately enhances good behavior and personality like praise, reward offering. But punishment cannot apply for all students. Punishment put negative impact on some students like punished the students. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students, constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities, recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline,  effective and productive employment of time, human and material resources in order to prevent students’ undesired behavior.

Ethics development is a response, which an individual show to his environment at different times. Ethics development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. ethics development can be regarded as any action of an organism that changes its relationship to its environment. ethics development provides outputs from the organism to the environment. The meaning of ethics development is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation. The main purpose of this study is to investigate the role of Role of teacher in development of student’s ethics development of Elementary school students.

What did you find about the problem in the existing literature (books/articles/websites)?

Effective learning process is directly related to the effective classroom management. Without effective classroom management, teaching learning has no fruitful and productive outcomes. Effective classroom management depends on the competencies (capacity, proficiency) of teachers. Good managers devise and announce classroom rules and regulations at the beginning of session in order to control classroom disruptive behaviors and make the classroom atmosphere favorable for teaching learning process.

Teachers use a variety of Role of teacher and stimulus (encouragement) to motivate students. According to Ivancevich and Matteson (1990:171) “teachers use a variety of Role of teacher to attract and maintain students and to motivate them to achieve their teaching goals.” Rewarding students is therefore vital for the teaching success. Incentives are external stimuli which can be used as stimulants to productivity.

When a behavior leads to desirable outcomes, it is more likely to occur in future situations. Therefore, reinforcing is merely the impact seen by the reinforcing agent. To determine whether an event is capable of reinforcing its impact should be considered.

Armstrong (2012), states that “outdoor activities deal with the strategies, policies and processes required to ensure that the people’s value and contributions they make to achieving developmental goals of teaching and rewarded.” It can therefore be seen that rewards play an important role in motivating students to perform at their best and also to maintain top performers. Lathan’s (2002:45) observes that “teachers provide rewards to their personnel in order to try to motivate their performance and encourage their loyalty and maintained.”

As already demonstrated, extrinsic motivation is a deeper issue than it come because it may undermine intrinsic (natural) motivation under certain conditions and promote it under others conditions. (Williams & Stockdale, 2004). However, it is worthwhile for all teachers have an understanding of extrinsic Role of teacher because “many of the tasks that educators want their students to perform are not inherently interesting and knowing”. How to promote more active and volitional (a choice or decision made) forms of extrinsic motivation becomes an essential strategy for successful teaching’. (Ryan & Deci,2000).

It is important to understand that before analyzing different Role of teacher options, factors that affect reward strategies and practices. Each teacher is faced with a number of internal and external factors that affect the ethics development is structured and administered. Armstrong (2010), identifies teaching culture, sector or work environment, students, teaching strategy, school climate as key internal variables that affect reward strategies. Each of these factors are different for each school and the teachers will develop a reward system based on how it values each of the variables. Armstrong (2010:17).

These factors play an important role and may force teachers to take certain decisions. In discussing different types of Role of teacher and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible (invisible) rewards concerned with the work environment (quality of education, the teachers teaching) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998), state that financial, material and ethics rewards are extrinsic rewards because they come from the environment.

To apply ethics development to a classroom student, a teacher must first understand what ethics development is and what the advantages n disadvantages are when using it. The term reward is broadly defined as a tool that teacher use to try and reinforce a desired behavior (Wetzel and Mercer, 2003). The elements that determine the effectiveness of a reward are how it is delivered by the teachers and how it is perceived by the student (Wetzel and Mercer, 2012). If a teacher delivers a reward for good behavior, the student must make the connection between the right behavior and the reward. If students think they were rewarded for a different behavior, then the given reward will not be effective, and the student will have associated getting a reward with the wrong behavior (Wetzel and Mercer, 2012). So, teachers need to make sure that when giving rewards, student understand why they received them.

When a student receives an intrinsic reward, it is because they have completed an assignment or task due to internal motivation (Williams & Stockdale, 2004). Some common intrinsic rewards are ‘‘task completion, feedback or result, acquisition of knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale). However, this award can be beneficial compared to extrinsic rewards, because they do not require an external stimulus, such as the teacher. The student will stay on task because they are motivated by their own determinations. However, intrinsic reward will not always be Satisfactory for students, since they may not have any internal motivation to complete a task.

Extrinsic rewards are rewards given by someone outside of the individual, such as a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary objects, tangible objects, token systems, ethics approval, and project activities’’. In 1991, Newby found by new teachers use extrinsic rewards and motivation more than any other strategy. Extrinsic rewards may motivate student complete tasks that they would otherwise disregard. However, this reward can have a negative effect, where students grow dependent on them for motivation in completing their assignments.

In the classroom, most rewards will be a combination of extrinsic and intrinsic factors. For instance, students may engage in an activity both because of what, they will learn will be the intrinsic rewards, while the grade that they receive will be the extrinsic rewards.

It is important to understand, before analyzing different reward options, factors that affect reward strategies and practices. Each organization is faced with a number of internal and external factors that affect the reward system is structured and administered. (Armstrong, 2010) identifies organizational culture, the organizations business or sector or work environment, people, business strategy, political and ethics climate as key internal variables that affect reward strategies. Each of these factors are different for each organization and the organization will then develop a reward system based on how it values each of the variables. For example, “Bankers, entrepreneurial directors or sales representatives will be more interested in financial incentives than, say people engaged in charitable work” (Armstrong, 2010:17).

External aspects that may affect reward strategies include globalization, rate of pay in the marketplace, the economy, societal factors, legislation and trade unions, (Armstrong, 2010). These factors play an important role and may force organizations to take certain decisions for example trade unions in South Africa have a big influence in worker package and incentives.

In discussing different types of rewards and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible rewards concerned with the work environment (quality of working life, work life balance) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998) state that financial, material and ethics rewards are extrinsic rewards because they emanate from the environment.

Tom Peters argues that by following the right method of rewarding, one can obtain excellent results. The Theorist Edward. Lorler believe that reward must be dependent on performance (Cohen, 2013).

The biggest mistake any parents can make is to delay the reward for an appropriate behavior. A reward will be most effective if it immediately follows the behavior. So that the desirable behavior is validated.  (Patterson, 1983). Rey states that during the delay between the behavior and reward, the subject may exhibit, other behavior. Thus, the targeted behavior may remain undeveloped since the unwanted behavior is also reinforced.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Total three variables included in this research. Two were independent variables and one was dependent variable. Role of teacher and encouragement used as independent variables and student’s ethics development used as dependent variable.

1. Teacher Role:

Role of teacher occurs when members of a learning community work together to improve student learning and achievement. Role is not a task to complete then move on, it’s an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

2. Students Encouragement:

Tangible forms of encouragement give students a visual reminder that they have the power to learn and succeed. They are especially effective when used sparingly or in moderation after students achieve learning milestones in the classroom

  • Give Positive Feedback. …
  • Set Realistic Expectations and Celebrate When They Are Met. …
  • Let Your Own Excitement Come Through. …
  • Vary Your Teaching Methods. …
  • Facilitate Don’t Dominate. …
  • Make Topics Practical. …
  • Show StudentsTheir Own Successes. …
  • Get Out of the Book

 3. Ethics Development:

Ethics development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Ethics development is a person’s belief in his or her ability to succeed in a particular situation. Ethics development is about having the strong, positive belief that you have the capacity and the skills to achieve your goals. ethics development affects every area of human endeavor. By determining the beliefs, a person holds regarding their power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.

What did you want to achieve in this research project?

Research Objectives

The purpose of the study was to investigate the Role of teachers to improve the ethics of six grade students So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, the following objectives are designed:

Objectives of the Study

The following was the main objective of the study.

  1. To explore the relationship between Role of teacher and student’s ethics development at Elementary level.
  2. To explore the relationship between student encouragement and ethics development at Elementary level.
  3. To find out the reasons behind the lack of ethics development of students.
  4. To give suggestion for the improvement of the situation.

Research Questions of the study

  • What is the relationship between Role of teacher and student’s ethics development at Elementary level.?
  • What is the relationship between student encouragement and ethics development at Elementary level?
  • What are the reasons behind the lack of ethics development of students.?
  • What are the suggestions for the improvement of the situation?

Who were the participants in your project?

Population

The population of the study comprised girls studying at Govt Model elementary school Noshahraw Virkan of Pakistan.

Sample

 A total of “40” students were taken as a sample of the study.  Noshahraw Virkan City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 40 respondents including female students. This sample provide appropriate knowledge regarding all the students of the school they studying in the school.

How did you try to solve the problem?

Research Methodology

All research methods and techniques that will be used in this study are given below.

Research Method:

Research method may describe into three forms: Quantitative Method, Qualitative method and Mixed Method. In the study, quantitative research method was used, because data was collected by using questionnaire in the light of students’ and teachers’ perception.

Research Design:

It is descriptive and survey research about Role of teacher to improving ethics of six grade students”.

Population:

A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of Govt Model elementary school Noshahraw Virkan school of Pakistan. The data was collected from student’s schools by filling up the questionnaire.

Sampling Technique

Convenient sampling technique was used in this study.

 Sample

In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 40 students were selected from government school.

 Data collection procedure

Data was collected by through questionnaires. One questionnaire was filled by one student according to his point of view. In this way 40 questionnaire filled by 40 respondents. On the base of this data know the opinion of students, find out the problems of students, and provided solution to sort out these problems. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

Data Analysis

Data collection measure means the tool through which the data can be collected”. There are different sources of data collection like scales, proxies, and questions. In this study the researcher used appropriate research tools and software to analysis of data, like; SPSS 18 software analysis in which descriptive analysis was used to find out the frequency, percentage, means and minimum/maximum values etc.

What kind of instrument was used to collect the data? How was the instrument developed?

Instruments:

The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

1-Closed Ended Questionnaire for students about Role of teacher and its impact on student’s ethics development.

2-Close Ended Questionnaire for students about ethics development of students.

3-Questionnaire for students’ suggestions for effective encouragement in the classroom.

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study. All the information that containing in these questions ultimately helpful for developing ethics development in students.

  1. All students are motivated to perform well in Teacher presence?
  2. Different techniques used to improve the ethics development of students?
  3. Rewards encourage the student to perform well?
  4. Are the students being socialing by Teacher relationship?
  5. Parent teacher meeting helpful for the development of ethics skills in students.
  6. Role of teacher improve the ethics development of students?
  7. Are the students happy after participating well through Teacher collaboration?
  8. Encouragement of the students develop ethics development?
  9. Does the misbehavior of students is change through Teacher collaboration?
  10. Teacher meet with parents to improve ethics development of the students?

Instruments, participants and procedures of quantitative data collection are presented in the following sections.

Data analysis

After the collection of the data, it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

What were the findings and conclusion?

Findings:

  1. Overall majority (98%) of the respondents agreed that Are students are motivated to perform well in Teacher presence.
  2. Overall majority (92%) of the respondents agreed that Different techniques used to improve the ethics development of students.
  3. Overall majority (98%) of the respondents agreed that Rewards encourage the student to perform well.
  4. Overall majority (97%) of the respondents agreed that Are the students being socialing by Teacher relationship.
  5. Overall majority (95%) of the respondents agreed that Parent teacher meeting helpful for the development of ethics skills in students.
  6. Overall majority (96%) of the respondents agreed that Role of teacher improve the ethics development of students.
  7. Overall majority (98%) of the respondents agreed that Are the students happy after participating well through Teacher role.
  8. Overall majority (99%) of the respondents agreed that Encouragement of the students develop ethics development.
  9. Overall majority (92%) of the respondents agreed that does the misbehavior of students is change through Teacher collaboration
  10. Overall majority (95%) of the respondents agreed that Teacher meet with parents to improve ethics development of the students.

Conclusions

The researcher in this study, from the findings concluded by analysis the following conclusion:

Role of teachers the most powerful tool of student’s ethics development. Encouragement to improve a response not only works better, but allows both parties to focus on the positive aspects of the situation. Punishment, when applied immediately following the negative behavior can be effective, but problems may result when it is not applied consistently. Punishment can also invoke other negative ethics responses, such as anger and resentment.

Teacher-student relationships are crucial for the success of both teachers and students. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.

Teaching is the activity of teachers for the purposes of education. So, it is the duty of teachers to knowledge the students as well as to develop ethics development in them through teacher role. Teaching is an arrangement and manipulation of a situation in which building students ‘ethics.

That good classroom management strategies show that reward system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and ethics in  Elementary school students According to the perceptions of  Elementary school students (in open-ended question), majority of the respondents ( Elementary school students) agreed that students ‘role of teacher have a stronger effect on developing ethics development, punctuality, student’s confidence policies, leadership skill, teamwork, character development and adaptability.

Summary of the Project

University recommended me some developing basic skills in which theme and sub-theme. The topic that I choose ROLE OF teachers TO IMPROVING ETHICS OF SIX GRADE STUDENTS. I choose this topic because I have to face problem about ethics development in the school. Because students feel shy when they have to perform in front of others. It is difficult to create ethics development in the students during teaching.

The sample comprised a total of 40 students drawn from Govt Model elementary school Noshahraw Virkan. They were selected by simple random sampling technique.

This study investigated student’s ethics development through role of teacher among Elementary school’s students. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.

Questionnaire Instrument used for students for data collection. Research design was descriptive. The result was finding that parent role of teacher and encouragement develops ethics development in students regarding study. Teachers’ behavior and teaching method also impact on students ‘behavior.

How do you feel about this practice? What have you learned?

The aim of this study was to investigate the role of Role of teacher to improving ethics of six grade students. My research in rural area basic skills. My project participants were the students of Govt Model elementary school Noshahraw Virkan. In rural areas mostly people not socialized.

Classroom positive reinforcement atmosphere is very important element in study because it helps in the learning of students. So, I used different technique for creating motivational atmosphere in the class to participate in role of teacher to develop ethics. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural area’s teacher create motivational atmosphere in the class through parent teacher meetings then students have no problem of ethics. Students’ response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s ethics and personality during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

  • It made me good organizer.
  • It made me ready for everything that is throw their way.
  • It enabled me how to create motivational atmosphere in the classroom to develop ethics.
  • It built confidence in me that how to deal with rural areas students for improving ethics development through teacher role.
  • Before these activities I was not a good organizer.it made me innovative.
  • I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
  • I capable to find out new things.
  • It made me good effective teacher and mentor.
  • It made me good role model.
  • It made me confident. Teacher discipline can help influence other to be a better person.
  • It made me capable to understand how to create classroom atmosphere according to student’s psyche to develop ethics development and personality at Elementary level.
  • It tells me how negative punishing atmosphere effect on student’s personality level and communication.

List the works you cited in your project.

  • Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2007). Preparing pre-service teachers to use positive behavior supports in general education classrooms. Pennsylvania Teacher Educator, 6, 50–57.
  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction. Focus on Autism and Other Developmental Disabilities, 23, 95–102.
  • DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students ‘inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447–461.
  • DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.
  • Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.
  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.
  • Lane, K., Bocian, K., MacMillan, D., & Gresham, F. (2004). Treatment integrity: An essential but often forgotten component of school-based interventions. Preventing School Failure, 48(3), 36–43.
  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials training during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5–18.
  • Noell, H. G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
  • Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159.
  • Scheeler, M. C., & Lee, D. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231–242.
  • Slider, N., Noell, G., & Williams, K. (2006). Providing practicing teachers classroom management professional development in a brief self-study format. Journal of Behavioral Education, 15, 215–228.

Inventory Management And Production Planning Scheduling

Inventory Management And Production Planning Scheduling
Inventory Management And Production Planning Scheduling

Inventory Management And Production Planning Scheduling

ACKNOWLEDGEMENTS

In the name of Almighty ALLAH, the most gracious, the most beneficent by the help of whom I am able to complete my assignment and accomplished all the difficult tasks relating to this assignment.

With a deep sense of gratitude, I extend my thanks to the teachers at the Department of Business Administration, Allama Iqbal Open University who provided me the opportunity through this assignment to learn practically.

Abstract

Manufacturers of goods and services often struggle with finding the right mix of identifying their particular product or service with the right customer base along with the appropriate price and quantity to satisfy demand. Supply chain management provides valuable insight and assistance by providing an organization’s information identifying core competencies and competitive advantages. When used to develop a strategic plan supply chain management can identify areas of improvement resulting in improved processes and increased profitability through cost reductions and improved customer responsiveness.

Coca-Cola began as a small organization with a limited supply chain in a small local market. However, as Coca-Cola grew and expanded, its supply chain grew with it. This paper discusses Coca-Cola’s supply chain changes throughout its life cycle from traditional mass merchandising, inventory management and cost containment, supplier and customer alliances, relationship formation, and the future capabilities of its supply chain.

INTRODUCTION OF THE TOPIC:

Production planning

Understanding the behavior of a process, finding bottlenecks, reducing work-in-process inventories, developing optimal scheduling, and forming optimal forecasting methods are the main concerns of production planning, its primary focus is on scheduling and controlling inventory levels.

Production Planning

Production planning, or production schedule, is a term that provides planning of production in all aspects, from workforce activities to product delivery. Production planning is almost exclusively seen in manufacturing environments; however, Production planning is primarily concerned with the efficient and effective use of resources it may be used in service-oriented organizations. Production planning sometimes refers to as operation planning, the main characteristic is that production planning is focused on the actual production, whereas operations planning looks at the operation as a whole.

The objective of production planning

Minimize Production Time:

The main goal of production planning is to ensure that production processes are to be completed within the schedule, as a means to determine the most efficient start and end times for each production activity. Additional capacity must utilize as required in accordance with the past experience

Minimize Production costs:

Supply Chain Scheduling (SCS) is another component of production planning Systems. It synchronizes to reduce materials costs. Apply appropriate manufacturing methods as required on the nature of the materials. The principles of lean manufacturing are very popular and rely heavily on Just-in-Time inventory methods that in turn rely heavily on interaction with suppliers and transparency throughout the supply chain.

AIOU Solved Assignments

Use Resources Efficiently:

Ensure that each production department has exactly the right materials at the right time. the principles of Supply Chain Scheduling mention that there are always enough raw materials for production processes, Capacity Requirements Planning ensures that there is never too much raw materials inventory on hand, and reduces costs associated with the misallocation of resources.

Customer Satisfaction:

The prime objective of Production planning is to ensure customer satisfaction. By creating a cost-efficient production system, the organization will be able to minimize defects, reduce prices, and quicken throughput, making more reliable products at lower prices available more quickly to your customers.

SUB-TOPIC OF THE TOPIC:

PRODUCTION SCHEDULING

The production schedule is derived from the production plan; it is a plan that authorized the operations function to produce a certain quantity of an item within a specified time frame. The production schedule is drawn in the production planning department

Production scheduling has three primary goals or objectives:

  1. The first involves due dates and avoiding late completion of jobs;
  2. The second goal involves throughput times;
  3. The third goal concerns the utilization of work centers.

Production scheduling involves due dates and avoiding late completion of jobs. The firm wants to minimize the time a job spends in the system, from the opening of a shop order until it is closed or completed. It Concerns the utilization of work centers. Firms usually want to fully utilize costly equipment and personnel.

Inventory Control

An inventory is a stock or store of goods. Keeping an optimal amount of raw materials in stock is a crucial component of any production-oriented organization. Before a product can be manufactured, the raw materials must be in stock and in good quality.

Inventory control is a crucial part of the production system. Essentially inventory control is concerned with production planning. It determines the inventory of a finished product or the inventory of materials used in making such products. Inventory control is affected by changes in customer demand, holding costs, ordering costs, and back-order costs. Improper inventory control hampers operations, diminish customer satisfaction and increase the cost of production.

The nature and importance of inventories controls

Inventories are a vital part of the business. Not only are they necessary for operations, but also they contribute to customer satisfaction. A typical manufacturing firm carries different kinds of inventories, including the following:

  1. Raw materials;
  2. Partially finish goods (work in progress);
  3. Finish goods;
  4. Replacement parts;
  5. Goods in transit to warehouse or customers;

The function of inventory control

  1. To meet anticipated customer demand;
  2. To smooth production requirements;
  3. To decouple operation
  4. To protect against stockouts;
  5. To take advantage of order cycles
  6. To hedge against price increases
  7. To permit operations

To meet anticipated customer demand:

The inventories are referred to as anticipation of stock. The requirements of a customer lead to maintaining sufficient stocks which may possible by using efficient tools of inventory control.

Solved Thesis

To smooth production requirements:

Firms that have experienced seasonal demand often build up inventories during preseason periods to meet overly high requirements during seasonal periods.

To decouple operation:

Historically, manufacturing firms have used inventories as buffers between successive operations to maintain the continuity of production. Firms have used buffers of raw materials to insulate production in deliveries from suppliers. Companies have taken a closer look at buffer inventories.

To protect against stockouts

Delayed deliveries and unexpected demand increase the risk of shortages. Delays can occur because of weather conditions, supplier stockouts, delivery of wrong materials, quality problem, and so on. The risk of shortage can be reduced by holding safety stocks.

To take advantage of order cycles:

It is usually economical to produce in large rather than small quantities. To minimize inventory costs a firm buys large quantities that exceed immediate requirements.

To hedge (be cautious) against price increases:

Occasionally, firms suspect substantial price increases and purchase large quantities. It depends on the ability of storage.

To permit operations:

The fact that production operations take a certain amount of time means that there will generally be some work in progress or any other factors may lead to pipeline inventories.

The objective of Inventory control

Inadequate control of inventories can result in both under and overstocking of items. Understocking results in lost sales and dissatisfied customers. Overstocking can be increased holding costs as a result increase product price.

The overall objective of inventory management is to achieve satisfactory levels of customers. Balance of stocking requires to satisfy the customers.

Requirements for effective inventory

Management has two basic functions concerning inventory. To establish a system keeping trucks on items in inventory and make decisions about how much and when to order. To be effective management must have the following:

  1. A system to keep track of the inventory on hand and on order;
  2. A reliable forecast of demand ;
  3. Knowledge of lead times and lead time variability;
  4. Reasonable estimates of inventory holding costs, ordering costs, and shortage costs;
  5. A classification system for inventory items

The management must take a closer look at each of these requirements.

Operation management

Introduction to operations Management:

In the past manufacturing management, operation management was called production management. Later the name was expanded to production and operation management or simply operation management.

Operations management is the management of a system or process that creates goods/ services. Operation management is the part of the organization that is responsible for producing goods and services. Operation management is involved to supply products or services of the organization in connection with other functions like finance and marketing.

Four major areas need to be considered for operations management:

  1. Process: Physical process or facility used to produce the product like equipment, technology, and workforce. (main is capital)
  2. Quality: Standards must be set, people trained and the product or service must be inspected.
  3. Capacity: the size of the physical facilities.
  4. Inventory (stock):  What to order, how much to order, when to order, Inventory control systems are used to materials from purchasing through raw materials, work in process, and finished goods inventory.

As an operation manager requires to consider certain key issues:

What: What resources will be needed?

When: When resources are needed, when work should be done, when ordered for raw materials supply, and corrective actions are needed.

Where: Where will the work will be done

Who: who will do the work

Inputs, (energy, c Transformation (conversion system)

Capital, labor, materials)

Output (goods and services)

All systems interact with the internal and external environments.

The operation function includes many interrelated activities such as forecasting, capacity planning, scheduling, managing inventory, assuring quality, and motivating employees.
Finance Operations Marketing (Line management)

Aggregate Planning

A production plan is essentially (basically) the output of aggregate (collective or combined) planning. Aggregate planning begins with the forecast of aggregate demand for the intermediate range.

In the spectrum (range, Scale) of production planning, aggregate planning is intermediate-range capacity planning that typically covers a time horizon of 2 to 12 months in some cases 18 months. It is particularly useful for that kind of organizations that have experienced seasonal or other fluctuations in demand and capacity.

The goal of aggregate planning is to achieve a production plan that will effectively utilize the organization’s resources to satisfy expected demand. The planner must make decisions on output rates, employment levels and changes inventory levels and changes, back order, and subcontracting in or out. Aggregate planners are concerned with the quantity and the timing of expected demand.

Intermediate planning

Intermediate plans consider the function of intermediate decisions, General level of employment, output, finished goods, inventories, subcontracting, and backorder.

Technique for aggregate planning

A general procedure for aggregate planning:

  1. Determine the demand for each period.
  2. Determine capacity (Regular time, overtime, subcontracting) for each period.
  3. Identify companies or departmental policies, that are pertinent (maintain a safety stock of 5 percent of demand, maintain a stable workforce)
  4. Determine unit costs for regular time, overtime, subcontracting, holding inventories, back orders, layout (draft), and other relevant const
  5. Develop alternative plans and compute the cost for each.

Supply Chain Management

Supply chain management is an integral part of operation management. It includes suppliers, producers, and customers. Managing the supply chain requires all managers to consider the entire flow of materials and information along the supply chain (raw materials, production, and distribution to the final consumer).

The supply chain is a sequence of the organizations their facilities, functions, and activities that are involved in producing and delivering a product or service.

Facilities included: Warehouses, Factories, processing centers, distribution centers, retail outlets (passage or channel), and offices.

Functions and activities: Forecasting, purchasing, inventory management, information management, quality assurance, Scheduling, production, distribution, delivery, and customer service.

The need for Supply chain Management

  1. The  need to improve operations
  2. Increasing to improve outsourcing
  3. Increasing transportation cost
  4. Competitive pressure
  5. Increasing globalization
  6. The increasing importance of eCommerce
  7. The complexity of the supply
  8. The need to manage inventory

The need to improve operations: The opportunity lies largely with procurement, distribution, and logistics.

Increasing to improve outsourcing: Buying goods or services instead of producing or providing them in-house.

Increasing transportation cost: It is not avoidable

Competitive pressure: Competitive pressure leads to producing new products.The complexity of the supply chain: There are many inherent uncertainties that can adversely affect the supply chain: inaccurate forecasting, late delivery, substandard quality, canceling the order, or changing the order.

Benefits of Supply chain Management

  1. Lower inventories
  2. Lower cost
  3. Higher productivity
  4. Grater agility (quickness)
  5. shorter lead time
  6. Higher profit
  7. Grater customer loyalty.

Element of Supply Chain

  1. Customers: Determine what products customers want
  2. Forecasting: Predicting the quantity and timing of customers’ demand
  3. Design: Incorporating customers, wants, manufacturability and time to market.
  4. Capacity Planning: Matching supply and demand
  5. Processing: Controlling quality, scheduling work
  6. Inventory: Meeting demand requirements while managing the costs of holding inventory
  7. Purchasing: Evaluating potential supplies, supporting the needs of operations on purchased goods and services
  8. Suppliers: Maintaining supply quality on-time delivery and flexibility maintain supplier relations.
  9. Location: Determine the location of facilities
  10. Logistics: Deciding how to best move information and materials.

Operation Strategy

Operation strategy is a strategy for the operations function that is linked to the business strategy and other functional strategies leading to a competitive advantage for the firm.

Operation strategy is concerned with policies and plans for using the resources of a firm to support its long-term competitiveness. An operation strategy is involved with the decision process to select appropriate technology, physical facilities, and inventory.

Competitiveness:

Companies must be competitive to sell their goods and services in the marketplace. Business organization competes through some techniques. Marketing influences competitiveness in several ways including identifying customers’ wants and needs, pricing, advertising, and promotion.

Operations influence competitiveness through product services, design, cost, location, quality, response time, flexibility, inventory, and supply chain management, and service many of these are interrelated.

The research study was undertaken to design a computerized system to improve production planning and control strategy for the case study company. The developed computer program was formulated to measure the overall equipment effectiveness, identify losses and bottlenecks, as well as help in achieving maximum output with minimum input. A simulation was also done on the pilot section of the production process for the organization. The proposed system of close monitoring of key variables would enable analysis and tracking of manufacturing processes.

PRACTICAL STUDY OF THE ORGANIZATIONS: COCA COLA

Traditional Mass Merchandising

Organizations like Coca-Cola started out as local or regional manufacturers that eventually employed large-scale manufacturing techniques. However, these traditional mass manufacturing techniques prevented quick product design, research, and development. During this timeframe, Coca-Cola focused on producing Coke by keeping equipment operating and maintaining a steady stream of supplies that resulted in excess work-in-process inventory (Wisner, Leong, & Tan, 2005, p. 10, para. 4). In this scenario, because information, design, production, and distribution are conducted in house, outside collaboration is not a viable option.

Inventory Management and Cost Containment

As Coca-Cola expanded nationally and internationally by adding licensed bottlers and distributors, the company recognized the need to control inventory and its related cost to the company. The advent of material requirements planning (MRP) systems and manufacturing resource planning (MRPII) systems along with improved computer capabilities provided organizations like Coca-Cola with the ability to track inventory accurately. As a result, a reduction of inventories such as new and used bottles, sugar, syrup, and other ingredients occurs along with improvements in communication indicating when further acquisitions are necessary. While not implemented, Coca-Cola realizes the importance of radio frequency identification as a benefit for the future.

Supplier and Customer Alliances

Coca Cola along with many other companies found itself in fierce global competition. Coke found itself competing globally with other soft drink manufacturers, most notably Pepsi-Cola. Manufacturers investigated ways to provide low-cost and high-quality products while maintaining high customer service levels. To accomplish these goals, Coca-Cola implemented “just-in-time (JIT) and total quality management (TQM) strategies to improve quality, manufacturing efficiency, and delivery times” (Wisner, Leong, & Tan, 2005, p. 11, para. 1). To minimize disruptions to manufacturing because of schedule or production problems related to safety stock, organizations began to see the value in strategic and cooperative supplier-buyer customer relations through the use of JIT and TQM.

Developing strategic cooperative supplier-buyer customer relationships allows organizations such as Coca-Cola to select suppliers that provide the highest quality service. Coca-Cola identifies those suppliers and gives the majority of its business to those that assist in generating additional sales through improved delivery, quality, and product design as well as provide cost savings, and improvements in processes, materials, and components used in the manufacturing of their products.

SWOT ANALYSIS:

Coca-Cola SWOT analysis

Strengths

  • Economies of scale. Economies of scale allow the company to share its fixed costs over hundreds of brands and billions of servings, making each drink as cheap as possible.
  • Market power over suppliers and competitors. Due to its size, The Coca-Cola Company can exercise its market power over suppliers by requiring lower prices from them. The company can also use its size to affect the competition by underpricing some of its items, acquiring smaller competitors, or saturating the market with many of its own products.
  • Power over the buyers. Unlike some of its smaller competitors, the Coca-Cola brand and the company’s other signature drinks have enormous brand recognition all over the world. The company can influence consumers’ buying decisions through its brand power and massive marketing

Coca-Cola Weaknesses

  1. Aggressive competition with Pepsi – Pepsi is the biggest rival of Coca-Cola. Had it not been for Pepsi, Coca-Cola would have been the clear market leader in the beverage.
  2. Product diversification – Coca-Cola has low product diversificationWhere Pepsi has launched many snack items like Lays and Kurkure, Coca-Cola is lagging in this segment. It gives Pepsi leverage over Coca-Cola.

Health concerns –Carbonated drinks are one of the major sources of sugar intake. It results in two grave health issues – obesity and diabetesCoca-Cola is the biggest manufacturer of carbonated beverages. Many health experts have prohibited the use of these soft drinks. It is a controversial issue for the company. However, Coca-Cola hasn’t devised any health alternative or solution for this problem yet.

Coca-Cola Opportunities

  1. Introduce new products and diversify its segments– Coca-Cola has the opportunity to introduce new offerings in health and food segments just like Pepsi. It can contribute to their revenue, and they can branch out from carbonated drinks.
  2. Increase presence in developing nations– Many regions with hot climates have the highest consumption of cold drinks. Thus, increasing presence in such locations can be excellent – Middle Eastern and African countries are a good examples.
  3. Bring advanced supply chain system– Coca-Cola’s business is entirely dependent upon logistics and supply chain. Transportation costs and fuel prices are always on the rise. Thus, coming up with some advanced and improved systems for distribution can be an opportunity.
  4. Packaged drinking water– Coca-Cola owns several packaged drinking water brands like Kinley. There is great potential for expansion in this segment for Coca-Cola. There is an opportunity to expand and bring more healthy drinks into the market to avoid people’s criticism.

Coca-Cola Threats

  1. Water usage controversy – Coca-Cola has faced many criticisms over its water management issue. Many social and environmental groups have claimed that the company has a vast consumption of water in water-scarce Besides, people have alleged that Coca-Cola is polluting water and mixing pesticides in water to clear contaminants.
  2. Pollution Lawsuit – Coke and three other companies are being sued by a California environmental group for contributing to plastic pollution. In the lawsuit, Coca-Cola is singled out for misleading the public about the recyclability of its single-use plastic bottles.
  3. Direct and indirect competition – Although direct competition from Pepsi is clear in the market, however, there are many other companies that are indirectly competing with Coca-Cola. Starbucks, Costa Coffee, Tropicana, Lipton juices, and Nescafe, are the indirect competitors of Coca-Cola which can threaten its market position.

CONCLUSIONS:

The costs incurred during the implementation of this system entail purchasing the full package of the Flexsim simulation and Microsoft office and training the staff (training and licensing). Having set the actual values of the inputs of the plant in the simulation model, it is observed that the value of the throughput is almost the same. That’s the inventory level can be determined over a period of a week, month, or year depending on how a decision is made to control inventory. Using other graphs such as the time plot bottlenecks can be located thus pinpointing a problem which allows the provision of a better way to solve the problem identified. If enough time is allowed for the programming, the system can be further defined to give more accurate results. Such that more details such as the setup time, and utilizing time can be stated and can allow the calculation of the overall equipment effectiveness. VBA was used to help the simulation system store and analysis data into meaningful information as indicated by the provided Microsoft access and Microsoft excel which contains some macros.

 References:

Bitran, G. R, Tirupati, D (2011) Hierarchical Production Planning Chase, R.B, Aquilano, N.J(2008), Production and Operations Management, Irwin Dantzig G et al, Linear Programming 1, Springer Books Dileepan P and Ettikin L.P (2010), Learning: the missing ingredient in production planning spreadsheet models, Inventory Management Journal 20(3) 32-35 Graves S.C(2006), Manufacturing Planning and Control Massachusetts Institute of Technology Hax, A. C, Meal H. C(2007), Hierarchical Integration of Production Planning and Scheduling, Management Sciences, Vol. 1: Logistics, New York, Elsevier, pp. 53-69. Jones C. H (2005), Parametric Production Planning, Management Science 11(13), pp 843-866 Konje P, Zimbabwe Furniture Brief, Zimtrade Publication, 2011 Penlensky R, Srivastava R (2011), Aggregate Production Planning using spreadsheet software, Production Planning and Control 5(6) 524-532 Silver, E.A.(2003), Medium-range aggregate production planning: state of the art, Production and Inventory Management, First Quarter, pp. 15-39. Techawiboonwog A, Yenradae P {2009), Aggregate Production Planning with workforce transferring plan for multiple product types, Production Planning and Control journal pg 14(5) 447-458

The Effect Of Contemporary Teaching Method On Students

The Effect Of Contemporary Teaching Method On Students
The Effect Of Contemporary Teaching Method On Students

The Effect Of Contemporary Teaching Method On Students

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

The Effect Of Contemporary Teaching Method On Students

Theme

Developing Basic Skills

Sub Theme

Teamwork Skills

The overall background of the participants of the project

Background

Name of the School (Govt Model Primary School Kiranwali)

(Overall background of the participants of the project; area/school (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated)

GMPS KIRANWALI

GMPS KIRANWALI is situated at main Eminabad Road. There are 8 teachers and 300 student enrolled in the school. School building is looking very good. There are more than 6 classrooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities are available for the students.

This action research project titled “THE EFFECT OF CONTEMPORARY TEACHING METHOD ON STUDNTS” at GMPS Kiranwali.

Demographic details of participants: For the present research 60 participants are selected form the School students, their ages are between 12-15 years. Among 60 students, there are 30 girls and 30 boys thus they make the total of 60 students as a sample for the present research. So total sample size was 60 respondents.

Socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are not good. Such families don’t have enough means to manage the expenses of their children study. The participants belong to middle class families who don’t have rich sources for leaning. Thus, they very much rely on school teachers and the curriculum.

Location of the school: The present research is conducted in a Government school “GMPS Kiranwali” which is situated in the district of Gujranwala.

The school has great discipline and is very organized in teaching curriculum test board. The school also shows great 80-90% annual result every year. Hence it has a very good ratio of passing students every year.

Occupation / Profession and earning trends:

 That’s was rural area mostly people are attached with agriculture were 25% parents of the students attached with agriculture, 5% in teaching profession .2 % people were working in offices and well educated jobs and remaining were laborers.

Literacy Rate:

I notice that the literacy rate of the village it was not so bad. Literacy rate 35 percent but it was good other than around the villages. Parents meetings were arranged in school then I observed the literacy rate of village. Almost 20% parents were well educated and other parents were illiterate.

Special Traits of Community:

The community where the school was situated have good hobbies like gardening, plantation, and playing cricket, football. Students participate in games and then go to high level. Private school were present in this village. People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

The reason behind the selection of the topic:  The purpose  of  this  study  is  to  gain  awareness  about teaching  strategies  and  compare  the   Teamwork  method of teaching and traditional lecture method of teacher that influence the students learning skill and academic performance“.“ The research will provide  insight  to  determine  the  effectiveness  of  the  strategies  used  in government schools and private schools“.“ This study will help the teaching in improving their teaching strategies in classroom which ultimately increase the  learning skill and academic performance of the students“.

The aim of this study was to explore the Impact of contemporary teaching method on students’ performance at primary level. Although, the present topic has been selected for the research because this issue is faced by all the students at different level especially at elementary level in their academic careers. Students’ abilities are always evaluated based on their performance in examination systems. Many student’s despite being brilliant through the academic still remain unable to perform in their exams and thus fail. I have selected the above mentioned topic for my research because I think it needs to be explored to help our students in their Team work.

Poor performance by students in examination: students despite studying whole year in a class still remain unable to pass the final exams. They do not perform best o their ability and thus fail the exams due to lack of group discussion.

Examinations a benchmark of success and failure: The provision of quality education is the basic right of every human being from its society. To meet this goal, every country is taking key initiative and focusing on the adaptation and integration of the latest technologies in teaching and learning group activities both for the improvement of teachers’ efficiency and effectiveness and classroom management.

Effective education refers to the degree to which schools are successful in accomplishing their educational objectives. School facilities and classroom management plays an important role to provide standard education. In the case of student admission in average school, the result of the student will also average. If the case of student attending classes in the effective school but the teacher is ineffective then the results decrease below average. Effective teaching cannot perform in poor managed environment. Better results demand the facilities, strategies and management of classroom in the positive context. For all these workings, the teacher should be experienced and creative mind and able to manage teaching learning area in the attractive sense.

Bio-Psychological conditions of the students: Our examination systems do not take into account the bio-psychological conditions of the students and keeps them on the pattern of drill enforcing them to learn and group discussion. Thus many students fail to perform well in exams. Thus students feel more comfortable in producing their ideas in urdu rather than English but that is not the requirement of their curriculum as they have to present their ideas in English language.

Lack of motivation of group discussion: our students are not motivated by their teachers infect they are just enforced to learn in group discussion. No one tells them why group studying is important for them. However, grouping is often considered that it’s the waste of time, and students spend their most time in talking irrelevant discussion during group studying.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Contemporary teaching methods is the act of using the ideas and philosophies of educators before us and combining it with your own ideas and philosophies to form a new way of teaching the next generation. Creativity has become a necessity in the classroom and creates new ways to teach. The term teaching method is used for general principles, pedagogy and management strategies used by a teacher for instruction to achieve the desired students’   academic performance outcomes. To maximize student   academic performance, the teachers have to choose a suitable teaching method. This selection of teaching methodology has great impacts on the outcomes of teaching learning process. According to Webster’s dictionary a body of methods, procedures working concepts, rules and postulates employed in the solution of a problem or doing something is called methodology.

When I discuss the matter of contemporary teaching methodology and students leaning with my colleague and senior teachers in the school. Mostly teachers argue that there are two common teaching methodologies i.e. teacher centered methodologies’ and learner centered methodologies. The students and the teachers work together in classroom or in teaching learning situations. When teacher dominates in teaching, it is known as Teacher centered methodologies or teacher controlled instruction. When learners dominate in teaching learning situation, it is called Learner centered methodologies or learner controlled instruction methods. There are teaching learning situation in which interaction or participation of both the learners as well as of the teachers are essential, called interactive process of teaching.  The teaching learning situations in which group participation is encouraged are termed as action oriented methods.

Hence the actions, teaching methods, and the instructional material used during the active learning class are termed as group activities. The teaching method in which students are directly involved in learning process through learning group activities is termed as group activities learning,

The effective teaching method and teacher quality as a critical factor affecting student academic performance the amelioration of learning and behavioral disorders and broad educational outcomes for students, such as primary completion and participation in elementary, elementary and post elementary education careers”. “Both of these measuring tools for schools have placed an emphasis on teaching and learning”. “If a teacher does not possess strong teaching method skills, her teaching will not foster student academic performance”.

Some teachers may use teaching strategies that have a positive impact on the performance of students, but some methods may be harmful for the child and the classroom”. “However, little is known regarding how student outcomes might differ by teacher classroom teaching method style”. “Therefore, Team work teaching is needed in study that contrasts teacher instructional and behavioral teaching styles in the important outcomes of percent of students passing statewide standardized tests.

What did you find about the problem in the existing literature (books/articles/websites)?

Contemporary Method of Teaching

The actions, teaching methods, and instructional material used during the active learning class are termed group activities. The teaching method in which students are directly involved in the learning process through learning group activities is termed as group activities learning (Borich, 2004) Lecture–group activities method of teaching is a composite method that includes the merits of the lecture method as well as group activities learning. It attempts to filter out the demerits of both the types of methods. In this method students acquire knowledge and understanding by participating in a set of specially designed group activities, rather than by passively listening to a teacher.

According to the Farlex dictionary the word “contemporary” means the state or the quality of being active or an educational task that involves experience and participation of the students. Hence anything which is done in the physical setting with a purpose is termed as   Team work (www.the freedictionary.com).

According to Kochhar, (1990) anything which is carried out with a purpose in social environment involving physical and mental action is called as contemporary teaching method. There are three main types of group activities which are as under:

(i)      Exploratory       —        Knowledge getting.

(ii)      Constructive    —        Experience getting.

(iii)      Expressional   —        Presentation.

According to the Collin dictionary    contemporary teaching is a type of teaching in which student acquire knowledge by participating in a set of especially designed learning group activities rather than by passive listening to a teacher monotonous talk.

Learning group activities are good medium for importing education. Group activities give reality to learning and effective teaching. Teachers design classroom group activities according to their needs and abilities. In this method teacher, design conduct and supervise classroom.   Team work learning is on the philosophy that a student learns best in a fearless and friendly and democratic environment by the interaction of the physical group activities in the surroundings. It is a student centered teaching method.

According to Borich, (2004) John Dewey’s Laboratory School was the first-ever institute where   Teamwork Curriculum formally experimented. Dewey’s theory of progressivism emphasizes the child and his interest rather than the subject matter; thus emphasis came to child-centered curriculum and child-centered schools.

Prasad, (2005) states that the great educationalists Rousseau and Pestalozzi were also been the admirer of   contemporary teaching methods. Rousseau (1712-1778) advocates the use of pictures and things instead of mere teacher’s words while Pestalozzi (1756- 1827) put the “Object Method Theory” i.e. “Teaching process must be directed to the learner’s natural curiosity” proposed by Rousseau into action.

A comparative study was done by Yasmeen, (1984) to observe the impacts of   Team work teaching and traditional learning methods for the subject of English at elementary level results revealed that   Team work learning is more effective than the traditional lecture method.

Shymanskey, Hedges, &Wordsworth, (1990) evaluated 81 comparative studies of the  traditional lecture method and   Team work  teaching methods came to the conclusion that   Team work  teaching methods are more affective with regard to students’ academic performance and retention.

Kinchin, (2000) “Effective teaching methods”, Borich, (2004) “Concept mapping in English”, Fensham, (2008) “Science education policy making”, all are of the view that lecture method is comparatively less effective than the learning group activities with regard to transmission and acquisition of knowledge. They all regarded group activities as a meaningful source for the students to talk, listen, read, write, and reflect their ideas.

Duncan. (2005), Jason, (2006) & Beichner et al., (2007) all  concluded from their research studies that the group activities  teaching methods are more effective than the traditional lecture method for the student’s cognitive development,  academic performances and retention capabilities of the acquired knowledge.

Beichner., (2007), Redish & Hammer., (2009), Night & Wood., (2009) & Mayer et al., (2009) all in them researches concluded that group activities learning methods are more effective with regard to the students’ academic performance score as compared to the students who were taught with the traditional lecture method.

Ali, (2010) has conducted a research study titled as “Effectiveness of modular teaching in English at elementary level” concluded that lecture    Team work method is more effective than the traditional lecture method with regard to student’s academic performance and retention.

The use of   Teamwork method of teaching in classroom can be defined as the process of planning, analyzing, directing and controlling all the group activities of the classroom by utilizing all human and material resources efficiently and effectively to achieve the desired goals (Oxford dictionary).

Classroom management is the orchestration of the learning environment of a group of individuals within a classroom setting. As a result of this comprehensive definition of classroom management, research has moved away from a focus on controlling behavior and books instead of teachers, actions to create, implement and maintain a learning environment within the classroom (Jones, V.F. 2012).

Title “Team work Teaching in science concept at V standard level: An Experiment” Attention activation strategies were effective in enhancing the span of attention and perceptive skills. Attention activation strategies enhance the perceptive skills of learners and perceptive skills of learners and perceptive skills improve the academic performance level of learners and bring better results. Learners should be given training to enhance their level of attention for developing their perceptive skills in learning. Attention activation strategies have both cognitive and physical aspects for joyful and effective teaching to facilitate learning. A child’s growth depends on developing perceptive skills. In the development of the perceptive skills, it is essential that the teacher should make the learners active rather than passive. The teacher should provide a variety of experiences of the same subject in a variety of situations to help batter acquisition of knowledge and to build the perceptive skills (A.R. Saravana Kumar & S. Mohan).  G. Manimaran, K. Anandan studied on opinion of the Primary Teachers towards the Teamwork –  Learning.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Two variables included in this research. One is independent variables and one is dependent variable. Contemporary teaching method is independent variable and student’s performance is dependent variable.  Contemporary teaching strategies included Activity based method of teaching, direct instruction, inquiry learning, cooperative learning, effective classroom environment, group discussion.

Teaching is the process of using clay (student) to produce something. It is up to teacher’s competency that how much he makes his teaching effective. Effectiveness of teaching is directly proportional to the effective learning. It is difficult to define effective teaching because it is complex process. Kinder (1981, p.109) said that ” Effective teaching includes not only mastery is subject matter its organization and presentation but also in reading skills”.

Parrot (L982, p.9) has given definitions of teaching as ” the mode of producing inquiring, considering and seeking our either correct or incorrect results ability in taught. It is just plugging in the field for the sake of good crops”.

Smith (1969, p.56) describes ” A teacher should be prepared in four areas of knowledge:

  1. Display of attitude that foster learning and genuine human relationship.
  2. Command of theoretical knowledge about learning and human behavior
  3. Command of knowledge in the subject matter to be taught.
  4. Control of technical skills of teaching her facilities pupils learning.

Direct instruction

Direct instruction is the most common form of instruction. This is the lecturing method of teaching. Many teachers use this teaching method almost exclusively, as it is considered the simplest, and one can cover large amounts of material in a short period of time. However, this is not the most effective teaching method to teach all students, especially younger ones, who often need a more engaging, hands-on strategy in order to learn effectively. In addition, it is hard for teachers to tailor instruction to students at different levels.

Inquiry learning

Inquiry learning is a teaching method which is rapidly gaining popularity in the United States.  on the scientific method, this teaching method can be used for virtually all subjects. Using inquiry learning takes a lot of time, energy, and planning, but it is often very effective. Students practice problem solving and critical thinking skills to arrive at a conclusion. This teaching method is extremely student- centered and student-directed, and can be modified for students at any level, reaching them where they are. Teachers will generally need to start by modeling the process to the students.

Cooperative learning

Cooperative learning is another teaching method that is considered highly effective when done correctly. With cooperative learning, students are put in small groups to work together. They are usually not grouped by ability, but put in a group with children at a variety of levels. The students are then given tasks to accomplish together. Teachers may need to monitor these groups carefully, to make sure they are staying on task and that all students are participating. This form of instruction also lends itself well to differentiation, because the teacher can assign specific tasks to children at different ability levels.

Group discussions

For example, can often work well in classrooms of small or moderate size. Teacher typically acts as a moderator for this type of lesson, so one might begin the discussion but then pass the process of learning off to the students. This can be one of the most effective teaching methods for students who want to be engaged in their own learning, but can be less effective in other settings.

Students Performance:

Academic performance or “academic achievement” is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Research has shown that the top four factors that impact student achievement are: classroom management, teaching for learning, home and parent involvement, and believing that all students can learn. Most things in life are pretty simple, but they are usually not easy.

What did you want to achieve in this research project?

Research Objectives
The aim of this study is to analyze the Impact of contemporary teaching methods on students’ performance at the primary level. To achieve said aims, the following objectives are designed:
1 To check the effect of contemporary teaching method on students learning in public schools.
2 To compare effectiveness of the contemporary method of teaching and simple traditional method of teaching at primary level schools.
3 To find out the significance difference of contemporary teaching method of teaching between male and female students.

Research Questions
RQ 1. What is the effect of contemporary teaching methods on students learning in schools?
RQ 2. What is the effectiveness of the contemporary method of teaching and the simple traditional method of teaching at primary-level schools?
RQ 3. What is the difference between the contemporary methods of teaching male and female students?

Who were the participants in your project?

 Population

The population of the study comprised all the boys and girls studying at GMPS KIRANWALI situated in the province of Pakistan.

Table 6.1 POPULATION OF THE STUDY

BOYS GIRLS TOTAL
150   150    300

 

 Sample

A total of “60” students (30 boys and 30 girls) and were taken as a sample of the study. More Eminabad City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 60 respondents including students. This sample provide appropriate knowledge regarding all the students of the school they studying in the school GMPS.

How did you try to solve the problem?

Research Instruments

The study was concerned with the learning skills of the students taught by Traditional Lecture methods and Group activities method of teaching at primary level.

A learning skill test was developed by the researcher with the help of the research advisor and experts of teaching in order to use it as a pilot-test, pre-test, post-test and retention test for the measurement of the students learning skills on the contents taught to them during the experiment. This test was on the content of five chapters from text books of Punjab.

It was a multiple choice items test consisting of 100 test items, each item had 1 mark. These tests had 100 marks in total.

Improvement of the achievement Test

The achievement test prepared by the researcher was got checked by the three assistant professors of the Basic education expert.

After getting correction, deletion, amendment and improvement, it was finalized for pilot test launching. The finalized test with some ignorable changes was used as pre-test, post-test and retention test.

Experiment

To compare the learning skills of the students’ taught by traditional lecture method and contemporary method of teaching at primary level, an experiment was conducted in following steps:

Treatment

For the treatment purpose the control group was taught by using traditional lecture method of teaching while the experimental group was taught by using    Team work method. The researcher himself taught both the groups for treatment. Different lesson plans for the control and experimental group were used during the entire treatment. The experiment was continued for two weeks. At the end of each chapter a same quiz was administered for both the groups marked and tabulated. At the end of the eight week an achievement test was again administered as posttest. After one month of the experiment, the same achievement test was again administered as retention test. The answer scripts were marked and tabulated as per key.

What kind of instrument was used to collect the data? How was the instrument developed?

Data Collection

This experiment was conducted to determine the comparative efficacy of the Traditional Lecture method and contemporary teaching method at elementary level. For this purpose, pre-test, post-test equivalent group design was adopted. An achievement test was administered in the start of experiment, termed as pre-test. The answer scripts were marked and tabulated. On the basis of the achievement scores of the pre-test the subjects were randomly divided into two groups the control and the experimental group having almost the same value of arithmetic mean and standard deviation.  After a treatment of the two weeks, the same instrument was used as post-test for both the groups. The answer scripts were marked and tabulated as per key. After period of one-month retention test of both the groups the answer was one again marked and tabulated.

The student’s scores in these achievement tests i.e. pilot test, pre-test, post-test and retention test served as data of the experiment.

Analysis of Data

The raw score obtained from the achievement tests (pre-test, post-test and retention test) were arranged in tabulated form for interpretation. Mean scores, standard deviation, significance of the differences between means, co-efficient of variation, pooled variance and standard error of the means were used for the analysis of data.

Significance of the difference between mean achievement scores of both the groups; the experimental and the control group as well as of different variables such as the high achievers, the low achievers, boys and girls, girls and girls, boys and boys were calculated applying “t” statistic at 0.05 level of the significance. The Significance of the Difference between Means is calculated by using the “t” formula given by (Mangal, 2004), which is as under:

Degree of freedom” df” is calculated to find “t” value by using the following formula for small sample:

df= N1+N2-2

After calculation of “df”; the value of “t” is observed in “t” table under the column 0.05 or 5% or 0.01 or 1% of significance to reject or accept the null hypothesis. If the calculated value of “t” comes greater than the tabulated (critical) value, the null hypothesis is rejected. If the calculated value of “t” comes less than the tabulated (critical) value the null hypothesis is accepted (Mangal, 2004).

What were the findings and conclusion?

Findings

At the end of the study, the following findings were made:

  1. There is a significant difference in the learning skill of students taught Basic science concepts using contemporary teaching strategy (Experimental group) and their counterparts who were taught same concepts using the lecture method (control group). The experimental group achieved significantly higher than the control group.
  2. There is a significant difference between the retention level of students taught Basic science concepts using  contemporary teaching strategy and those taught same concepts using lecture method. The students exposed to   contemporary teaching strategy. Retained the taught concepts significantly better than their counterparts exposed to Lecture method.
  3. There is no significant difference in academic performance between the students of different schools taught Basic science concepts using the  Team work teaching strategy, thus   Team work teaching strategy is gender friendly.

Conclusions

From the findings of this study, the following conclusions were drawn:

  • Contemporary method of Teaching strategy that teachers employ in teaching has significant effects on student’s academic performance.
  • Contemporary teaching strategy facilitates effective learning of Basic science concepts.
  • Students that were taught using  Team work Teaching Strategy retained the learned concepts significantly better than those taught the same concepts using conventional Lecture Teaching Strategy.
  • Neither the male nor the female students performed significantly better than the other when Basic science concepts were taught to them using either the   contemporary Teaching Strategy or the conventional lecture method. Both teaching methods appear to be environmental friendly.
  • Lecture method of teaching science appear to be inferior to  Team work teaching strategy in the teaching of Basic science concepts as they affect negatively the student’s academic performance and retention of the learned science concepts.

Summary of the Project

This study investigated effects of contemporary teaching method on academic performance among primary school’s students. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using    contemporary teaching methods and Lecture methods.

The sample comprised a total of 60 students of 5th and 4th class drawn from primary schools of district Gujranwala. They were selected by simple random sampling technique.

A 100-item multiple choice instrument, the academic performance Test (CWT) with a reliability co-efficient of .979 was used to collect relevant data which were analyzed using t- test statistical package. The results obtained were presented and discussed in chapter four. This study has the following major findings.

How do you feel about this practice? What have you learned?

The aim of this study is to analyze the impact of contemporary teaching method on students’ performance.  My research in rural area basic skills. My project participants were the students of govt model primary school Kiranwali situated in More Eminabad.in rural areas mostly people not maintain discipline.

Contemporary teaching method is very important in study because it helps building self-motivation in students. Appreciation and praise offering are very helpful for building motivation in students.

So I used different technique for creating Hygienic atmosphere in the class. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural areas teacher create hygienic atmosphere in the lass then students have no problem of self-motivation and focus in education. Students response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s motivation level and focus during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

  • It made me good organizer.
  • It made me ready for everything that is throw their way.
  • It enabled me that we can perform every task from students just on the base of motivation and by creating interest.
  • It enabled me how to create Hygienic atmosphere in the classroom for building self-motivation in students.
  • Appreciation helpful for building self-motivation in students.
  • It built self-confidence in me that how to deal with rural areas students.
  • Before these activities I was not a good organizer.it made me innovative.
  • I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
  • I capable to find out new things for building self-motivation in students.
  • It made me good effective teacher and mentor.
  • It made me good role model.
  • It made me confident. Teacher ‘self-motivation can help influence other to be a better person.
  • It made me capable to understand how to create classroom atmosphere according to student’s psyche to maintain self-confidence and motivation at primary level.
  • It tells me how students’ involvement effect on student’s self-motivation level and focus.

List the works you cited in your project.

  • Ali, Shoukat et al. 2013. Factors Contributing to the Student’s Academic Performance: A Case Study of Islamia University Sub-Campus. American Journal of Educational Research, 1(8): 283-289.
  • Akhtar, Zarina 2012. Factors Affecting the Students academic performance: A Predictive Study. International Journal of Social Science and Education, 2(1): 281-287.
  • Faaz, M. and Khan, Z.N. 2017. A Study of academic performance of Upper Primary          School students in Relation to their different teaching methods. Asian Journals of Research in Social Science and Humanities, 7(6): 121-127.
  • Gupta, R.P. and Katoch, K. 2013. A Study of effective teaching methods and the  academic performance of Xth Grade Students. International Journal of             Behavioral Social and Movement Sciences, 2(4): 9-21..
  • Abdelhamid, T. S. (2003). Evaluation of teacher-student  academic performance style disparity in            construction management education. Journal of Construction Education. Vol.        8(3) 124-145.
  • Barrows, H. S. (2000). Problem Learning Applied to Medical Education. Springfield, IL: Southern Illinois University School of Medicine.
  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem learning: An approach to medical education. New York: Springer.
  • Berkson, L. (1993). Problem learning: Have the expectations been met? Academic Medicine, 68(Suppl.), S79–S88.
  • Betts, M. and Liow, S.R. (1993). The relationship between teaching methods and educational objectives in building education, Construction Management and      Economics,Vol. 11, 131-141.
  • Abdullahi, A. (1982). Teaching in Nigeria. Ilorin, Atoto Press Limited,
  • Blair, G. M. Jones, R.S and Simpson, R.H (1908). Educational Psychology, London, the Macmillan Company.
  • Bloom, B.S. (1958). Taxonomy of Education Objectives. Handbook David Mokay Company, New York.
  • Brekke, S.E. (2005). True scientific literacy for all students: teacher features, Chicago.
  • Brunner, J.S. (1961). Act of discovery. Haward Educational Review, 31 : 21– 32.
  • David, S.O. (2007). Effects of  Team work teaching method on the academic             achievement of slow learners in chemistry at the senior elementary school level.    Unpublished Med. Thesis. Department of Education (Science) of the Faculty of         Education, Ahmadu Bello University, Zaria.
  • Doyle, J.A. (1989). The Pupil as a Scientist Milton, Open University Press.
    • Encarta Reference Library (2006).
  • Esiobu, G.O. and Soyibo, K. (1995). Effect and Vee mapping under three learning modes on students cognitive academic performance in ecology and genetics. Journal of          Research in Science Teaching. 32(9): 971 – 998.
  • Eze, A.E. (1982). «Effect of Guided Discovery Mode of Laboratory Instruction on Elementary School Physics Learning». Journal ofScience Teachers Association     of Nigeria. 27(1): 147 – 155
  • Federal Ministry of Education (2007). 9 years Basic education curriculum, Basic Science for Junior elementary 1 – 3. Nigerian Education Research and             Development Abuja – Nigeria.
  • Ajaja, O. P. & Eravwoke, O. U. (2010). Effects of cooperative learning strategy on junior elementary school student’s academic performance in integrated science. Electronic Journal            of         Science Education, 14(1). Retrieved from http://ejse.southwestern.edu Ali, R. (2010). Effectiveness of Molicular Teaching in Biology at Elementary level. Thesis Abdulwali Khan University , Mardan.

Create An Environment Of Mutual Respect In School

Create An Environment Of Mutual Respect In School
Create An Environment Of Mutual Respect In School

Create An Environment Of Mutual Respect In School

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Create An Environment Of Mutual Respect In School

Theme

Promoting Children’s Well-being

Sub Theme

Respecting Others

The overall background of the participants of the project

The overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the Teachers, literacy rate, academic quality, and any other special trait of the community where the school is situated).

Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. This type of research has become gradually widespread all over the world as a method of professional learning. It has been especially well developed in education, specifically in teaching, and is now used broadly across the professions. This Action research was conducted in Govt. High School. It’s conducted in district Muzaffarabad.

School Background:                                                                                                       

The school is such a sweet heaven on earth that prepares the small minds for great tasks. The school provides education to live better and make progress for tomorrow. Not only it provides education but it is a tool of character building of a nation. The good schools are true assets of a nation. I am blessed to study in such a great school. My school is the best school in our entire city. The school is divided into 2 blocks – Nursery which has 1 classrooms and a large Outdoor Play area. Class one which has 2 classrooms. Key Stage 3 which has 2 classrooms. A central block houses the Offices, Staffroom, Assembly Hall, Dinner Hall and Kitchen. There is a Library and a Computer lab in school.

Participants Background:

The participants of study were class 6th students who were enrolled in Govt. High School, Muzaffarabad. I selected class 6th students which are considered in total 60 in members.

Socio-economic Status:

Most of students from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.

Literacy Rate:

In 2019, Muzaffarabad literacy rate of 56% for females was noticeably lower than the 64% for males. District Muzaffarabad has several religious and educational institutions, both public and private. Overall literacy rate of Muzaffarabad is 60%.

Special Traits:

Although there is less and no university present in this area, whatever is taught in schools and colleges is quality. All parents are talented, hard work and well educated and they work very hard to get their children high result and best performance. Moreover the children are also very talented.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

I am student of B.Ed. from Muzaffarabad and I choose my research topic “Create an environment of mutual respect in school”. I choose this topic Mutual respect in the classroom encompasses more than the interaction between students and the teacher. An atmosphere of mutual respect means that students also treat each other properly. The result is a classroom where more learning takes place as students feel safe, motivated and, of course, respected. Achieving this atmosphere takes considerable effort on the part of the teacher as well as the students. Once established, however, students will usually work to maintain the positive classroom environment.

  • Establish clear classroom expectations from the first day of school. Post your classroom rules and procedures on the wall where they are clearly visible. Consider having only one rule in your classroom respect. Students will be expected to respect you, each other, themselves, their work and property. Let students know what to expect from you, as well.
  • Have a discussion with your class about respect and why it is important. Talk about what it looks like. Discuss the language that makes them feel respected and disrespected. Establish the idea that respect is something that everyone wants and is capable of giving to others.
  • Model respectful behavior at all times. Show respect to students by addressing them by name in a calm voice. Speak to students in the same way you expect to be spoken to by them. Speak to administrators, support staff and other teachers with respect. When you are a teacher, you teach all of the time even when you are in the hall having a discussion with another teacher.
  • Role play situations in which students need help showing respect.
  • Provide students with consistency. Enforce rules fairly, without favoritism, and enforce consequences as warranted. Whenever you must give a student a penalty, do so privately, with respect for her dignity. Calmly explain the reason and end on a positive note. For example, “When you chose to interrupt the class, you knew the consequence. I’m looking forward to seeing you tomorrow in class.”

Teachers show respect for students and learning. Teachers:

  • Are knowledgeable about the subject matter.
  • Are prepared for class with materials and visuals designed with all students in mind, including those with disabilities.
  • Approach each class with enthusiasm for the learning process and academic inquiry.
  • Foster an environment of collaborative learning, encouraging active participation rather than passive attendance.
  • Respect students as individuals, taking into account a student’s learning style, background, and demands on time.
  • Set high-performance standards and communicate how to achieve them successfully.
  • Clearly state standards for evaluating student work when assignments are given.
  • Return student work or respond to student inquiries in a timely fashion.
  • Honor office hours and be reasonably available at other times.
  • Refrain from using language, humor, or course examples that may be insulting or insensitive.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

The researcher talked about his problem with his colleague, friends, and senior teachers. The time spent on each of these tasks may not be great, but together they are significant. Mutual respect can’t be eliminated, nor should it be: after all, coordinating the efforts of mutual respect is an important skill.

Discussion with supervisor:

My supervisor told me that Students show respect for teachers and learning. Students:

  • Prepare for each class and laboratory session.
  • Approach each class with enthusiasm for the learning process and academic inquiry.
  • Are willing to be an active learner in the classroom.
  • Value diversity in the classroom, refraining from using language that may be insulting or insensitive.
  • Commit the necessary time and effort required in each course.
  • Finish assignments in a timely fashion.
  • Communicate with the teacher to prevent an issue from becoming an insurmountable problem.
  • Respect the learning environment by minimizing distractions such as arriving late or reading other materials in class.
  • Provide candid evaluations and recommendations for teachers.

Discussion with Friends:

My friend told me that these benefits include increased student ownership of subject matter and the opportunity for struggling students to get help from stronger students without having to ask. In classroom settings, students can reinforce skills like planning and communication. They can also learn accountability, problem-solving and project management. For the teacher, projects and classrooms allow for complex subject matter to be broken up into smaller parts. Project-based learning also creates the opportunity for students of different learning styles to collaborate while still interacting with the material in the way that is most beneficial to them.

Discussion with Teachers:

My teacher told me that there are many disadvantages of classroom in the classroom, but they’re probably not what you think. One of the major disadvantages of mutual respect in school is that it makes planning activities more difficult for the teacher. Teachers must be careful to design classroom so that all participants will be engaged. Teachers also have to carefully align classroom to learning objectives and standards. Some learning objectives pair better with classroom than others, so teachers should be cognizant of forging project-based learning when it’s not the most effective learning strategy for the course objective.

Discussion with Parents:

One of student’s parents told me that another aspect of project design in need of careful planning is assessment and feedback. Grading projects and active classroom can prove challenging, especially when it comes to fairness in assessing student performance. One way teachers can address this challenge is to create rubrics for their projects and go over the rubric with the class so that expectations are clear. For students, one of the disadvantages of mutual respect work in school is its increased emphasis on classroom decision-making.

Conclusion:

I concluded that talk about the language that makes them feel respected and disrespected. Establish the idea that respect is something that everyone wants and is capable of giving to others. Model respectful behavior at all times. Show respect to students by addressing them by name in a calm voice. Speak to students in the same way you expect to be spoken to by them. Speak to administrators, support staff and other teachers with respect. When you are a teacher, you teach all of the time even when you are in the hall having a discussion with another teacher. Role play situations in which students need help showing respect.

What did you find about the problem in the existing literature (books/articles/websites)?

The Encyclopedia defines respect as a responsive relation that is expressed in various ways including attention, deference, acknowledgment, valuing, and behavior. The English word respect is derived from the respite, which means “to look back at” or “to look again”. The Stanford Encyclopedia further notes that respect is a particular mode of apprehending the object, and explains that the person who respects something pays attention to it and perceives it differently from someone who does not (Covey, 2000). It is therefore instructive that the synonyms for respect are words such regard, which means to “to watch out for” and consideration, which means “to examine carefully” or “paying close attention to”.

Respect requires paying close attention and involves other behaviors such as deference and acknowledgement, as well as a philosophical orientation of valuing another’s point of view. Relying on the ethical theory of Immanuel Kant, Wood (1999) suggests that when one respects another, one is not prone to be oblivious or indifferent to that person, or to ignore or quickly dismiss that person, neglecting or disregarding that person, and argues that it is morally wrong to express disrespect or contempt for persons by not valuing them as ends in themselves.

The importance of respect, as part of the process of leadership, is not confined to the world of business and to adults. It is equally important when leading schools and relating to students. Kohn (1996) contends that children are more likely to be respectful when important adults in their lives respect them; a view later echoed by Boynton and Boynton (2005) who note that people are more apt to go out of their way to please a boss who they believe values them as individuals and treats them with dignity and respect. According the Boynton and Boynton, students have the same feelings as adults do. They thus conclude that in order to foster positive teacher-student relations and improve student discipline teachers should seek to show respect to students (Mendler, 2001). Thus if respect has positive effects on teacher-student behavior then the absence of respect may be deemed to be a contributor to negative student-teacher relationships and negative attitudes of students towards school and school authorities, although the negative attitudes of students towards school and school authorities result from a variety of factors (Macaulay, 2010).

Ethics of Care. Burton and Dunn (1996) assert that ‘ethics of care’ refer to ideas concerning both nature and morality. They suggest that the construct stands in contrast to ethical theories such as Kantian deontology and utilitarianism which are principles to designed to highlight morality. The contrast cited by Burton and Dunn is sharpened by Held (2006), who characterizes the ethic of care as containing features such as: (a) a commitment to meeting the needs of particular others; (b) an epistemological perspective that places value on others’ emotions and relational capabilities which enable morally concerned persons in actual interpersonal contexts to understand what would be best; (c) a rejection of the notion that abstract theories provide a more effective starting point for reasoning about moral problems because they more likely avoid bias and arbitrariness (d) the adoption of a relational conception of persons, which is in stark contrast to Liberal individualism (Zehm et al., 1993).

Burton and Dunn (1996) highlight the pioneering work of the American philosopher Nel Nodding’s whom they contend provided one of the first comprehensive theories of care. Nodding’s, they argue, saw relationships as ontologically basic to humanity. In this construction identity is defined by the set of relationships that individuals have with other humans. The most fundamental element of these relationships is the display of care, thus a caring relation is ethically basic to humans.

The notion that caring is basic to humans suggests that in the absence of care, humans are likely to function at a level below, or outside of, their better selves. To the extent that academic underperformance among students suggests that they are operating at a level below, or outside of, their better selves, one of the question that arises, which this paper seeks to examine, is whether the demonstration of care possesses the efficacy that could lead to improved academic performance. The related issue is whether in the absence of care, human behavior veers off its ideal or desired path and, in the case of students, towards indiscipline, that undermines performance (Thompson, 2009).

Sustainable Development. The World Commission on Environment and Development (WCED) in its 1987 publication, in relying on the seminal definition of sustainable development as articulated by the Brundtland Commission, restates that sustainable development is the ability to make development capable of meeting the needs of the present without compromising the ability of future generations to meet their own needs. The WCED notes that while the popular notions of sustainable development tended to focus on the environment, the application of the construct related to the equitable sharing of resources with the poor and other marginalized and vulnerable groups as well as ensuring stakeholder participation in decision-making. The WCED posits that while the concept of sustainable development has wide-ranging application, at its core is an approach to development that looks to balance different, and often competing, needs against an awareness of the environmental, social and economic limitations we face as a society.

According to the Organization for Economic Cooperation and Development (OECD) in a 2013 publication, reiterates the position of the WCED when it asserts that sustainable development requires:

  1. building strong coalitions to address issues of common concern and thus there is the need for more inclusive decision-making at all levels of society;
  2. establishing institutional mechanisms for interrogation of ideas and decisions at national and institutional levels which have economic, environmental, and social implications; and
  3. Creating frameworks for stakeholder participation in policy making and implementation.

The field of sustainable development is a wide one covering dimensions, which may be broadly categorized into social and economic arrangements, conservation and management of resources, and relationships among various groups in communities and the wider society. The dimension which is the focus of this paper concerns relationships among groups in communities and the wider society. This dimension I wish to refer to as the ‘third dimension’ for ease of reference. Under this third dimension, the exploration is directed at relationships between teachers and students in the school community. Notwithstanding the focus on the third dimension, however, the other elements of sustainable development are considered in the discourse.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Respect:

Respect, also called esteem, is a positive feeling or action shown towards someone or something considered important or held in high esteem or regard. It conveys a sense of admiration for good or valuable qualities.

Elementary Level:

Elementary school is defined as a period of formal education following pre-school but before high school. It usually encompasses grades 1-8 and students learn basic skills in areas such as reading, writing, and math. A school for the first four to eight years of a child’s formal education, often including kindergarten.

Classroom Respect:

Mutual respect in the classroom encompasses more than the interaction between students and the teacher. An atmosphere of mutual respect means that students also treat each other properly. The result is a classroom where more learning takes place as students feel safe, motivated and, of course, respected.

What did you want to achieve in this research project?

This study aim is determining create an environment of mutual respect in school. The main purpose of all reading is generally to get new information and/or for pleasure. The process of classroom implies the use of various strategies so reading strategies give both teachers and students a chance to evaluate the degree of students’ mutual respect.

The objective of the study:

Objective of this study is create an environment of mutual respect in school. It is also considered to check their own understanding, monitor their own mutual respect, summarize the major ideas, paraphrase the text they have learnt, expand on new ideas and words, and unite new information and previous one.

  1. To develop the mutual respect through learning.
  2. To arouse the element of classroom learning.
  3. To give them awareness about the usefulness of mutual respect through learning.

Research Question:

The research question to be investigated in this study was as follows:

  1. Does classroom develop student’s mutual respect?
  2. What’s the role of teacher in developing mutual respect through learning?
  3. How teacher manage the classroom in students?

Who were the participants in your project?

In order to understand the complexities of many validities, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. This study employed semi construction strategy to observe students’ reasoning skills and attitudes in response to discussion topics and their peers’ opinions. The targeted population were students enrolled in elementary level of Govt. High School. However, in this questionnaire, 60 students, taking a related course, were selected in a Govt. High School located in Muzaffarabad as a sample while considering the research control and validity of this study.

How did you try to solve the problem?

Action research encompasses small scale systematic inquiry and contains a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. This type of research has become gradually widespread all over the world as a method of special uses. It has been especially developed in education, specifically in teaching, and is now used broadly across the professions.

Method of the study:

The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was create an environment of mutual respect in school. Questionnaire were utilized to gather the information expected to give the data knowledge important to respond to the research questions.

Population:

The entire classroom from which a sample is chosen is known as the population and we choose the students of Govt. High School Muzaffarabad. It was quite convenient for the researcher, being a resident of District Muzaffarabad to accumulate quality data from chosen city and school.

Sample and Sample Size:

Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of Govt. High School and their Teachers were selected for this class based action research.

Ethical Considerations:

From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my primary responsibility was to my children. An action research is considered ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and area governing body. Permission was sought from area peoples. The rights of the participants (elementary level children) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.

Collection of Data:

The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. Similarly, it is quickest, cheapest, confidential method of collecting data from respondents. So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection.

What kind of instrument was used to collect the data? How was the instrument developed?

The questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

Quantitative research

Quantitative research is explaining phenomena by collecting numerical data that are analyzed using based methods (in particular statistics)’. Quantitative data contains Closed ended information such as that found on attitude positive behavior and performance instruments. In this study the children have been given a questionnaire to find out the developing of educational apps uses through motivation activity and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction made between open ended and closed ended questions an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.

Questionnaire is:

Q. Which one is most important skill that teachers try to develop mutual respect among students?
Q. Do you afraid for participating in classroom with teachers?
Q. Which of method do you like good for mutual respect with teachers?
Q. Perceptions of students on role of their educators in developing mutual respect.

  • There are lots of activities during teaching.
  • A teacher helps in many ways during teaching.
  • Activities outside the classroom are more effective for improving students.
  • Teacher feedback is skilled to plan and implement activities.

What were the findings and conclusion?

Findings:

Students’ study is fundamentally intended to investigate significance of Teacher’s preparing, troubles they experience and their discernment and familiarity with understudy’s job in improving their presentation.

  1. Which one is most important skill that teachers try to develop mutual respect among students?
Skills Respondents
Reading 8
Learning 7
Listening 15
Gaming 30
Total 60

For this inquiry, we requested that the students pick the aptitude that educators need to improve most. 30 of the members picked gaming, while eight of them picked reading. Learning ability is viewed as the first by the seven respondents, while listening in by 15.

  1. Do you afraid for participating in classroom with teachers?
Answer Respondents
Yes 42
No 13
Don’t Know 5
Total 60

This inquiry expects to find what number of the respondents feels frightened for participating in classroom with teachers. What’s more, this table uncovers that most of them feel reluctant to participating in classroom with teachers, though; thirteen of them state they don’t feel so they take an interest in most talking exercises.

  1. Which of method do you like good for mutual respect with teachers?
Options Respondents
Role plays 13
Classroom 12
Discussions 17
Problem solving 8
Story telling 9
Other 1
Total 60

In the present table, we proposed to find the strategies that the students like most. It shows the strategies that teachers can use in talking works out. It might be found in this table there are no remarkable differentiations between imagines (n, 13), bundle work (n, 12) and discoursed (n, 17). In any case, students consider the discussion like the best activity in getting the hang of talking. This finding similarly supports various investigates which estimate that English is best learnt through collaboration. As it might be seen nine of the respondents consider describing as the loveliest strategy while eight of them support basic reasoning best. These revelations exhibit that respondents certainly know those methodologies and educators should think about those activities that the students slant toward most for the perfect intrigue.

Perceptions of students on role of their educators in developing mutual respect. Respondents Mean Value

1.     There are lots of activities during teaching.

2.     A teacher helps in many ways during teaching.

3.     Activities outside the classroom are more effective for improving students.

4.     Teacher feedback is skilled to plan and implement activities.

60

60

60

 

60

2.75

3

3.75

 

2.75

The above table exhibits that most students believe that feedback exercises in their classroom are deficient, with the mean of 2.75, while “exercises outside the classroom are increasingly powerful” got the mean of 3.75. “I can learn” got minimal mean of 2.5 with “Educator preparing is gifted to plan and execute exercises”. With respect to the announcement “Educators help us from numerous points of view during instructing”, we recorded the mean of 3. Concerning jobs of educators, students concurred that teacher act as an eyewitness with the mean of 3.5, as a criticism supplier with the mean of 3.75, as a screen with the mean of 3.75, as a help 3.25, as an assessor 3.5, as a guide and member with the mean of both 3 and arranger with the mean of 2.75.

Discussion:

From the trade along these lines, the examination contemplated those planning impacts execution as mean difference in execution of readied and untrained teachers stayed at 2.7. The examination deduced that educators’ readiness played a huge effect in students’ introduction. Results got by the relationship exhibited that Teachers’ Feedback and Students’ Learning are related to each other. Which predicts a positive association among Students’ Learning and Teachers’ Feedback a direct result of relationship examination of these two components? In this manner, in the light of the above revelations it would be said that Students’ Learning is affected by Teachers’ Feedback. As, values got for centrality level make certain along these lines, these results showed that TT has basic beneficial outcome on Students’ Learning.

Summary of the Project

This Action research was conducted in Govt. High School. It’s conducted in district Muzaffarabad. I am student of B.Ed. from Muzaffarabad and I choose my research topic “Create an environment of mutual respect in school”. I choose this topic because Respect is the adjective form of the common word respect, which means a feeling of admiration. So when you behave in a way that’s respect, you’re doing something to show admiration for another person. Objective of this study is create an environment of mutual respect in school. It is also considered to check their own understanding, monitor their own mutual respect, summarize the major ideas, paraphrase the text they have learnt, expand on new ideas and words, and unite new information and previous one.

  1. To develop the mutual respect through learning.
  2. To arouse the element of classroom learning.
  3. To give them awareness about the usefulness of mutual respect through learning.

The targeted population were students enrolled in elementary level of Govt. High School. However, in this questionnaire, 60 students, taking a related course, were selected in a Govt. High School located in Muzaffarabad as a sample while considering the research control and validity of this study.

Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives. From the trade along these lines, the examination contemplated those planning impacts execution as mean difference in execution of readied and untrained teachers stayed at 2.7. The examination deduced that educators’ readiness played a huge effect in students’ introduction. Results got by the relationship exhibited that Teachers’ Feedback and Students’ Learning are related to each other. The above table exhibits that most students believe that feedback exercises in their classroom are deficient, with the mean of 2.75, while “exercises outside the classroom are increasingly powerful” got the mean of 3.75. “I can learn” got minimal mean of 2.5 with “Educator preparing is gifted to plan and execute exercises”. With respect to the announcement “Educators help us from numerous points of view during instructing”, we recorded the mean of 3. Concerning jobs of educators, students concurred that teacher act as an eyewitness with the mean of 3.5, as a criticism supplier with the mean of 3.75, as a screen with the mean of 3.75, as a help 3.25, as an assessor 3.5, as a guide and member with the mean of both 3 and arranger with the mean of 2.75.

How do you feel about this practice? What have you learned?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too. I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other. The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here.  Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.

What has it added to your professional skills as a teacher?

While teaching can certainly be a challenge, it is also one of the most rewarding careers out there. Check out some of the useful skills for Parents to see if there are any areas you need to work on before you become one:

  1. Whether I teach high area subject or kindergarten, nothing is a more effective tool than using my imagination to create new and interesting ways for my children to learn. I may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that I take the initiativeto find new ways for my kids to learn the material.
  2. Parents could have a hard time without a wide variety of support peoples around them. If I feel alone, y area principal, administrative peoples, parent-teacher committee, and more are often available to provide me to help. By working as a team, I have an easier time increasing my children’ ability to learn and have fun.
  3. Sometimes to get the big reward, I need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new methodscan be risky. Stick to it and I’ll soon find that others are following my teaching example.
  4. I can never know too much when I am a teacher, especially when it comes to the best way to teach my children. Great Parents are constantly looking for ways to expand their horizons with courses, workshops, and seminars. Make sure you I don’t become stagnantby taking courses to keep the content fresh in your mind.
  5. No teacher will succeed if they don’t have good communication skills. Clear, concise, and to the point – the better your communication skills are, the easier our lessons will be. There are many different types of classes available to help some Parents who may need help improving their skills.
  6. Every teacher needs to have confidence, not only in themselves but in their children and their colleagues. A confident person inspires others to be confident, and a teacher’s confidence can help influence others to be a better person.
  7. Modern Parents know how to find engaging resources. In this digital age, it is essential to find materials and resources for children that will keep them interested. This means keeping up to date on new technologies and apps, and browsing the web and connecting to fellow Parents. Anyway that I can engage children and keep things interesting is a must.

List the works you cited in your project.

  1. Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Virginia: ASCD.
  2. Burton, B. K., & Dunn, C. P. (1996). Feminist ethics as moral grounding for stakeholder theory. Business ethics quarterly, 6(02), 133–147.
  3. Covey, S. (2000). The 7 habits of highly effective people. New York: Free Press.
  4. Held, D. (2006). Models of democracy. Polity and Stanford University Press.
  5. Kohn, A. (1996). Beyond discipline: From compliance to community. Virginia: ASCD.
  6. Macaulay S. (2010). Are you a good role model? Think: Cranfield.
  7. Mendler, A. N., (2001). Connecting with students. Virginia: ASCD. Thompson, C.S. (2009). Towards Solutions: Fundamentals of transformational leadership in a postmodern era. Mandeville: Northern Caribbean University Press.
  8. Wood, A. W. (1999). Kant’s ethical thought. United Kingdom: Cambridge University Press. World Commission on Environment and Development (WCED). (1987). Our common future. New York: Oxford University Press.
  9. Zehm, S. J., & Kotter, J. A. (1993). On being a teacher: The human dimension. California: Corwin Press Inc.

Children Motivation Through Indoor Activities During COVID-19

Children Motivation Through Indoor Activities During COVID-19
Children Motivation Through Indoor Activities During COVID-19

Children Motivation Through Indoor Activities During COVID-19

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Children Motivation Through Indoor Activities During COVID-19

Theme

Managing Children At Home

Sub Theme

Motivating Children

The overall background of the participants of the project

Background

Name of the Home (Mehar House)

(Overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the home is situated)

Mehar House:

Mehar House was located in More Eminabad, tehsil Gujranwala and district Gujranwala. Its address was More Eminabad in the UC (south). The medium of instruction of this home who deal with students during covid-19 was Urdu. There were 5 teachers and 100 students in the home. Home building was looking very good. There were more than 15 rooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities were available for the students.

This action research project titled “Children Motivation Through Indoor Activities During COVID-19.” At Mehar House.

Demographic details of participants: For the present research 30 participants were selected form the home, their ages were between 14-16 years. I selected students grade 10th. Among 30 students, there were 15 girls and 15 boys thus they make the total of 30 students as a sample for the present research.

Socio-economic condition of participants: The socio-economic status was on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions was good. Such families have enough means to manage the expenses of their children study. The participants belong to middle class families and high class families have rich sources for leaning. Thus, they very much rely on home teachers and the curriculum.

Location of the Home: The present research is conducted in Mehar House which was situated in the district of Gujranwala. The Home has great discipline and very organized in teaching curriculum.

Occupation / Profession and earning trends:

 That’s was Urban area mostly people were attached with Govt jobs were 25% parents of the students attached with jobian parents, 5% in teaching profession .2 % people were doctors and well educated jobs and remaining were laborers. I got the occupation information from the index register.

Literacy Rate:

I notice that the literacy rate of the city it was not so bad. Literacy rate 45 percent. it was good. Parents meetings were arranged in home then I observed the literacy rate of the located. Almost 45% parents were well educated and other parents were also little educated.

Special Traits of Community:

The community where the home was situated have average financial condition mostly people were laborers. They have to do strict effort to fulfill the school expenses of their children. Students participate in games and then go to high level.  People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

Reason behind the selection of the topic: This action research was designed for children motivation through engaging in indoor activities during the covid-19 pandemic at secondary school level in Punjab Because many children do not pay heed toward social distancing and want to go out. They just heard the parents and teacher’s instruction and after some time they ignore it. The purpose of this research is to provide the solution of issues that parents have to face during motivating their children in covid-19 situation. Although, well managed school provide an environment in which teaching and learning can flourish”. “Many research studies have resulted that a conducive classroom environment in home promotes students’ habits regarding social distancing”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students to motivate them”. “The purpose of education is to provide a safe and friendly environment in order for learning to take place”. But social distancing very important now a days during covid-19 pandemic situation. “Therefore parents should also know how to use and apply strategies that will allow and also help children to motivate them to participate in indoor activities at home.”. Following issues are:

Hand Shake: Students like friendship in the school and street. Every student has a friend in the school or in street of his house.  They meet them daily with one another for sharing their affairs of life and study issues. When they meet with one another they shake hand. Due to hand shaking social distance finish. Chances of spreading corona virus increases in this way.

Problem in sitting in school/class: In my classroom, it my own experience that the mostly students want to sit with another in a bench. They don’t like social distancing. Teachers have to say again and again for maintain social distancing (6 feet).

Problem in Home:

Some children quelled with another on the base of little things.  They made big issues on the base of little things so during this battle they do not focus on social distancing. Some other students also involve in this battle. So these types of situations can increase the chances of corona virus.

Lack of motivation:

In some cases, your child’s behavior problem may actually be a motivation problem. This lack of motivation can lead to a number issues in the classroom and home regarding social distancing.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

When I discuss the whole matter of managing children at home through engaging in different activities that encourage students to learn at home and maintain distance from others. Some students feel boring by listening about this matter again and again. So parents must know their children what they want. Then deal them accordingly. Use examples freely that they can understand easily. Use a variety of children active teaching activities to gain interest of the children. Set realistic performance goals and help children achieve them by encouraging them to set their own reasonable goals. Almost all the teachers and colleagues were in favor of the statement that the students having motivation are possessing good behavior regarding educational activities at home. Because motivation and behavior are very alternative. You can do anything just on the base of motivation. The researcher conducted this study which focused on the managing children at home that lead to safe life of students. It is better to motivate the students rather than punishing them. A student can perform any activity or task just on the base of motivation. So parents can do this practice at home.

A parent’s most important duty to aware his children about covid-19 and social distancing because children give more importance to the words of parents. Motivation ultimately enhance good behavior regarding social distancing. Work with parents to motivate students at home and Communicate with them directly so they are aware of covid-19. Exactly what work their child should be doing at home. Workspace or resource requirements for their child’s home learning. Due dates for assignments so that they can provide reminders where necessary. Lots of praise is effective, says Amy. ‘Not just directly – I have also been putting through commendations for my students.’ If your school and in home has an awards system, keep using it – and even make it more short-term. Rather than termly commendations, consider weekly awards for positive contributions to class discussions, responding to feedback, etc., making sure to reward and praise things such as students’ effort or completion of a task rather than their attainment. A bit of healthy competition can be great for boosting motivation, as well as teaching students the importance of learning from failures and losses. You could run small competitions in home or larger projects with a small prize, even if it’s a virtual gold star. Or rather than competing individually, split each class into teams (or houses if you have them) and give them points for completing tasks, contributing to discussions, being positive, etc. – which might also help boost a sense of social distancing. Parents should keep individual activities in home to maintain social distancing. Make sure you regularly engage with students individually. ‘Engaging with students by name really helps,’ says Amy. ‘During an online lesson.

What did you find about the problem in the existing literature (books/articles/websites)?

“Social distancing”, reducing social interactions with others, has the potential to save millions of lives during the COVID-19 pandemic (Ferguson et al., 2020; Greenstone & Nigam, 2020). Governments worldwide have already introduced varying levels of social distancing measures, but compliance by individuals is vital (Anderson, 2020). This paper describes a pre-registered1 experiment to test potential communication strategies to encourage compliance with social distancing.

The experiment formed part of a study commissioned by Ireland’s Department of Health, in support of the Behaviour Change Subgroup of the National Public Health Emergency Team (NPHET). This working paper is designed to present initial results that relate to the pre-registered hypotheses at a time when speed is important. There may be lessons in this research from which others can benefit, as work on the behavioral response to COVID-19 quickly progresses (e.g. Everett et al., 2020; Barari et al., 2020; Pfattheicher et al., 2020). The work has been produced much more rapidly than would be standard for work of this type. Consequently, we have focused on providing robust results in relation to the primary, preregistered hypotheses, with limited further exploration of the data.

This effect arises even when a specific individual is identified but remains anonymous, perhaps because the mere act of thinking about a specific individual induces stronger caring emotions (Small & Loewenstein, 2003). Hence, we set out to test a communication strategy that highlights specific persons who are especially vulnerable to the coronavirus: an elderly person, someone with an underlying health condition, a healthcare worker, etc.

People struggle to perceive exponential growth accurately and are inclined to greatly underestimate it (Wagenaar & Sagaria, 1975). This “exponential growth bias” may be important for perceiving risk in relation to the coronavirus, given the exponential nature of network transmission. For instance, people may fail to realize how many others could be affected by one individual’s behaviour and, conversely, how many onward infections could be prevented by that one individual acting to protect themselves. Communication that stresses the exponential rate of infection might, in turn, affect the likelihood that people endorse beneficial health behaviour (Witte, 1992). Thus, we also tested whether highlighting the possibility that one individual’s behaviour results in multiple onward infections would influence intended compliance with social distancing. These two streams of literature, on caring for identifiable victims and understanding exponential relationships, formed the basis of two experimental treatments based on exposure to campaign posters. We refer to these as “identifiable person” (IP) and “transmission rate” (TR) treatments.

Responses were compared to a control group who saw an informational poster adapted from materials being employed by Ireland’s public health authorities. 5 Ideally, following exposure to the posters based on random allocation, we would measure behaviour over a subsequent period. Given practical restrictions and the need to generate evidence promptly, such a research design was unfeasible. Instead, our outcome variables measure intentions and attitudes.

 In addition to the possibility of an intention-action gap (Sheeran, 2002), such variables can be prone to ceiling effects, as some rapidly conducted experiments on messaging strategies have already found (e.g. Everett et al., 2020; Barari et al., 2020). To counter this problem, we inserted questions into Department of Health focus groups that asked people to describe activities where they were unsure whether the behaviour was appropriate, given the prevailing social distancing guidelines. We refer to these as “marginal behaviour”, i.e. behaviour that some individuals deem acceptable and others not. Some marginal behaviour were relevant for all participants, such as meeting friends and relatives’ outdoors. We measured participants’ intentions to undertake these behaviour “over the next few days”. Other marginal behaviour were relevant to only some participants, such as allowing children from different households to play together. For these, we asked participants to judge the acceptability of the behaviour.

We also found that participants’ judgements about the effectiveness of the posters were the opposite of the effects we recorded. This mismatch between participants’ intuitions and empirical observations replicates other research on appeals to moral values (Everett et al., 2020). The finding has two implications. First, it suggests that the main effects we report were not due to the superficial attractiveness of the treatment posters; participants did not like them. Second, it indicates that there are circumstances where testing campaigns via focus groups may backfire, perhaps especially where a message makes people feel uncomfortable or guilty. Generally, individuals may want to believe that their behaviour is based on rational information processing, not emotional responses, despite evidence to the contrary (Lerner et al., 2015).

 Conducting rapid behavioral research during an unprecedented crisis is challenging, particularly with respect to the reliability and validity of outcome variables. Our strategy was to identify marginal behaviour and to create a “caution” score from intentions and judgements of these behaviour. As the situation evolves and recommended measures change, behaviour that might be considered marginal will change too. However, we hope that other researchers may be able to build on our approach, which mitigated ceiling effects and generated workable variation in the outcomes of interest. Much more research is needed.

Communication strategies will benefit from not only rapid experiments but also rapid replication of experiments. However, despite the rapidly evolving 18 nature of the COVID-19 pandemic, it is possible to use the techniques of behavioral science to support policy (Lunn et al., 2020), including via the pre-testing of interventions.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Total three variables included in this research. Two were independent variable and one was dependent variables.  Role of teacher and parents were independent variables and Social distancing used as dependent variable

1.Role of Parents:

Parents played very important task during covid-19 pandemic situation. They engaged their children in different activities in home like offering prayer, Tilawat, Naat. Educational activities on the base of prizing to maintain interest of them. Activities in home are more necessary to keep children in home and maintain social distancing.

2.Role of Teacher:

Teacher played very important role during covid-19 pandemic situation. Teacher prepared online tutorial for online study. This thing keeps motivated students in home. Tele taleem ghr program very helpful for students to keep balance on study. Teachers gave small assignments to students individually so they can busy in different activities in home and maintain social distancing from others.

3.Social Distancing:

Most of us call it “social distancing,” but it can help to think of it as “physical distancing” instead. Social distancing puts space between people. By keeping their distance from others, people infected with the virus are less likely to spread it.

The virus mainly spreads when someone breathes, talks, coughs, or sneezes, which sends tiny droplets into the air. People standing nearby can get these droplets in their eyes, nose, or mouth, or they can breathe them in.

When there’s at least 6 feet between people, these droplets are more likely to fall onto the ground rather than on other people. Less often, tinier droplets can linger in the air for minutes to hours. These are called aerosols.

Because infected people may not have symptoms, it is best to keep a safe distance whenever you’re around people you don’t live with.

What did you want to achieve in this research project?

Research Objectives                                                             

Purpose of the study was to managing children at home through engaging indoor activities during COVID-19 pandemic at secondary level in Punjab. So, the students focus on the corona virus disease to save their lives.” In order to achieve said aims, following objectives are designed:

Objectives of the Study

Following was the main objective of the study.

  1. To explore the relationship between parents and children for managing children at home through indoor activities at secondary level.
  2. To explore the relationship between Teachers and students for managing children at home through indoor activities at secondary level.
  3. To find out the Problems of the children managing at home through indoor activities.
  4. To give suggestion for the improvement of the situation.

Research Questions of the study

  • What is the relationship between Parents and Children for managing children at home through indoor activities at secondary level.?
  • What is the relationship between teachers and students for managing children at home through indoor activities at secondary level?
  • What are the problems of the children managing at home through indoor activities at secondary level?
  • What are the suggestions for the improvement of the situation?

Who were the participants in your project?

Population

The population of the study comprised girls and boys studying at MEHAR HOUSE of Pakistan.

Sample

 A total of “30” students were taken as a sample of the study. Gujranwala City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 30 respondents including male and female students. This sample provide appropriate knowledge regarding all the students of the school they studying in the home.

How did you try to solve the problem?

The research methodology adopted for the collection and analysis of data is presented in this section. The section gives a thorough account of the subjects, settings instrument design, data collection methods and techniques analyze data. It further provides theoretical underpinning of methodology wherever appropriate. The research methodology is the key to answer the research question(s) and to draw conclusions.

Research design:

It is descriptive and survey research about children motivation through indoor activities at home during the COVID-19 pandemic at secondary school students. Descriptive research is “aimed at casting light on current issues or problems through a process of data collection that enables them to describe the situation more completely than was not possible without employing this method.”

Population:

A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of Mehar House of Pakistan. The data was collected from student of Mehar House by filling up the questionnaire.

 Sample and sampling techniques:

In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 30 students were selected from the house.

Instruments:

The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.

 Data collection procedure

Data was collected by through questionnaires. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

What kind of instrument was used to collect the data? How was the instrument developed?

Instruments:

The study used questionnaires as the main research instrument. The questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study.

  1. Students’ motivational policies of parents regarding indoor activities at home develop good behavior at secondary level.
  2. Students’ motivational policies of teachers regarding indoor activities at home develop habit of social distancing at secondary level.
  3. Students’ Motivational policies of classroom develop habit indoor activities at home and maintain of social distancing at secondary level.
  4. Students stay at home when they busy in interesting activities.
  5. Students follow this “Stay home stay save”.
  6. Students can learn on the base of tele educational activities at secondary level.
  7. Students can learn on the base of individual activities at secondary level.
  8. Social distancing very helpful to control the situation of COVID-19.
  9. Students can learn in home on the base of educational games and apps during covid-19 at secondary level.
  10. Educational games and apps are helpful for learning during COVID-19 at secondary level.

Data analysis

After the collection of the data it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

What were the findings and conclusion?

  1. Overall majority (90%) of the respondents agreed that students’ motivational policies of parents regarding indoor activities at home develop good behavior at secondary level.
  2. Overall majority (96%) of the respondents agreed that students’ motivational policies of teachers regarding indoor activities at home develop habit of social distancing at secondary level.
  3. Overall majority (97%) of the respondents agreed that students’ Motivational policies of classroom develop habit of indoor activities at home and maintain social distancing at secondary level.
  4. Overall majority (98%) of the respondents agreed that Students stay at home when they busy in interesting activities.
  5. Overall majority (97%) of the respondents agreed that Students follow this “Stay home stay save”.
  6. Overall majority (91%) of the respondents agreed that Students can learn on the base of tele indoor activities at secondary level.
  7. Overall majority (95%) of the respondents agreed that Students can learn on the base of individual activities at secondary level.
  8. Overall majority (96%) of the respondents agreed that Social distancing very helpful to control the situation of COVID-19.
  9. Overall majority (98%) of the respondents agreed that Students can learn in home on the base of educational games and apps during covid-19 at secondary level.
  10. Overall majority (92%) of the respondents agreed that Educational games and apps are helpful for learning during COVID-19 at secondary level.

The researcher in this study, from the findings concluded by analysis the following conclusion:

Parent child relationships are crucial for the success of both. In the situation of corona virus such connections are the most noteworthy factor to managing children at home engaging in indoor activities for motivating social distancing. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.

Teaching is the activity of teachers for the purposes of education and development behavior of students. Teaching is an arrangement and manipulation of a situation in which there are gaps or obstructions and where an individual try to overcome the problem from where he learns”.

The student achievement has been differently characterized as a level of capability achieved in scholastic work or as formally gained learning in school subjects, which is regularly spoken to by level of imprints gotten by understudies in examinations.

Parents motivate their children at home on the base of knowing what their children want and deal accordingly. Effective environment of home is very necessary for this. If parent’s motivational personalities about COVID-19, then children also have motivated personalities regarding this.

Summary of the Project

University recommended me some developing basic skills in which theme and sub theme. My topic that I choose CHILDREN MOTIVATION THROUGH INDOOR ACTIVITIESS DURING COVID-19. I choose this topic because I have to face problem about children management and social distancing. It is difficult to motivate students during this situation.

The sample comprised a total of 30 students drawn from Mehar House of district Gujranwala. They were selected by simple random sampling technique.

This study investigated improving behavior of students through motivation among secondary school’s students about managing children at home engaging in educational activities. It also investigated the effects of home environment on students’ behaviour regarding this.

Questionnaire Instrument used for data collection. Research design was descriptive. The result was finding that indoor activities at home maintain social distancing in students. Teachers behavior and teaching method also impact on students ‘behavior.

How do you feel about this practice? What have you learned?

The aim of this study was children motivation through indoor activities during COVID-19.  My research in urban area basic skills. My project participants were the students of Mehar House situated in Gujranwala. In urban areas mostly people maintain discipline but not all.

Home is very important element for maintaining social distancing because it helps in the learning of students. Similarity home environment is very important too to motivate children. So I used different technique for creating Hygienic atmosphere in home to motivate the students that lead good behavior. Students were happy and learn quickly on the base of hygienic atmosphere in home. I feel pleasure. I think in our rural areas parents create hygienic atmosphere in home then students have no problem of social distancing. Students response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in home through different activities. I learn that how to improve the student’s behavior and personality during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

  • It made me good organizer.
  • It made me ready for everything that is throw their way.
  • It enabled me how to create Hygienic atmosphere in home for engaging children in indoor activities.
  • It built confidence in me that how to deal with urban areas students for managing children at home.
  • Before these activities I was not a good organizer.it made me innovative.
  • I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
  • I capable to find out new things.
  • It made me good effective teacher and mentor.
  • It made me good role model.
  • It made me confident. Teacher discipline can help influence other to be a better person.
  • It made me capable to understand how to create classroom atmosphere according COVID-19 pandemic situation to maintain social distancing at secondary level.

List the works you cited in your project.

  • Anderson, R. M., Heesterbeek, H., Klinkenberg, D., & Hollingsworth, T. D. (2020). How will
  • country-based mitigation measures influence the course of the COVID-19 epidemic? The Lancet,
  • Published online. https://doi.org/10.1016/S0140-6736(20)30567-5
  • Anwyl-Irvine, A. L., Massonnié, J., Flitton, A., Kirkham, N., & Evershed, J. K. (2020). Gorilla in our
  • midst: An online behavioral experiment builder. Behavior Research Methods, 52(1), 388-407.
  • Barari, S., Caria, S., Davola, A., Falco, P., Fiorin, S., Hensel, L., … & Ledda, A. Evaluating COVID19 Public Health Messaging in Italy: Self-Reported Compliance and Growing Mental Health
  • Working Paper.
  • Brewer, M. B. (1977). An information-processing approach to attribution of responsibility. Journal of
  • Experimental Social Psychology, 13(1), 58-69.
  • Byrne, R. M. (2016). Counterfactual thought. Annual Review of Psychology, 67, 135-157.
  • Everett, J. A., Colombatto, C., Chituc, V., Brady, W. J., & Crockett, M. (2020). The effectiveness of
  • moral messages on public health behavioral intentions during the COVID-19 pandemic. Working
  • Ferguson, N., Laydon, D., Nedjati Gilani, G., Imai, N., Ainslie, K., Baguelin, M., Bhatia, S.,
  • Boonyasiri, A., Cucunuba Perez, Z.U.L.M.A., Cuomo-Dannenburg, G., & Dighe, A. (2020). Report
  • 9: Impact of non-pharmaceutical interventions (NPIs) to reduce COVID19 mortality and healthcare
  • Greenstone, M., & Nigam, V. (2020). Does Social Distancing Matter? University of Chicago, Becker
  • Friedman Institute for Economics Working Paper, (2020-26).
  • 19
  • Lee, S., & Feeley, T. H. (2016). The identifiable victim effect: A meta-analytic review. Social
  • Influence, 11(3), 199-215.
  • Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and decision making. Annual
  • Review of Psychology, 66, 799-823.
  • Lunn, P. D., Belton, C. A., Lavin, C., McGowan, F. P., Timmons, S., & Robertson, D. A. (2020).
  • Using Behavioral Science to help fight the Coronavirus. Journal of Behavioral Public Administration,
  • 3(1). https://doi.org/10.30636/jbpa.31.147
  • Jenni, K., & Loewenstein, G. (1997). Explaining the identifiable victim effect. Journal of Risk and
  • uncertainty, 14(3), 235-257.
  • Pfattheicher, S., Nockur, L., Böhm, R., Sassenrath, C., & Petersen, M. B. (2020). The emotional path
  • to action: Empathy promotes physical distancing during the COVID-19 pandemic. Working Paper.
  • Sheeran P. (2002). Intention–behaviour relations: A conceptual and empirical review. European
  • Review of Social Psychology, 12, 1–36.
  • Small, D. A., & Loewenstein, G. (2003). Helping a victim or helping the victim: Altruism and
  • Journal of Risk and Uncertainty, 26(1), 5-16.
  • Wagenaar, W. A., & Sagaria, S. D. (1975). Misperception of exponential growth. Attention,
  • Perception, & Psychophysics, 18(6), 416-422.
  • Witte, K. (1992). Putting the fear back into fear appeals: The extended parallel process model.
  • Communications Monographs, 59(4), 329-349.

Building Ethics Through Cooperative Learning Among Grade 5th Students

Building Ethics Through Cooperative Learning Among Grade 5th Students
Building Ethics Through Cooperative Learning Among Grade 5th Students

Building Ethics Through Cooperative Learning Among Grade 5th Students

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Building Ethics Through Cooperative Learning Among Grade 5th Students

Theme

Development Of Scientific Attitude Among Children

Sub Theme

Ethics

The overall background of the participants of the project

Background

Name of the School. (Deputy Ibrar Govt School).

(Overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated)

Deputy Ibrar Govt School

Deputy Ibrar Govt School situates at Jamshed road NO 2 and district Karachi East. There are 12 teachers and 700 students enrolled in the school. The school building is looking very good. There are more than 7 classrooms and staff rooms. A playground, washroom, parking, clean drinking water electricity, and other basic facilities are available for the students.

This action research project is titled “Building Ethics through cooperative learning among grade 5th students at Deputy Ibrar Govt School.

Demographic details of participants: For the present research 40 participants are selected from the school, and their ages are between 10-12 years. I selected students from grade 5th from section A. Among 40 students, there are all girls thus they make a total of 40 students as a sample for the present research.

The socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are good. Such families have not enough means to manage the expenses of their children’s studies. The participants belong to middle-class families. Thus, they very much rely on school teachers and the curriculum.

Location of the school: The present research is conducted in a public school “Deputy Ibrar Govt School” which is situated in the district Karachi East.

The school has great discipline and is very organized in teaching the curriculum of the Karachi board. The school also achieves a great 80-90% annual results every year. Hence it has a very good ratio of passing students every year.

Occupation / Profession and earning trends:

That was rural areas most people are attached to agriculture were 25% of the parents of the students attached to agriculture, 5% in the teaching profession .2 % of people well-educated jobs and the remaining were laborers. I got the occupation information from the index of school register.

Literacy Rate:

I notice that the literacy rate of the city it was not so bad. Literacy rate 35 percent. It was good. Parent’s meetings were arranged in school then I observed the literacy rate of the located. Almost 25% parents were well educated and other parents were uneducated.

Special Traits of Community:

The community where the school was situated have not strong financial condition mostly people were laborers. They have to do strict effort to fulfill the school expenses of their children. Students participate in games and then go to Primary level. Private school were present in this village. People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

The reason behind the selection of the topic: This action research was designed to Building Ethics trough cooperative learning among grade 5th students Although, well managed school provide an environment in which cooperative learning helpful for students to improve the level of Ethics”. “Many research studies have resulted that a conducive classroom environment promotes students ‘ethics development through cooperative learning”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students in building ethics development”. “The purpose of education is to provide a safe and friendly environment in order for learning”.  “Therefore, teachers should know how to use and apply strategies that will allow and also help students to improve student performance as well as improve ethics development.”.

The following reasons behind lack of student ethics development which was observed in the school. This research identifies the solution of these.

1. Focus Just on Books Reading:

Some school teachers just focus on books reading. Thay do not involve the students in any other physical task like cooperative learning which can be helpful for building confidence and ethics development in students.

2. Poor Mental Health:

Poor mental health is also associated with rapid ethics change, stressful work conditions, gender discrimination, ethics exclusion, unhealthy lifestyle, physical ill-health and human rights violations. There are specific psychological and personality factors that make people vulnerable to mental health problems.

 3. Emotional Immaturity:

Emotional immaturity as a condition where a person hasn’t given up the desires or fantasies of their childhoods. These desires and fantasies have to do with them being the center of the universe. They can also even involve “bending” reality to be what they want.

4. Irresponsibility:

 Irresponsible is not capable of handling assignments or taking responsibility. An example of an irresponsible person is someone who constantly forgets to do her assignments.

5. Poor Home Environment:

Home environment is usually a place in which an individual or a family can rest and be able to store ethics development. But if home environment not motivated like parents quarrels with on another all the time, then this thing has most negative impact on the mind of students.

6. Lack of Interest in School Activities:

Lack of interest can be caused by difficultly concentrating, family problems, ethics difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you still have to do your best and try to get them to learn at least the basics of any subject.

7. Resistance to School Rules and Regulations:

Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. But some students not follow this. These things lead to decrease in ethics development of students.

I have selected the above topic because now a day it is a common problem of all. Students have lack of ethics development during the period. Students do not focus on ethics development on the base of following reasons. I selected the above topic so this research identifies the solution of this problem.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

The Ethics of Development asks what is good ‘development’, of societies and for people. It looks at how equating development with economic growth has been challenged, examining whom that growth benefits or harms and which aspects of life it values or excludes and can favor or damage.

When I discuss the whole matter of enhancing ethical sense through cooperative learning following teacher guidance among 5th grade students with my other colleagues and senior teachers, it was argued that ethics development and encouragement should be a major area of concern to teachers and students. This is the concern of this chapter which tends to summarize what is essential to be known about the ethics development building process as it relates to cooperative learning, rewarding system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the cooperative learning and encouragement are possessing self-efficacy. Because cooperative learning and ethics development are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the Development of ethics development that lead to good behavior and performance of students.

A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build ethics development in students through cooperative learning. Appreciation ultimately enhances good behavior and personality like praise, reward offering. But punishment cannot apply for all students. Punishment put negative impact on some students like punished the students. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students, constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities, recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline,  effective and productive employment of time, human and material resources in order to prevent students’ undesired behavior.

Ethics development is a response, which an individual show to his environment at different times. Ethics development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. ethics development can be regarded as any action of an organism that changes its relationship to its environment. ethics development provides outputs from the organism to the environment. The meaning of ethics development is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation. The main purpose of this study is to investigate the role of cooperative learning in development of student’s ethics development of Primary school students.

What did you find about the problem in the existing literature (books/articles/websites)?

The effective learning process is directly related to effective classroom management. Without effective classroom management, teaching-learning has no fruitful and productive outcomes. Effective classroom management depends on the competencies (capacity, proficiency) of teachers. Good managers devise and announce classroom rules and regulations at the beginning of the session in order to control classroom disruptive behaviors and make the classroom atmosphere favorable for teaching-learning process.

Teachers use a variety of Cooperative learning and stimulus (encouragement) to motivate students. According to Ivancevich and Matteson (1990:171) “teachers use a variety of cooperative learning to attract and maintain students and to motivate them to achieve their teaching goals.” Rewarding students is therefore vital for the teaching success. Incentives are external stimuli which can be used as stimulants to productivity.

When a behavior leads to desirable outcomes, it is more likely to occur in future situations. Therefore, reinforcing is merely the impact seen by the reinforcing agent. To determine whether an event is capable of reinforcing its impact should be considered.

Armstrong (2012), states that “outdoor activities deal with the strategies, policies and processes required to ensure that the people’s value and contributions they make to achieving developmental goals of teaching and rewarded.” It can therefore be seen that rewards play an important role in motivating students to perform at their best and also to maintain top performers. Lathan’s (2002:45) observes that “teachers provide rewards to their personnel in order to try to motivate their performance and encourage their loyalty and maintained.”

As already demonstrated, extrinsic motivation is a deeper issue than it come because it may undermine intrinsic (natural) motivation under certain conditions and promote it under others conditions. (Williams & Stockdale, 2004). However, it is worthwhile for all teachers have an understanding of extrinsic cooperative learning because “many of the tasks that educators want their students to perform are not inherently interesting and knowing”. How to promote more active and volitional (a choice or decision made) forms of extrinsic motivation becomes an essential strategy for successful teaching’. (Ryan & Deci,2000).

It is important to understand that before analyzing different cooperative learning options, factors that affect reward strategies and practices. Each teacher is faced with a number of internal and external factors that affect the ethics development is structured and administered. Armstrong (2010), identifies teaching culture, sector or work environment, students, teaching strategy, school climate as key internal variables that affect reward strategies. Each of these factors are different for each school and the teachers will develop a reward system based on how it values each of the variables. Armstrong (2010:17).

These factors play an important role and may force teachers to take certain decisions. In discussing different types of cooperative learning and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible (invisible) rewards concerned with the work environment (quality of education, the teachers teaching) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998), state that financial, material and ethics rewards are extrinsic rewards because they come from the environment.

To apply ethics development to a classroom student, a teacher must first understand what ethics development is and what the advantages n disadvantages are when using it. The term reward is broadly defined as a tool that teacher use to try and reinforce a desired behavior (Wetzel and Mercer, 2003). The elements that determine the effectiveness of a reward are how it is delivered by the teachers and how it is perceived by the student (Wetzel and Mercer, 2012). If a teacher delivers a reward for good behavior, the student must make the connection between the right behavior and the reward. If students think they were rewarded for a different behavior, then the given reward will not be effective, and the student will have associated getting a reward with the wrong behavior (Wetzel and Mercer, 2012). So, teachers need to make sure that when giving rewards, student understand why they received them.

When a student receives an intrinsic reward, it is because they have completed an assignment or task due to internal motivation (Williams & Stockdale, 2004). Some common intrinsic rewards are ‘‘task completion, feedback or result, acquisition of knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale). However, this award can be beneficial compared to extrinsic rewards, because they do not require an external stimulus, such as the teacher. The student will stay on task because they are motivated by their own determinations. However, intrinsic reward will not always be Satisfactory for students, since they may not have any internal motivation to complete a task.

Extrinsic rewards are rewards given by someone outside of the individual, such as a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary objects, tangible objects, token systems, ethics approval, and project activities’’. In 1991, Newby found by new teachers use extrinsic rewards and motivation more than any other strategy. Extrinsic rewards may motivate student complete tasks that they would otherwise disregard. However, this reward can have a negative effect, where students grow dependent on them for motivation in completing their assignments.

In the classroom, most rewards will be a combination of extrinsic and intrinsic factors. For instance, students may engage in an activity both because of what, they will learn will be the intrinsic rewards, while the grade that they receive will be the extrinsic rewards.

It is important to understand, before analyzing different reward options, factors that affect reward strategies and practices. Each organization is faced with a number of internal and external factors that affect the reward system is structured and administered. (Armstrong, 2010) identifies organizational culture, the organizations business or sector or work environment, people, business strategy, political and ethics climate as key internal variables that affect reward strategies. Each of these factors are different for each organization and the organization will then develop a reward system based on how it values each of the variables. For example, “Bankers, entrepreneurial directors or sales representatives will be more interested in financial incentives than, say people engaged in charitable work” (Armstrong, 2010:17).

External aspects that may affect reward strategies include globalization, rate of pay in the marketplace, the economy, societal factors, legislation and trade unions, (Armstrong, 2010). These factors play an important role and may force organizations to take certain decisions for example trade unions in South Africa have a big influence in worker package and incentives.

In discussing different types of rewards and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible rewards concerned with the work environment (quality of working life, work life balance) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998) state that financial, material and ethics rewards are extrinsic rewards because they emanate from the environment.

Tom Peters argues that by following the right method of rewarding, one can obtain excellent results. The Theorist Edward. Lorler believe that reward must be dependent on performance (Cohen, 2013).

The biggest mistake any parents can make is to delay the reward for an appropriate behavior. A reward will be most effective if it immediately follows the behavior. So that the desirable behavior is validated.  (Patterson, 1983). Rey states that during the delay between the behavior and reward, the subject may exhibit, other behavior. Thus, the targeted behavior may remain undeveloped since the unwanted behavior is also reinforced. (Seyf, 2011).

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Total of three variables were included in this research. Two were independent variables and one was the dependent variable. Cooperative learning and encouragement used as independent variables and student’s ethics development used as dependent variable.

1. Cooperative learning:

Cooperative learning occurs when members of a learning community work together to improve student learning and achievement. Role is not a task to complete then move on, it’s an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

2. Students Encouragement:

Tangible forms of encouragement give students a visual reminder that they have the power to learn and succeed. They are especially effective when used sparingly or in moderation after students achieve learning milestones in the classroom

  • Give Positive Feedback. …
  • Set Realistic Expectations and Celebrate When They Are Met. …
  • Let Your Own Excitement Come Through. …
  • Vary Your Teaching Methods. …
  • Facilitate Don’t Dominate. …
  • Make Topics Practical. …
  • Show StudentsTheir Own Successes. …
  • Get Out of the Book

 3. Ethics Development:

Ethics development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Ethics development is a person’s belief in his or her ability to succeed in a particular situation. Ethics development is about having the strong, positive belief that you have the capacity and the skills to achieve your goals. ethics development affects every area of human endeavor. By determining the beliefs, a person holds regarding their power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.

What did you want to achieve in this research project?

Research Objectives

The purpose of the study was to investigate the Building Ethics through cooperative learning among grade 5th students So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, the following objectives are designed:

Objectives of the Study

The following was the main objective of the study.

  1. To explore the relationship between cooperative learning and student ethics development at the Primary level.
  2. To explore the relationship between student encouragement and ethics development at the Primary level.
  3. To find out the reasons behind the lack of ethics development of students.
  4. To give suggestions for the improvement of the situation.

Research Questions of the study

  • What is the relationship between cooperative learning and student ethics development at the Primary level.?
  • What is the relationship between student encouragement and ethics development at the Primary level?
  • What are the reasons behind the lack of ethics development of students.?
  •  What are the suggestions for the improvement of the situation?

Who were the participants in your project?

Population

The population of the study comprised girls studying at Deputy Ibrar Govt School of Pakistan.

Sample

 A total of “40” students were taken as a sample of the study.  Karachi City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, the total sample size was 40 respondents including female students. This sample provides appropriate knowledge regarding all the students of the school they studying in the school.

How did you try to solve the problem?

Research Methodology

All research methods and techniques that will be used in this study are given below.

Research Method:

Research methods may describe in three forms: Quantitative Method, Qualitative method and Mixed Method. In the study, a quantitative research method was used, because data was collected by using a questionnaire in the light of students’ and teachers’ perceptions.

Research Design:

It is descriptive and survey research about cooperative learning to improving ethics of 5th grade students”.

Population:

A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of Deputy Ibrar Govt School of Pakistan. The data was collected from student’s schools by filling up the questionnaire.

Sampling Technique

Convenient sampling technique was used in this study.

 Sample

In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 40 students were selected from government school.

 Data collection procedure

Data was collected by through questionnaires. One questionnaire was filled by one student according to his point of view. In this way 40 questionnaire filled by 40 respondents. On the base of this data know the opinion of students, find out the problems of students, and provided solution to sort out these problems. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

Data Analysis

Data collection measure means the tool through which the data can be collected”. There are different sources of data collection like scales, proxies, and questions. In this study the researcher used appropriate research tools and software to analysis of data, like; SPSS 18 software analysis in which descriptive analysis was used to find out the frequency, percentage, means and minimum/maximum values etc.

What kind of instrument was used to collect the data? How was the instrument developed?

Instruments:

The study used questionnaires as the main research instrument. The questionnaire is the form in which different questions are asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

1-Closed Ended Questionnaire for students about cooperative learning and its impact on student’s ethics development.

2-Close Ended Questionnaire for students about ethics development of students.

3-Questionnaire for students’ suggestions for effective encouragement in the classroom.

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study. All the information that containing in these questions ultimately helpful for developing ethics development in students.

  1. All students are motivated to perform well in cooperative learning?
  2. Different techniques used to improve the ethics development of students?
  3. Rewards encourage the student to perform well?
  4. Are the students being socialing by cooperative learning?
  5. Parent teacher meeting helpful for the development of ethics skills in students.
  6. Cooperative learning improves the ethics development of students?
  7. Are the students happy after participating well in cooperative learning?
  8. Encouragement of the students develop ethics development?
  9. Does the misbehavior of students is change through cooperative learning?
  10. Teacher meet with parents to improve ethics development of the students?

Instruments, participants and procedures of quantitative data collection are presented in the following sections.

Data analysis

After the collection of the data, it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

What were the findings and conclusion?

Findings:

  1. Overall majority (98%) of the respondents agreed that Are students are motivated to perform well in cooperative learning.
  2. Overall majority (92%) of the respondents agreed that Different techniques used to improve the ethics development of students.
  3. Overall majority (98%) of the respondents agreed that Rewards encourage the student to perform well.
  4. Overall majority (97%) of the respondents agreed that Are the students being socialing by cooperative learning ship.
  5. Overall majority (95%) of the respondents agreed that Parent teacher meeting helpful for the development of ethics skills in students.
  6. Overall majority (96%) of the respondents agreed that cooperative learning improve the ethics development of students.
  7. Overall majority (98%) of the respondents agreed that Are the students happy after participating well in cooperative learning.
  8. Overall majority (99%) of the respondents agreed that Encouragement of the students develop ethics development.
  9. Overall majority (92%) of the respondents agreed that does the misbehavior of students is change through cooperative learning.
  10. Overall majority (95%) of the respondents agreed that Teacher meet with parents to improve ethics development of the students.

Conclusions

The researcher in this study, from the findings concluded by analysis the following conclusion:

Cooperative learning the most powerful tool of student’s ethics development. Encouragement to improve a response not only works better, but allows both parties to focus on the positive aspects of the situation. Punishment, when applied immediately following the negative behavior can be effective, but problems may result when it is not applied consistently. Punishment can also invoke other negative ethics responses, such as anger and resentment.

Teacher-student relationships are crucial for the success of both teachers and students. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.

Teaching is the activity of teachers for the purposes of education. So, it is the duty of teachers to knowledge the students as well as to develop ethics them through cooperative learning. Teaching is an arrangement and manipulation of a situation in which building students ‘ethics.

That good classroom management strategies show that reward system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and ethics in  Primary school students According to the perceptions of  Primary school students (in open-ended question), majority of the respondents ( Primary school students) agreed that students ‘cooperative learning have a stronger effect on developing ethics development, punctuality, student’s confidence policies, leadership skill, teamwork, character development and adaptability.

Summary of the Project

University recommended me some developing basic skills in which theme and sub theme. My topic that I choose. Building Ethics trough cooperative learning among grade 5th students I choose this topic because I have to face problem about ethics development in the school. Because students feel shy when they have to perform in front of others. It is difficult to create ethics development in the students during teaching.

The sample comprised a total of 40 students drawn from Deputy Ibrar Govt School. They were selected by simple random sampling technique.

This study investigated student’s ethics development through cooperative learning among Primary school’s students. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.

Questionnaire Instrument used for students for data collection. Research design was descriptive. The result was finding that parent cooperative learning and encouragement develops ethics development in students regarding study. Teachers’ behavior and teaching method also impact on students ‘behavior.

How do you feel about this practice? What have you learned?

The aim of this study was to investigate the role of Building Ethics trough cooperative learning among grade 5th students. My research in rural area basic skills. My project participants were the students of­­­­­­­­­­­­­­­­­­ Deputy Ibrar Govt School. In rural areas mostly people not socialized.

Classroom positive reinforcement atmosphere is very important element in study because it helps in the learning of students. So, I used different technique for creating motivational atmosphere in the class to participate in cooperative learning to develop ethics. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural area’s teacher create motivational atmosphere in the class through parent teacher meetings then students have no problem of ethics. Students’ response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s ethics and personality during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

  • It made me good organizer.
  • It made me ready for everything that is throw their way.
  • It enabled me how to create motivational atmosphere in the classroom to develop ethics.
  • It built confidence in me that how to deal with rural areas students for improving ethics development through cooperative learning.
  • Before these activities I was not a good organizer.it made me innovative.
  • I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
  • I capable to find out new things.
  • It made me good effective teacher and mentor.
  • It made me good role model.
  • It made me confident. Teacher discipline can help influence other to be a better person.
  • It made me capable to understand how to create classroom atmosphere according to student’s psyche to develop ethics development and personality at Primary level.
  • It tells me how negative punishing atmosphere effect on student’s personality level and communication.

List the works you cited in your project.

  • Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2007). Preparing pre-service teachers to use positive behavior supports in general education classrooms. Pennsylvania Teacher Educator, 6, 50–57.
  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction. Focus on Autism and Other Developmental Disabilities, 23, 95–102.
  • DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students ‘inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447–461.
  • DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.
  • Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.
  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.
  • Lane, K., Bocian, K., MacMillan, D., & Gresham, F. (2004). Treatment integrity: An essential but often forgotten component of school-based interventions. Preventing School Failure, 48(3), 36–43.
  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials training during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5–18.
  • Noell, H. G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
  • Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159.
  • Scheeler, M. C., & Lee, D. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231–242.
  • Slider, N., Noell, G., & Williams, K. (2006). Providing practicing teachers with classroom management professional development in a brief self-study format. Journal of Behavioral Education, 15, 215–228.
  • Vollmer, T. R., & Iwata, B. (1992). Differential reinforcement as treatment for behavior disorders: Procedural and functional variations. Research in Developmental Disabilities, 13, 393–417.
  • Vollmer, T. R., Roane, H. S., Ringdahl, J. E., & Marcus, B. A. (1999). Evaluating treatment challenges with differential reinforcement or alternate behavior. Journal of Applied Behavior Analysis, 32, 9–23.
  • Wickstrom, K. F., Jones, K. M., LaFleur, L. H., & Witt, J. C. (1998). An analysis of treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 13, 141–154.
  • Wright-Gallo, G. L., Higbee, T. S., Reagon, K. A., & Davey, B. J. (2006). Classroom-based functional analysis and intervention for students with ethics/behavioral disorders. Education and Treatment of Children, 29(3), 421–436.
  • Balleine, B. W., Killcross, A. S., & Dickinson, A. (2003). The effect of lesions of the basolateral amygdala on instrumental conditioning. Journal of Neuroscience, 23(2), 666–675.
  • Baxter, M. G., Parker, A., Lindner, C. C., Izquierdo, A. D., & Murray, E. A. (2000). Control of response selection by reinforcer value requires interaction of amygdala and orbital prefrontal cortex. Journal of Neuroscience, 20(11), 4311–4319.

Better Socialization Interaction And Relation With Peers For Purposeful Child Learning

Better Socialization Interaction And Relation With Peers For Purposeful Child Learning
Better Socialization Interaction And Relation With Peers For Purposeful Child Learning

Better Socialization Interaction And Relation With Peers For Purposeful Child Learning

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Better Socialization Interaction And Relation With Peers For Purposeful Child Learning

Theme

Children’s Socio-Emotional Development

Sub Theme

Interaction And Relation With Peers

The overall background of the participants of the project

Background.

Name of the School (Govt Elementary School 261 WB).

(Overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated)

GOVT ELEMENTARY SCHOOL 261 WB:

Govt Elementary School 261 WB Tibba sultan Pur Tehsil mailsi district Vehari. There are 12 teachers and 700 students enrolled in the school. The school building is looking very good. There are more than 7 classrooms and staff rooms. A playground, washroom, parking, clean drinking water electricity, and other basic facilities are available for the students.

This action research project is titled “BETTER SOCIALIZATION INTERACTION AND RELATION WITH PEERS FOR PURPOSEFUL CHILD LEARNING.” Govt Elementary School 261 WB.

Demographic details of participants: For the present research 40 participants are selected form the school, their ages are between 10-12 years. I selected students from grade 8th from sections A. Among 40 students, there are all boys thus they make the total of 40 students as a sample for the present research.

Socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are good. Such families have not enough means to manage the expenses of their children study. The participants belong to middle class families. Thus, they very much rely on school teachers and the curriculum.

Location of the school: The present research is conducted in a public school “Govt Elementary School 261 WB.” which is situated in the district Vehari

The school has great discipline and is very organized in teaching curriculum of  Vehari board. The school also achieves great 80-90% annual result every year. Hence it has a very good ratio of passing students every year.

Occupation / Profession and earning trends:

 That’s was rural area mostly people are attached with agriculture were 25% parents of the students attached with agriculture, 5% in teaching profession .2 % people well educated jobs and remaining were laborers. I got the occupation information from the index of school register.

Literacy Rate:

I notice that the literacy rate of the city it was not so bad. Literacy rate 35 percent. It was good. Parent’s meetings were arranged in school then I observed the literacy rate of the located. Almost 25% parents were well educated and other parents were uneducated.

Special Traits of Community:

The community where the school was situated have not strong financial condition mostly people were laborers. They have to do strict effort to fulfill the school expenses of their children. Students participate in games and then go to high level. Private school were present in this village. People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

Reason behind the selection of the topic: This action research was designed to better socialization interaction and relation with peers for purposeful child learning. Although, well managed school provide an environment in which Class activities conducted for students to improve interaction and relation with peers”. “Many research studies have resulted that a conducive classroom environment promotes student’s interaction and relation through Class activities”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students in building interaction and relation”. “The purpose of education is to provide a safe and friendly environment in order for interaction and relation with peers”.  “Therefore, teachers should know how to use and apply strategies that will allow and also help students to improve student interaction and relation with peers.”.

The following reasons behind lack of student interaction and relation with peers which was observed in the school. This research identifies the solution of these.

1.Focus Just on Books Reading:

Some school teachers just focus on books reading. Thay do not involve the students in any other physical task like Class activities which can be helpful for building confidence and interaction with other students.

2.Poor Mental Health:

Poor mental health is also associated with rapid social change, stressful work conditions, gender discrimination, social exclusion, unhealthy lifestyle, physical ill-health and human rights violations. There are specific psychological and personality factors that make people vulnerable to mental health problems.

 3.Emotional Immaturity:

Emotional immaturity as a condition where a person hasn’t given up the desires or fantasies of their childhoods. These desires and fantasies have to do with them being the center of the universe. They can also even involve “bending” reality to be what they want.

4.Irresponsibility:

Irresponsible is not capable of handling assignments or taking responsibility. An example of an irresponsible person is someone who constantly forgets to do her assignments.

5.Poor Home Environment:

Home environment is usually a place in which an individual or a family can rest and be able to store interaction and relation. But if home environment not motivated like parents quarrels with on another all the time, then this thing has most negative impact on the mind of students.

6.Lack of Interest in School Activities:

Lack of interest can be caused by difficultly concentrating, family problems, emotional difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you still have to do your best and try to get them to learn at least the basics of any subject.

7.Resistance to School Rules and Regulations:

Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. But some students not follow this. These things lead to decrease in interaction and relation of students.

I have selected the above topic because now a day it is a common problem of all. Students have lack of interaction and relation during the period. Students do not focus on interaction and relation on the base of following reasons. I selected the above topic so this research identifies the solution of this problem.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Interaction and relation are “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Interaction and relation are a person’s belief in his or her ability to succeed in a particular situation.

When I discuss the whole matter better socialization interaction and relation with peers for purposeful child learning with my other colleagues and senior teachers it was argued that interaction and relation and encouragement should be a major area of concern to teachers and students. This is the concern of this chapter which tends to summarize what is essential to be known about the interaction and relation building process as it relates to Class activities, rewarding system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the Class activities and encouragement are possessing self-efficacy. Because Class activities and interaction and relation are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the Interaction of Interaction and relation that lead to good behavior and performance of students.

A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build interaction and relation in students through Class activities. Appreciation ultimately enhances good behavior and personality like praise, reward offering. But punishment cannot apply for all students. Punishment put negative impact on some students like punished the students. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students, constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities, recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline,  effective and productive employment of time, human and material resources in order to prevent students’ undesired behavior.

Interaction and relation are a response, which an individual show to his environment at different times. Interaction and relation can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. Interaction and relation can be regarded as any action of an organism that changes its relationship to its environment. Interaction and relation provide outputs from the organism to the environment. The meaning of interaction and relation is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation. The main purpose of this study is to investigate the role of Class activities in interaction of student’s interaction and relation of Nobal Public Model School.

What did you find about the problem in the existing literature (books/articles/websites)?

Effective learning process is directly related to the effective classroom management. Without effective classroom management, teaching learning has no fruitful and productive outcomes. Effective classroom management depends on the competencies (capacity, proficiency) of teachers. Good managers devise and announce classroom rules and regulations at the beginning of session in order to control classroom disruptive behaviors and make the classroom atmosphere favorable for teaching learning process.

Teachers use a variety of Class activities and stimulus (encouragement) to improve interaction and relation with peers. According to Ivancevich and Matteson (1990:171) “teachers use a variety of Class activities to attract and maintain students and to motivate them to achieve their teaching goals.” Rewarding students is therefore vital for the teaching success. Incentives are external stimuli which can be used as stimulants to productivity.

When a behavior leads to desirable outcomes, it is more likely to occur in future situations. Therefore, reinforcing is merely the impact seen by the reinforcing agent. To determine whether an event is capable of reinforcing its impact should be considered.

Armstrong (2012), states that “outdoor activities deal with the strategies, policies and processes required to ensure that the people’s value and contributions they make to achieving interactional goals of teaching and rewarded.” It can therefore be seen that rewards play an important role in motivating students to perform at their best and also to maintain top performers. Lathan’s (2002:45) observes that “teachers provide rewards to their personnel in order to try to motivate their performance and encourage their loyalty and maintained.”

As already demonstrated, extrinsic motivation is a deeper issue than it come because it may undermine intrinsic (natural) motivation under certain conditions and promote it under others conditions. (Williams & Stockdale, 2004). However, it is worthwhile for all teachers have an understanding of extrinsic Class activities because “many of the tasks that educators want their students to perform are not inherently interesting and knowing”. How to promote more active and volitional (a choice or decision made) forms of extrinsic motivation becomes an essential strategy for successful teaching’. (Ryan & Deci,2000).

It is important to understand that before analyzing different Class activities options, factors that affect reward strategies and practices. Each teacher is faced with a number of internal and external factors that affect the Interaction and relation is structured and administered. Armstrong (2010), identifies teaching culture, sector or work environment, students, teaching strategy, school climate as key internal variables that affect reward strategies. Each of these factors are different for each school and the teachers will develop a reward system based on how it values each of the variables. Armstrong (2010:17).

These factors play an important role and may force teachers to take certain decisions. In discussing different types of Class activities and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible (invisible) rewards concerned with the work environment (quality of education, the teachers teaching) recognition, performance management and learning and interaction” Armstrong (2002:99). Kinicki and Kreitner (1998), state that financial, material and social rewards are extrinsic rewards because they come from the environment.

To apply a interaction and relation to a classroom student, a teacher must first understand what a interaction and relation is and what the advantages n disadvantages are when using it. The term reward is broadly defined as a tool that teacher use to try and reinforce a desired behavior (Wetzel and Mercer, 2003). The elements that determine the effectiveness of a reward are how it is delivered by the teachers and how it is perceived by the student (Wetzel and Mercer, 2012). If a teacher delivers a reward for good behavior, the student must make the connection between the right behavior and the reward. If students think they were rewarded for a different behavior, then the given reward will not be effective, and the student will have associated getting a reward with the wrong behavior (Wetzel and Mercer, 2012). So, teachers need to make sure that when giving rewards, student understand why they received them.

Categories of Reward

Rewards can be broken down into categories;

  1. Intrinsic rewards
  2. Extrinsic rewards

Intrinsic Rewards

When a student receives an intrinsic reward, it is because they have completed an assignment or task due to internal motivation (Williams & Stockdale, 2004). Some common intrinsic rewards are ‘‘task completion, feedback or result, acquisition of knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale). However, this award can be beneficial compared to extrinsic rewards, because they do not require an external stimulus, such as the teacher. The student will stay on task because they are motivated by their own determinations. However, intrinsic reward will not always be Satisfactory for students, since they may not have any internal motivation to complete a task.

Extrinsic Rewards

Extrinsic rewards are rewards given by someone outside of the individual, such as a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary objects, tangible objects, token systems, social approval, and project activities’’. In 1991, Newby found by new teachers use extrinsic rewards and motivation more than any other strategy. Extrinsic rewards may motivate student complete tasks that they would otherwise disregard. However, this reward can have a negative effect, where students grow dependent on them for motivation in completing their assignments.

In the classroom, most rewards will be a combination of extrinsic and intrinsic factors. For instance, students may engage in an activity both because of what, they will learn will be the intrinsic rewards, while the grade that they receive will be the extrinsic rewards.

It is important to understand, before analyzing different reward options, factors that affect reward strategies and practices. Each organization is faced with a number of internal and external factors that affect the reward system is structured and administered. (Armstrong, 2010) identifies organizational culture, the organizations business or sector or work environment, people, business strategy, political and social climate as key internal variables that affect reward strategies. Each of these factors are different for each organization and the organization will then develop a reward system based on how it values each of the variables. For example, “Bankers, entrepreneurial directors or sales representatives will be more interested in financial incentives than, say people engaged in charitable work” (Armstrong, 2010:17).

External aspects that may affect reward strategies include globalization, rate of pay in the marketplace, the economy, societal factors, legislation and trade unions, (Armstrong, 2010). These factors play an important role and may force organizations to take certain decisions for example trade unions in South Africa have a big influence in worker package and incentives.

In discussing different types of rewards and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible rewards concerned with the work environment (quality of working life, work life balance) recognition, performance management and learning and interaction” Armstrong (2002:99). Kinicki and Kreitner (1998) state that financial, material and social rewards are extrinsic rewards because they emanate from the environment.

Tom Peters argues that by following the right method of rewarding, one can obtain excellent results. The Theorist Edward. Lorler believe that reward must be dependent on performance (Cohen, 2013).

The biggest mistake any parents can make is to delay the reward for an appropriate behavior. A reward will be most effective if it immediately follows the behavior. So that the desirable behavior is validated.  (Patterson, 1983). Rey states that during the delay between the behavior and reward, the subject may exhibit, other behavior. Thus, the targeted behavior may remain undeveloped since the unwanted behavior is also reinforced.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Total three variables included in this research. Two were independent variables and one was dependent variable. Class activities and encouragement used as independent variables and student’s interaction and relation used as dependent variable.

1. Class activities:

Activities include backpacking, canoeing, canyoning, caving, climbing, hiking, hill walking, hunting, kayaking, and rafting. Broader groupings include water sports, snow sports, and horseback riding. Outdoor recreation allows individuals to engage in physical activity whilst being immersed in nature.

2. Students Encouragement:

Tangible forms of encouragement give students a visual reminder that they have the power to learn and succeed. They are especially effective when used sparingly or in moderation after students achieve learning milestones in the classroom

  • Give Positive Feedback
  • Set Realistic Expectations and Celebrate When They Are Met
  • Let Your Own Excitement Come Through
  • Vary Your Teaching Methods
  • Facilitate Don’t Dominate
  • Make Topics Practical
  • Show StudentsTheir Own Successes
  • Get Out of the Book

 3.Interaction and relation:

Interaction and relation are “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations with their peers.” Interaction and relation are a person’s belief in his or her ability to succeed in a particular situation. Interaction and relation are about having the strong, positive belief that you have the capacity and the skills to achieve your goals. Interaction and relation affect every area of human endeavor. By determining the beliefs, a person holds regarding their power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.

What did you want to achieve in this research project?

Research Objectives                                                   

Purpose of the study is better socialization interaction and relation with peers for purposeful child learning. So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, the following objectives are designed:

Objectives of the Study

The following was the main objective of the study.

  1. To explore the relationship between Class activities and students’ interaction and relation with peers.
  2. To explore the relationship between student encouragement and interaction and relation with peers.
  3. To find out the reasons behind the lack of interaction and relation with peers.
  4. To give suggestions for the improvement of the situation.

Research Questions of the study

RQ1. What is the relationship between Class activities and students’ interaction and relation with peers?

RQ2. What is the relationship between student encouragement and interaction and relation with peers?

RQ3. What are the reasons behind the lack of interaction and relation with peers?

RQ4. What are the suggestions for the improvement of the situation?

Who were the participants in your project?

Population

The population of the study comprised boys studying at Govt Elementary School 261 WB of Pakistan.

Sample

A total of “40” students were taken as a sample of the study.  Vehari Region was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, the total sample size was 40 respondents including male students. This sample provides appropriate knowledge regarding all the students of the school they studying in the school.

How did you try to solve the problem?

Research Methodology

All research methods and techniques that will be used in this study are given below.

Research Method:

Research method may describe into three forms: Quantitative Method, Qualitative method and Mixed Method. In the study, quantitative research method was used, because data was collected by using questionnaire in the light of students’ and teachers’ perception.

Research Design:

It is descriptive and surveys research about “Better socialization interaction and relation with peers for purposeful child learning”.

Population:

A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of public school of Pakistan. The data was collected from student’s public schools by filling up the questionnaire.

Sampling Technique

Convenient sampling technique was used in this study.

 Sample

In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 40 students were selected from Govt Elementary School 261 WB.

 Data collection procedure

Data was collected by through questionnaires. One questionnaire was filled by one student according to his point of view. In this way 40 questionnaire filled by 40 respondents. On the base of this data know the opinion of students, find out the problems of students, and provided solution to sort out these problems. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

Data Analysis

Data collection measure means the tool through which the data can be collected”. There are different sources of data collection like scales, proxies, and questions. In this study the researcher used appropriate research tools and software to analysis of data, like; SPSS 18 software analysis in which descriptive analysis was used to find out the frequency, percentage, means and minimum/maximum values etc.

What kind of instrument was used to collect the data? How was the instrument developed?

Instruments:

The study used questionnaires as the main research instrument. The questionnaire is the form in which different questions are asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

1-Closed Ended Questionnaire for students about Class activities and their impact on students’ interaction and relation.

2-Close Ended Questionnaire for students about interaction and relation of students.

3-Questionnaire for students’ suggestions for effective encouragement in the classroom.

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study. All the information that containing in these questions ultimately helpful for developing interaction and relation in students.

  1. All students are motivated to perform well in Class activities?
  2. Different techniques used to increase the interaction and relation of students?
  3. Rewards encourage the student to improve confidence?
  4. Is confidence necessary for building interaction and relation?
  5. Class activities are helpful to interact with peers?
  6. Class activities improve the interaction and relation of students?
  7. Are the students happy after participating in Class activities?
  8. Encouragement of the students develop interaction and relation?
  9. Does the misbehavior of students is change after interaction and relation?
  10. Teacher give opportunity to whole class to improve interaction and relation with peers?

Instruments, participants and procedures of quantitative data collection are presented in the following sections.

Data analysis

After the collection of the data, it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

What were the findings and conclusion?

Findings:

  1. The overall majority (98%) of the respondents agreed that Are students are motivated to perform well in Class activities.
  2. Overall majority (92%) of the respondents agreed that Different techniques used to increase the interaction and relation of students.
  3. Overall majority (98%) of the respondents agreed that Rewards encourage the student to improve confidence
  4. Overall majority (97%) of the respondents agreed that Is confidence necessary for building interaction and relation.
  5. Overall majority (95%) of the respondents agreed that Class activities are helpful to interact with peers.
  6. Overall majority (96%) of the respondents agreed that Class activities improve the interaction and relation of students.
  7. Overall majority (98%) of the respondents agreed that Are the students happy after participating in Class activities.
  8. Overall majority (99%) of the respondents agreed that Encouragement of the students develop interaction and relation.
  9. Overall majority (92%) of the respondents agreed that misbehavior of students is change after interaction and relation
  10. Overall majority (95%) of the respondents agreed that Teacher give opportunity to whole class to improve interaction and relation with peers.

Conclusions

The researcher in this study, from the findings concluded by analysis the following conclusion:

Class activities are the most powerful tool of student’s interaction and relation with others. Encouragement to increase a response not only works better, but allows both parties to focus on the positive aspects of the situation. Punishment, when applied immediately following the negative behavior can be effective, but problems may result when it is not applied consistently. Punishment can also invoke other negative emotional responses, such as anger and resentment.

Teacher-student relationships are crucial for the success of both teachers and students. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.

Teaching is the activity of teachers for the purposes of education. So, it is the duty of teachers to knowledge the students as well as to develop interaction and relation in them through Class activities. Teaching is an arrangement and manipulation of a situation in which building students interaction and relation.

That good classroom management strategies show that reward system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and socialization in  students According to the perceptions of  students (in open-ended question), majority of the respondents agreed that students ‘Class activities have a stronger effect on developing interaction and relation, punctuality, student’s confidence policies, leadership skill, teamwork, character interaction and adaptability.

Summary of the Project

University recommended me some developing basic skills in which theme and sub-theme. The topic that I choose is BETTER SOCIALIZATION INTERACTION AND RELATION WITH PEERS FOR PURPOSEFUL CHILD LEARNING. I choose this topic because I have to face problem about interaction and relation in the school. Because students feel shy when they have to perform in Class activities. It is difficult to create interaction and relation in the students during teaching.

The sample comprised a total of 40 students drawn from Govt Elementary School 261 WB of district Vehari They were selected by simple random sampling technique.

This study investigated student’s interaction and relation through Class activities among  Govt Elementary school’s students. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.

Questionnaire Instrument used for students for data collection. Research design was descriptive. The result was finding that the reward system and encouragement develops interaction and relation in students regarding study. Teachers’ behavior and teaching method also impact on students ‘behavior.

How do you feel about this practice? What have you learned?

The aim of this study was to investigate the role better socialization interaction and relation with peers for purposeful child learning.  My research in rural area basic skills. My project participants were the students of Govt Elementary School 261 WB situated in Vehari district. In rural areas mostly people maintain discipline but not all.

Classroom positive reinforcement atmosphere is very important element in study because it helps in the learning of students. So, I used different technique for creating motivational atmosphere in the class to participate in Class activities to develop interaction and relation. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural areas teacher create motivational atmosphere in the class through rewarding system then students have no problem of interaction and relation. Students’ response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s interaction and relation during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

  • It made me good organizer.
  • It made me ready for everything that is throw their way.
  • It enabled me how to create motivational atmosphere in the classroom to develop interaction and relation.
  • It built confidence in me that how to deal with rural areas students for improving interaction and relation through Class activities.
  • Before these activities I was not a good organizer.it made me innovative.
  • I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
  • I capable to find out new things.
  • It made me good effective teacher and mentor.
  • It made me good role model.
  • It made me confident. Teacher discipline can help influence other to be a better person.
  • It made me capable to understand how to create classroom atmosphere according to student’s psyche to develop interaction and relation.
  • It tells me how negative punishing atmosphere effect on student’s personality level and communication.

List the works you cited in your project.

  • Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2007). Preparing pre-service teachers to use positive behavior supports in general education classrooms. Pennsylvania Teacher Educator, 6, 50–57.
  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction. Focus on Autism and Other Interactional Disabilities, 23, 95–102.
  • DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students ‘inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447–461.
  • DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.
  • Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.
  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.
  • Lane, K., Bocian, K., MacMillan, D., & Gresham, F. (2004). Treatment integrity: An essential but often forgotten component of school-based interventions. Preventing School Failure, 48(3), 36–43.
  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials training during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5–18.
  • Noell, H. G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
  • Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159.
  • Scheeler, M. C., & Lee, D. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231–242.
  • Slider, N., Noell, G., & Williams, K. (2006). Providing practicing teachers classroom management professional interaction in a brief self-study format. Journal of Behavioral Education, 15, 215–228.
  • Vollmer, T. R., & Iwata, B. (1992). Differential reinforcement as treatment for behavior disorders: Procedural and functional variations. Research in Interactional Disabilities, 13, 393–417.
  • Vollmer, T. R., Roane, H. S., Ringdahl, J. E., & Marcus, B. A. (1999). Evaluating treatment challenges with differential reinforcement or alternate behavior. Journal of Applied Behavior Analysis, 32, 9–23.
  • Wickstrom, K. F., Jones, K. M., LaFleur, L. H., & Witt, J. C. (1998). An analysis of treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 13, 141–154.
  • Wright-Gallo, G. L., Higbee, T. S., Reagon, K. A., & Davey, B. J. (2006). Classroom-based functional analysis and intervention for students with emotional/behavioral disorders. Education and Treatment of Children, 29(3), 421–436.
  • Balleine, B. W., Killcross, A. S., & Dickinson, A. (2003). The effect of lesions of the basolateral amygdala on instrumental conditioning. Journal of Neuroscience, 23(2), 666–675.
  • Baxter, M. G., Parker, A., Lindner, C. C., Izquierdo, A. D., & Murray, E. A. (2000). Control of response selection by reinforcer value requires interaction of amygdala and orbital prefrontal cortex. Journal of Neuroscience, 20(11), 4311–4319.