Organisation/ Role of Teacher as manager of teaching-learning activity/2020

Organisation, Teacher as manager of teaching-learning activity.

Organisation in academic work.

Organisation is the practical aspect of education. education philosophy sets the goals, educational psychology explains the principles of teaching, but organisation deals with the educational practices. it is the dynamic and practical side of education. while aims and objectives deals with the theoritical side of education, management concerns with the practical side. management lies at the heart of every successful enterprise. good management spells success, bad management spells disaster. every school that deals with human material must realise the importance of good management. the manager of a school must ensure proper management which includes planning, organising, directions and co-ordination.

It is needless to say that supervision is an essential function for keeping up the standard of any educational system. supervision was formerly regarded as mainly a fault-finding process. but in the modern age, the definition and aims have undergone a complate change. it is now being viewed as a job concerning guidence and direction for teachers on proper lines for improving of instruct and growth of all-round personality and democratic citizenship of the pupils.

The Role of teacher as a manager of teaching-learning activity.

The teacher is considered as a philosopher, guide and friends but Davies considers that teacher is also a manager. he assumes that teacher makes efforts for effective and economical teaching-learning process;

there are two functions of a teacher-

1.To manage learning means

2. To execute those learning means.

from this point of view, I.K Davis has reminded of the following four types of responsibilities of the teacher as a manager:-

1. planning of teaching.

The teacher has to determine and define the objectives. he also plan the curriculum in a sequence after analysing it. inspite of this, his responsibilities also include the development of instruction and selection of teaching aids for teaching. in this phase the teacher gets an opportunity to apply his imagination and creative powers.

2.Organisation-

Achieving the objectives is main aim in teaching-learning management. hence, teaching-learning conditions are developed in order to achieve objectives in this phase. these teaching learning conditions are developed keeping in view the individual differences.

3.Leading of teaching-

The chief duty of a teacher is to encourage pupils, to supervise their functions and to provide them necessary guidance. all these duties of a teacher help him in achieving pupils' objectives.

4.Controlling of teaching-

Controlling of teaching is the most difficult task for the teacher. in this, the teacher evaluates through tests all the pupils in the light of objectives.

According to traditional assumption the teacher occupies the primary and the pupils secondary place in education. the teacher must give more and more knowledge to the pupils in order to develop them mentally. the pupils gain such knowledge but their all round development does not take place. the teacher tries to induct knowledge forcibly from outside by suppressing the interests, aptitudes, abilities, needs and freedom. this hampers their natural development. thus, special emphasis is laid upon teaching by the teacher.

managing teacher

In the modern concept of teaching, a challenge before the traditional concept, more importance is given to the learning instead of teaching. with the influence of developed science and technology, has changed not only the life- philosophy of human being but also the system of working in very field of human life.

According to new concept, the main function of the teacher is to reach at decisions necessary for the management of learning process and guidence. he should care for those specific objectives which cause desired behavioural changes . I.K Davis writes, ''teaching is a highly skilled professional activity and a great deal of what teachers and instructors do, both within and outside the classroom involves making decision of one kind or another.

the teacher has to develop that professional sensitivity which makes the teaching so much active and dynamic that the pupils become brave, intelligent, scholary and high character citizens by achieving the objectives through existing resources. such a learning system helps the teacher in making correct decisions as well as develops responsible professionalism. to pay attention to such a learning system, there must occur necessary changes in the concept of teaching, functions of the teacher, strategies and tactics of teaching, functions of the teacher, strategies and tactics of teaching, functions of the teacher as a manager etc in place of teacher's learning as a manager etc in place of teacher's learning I.K Davies has stressed upon the pupil-learning.

In teaching management, teacher functions not as an old to teaching, but as a manager. first of all, he determine teaching objectives. than, he defines those objectives in clear terms so that he may know what changes are to be bought in the pupils regarding their development through these determined objectives. after determining and defining teaching objectives, he creates an environment in which after acquiring appropriate learning experiences, pupils experience desired behavioural changes and achieve predetermined and defined objectives sucessfully.

In such teaching-learning management Davies has divided the functions of the teachers as a manager into these four ;-
1.planning

2.organisation

3.leading

4.controlling.

this great task, he seeks the help of various techniques of evaluation and measurement . if he finds that the learning objectives have not been achieved, than , he should bring necessary changes in the activities ''organisation'' and ''leading'' phases.

 

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