Name

Jawaria muqaddus

Father’s name

Muhammad amjad

Roll NO: 0000055001

SUBJECT: EDU. Citizenship Education and Community (8606)

CODE: 8606

SEMESTER: AUTUMN,2021

PROGRAM: B.Ed.(1.5years)

ASSIGNMENT No. 2

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMBAD

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QUESTION NO 1:

Q.1 Explain social deviance. Differentiate between formal and informal deviance.

ANSWER:

Deviance refers to behaviors that violate social norms.

● Deviant behavior may violate formally-enacted rules or informal social norms.

● Formal deviance includes criminal violation of formally-enacted laws. Examples of formal

deviance include robbery, theft, rape, murder, and assault.

● Informal deviance refers to violations of informal social norms, which are norms that have not

been codified into law. Examples of informal deviance include picking one’s nose, belching

loudly, or standing unnecessarily close to another person.

● Deviance can vary dramatically across cultures. Cultural norms are relative, which makes

deviant behavior relative as well.

● Formal Deviance: Deviance, in a sociological context, describes actions or behaviors that

violate social norms, including formally-enacted rules (e.g., crime), as well as informal violations

of social norms (e.g., rejecting folkways and mores).

● deviance: Actions or behaviors that violate formal and informal cultural norms, such as laws or

the norm that discourages public nose-picking.

● Informal Deviance: Deviance, in a sociological context, describes actions or behaviors that

violate social norms, including formally-enacted rules (e.g., crime), as well as informal violations

of social norms (e.g., rejecting folkways and mores).

● Deviance, in a sociological context, describes actions or behaviors that violate informal social

norms or formally-enacted rules. Among those who study social norms and their relation to

deviance are sociologists, psychologists, psychiatrists, and criminologists, all of whom investigate

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how norms change and are enforced over time.

● Deviance is often divided into two types of activities. The first, crime, is the violation of formally

enacted laws and is referred to as formal deviance. Examples of formal deviance include robbery,

theft, rape, murder, and assault. The second type of deviant behavior involves violations of

informal social norms (norms that have not been codified into law) and is referred to as informal

deviance. Examples of informal deviance include picking one’s nose, belching loudly, or standing

unnecessarily close to another person.

● Deviance can vary dramatically across cultures. Cultural norms are relative, which makes

deviant behavior relative as well. For instance, in the United States, Americans do not generally

impose time-based restrictions on speech. However, in the Christ Desert Monastery, specific rules

govern determine when residents can and cannot speak, and speech is banned between 7:30 pm

and 4:00 am. These rules are one example of how norms vary across cultures.

● Current sociological research on deviance takes many forms. For example, Dr. Karen Halnon of

Pennsylvania State University studies informal deviance and focuses on what she calls “deviance

vacations,” whereby people of a given socioeconomic status voluntarily enter a different, often

lower, social strata. One example involves heterosexual white males who become drag queens on

weekends. This behavior represents a luxury because heterosexual white males can afford to make

a temporary shift, knowing that they may subsequently return to the comforts of their prevailing

socioeconomic status. Other examples include performers who may affect deviant behaviors to

gain credibility to increase commercial profits. The aim of social order, Parsons has well said, is

“nipping deviant tendencies in the bud”. If that be not done, social order would cease to exist; the

law of the brute would prevail. The world would be that ‘brutish’ and ‘nasty’ states will prevail in

society. Just the opposite is the process and influence that regulated social action. The mechanics

of socialization, the process of internalization of values, etc., and the bondage due to emotion –

repulsion, and attraction, that individuals, generally come up as conformists. Social control works

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always and all the time. But because society is subject to external impact, and internal revulsions,

that continuity, and change are the character of the social system, the enforcement of social control

is not simple.

Some may be dissatisfied with it and they may find satisfaction in deviance. The danger is always

present, it cannot be eliminated. It is also not tolerable. The effectiveness of social control would

therefore depend on the appropriate coordination of the accepted means of social control.Generally

speaking, social control is nothing but control of society over individuals. To maintain the

organization and the order of society, man has to be kept under some sort of control. This control

is necessary to have desired behavior from the individual and enable him to develop social

qualities. Society to exist and progress has to exercise a certain control over its members since any

marked deviation from the established ways is considered a threat to its welfare. Such control has

been termed by sociologists as social control

Social control is the term sociologists apply to those mechanisms by which any society maintains

a normative social system. It refers to all the ways and means by which society enforces conformity

to its norms. The individual internalizes social norms and these become part of his personality. In

the process of socialization, the growing child learns the values of his groups as well as of the

larger society and the ways of doing and thinking that are deemed to be proper.

But every social group makes errors, great or small, in socializing the young, says Lapierre. Even

at best, the internalization be so the social norms can scarcely of complete that a person’s desires

exactly coincide with the social expectations of his group. Hence, there are some deviations from

group norms in every group. But any deviation beyond a certain degree of tolerance is met with

resistance, for any marked deviation from the accepted norms is considered a threat to the welfare

of the group. Hence sanctions – the rewards or punishments- are applied to control the behavior of

the individual and to bring the nonconformists into line. All these efforts by the group are called

social control, which is concerned with the failures in socialization. Social control, as says

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Lapierre, is thus a corrective for inadequate socialization.

According to E.A. Ross, the individual has deep-rooted sentiments that help him to cooperate with

other fellow members to work for social welfare. These sentiments are sympathy, sociability, and

a sense of justice. But these sentiments by themselves are not enough to suppress the self-seeking

impulses of the individual. Society has to make use of its mechanism to accomplish the necessary

order and discipline. This mechanism is called social control. As Ross defines, “Social control

refers to the system of devices whereby society brings its members into conformity with the

accepted standard of behavior. “Social control is the system of measures, suggestions, persuasion,

restrain and coercion by whatever means including physical force by which society brings into

conformity to the approved pattern of behavior, a subgroup or by which a group molds conformity

its members”. “Social control is how entire social order coheres and maintains itself – how it

operates as a whole, as a changing equilibrium.”

Social control is necessary for an orderly social life. Society has to regulate and pattern individual

behavior to maintain normative social order. Without social control, the organization of the society

iouout gets disturbed. If the incestual is effectively socialized, he confirms the accepted ways from

the force of habit as well as from his desire of being accepted and approved by other persons. If

he is inadequately socialized, he tends to deviate from the accepted ways, but he is forced towards

conformity by the pressures of social control. According to Kimball Young, it is necessary “to

bring about conformity, solidarity, and continuity of a particular group or society”. It is possible

only through social control. Society has to make use of its mechanism to accomplish the necessary

order and discipline. Herbert Spencer has put forwarded the view that society is a collection or a

group of individuals. Man lives in society because it has a utility. Through the h society, he can

preserve his identity and views. To preserve his identity and characteristics, he has to exercise

some control for which certain rules and institutions are created. These agencies of social control

help preserve the identity of individuals and society.

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QUESTION NO 2:

Q.2 Discuss the relationship between school and community. Highlight different roles of

community in improving the school’s environment.

ANSWER?

To help educators use the Glossary as a school communications tool, we created the following

guide. While the recommendations are focused on schools, any educational institution or

organization will be able to apply the strategies. If we have overlooked anything, please let us

know by submitting your suggestions here.

1. Link to entries on your website or blog.

2. If you are explaining a new school-improvement initiative, whether it’s project-based

learning or professional learning communities, consider including links to Glossary entries on your

website or school blog. Explaining the technical nuances of a new strategy inaccessible language

can take a lot of time and thin thinking it often proves to be trickier than it appears. If our entries

are relevant and useful to your school-communications work, let us do some of the work for you.

You can link specific terms on your website or direct visitors to our entries if they want to learn

more about a particular concept or strategy.

3. Incorporate entries into social media. Does your school have a Facebook page? Do you tweet?

If so, consider posting or tweeting Glossary entries from time to time as a way to build a greater

understanding of specific school-improvement ideas. For many people, social media have become

their primary source of news and networking, and it’s where they are regularly exposed to new

ideas, readings, videos, resources, and innovations. And because people can like posts or retweet,

social media helps to spread ideas through personal relationships, professional networks, and

communities.

4. Reuse and repurpose Glossary content. All of our entries have been published under a

Creative Commons license, which means that schools are free to reuse, republish, and repurpose

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all of our content, including excerpts, provided that the following guidelines are followed: (1) the

Glossary of Education Reform and Great Schools Partnership should be credited as the source of

the content; (2) the republished or repurposed content cannot be sold or used commercially in any

way; and (3) modifications to the content are allowed (even encouraged), but all modified content

must also carry a Creative Commons license so that others can republish and repurpose it. That’s

right: Go ahead and use our content if it helps you out! To acknowledge the Glossary, simply use

the CC license that appears at the bottom of an entry, or add you can add the line “Adapted [or

Republished] from the Glossary of Education Reform by the Great Schools Partnership” beneath

your website content or print materials (adding links where appropriate). Learn more about CC

licenses →

5. Print and email entries. Do you have an upcoming community forum, orientation program, or

event for parents and families? Consider distributing—through printed handouts, email,

newsletters, or other publications—any entry or selection of text that serves your school’s

communication needs. Increasing understanding of new and proposed initiatives can lead to greater

community support for your work. We have worked hard to create understandable introductions

to complex topics, so go ahead and use them if they help.

6. Brief your school board and elected officials. In every school community, local elected

representatives—whether they are school-board members, city officials, or state legislators—are

among your most vital constituents and supporters. Making sure these community leaders truly

understand what your school is doing—and why it matters for students—is one of the most

important jobs school leaders have. Consider using or adapting our entries as needed when briefing

your school board and local officials about new or proposed strategies.

7. Send journalists to the Glossary. The glossary was created in collaboration with the Education

Writers Association, a national organization that supports education reporters, so journalists are

one of our target audiences. What this means is that every entry was specifically created with

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journalists, editors, and media professionals in mind. All entries are factual, objective, and impartial,
and may include a debate section that discusses the major arguments for or against

specific reforms. The goal of each entry is to provide a succinct (as possible) overview of a topic,

and how it works in real schools. For this reason, the Glossary can be used as a go-to resource

when you are trying to explain tricky school-improvement topics to your local media. Either before

or after an interview, for example, consider sending an entry to journalists so they have a

substantive overview of a school-improvement strategy you may discuss and they may write about.

You can also encourage journalists to quote or excerpt the Glossary in their stories whenever it’s

useful. Journalists generally welcome and appreciate resources that will help them write stronger

and more accurate stories.

8. Create your own common or shared definitions. While school-improvement strategies

typically share similar features, they are often designed and implemented differently from school

to school. As you or your leadership teamwork to create shared definitions or develop a common

understanding of certain terms and strategies, consider using the Glossary as a starting point. When

creating definitions or descriptions of new initiatives, keep in mind that it’s always best to use

language that is precise and yet universally accessible. When both educators and non -educators

alike can understand your descriptions, you have created communications assets that can be used

with multiple audiences. In addition, developing definitions in collaboration with a variety of

stakeholders is a great way to promote a greater voice and shared leadership in your school

community.

9. Build your online glossary. If you find that your school is using a lot of terms that may not be

understandable to some students, parents, or community members, consider creating and

publishing a glossary on your website that defines the common terms you use. Again, if our entries

are useful when building your glossary, feel free to republish or repurpose our content, or link to

entries as needed.

10. Reduce or eliminate jargon. While common definitions and online glossaries can be very

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useful, the surest way to improve understanding in your community is to avoid jargon whenever

possible. Consider using the Glossary to come up with alternative ways to describe and talk about

your school-improvement work. For example, the term “assessment” is widely used in education.

Even though most people are familiar with the term, it’s still jargon because it may refer to a wide

variety of sophisticated educational, pedagogical, and testing practices. Instead of saying

“assessing students,” perhaps “evaluating what students have learned using a variety of methods

such as X, Y, and Z” is more fitting for a given audience. Unpacking jargon can be a highly

effective communication strategy, particularly when you focus your descriptions on what

matters—i.e., the goal of a strategy rather than its process. For example, saying “ we’re making

sure your child has learned what she was taught” is likely to resonate with parents more than “we’re

formatively assessing your child throughout the year.”

11. Have text-based discussions.

Glossary entries can also be used in text-based discussions with staff, students, parents, leadership

teams, and others. Text-based discussions are a great way to focus and structure a conversation,

while also increasing understanding of a particular topic. For example, school leaders could hold

informal focus groups as a way to solicit community feedback on school-improvement initiatives

or learn how to improve communications with stakeholders. During a focus group, time could also

be set aside for a text-based discussion about a particular strategy your school is pursuing.

Discussions such as these often provide school leaders with powerful insights into how certain

concepts and strategies are perceived, understood, or valued by community members.

12. Use the Glossary as an educational resource.

When it comes to describing educational concepts in accessible ways or increasing understanding

in your community, one complicating factor is that school-improvement concepts do not exist in a

vacuum—they are always inextricably linked to other concepts and practices. For example,

explaining the rationale behind a demonstration of learning will likely be much easier if your

audience is also familiar with concepts such as authentic learning, relevance, or 21

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st

-century skills.

The difficulty, of course, is that making these connections is complicated and can take a lot of

time. The good news is that every Glossary entry contains links to related entries where readers

can find additional definitions and discussions. Over time, these connections can build a more

holistic understanding of certain topics by exposing their connections to other ideas and strategies.

QUESTION NO 3:

Q.3 "All effective teacher motivates the students". Justify your answer with examples.

ANSWER:

Effective teachers look for every available opportunity to increase student learning. The classroom

environment is a teaching resource that should not be ignored. Students and teachers spend the

majority of their day in school classrooms, and it’s your responsibility to foster an environment

and atmosphere that enhance learning. Developing a classroom environment conducive to learning

is a process that entails staging the physical space, getting the students to cooperate, creating a

communal environment, and finally maintaining a positive classroom climate and culture.

Physical Space

To create a classroom environment conducive to learning, you must first focus on the physical

space. Use every possible area of the room to create an atmosphere that encourages participation

and learning. The physical space includes the layout and arrangement of the desks or tables, the

placement of computers and equipment, and items on the bulletin boards and walls.

In modern classrooms the tables and desks are usually not fixed, allowing for various seating

arrangements. Take time to draw up a seating plan based on how you expect to conduct your

lessons. If you’ll give a lot of instruction, it’s ideal to have many students who have difficulties

closer to you so that they have greater access to the lesson. If you’ll require your students to take

part in collaborative activities, you can arrange the classroom so that you have maximum visibility

of all groups, which may then be clustered around the classroom as appropriate. You may be

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required to make individual seating changes based on disruptive behavior, keeping students who

are more likely to be disruptive closer to you and rewarding them by allowing them to move if

they learn to conduct themselves more appropriately. You could also allow students to be clustered

around focus areas for activities, moving back to a more traditional seating arrangement when they

have completed the activity. Always try to accommodate the physical size of students by procuring

an adequately sized desk for them.

Next, consider the furniture and equipment you must fit into your classroom. Where are the

electrical outlets? Which pieces of equipment may need to be plugged into them? Where is the

chalkboard or projector screen? Will students need a clear view of them? Where should you place

your desk to allow maximum observation and encourage good behavior? Finally, students with

special needs often require extra attention. For instance, a student with visual impairment or

behavior problems may need to be placed in the action zone, the area in the front, and the middle

of the class.

After arranging the room with the optimal furniture placement, you must assume responsibility for

the organization of the entire classroom. Where will the students keep their supplies? What

resources will you need daily access to? Supplies, bins, shelves, and cabinets should be carefully

organized and easily accessible. The wall space and interest centers will suit a well-organized and

efficient classroom and will optimize students’ learning potential. Find creative ways for students

to explore and learn in their environment, and set up learning centers throughout the class.

Learning centers are creatively staged learning areas that allow students to participate in activities

related to the curriculum. Teachers will prepare an activity at each center. Activities are typically

hands-on and are fun for the students. Learning centers may include a computer center, a science

center, a reading corner, or an interactive bulletin board

Another dimension of the physical classroom is the wall space. Wall space should be pleasing to

the eye, with special attention to student morale and learning. One way of accomplishing this is an

organized display of student work. Displaying student work not only boosts morale but also fosters

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ownership of the classroom. Bulletin boards make the room look neat and attractive and are a

source of learning by highlighting key facts or by allowing student interaction. Interactive bulletin

boards are bulletin boards that allow students to participate in an activity that reinforces the class’s

objectives. Bulletin boards can also be electronic, which can easily be set up for any subject area.

These may be used differently from traditional “on-the-wall” bulletin boards, but allow multiple

students to access any problems you post on the board and discuss or propose answers among

themselves before you intervene with the correct answer. Establish ground rules to ensure the use

of bulletin boards is effective.

Getting Students to Cooperate

One of the most challenging aspects of maintaining a neat and organized environment that is

conducive to learning is getting the students to cooperate. To begin, you should clearly define the

rules and routines for transitions between activities and classes. Practice the transitions with the

class and correct undesirable behaviors. Decrease the amount of unstructured time by having

materials prepared and readily available.

After you’ve established the ground rules, you’re responsible for making appropriate demands,

giving clear signals, and being consistent. You’ll also learn to anticipate problems and correct them

as a means of preventing disorder. You must have a plan for every minute of the day and have a

goal of keeping students busy.

Creating a Communal Atmosphere

A communal atmosphere is a feeling established by instilling a sense of community among the

students. Another way to express this is by creating a learning community. After establishing the

rules, routines, and transitions, your next objective will be to transition the classroom into a

communal atmosphere, focusing on relationships and taking a personal interest in each contributor

to the community.

Your care, as the teacher, extends to every aspect of the learning environment, including

curriculum, instruction, assessment, and society. If students are aware that you care, they will be

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more willing to make an effort to please you. As a teacher, you need to lead your students by

example. Displaying a caring attitude toward each student will encourage them to treat each other

with the same attitude. Dealing with conflict in a caring and understanding manner will have the

same effect. You need to encourage all learners to treat each other with respect and care because

this promotes a positive learning environment and can improve collaboration among students.

Classroom Climate and Culture

After establishing a classroom community, the final step in creating a positive atmosphere

conducive to learning is to develop a positive classroom climate and culture. A classroom’s climate

and culture are the atmosphere and quality of life in a classroom. Your role as a teacher is that of

the primary contributor to the climate and culture. Your interaction with the students, disciplinary

measures, mannerisms, support, encouragement, cooperation, and focus on individual students all

contribute to an atmosphere conducive to learning.

Although they are complex and multifaceted, classrooms with a climate and culture conducive to

learning share similar characteristics. The teacher is caring and supportiv e. The lessons are well

organized, progress smoothly, and are free from interruptions. The content is challenging without

being frustrating, and activities are relevant and interest students. Open, warm relationships among

students are encouraged, and cooperation and respect are expected. Stress and anxiety levels are

low, and there is limited conflict.

Question No 4:

Q.4 Discuss the effects of technology on the job market. How has Pakistani society responded

to this technological change?

Answer:

Decades ago, renowned economists John Maynard Keynes and Wassily Leontief foretold a time

when artificial intelligence would produce “technological unemployment.” In their view, labor

would become less important and workers would be replaced by machines. Science fiction writers

often capitalize on plots where robots take over tasks traditionally performed by humans. In such

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a scenario, what would be the implications on today’s labor market? According to “Robots and

jobs: evidence from US labor markets” (National Bureau of Economic Research working paper

no. 23285, March 2017) by Daron Acemoglu and Pascual Restrepo, the use of industrial robots

may reduce employment and wages in the U.S. economy.

An industrial robot does not need a human operator. The authors’ review of the literature shows

that, in the United States, the number of robots increased from 1993 to 2007 and, by 2007,

amounted to 1 robot for every thousand workers. There are an estimated 1.5–1.75 million robots

in operation, with the number expected to increase to 4–6 million by 2025. Industries employing

many robots include the automotive industry, electronics industry, metal products industry, and

plastic and chemical industry. The Acemoglu and Restrepo study analyzed the effect that industrial

robot usage had on labor markets from 1990 to 2007.

The model used in the study built on prior research but extended the framework to account for the

varying share of tasks performed by robots across industries. The model regressed the change in

employment and wages on the exposure to robots (exposure to robots is calculated as the national

penetration of robots into each industry times the employment share of that industry in the local

labor market). The analysis showed a negative and positive effect on wages and employment from

increasing the number of robots in the economy. The negative effect is that robots displace current

workers from their occupations. The positive effect is the price-productivity effect. Increasing the

number of robots decreases the cost of production, thus expanding the industry and increasing the

demand for labor.

The analysis also considered gender, industry, occupation, education, and wage percentiles. It

found that the employment impact for men is 1.5–2 times greater than for women, and the effects

are concentrated in manufacturing industries. Negative effects are seen in all occupations except

for managerial positions. Not surprisingly, large decreases are found within blue-collar jobs that

have routine manual operations, such as assembly workers, transportation workers, and machinists.

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The negative impacts slightly diminish as a worker’s education level increases, and no impact

exists for workers with graduate degrees. The authors note an unexpected finding in that no

positive impact was found with workers who had more than a college degree. The authors suggest

that this finding may indicate that industrial robots may not be complementing any particular

occupation group. The study found the effects on wages similarly were concentrated around the

bottom half of the distribution. The authors acknowledge that because relatively few robots

currently exist, robots have caused the loss of only a limited number of jobs. As the use of robots

is anticipated to spread, however, future employment and wages would likely be affected. Little

evidence exists of the equilibrium impacts that this spread may cause. This study is viewed by the

authors as a first step in evaluating how robots influence labor market equilibriums. The authors

provide an empirical methodology to address the lack of research in this area. Their research

concludes by stating that if the spread of robots continues, there could be sizable future declines

in the employment-population ratio.

Step 1: Expand Your Vision of School to Include Community

Ryan Bretag writes, "Educators shouldn't be the only ones contributing. The community should be

creating questions, puzzles, quotes, mind benders, trivia, philosophical and ethical challenges,

thought-provoking videos, "graffiti walls," brainstorming spaces, and play areas." There are so

many opportunities for experiential learning to happen out in the community surrounding the

school. We just need to find ways to connect the core curriculum beyond the classroom by

attracting the right people and asking the right questions.

Step 2: Reach Out to All Stakeholders

One of the best ways to connect and create an authentic bond is to go to the people who matter

most, and meet them on their turf. A series of community walks are a great way to start. Get your

teachers, some local businesses on board and go and knock on people's doors, visit local businesses

and senior homes and talk with them. Try the same approach with groups of students. This time

let the students communicate what they hope and wish for their school and encourage them to ask

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for mentoring and support. Share your dreams for enhanced community-school partnerships, ask

people what matters to them, ask them how they might help, and show them your passion. Deliver

them an open invitation to reconnect, collaborate and share their experience, skills, and time to

make a difference.

Step 3: Create a Community Resource Map

A visual representation of your community and the various skills people have to offer is a super

way to understand what community resources are available. If you build one, also point out the

materials people can supply at cost or for free, the time they can invest in projects, and how they

can connect to curriculum, and classroom activities. Include the networks they can utilize to raise

awareness of the needs of local children and families, and always promote and foster resourcesharing and
collaboration. Use libraries to advocate for school-community partnerships and

student learning. Libraries are important hubs and can provide meaningful connection points

outside the school gates. A community resource map can come in the form of a hand-drawn map

(use a graphic facilitator), Google Map, Mind Map, or even a spreadsheet with some visual outputs.

Step 4: Connect with Curriculum

Much of what we learn as children and adults happen outside the classroom through real-world

experiences and from our peers, mentors, or on the job. How might we connect today's core

curriculum with the real world? That is an important question that is in urgent need of answers.

Kids today are asking far too often for relevance in what they are learning. "Why am I learning

this? I'll never use this!" is a response far too often heard from the mouths of young people today.

Let's find ways to work with local businesses and subject matter experts to connect the core

curriculum to the outside world and design engaging learning experiences in and out of the

classroom. Please consider using project-based learning. Try using a matching technique to match

students with subject matter experts, businesses, and community organizations. Here is a great

book on the subject by Suzie Boss. Let's not forget the largely untapped wealth of experience and

knowledge that resides with retirees, grandparents, and millions of socially isolated senior citizens

in aged care facilities.

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Step 5: A Design Challenge for the Community

Here is an example of a community challenge to reinvent the school experience. I created the

Reinventing School Challenge earlier this year to encourage discussion, empower youth, teachers,

and communities to design and facilitate change locally. Reinventing school can mean lots of

things such as redesigning classrooms, creating a community garden, creating an open and shared

learning space, designing a course, changing the way students participate in decision making.

Question No 5:

Q.5 critically analyze "Sandwich Approach"? Elaborate strategies for effective

communication between parents and teachers?

Answer:

Your spouse: “Thank you so much for texting to let me know you were on your way. It helped

me have dinner ready on time, and let me know when you were actually out the door. When you

get home at 9:00, though, it throws off my whole eating schedule. I know your intentions are really

good and that you’d like to spend more time together. Can we talk about a way to change this in

the future?”

Your coworker: “Thanks for giving that presentation today! I hate public speaking, and you’re

awfully brave to have volunteered for this talk. You probably weren’t even aware you were doing

this, but I bet if you could stop pacing next time you give a talk, you’d look a lot more confident.

You did such a great job, and I learned a lot, and I feel like that would give your talk a stronger

impact. If you’d like to do a practice run of your next presentation, I’d be happy to watch and give

you feedback to help maximize your effectiveness.”

Your child’s teacher: “Billy is such a sweet kid. Just the other day, someone was picking on

another child, and he stood up for her. It’s such a pleasure to have him in my class this year. One

thing that he’s having a hard time with, though is reading. He’s performing below the expected

level, and I’m concerned it might affect his other subjects. He’s doing great in math, but I think he

would benefit from working with a reading tutor.”

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How many times have you gone into an annual review meeting with your boss, been told that

overall you’re doing a great job, but you need to put a cover sheet on your TPS Reports? You leave

the meeting and even though 95% of what was said to you is positive, you fixate on the one

negative thing and think, “oh man, I suck at formatting my TPS reports – I’ll never get this darn

thing right!”

The Negativity Bias – which means the very human and nearly universal tendency to focus on the

negatives – is functional from an evolutionary standpoint. When your receive positive feedback,

it’s not an action item. But negative feedback? That’s something to add to your “to do” list. It

makes a lot of sense that our brains process it this way.

While this can’t be eliminated, and it will affect different people in different ways, the blow of it

can be lessened. When the positive feedback given is genuine (see a theme here?), that helps a lot.

But it helps even more if that positive feedback is reinforced regularly, and not only given in the

context of a feedback sandwich.

Communication skills can be defined as the transmission of a message Communication s can be

defined as the transmission of a message that involves the shared understanding between the

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contexts in which the communication takes place (Saunders and Mills, 1999). In addition, teacher

communication skills are important for a teacher in the delivery of education to the students

(McCarthy and Carter, 2001). Communication skills involve listening and speaking as well as

reading and writing. For effective teaching, a teacher needs to be highly skilled in all these areas.

Teachers with good communication always make things easier and more understandable (Freddie

Silver). Effective communication skills are really important for a teacher in transmitting education,

classroom management,d interaction with students in the class. The teacher has to teach the

students to have different thinking approaches. To teach by the ability and capability of the students

a teacher need to adopt such skills of communication which motivate the students toward their

learning process (Sng Bee,2012). Good communication skills of teachers are the basic need of

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academics success of students, and professional success in life. The teacher communicates more

instructions orally in the classroom to students. Teacher with poor communication skills may cathe

use the failure of students to learn and promote their academics. Students need to understand what

is right, and what is wrong while it dependependsnds upon the communication skills of teachers

which the classroom last-room (Sherwyn P. Morreale, Michael M. Osborn Judy c. Pearson, 2000).

Good communications minimize the potential of feelings feeling during the process of teaching.

For learning the learner must be attentive toward their teacher during the lecture. Loss (2000),

Recommend teachers communicates ommunicate clear arly and understandably. Communication is a

dynamic process that needs of mind and courage to face the other effectively convey his/her

message. ComThe communication less is successful when we deliver the message clear and

understandable way. Effective communication needs to convey and accept his/her message in all

kinds of situations and circumstances. Good communication is considered a strong tool `for

effectiveness in the teaching profession (Monika Srivastava, NA) Asa variety of skills are needed

for good teaching and teachers. A study conducted by Ehindero & Ajibade, (2000) indicates that

for effective teaching, a teacher requires good communication skills such as good communication,

good classroom management, updating knowledge, age, and maintaining personality. No one can

teach effectively until having these basics skills teaching. Different research revolves that there is

siga significant correlation between communication skills and supervisor perception of job

performance (Maes, Weldy, & Icenogle, 1997). Furthermore, Student’s character building and

academic background totaldependnds upon the professional attitude of teachers. If teachers adopt

a positive professional attitude towards the students in their academic and as well as their social

achievements, then students can easily promote their academic level. The teacher has the

responsibility to teach and practically prepare students for the purpose that they can cope with all

types of situations. It also comes under the tresponsibilitiesof teachers to behave as role models to

the students (Honby, 2006). Communication means the process which one adopts while sharing

his / her views with others. For a teacher, it is necessary to have good communication skills for the

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good learning of the students. Teachers need good communication skills for facilitating the

students and achieving good professional goals. The effectiveness of teaching is not dependent on

technicality but on the method adopted by the teacher while teaching to the students. Teachers

need clear communication for a good understanding of students and avoiding the problems for

students while learning from their lectures. It is also needed by the teachers to understand first

himself before teaching to students (Loss, J. 2000). Good communication is not only needed for

the effective teaching profession but it is also very important for the effectiveness of every concern

to our life (Batenburg & Smal, 1997 Cited in Ihmeideh). The performance of teachers in the

classroom depends upon their communication skills. if the teacher has good communication skills

then he can easily convey his /her message or understandably deliver the lecture.

Effective teachers look for every available opportunity to increase student learning. The classroom

environment is a teaching resource that should not be ignored. Students and teachers spend the

majority of their day in school classrooms, and it’s your responsibility to foster an environment

and atmosphere that enhance learning. Developing a classroom environment conducive to learning

is a process that entails staging the physical space, getting the students to cooperate, creating a

communal environment, and finally maintaining a positive classroom climate and culture.

Physical Space

To create a classroom environment conducive to learning, you must first focus on the physical

space. Use every possible area of the room to create an atmosphere that encourages participation

and learning. The physical space includes the layout and arrangement of the desks or tables, the

placement of computers and equipment, and items on the bulletin boards and walls.

In modern classrooms the tables and desks are usually not fixed, allowing for various seating

arrangements. Take time to draw up a seating plan based on how you expect to conduct your

lessons. If you’ll give a lot of instruit aideaideallal manage any students who have difficulties

closer to you so that they have greater access to the lesson. If you’ll require your students to take

part in collaborative activities, you can arrange the classroom so that you have maximum visibility

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of all groups, which may then be clustered around the classroom as appropriate. You may be

required to make individual seating changes based on disruptive behavior, keeping students who

are more likely to be disruptive closer to you and rewarding them by allowing them to move if

they learn to conduct themselves more appropriately. You could also allow students to be clustered

around focus areas for activities, moving back to a more traditional seating arrangement when they

have completed the activity. Always try to accommodate the physical size of students by procuring

an adequately sized desk for them.

Next, consider the furniture and equipment you must fit into your classroom. Where are the

electrical outlets? Which pieces of equipment may need to be plugged into them? Where is the

chalkboard or projector screen? Will students need a clear view of them? Where should you place

your desk to allow maximum observation and encourage good behavior? Finally, students with

special needs often require extra attention. For instance, a student with visual impairment or

behavior problems may need to be placed in the action zone, the area in the front, and the middle

of the class.

After arranging the room with the optimal furniture placement, you must assume responsibility for

the organization of the entire classroom. Where will the students keep their supplies? What

resources will you need daily access to? Supplies, bins, shelves, and cabinets should be carefully

organized and easily accessible. The wall space and interest centers will suit a well-organized and

efficient classroom and will optimize students’ learning potential. Find creative ways for students

to explore and learn in their environment, and set up learning centers throughout the class.

Learning centers are creatively staged learning areas that allow students to participate in activities

related to the curriculum. Teachers will prepare an activity at each center. Activities are typically

hands-on and are fun for the students. Learning centers may include a computer center, a science

center, a reading corner, or an interactive bulletin board.

Another dimension of the physical classroom is the wall space. Wall space should be pleasing to

the eye, with special attention to student morale and learning. One way of accomplishing this is an

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organized display of student work. Displaying student work not only boosts morale but also fosters

ownership of the classroom.

Bulletin boards make the room look neat and attractive and are a source of learning by highlighting

key facts or by allowing studentinteractionstudent interaction ten boards are bulletin boards that

allow students to participate in an activity that reinforces the class’s objectives. Bulletin boards

can also be electronic, which can easily be set up for any subject area. These may be used

differently from traditional “on-the-wall” bulletin boards, but allow multiple students to access

any problems you post on the board and discuss or propose answers among themselves before you

intervene with the correct answer. Establish ground rules to ensure the use of bulletin boards is

effective.

Getting Students to Cooperate

One of the most challenging aspects of maintaining a neat and organized environment that is

conducive to learning is getting the students to cooperate. To begin, you should clearly define the

rules and routines for transitions between activities and classes. Practice the transitions with the

class and correct undesirable behaviors. Decrease the amount of unstructured time by having

materials prepared and readily available.

After you’ve established the ground rules, you’re responsible for making appropriate demands,

giving clear signals, and being consistent. You’ll also learn to anticipate problems and correct them

as a means of preventing disorder. You must have a plan for every minute of the day and have a

goal of keeping students busy.

Creating a Communal Atmosphere

A communal atmosphere is a feeling established by instilling a sense of community among the

students. Another way to express this is by creating a learningcreatingity. After establishing the

rules, routines, and transitions, your next objective will be to transition the classroom into a

communal atmosphere, focusing on relationships and taking a personal interest in each contributor

to the community.

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Your care, as the teacher, extends to every aspect of the learning environment, including

curriculum, instruction, assessment, and society. If students are aware that you care, they will be

more willing to make an effort to please you. As a teacher, you need to lead your students by

example. Displaying a caring attitude toward each student will encourage them to treat each other

with the same attitude. Dealing with conflict in a caring and understanding manner will have the

same effect. You need to encourage all learners to treat each other with respect and care because

this promotes a positive learning environment and can improve collaboration among students.

Classroom Climate and Culture

After establishing a classroom community, the final step in creating a positive atmosphere

conducive to learning is to develop a positive classroom climate and culture. A classroom’s climate

and culture are the atmosphere and quality of life in a classroom. Your role as a teacher is that of

the primary contributor to the climate and culture. Your interaction with the students, disciplinary

measures, mannerisms, support, encouragement, cooperation, and focus on individual students all

contribute to an atmosphere conducive to learning.

Although they are complex and multifaceted, classrooms with a climate and culture conducive to

learning share similar characteristics. The teacher is caring and supportive. The lessons are well

organized, progress smoothly, and are free from interruptions. The content is challenging without

being frustrating, and activities are relevant and interest students. Open, warm relationships among

students are encouraged, and cooperation and respect are expected. Stress and anxiety levels are

low, and there is limited conflict.

References:

1. Dunne, David, and Kim Brooks Teaching with Cases, Green Guide No. 5, Halifax, NS: Society

for Teaching and Learning in Higher Education. 2004.

2. Ellet, The Case Study Handbook: How to Read, Discuss, and Write Persuasively About

CasesHarvard Business School Press 2007.

3. John Foran, http://www2.nea.org/he/heta01/images/s01p41.pdf in Thought and Action (the

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journal of the National Education Association). 2001. (pp. 41-51)

4. Fratantuono, M. J., "Evaluating the Case Method", International Studies Notes, 1994, 19 (2):34-
44.

22

5. Golich, Vicky, Mark Boyer, Patrice Franko, and Steve Lamy.

http://ecase.georgetown.edu/abcs.cfm. Institute for the Study of Diplomacy, Georgetown

University.

6. Gomez-Ibanez, Jose A. and Joseph P. Kalt, Cases in Microeconomics, Englewood Cliffs, New

Jersey: PrPrentice-Hall1990.

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