AIOU Course Code 8606-2 Solved Assignment Autumn 2021

Course: Citizenship Education and Community Engagement (8606) Semester: AUTUNM, 2021                                      Level: B.Ed (1.5/2.5 Years)

Assignment No. 2

Q.1 Explain social control. Why is it important for the society and how it can be promoted among students?

Ans

Social control is a concept within the disciplines of the social sciences. Social control is described as a certain set of rules and standards in society that keep individuals bound to conventional standards as well as to the use of formalized mechanisms. The disciplinary model was the forerunner to the control model.

Social control is a concept within the disciplines of the social sciences.^[1] Social control is described as a certain set of rules and standards in society that keep individuals bound to conventional standards as well as to the use of formalized mechanisms. The disciplinary model was the forerunner to the control model.

The term “social control” was first introduced to sociology by Albion Woodbury Small and George Edgar Vincent in 1894; however, at the time sociologists only showed sporadic interest in the subject

Some social philosophers have played a role in the development of social control such as Thomas Hobbes in his work Leviathan that discusses social order and how the state exerts this using civil and military power; as well as Cesare Beccaria’s On Crimes and Punishments that argues that people will avoid criminal behavior if their acts result in harsher punishment, stating that changes in punishment will act as a form of social control.^[6] Sociologist Émile Durkheim also explored social control in the work The Division of Labor in Society and discusses the paradox of deviance, stating that social control is what makes us abide by laws in the first place.=

Society uses certain sanctions to enforce a standard of behavior that is deemed socially acceptable. Individuals and institutions utilize social control to establish social norms and rules, which can be exercised by peers or friends, family, state and religious organizations, schools, and the workplace. The goal of social control is to maintain order in society and ensure conformity in those who are deemed deviant or undesirable in society

Sociologists identify two basic forms of social control:

1. Informal means of control– Internalization of norms and values by a process known as socialization, which is “the process by which an individual, born with behavioral potentialities of enormously wide range, is led to develop actual behavior which is confined to the narrower range of what is acceptable for him by the group standards“.^[8]
2. Formal means of social control– External sanctions enforced by government to prevent the establishment of chaos or anomie in society. Some theorists, such as Émile Durkheim, refer to this form of control as regulation.

As briefly defined above, the means to enforce social control can be either informal or formal.^[9] Sociologist Edward A. Ross argues that belief systems exert a greater control on human behavior than laws imposed by government, no matter what form the beliefs take.

Social control is considered one of the foundations of order within society.

hat is the purpose of society? Why is society so important? It is precisely because we seek protection and comfort from it. It enables the formation of social groups and shapes cultures. It allows for regulation in the distribution of public facilities. And most importantly, it brings people together.

Society can be defined as a group of people who share a common economic, social, and industrial infrastructure. It is an organization of people who share a common cultural and social background. Do you know how the word, ‘society’ originated? The word is a derivation of the French word societe, which came from the Latin word societas meaning ‘a friendly association with others’.

Purpose of Society and its Importance

Support

One of the primary purposes of society is the formation of an organized group of individuals who can support each other in various ways. It is in the difficult times that you realize the importance of being a part of society. It is the members of your social group who come forward to give you the help needed. The support given by society can be of the physical, emotional, financial, or medical form.

Formation of Social Groups

A society is characterized by social networks. They form an integral part of it. Social networks are defined as the patterns of relationships between people. Relationships give rise to social interactions between people of a society. Individuals who belong to different ethnic groups can come together, thanks to societies. Their interactions give rise to strong social bonds that result in long-lasting relationships. A society gives rise to a family system and an organization of relationships, which are at the heart of any social group.

Formation of a Culture

Culture is an important element of society. Individuals of a particular society share a common culture that shapes their way of living. Their means of subsistence and their lifestyles are derivatives of their culture. Culture defines the pattern of human activity in a society. It is represented by the art, literature, language, and religion of the individuals who form it. Individuals belonging to a society are bonded by common cultural values, traditions, and beliefs that define their culture. You may like to know why culture is important.

Regulation

Public health and educational facilities, the public transport system, and infrastructure that enables us to satisfy our basic needs form an important part of society. The government or any form of a central governing authority regulates a society. It helps in the management of the natural and human resources that belong to society and regulates the distribution of public facilities to the individuals. Thus, a society gives us a central regulating authority.

Common Goal

The members of a society should be concerned about each other. The basic purpose of society is to be part of a collective movement and move forward, together. Being a part of society is about taking everyone along; it is about taking unanimous decisions for the achievement of a common goal.

Social inequality, racial discrimination, economic disparity, poverty, and overpopulation are some of the major concerns of society today. As an organized social group, it is our duty to address these concerns and work towards the betterment of society. One of the reasons why society is important is that it gives you a framework to work together. It provides you with a platform to take collective efforts towards improving social conditions. Most importantly, a society serves as a strong support system in life.

1. 2 Critically analyze the effect of school on community. Discuss the role of community in improvinng the school environment.

Ans

EFFECTS OF SCHOOL ON COMMUNITY: Schools have a deep impact on the community. Parent’s school choice decisions are influenced by the groups or organizations to which they belong. Argues that parent’s decisions not only influence student’s academic performance but also effect students future. 13.

1. SCHOOL: “School is where you go between when your parents can’t take you and industry can’t take you” (John Updike)
2. 4. SCHOOL: A school is an institution designed for the teaching of students (or “pupils”) under the direction of teachers.
3. 5. COMMUNITY: A group of people living in the same place or having a particular characteristic in common.” ¢ practicing common ownership.” ¢ particular area ¢ common interests.” ¢ social values and responsibilities. ¢ attitudes and interests
4. 6. WHAT IS THE RELATIONSHIP BETWEEN SCHOOL AND COMMUNITY? Community is a part of the society and education is the counterpart of both. School is the social institute where consciously designed learning experiences are provided with the objectives of achieving social aim at large, over a period of time.
5. 7. WHAT IS THE RELATIONSHIP BETWEEN SCHOOL AND COMMUNITY? School is also defined as a subsystem of the larger system of the society. It has to functionally coordinate with its immediate environment, the community in which it is situated.
6. 8. IMPACT OF PARTNERSHIP ¢Upgraded school facilities ¢Improved school leadership and staffing ¢Higher quality learning programs for students
7. 9. IMPACT OF PARTNERSHIP ¢ New resources and programs to improve teaching and curriculum ¢ Resources for after-school programs and family supports ¢ Increased social and political capital of participants
8. 10. The main group and agents involved in the dynamics of the relationship between school and community are: ¢ School administration ¢ Teachers ¢ Non-teaching staff ¢ Students and parents ¢Governing bodies ¢ School board.
9. 11. THE JOINING PROCESS: ¢Welcoming ¢Honoring ¢Connecting
10. 12. EFFECTS OF SCHOOL ON COMMUNITY: Schools have a deep impact on the community. Parent’s school choice decisions are influenced by the groups or organizations to which they belong. Argues that parent’s decisions not only influence student’s academic performance but also effect students future.
11. 13. EFFECTS OF SCHOOL ON COMMUNITY: ¢Upgraded school facilities ¢Improved school leadership and staffing ¢Higher quality learning programs for students
12. 14. EFFECTS OF SCHOOL ON COMMUNITY: ¢ New resources and programs to improve teaching and curriculum ¢ Resources for after-school programs and family supports ¢ Increased social and political capital of participants
13. 15. EFFECTS OF COMMUNITY ON SCHOOL: An effective method of promoting education and ensuring school support is involving the community in school activities. By inviting community members to join in school festivities, the school administration can improve the overall satisfaction of the student body, increase the effectiveness of the education and raise the likelihood that the school will continue to be supported by the community.
14. 16. HOW TO INVOLVE THE COMMUNITY WITH SCHOOL ACTIVITIES: ¢Family Togetherness ¢Value of Learning ¢Lifelong Learning ¢Ownership of the School
15. 17. A CRITICAL ANALYSIS OF EDUCATION SYSTEM IN PAKISTAN: The education system of Pakistan, in terms of quality teaching and learning, stands in the lowest rank in the world.
16. 18. FACTORS ¢Old Education System ¢Teachers
17. 19. FACTORS ¢Budget in GDP ¢Examination System

18. Importance of school community relationship and school Community coordination is very important topic. You people must read my previous article about school community. We will describe it in details.
19. Linking School with  life
20. Learning is related to the community’s Students come  to know about the utility and application of facts in life; Therefore, the school learning becomes meaningful.
21. Awareness of school experience
22. The students become aware of the various social They come to know about various facts and in the surrounding community.
23. Enrichment of school experience
24. The School experiences can be enriched by the :es. The surrounding community possesses both material and human. If the children : of the school to explore these resources, their nd outlook will be widened. They will also cultural heritage and understand their own  Also, the members of the community can knowledge to the students.

Love for Social ideals

The school community relationship helps in calculating desirable social ideals in the students.

Co-operation of the community

The members of the community start taking int in the working of the school. They co-operate and  in the smooth functioning of the school. The community can help the school with its material and h resources.

Importance of School Community Relationship, Every Teacher Must Know The True Concept Behind It

Education of the community

The school-community link can be used for edu of the community members. The students can org adult education programmes. Various films, exhibit cultural programmes can be shown to the member’s community.

Social welfare

The students, can organize certain social programmes. They may launch cleanliness, anti anti-disease campaigns in the community. They operate with the community to execute certain p initiated by the community.

Strengthening School-Community Interdependence

For developing healthy school co coordination and their mutual interdependence affecting school work, following suggestions helpful:

Parent-teacher Association

The school should organize parent-teacher association some educated parents and senior teachers. This citation should organize some meetings in that school regular intervals, according to the convenience of school. The meetings should be held after school hours. Trent’s Day can be celebrated occasionally, inviting all the parents of school children to school. They should be told out the school’s programmes, needs and problems.

Inviting Community Members on School Functions

The members of the community should be invited to Ate school on occasions like Sports Day, Prize Distribution function, celebration of the Independence Day celebration social and religious functions, the UNO Day etc.

Talks by Community Members

The community consists of many people belonging to different walks of life and having varied experiences. Some it persons may be invited to address the students, example, a doctor can address the students on some health topics. The Chairman of a municipal committee can the working of municipal committee.

Correlating Teaching with social life

The teachers should correlate their teaching with the day to day life of pupils. They should stress the use and application of knowledge of life. They may be asked to tap various community resources for supplementing a work. For example, they may make certain collections from the surrounding environment for the school e.g., collections of coins, pictures, weeds, specimens of etc.

Field Trips and Excursions

The school should occasionally organise certain trips and excursions for educational purposes. They may be done during holidays. When the students visit their social surroundings, they come in contact with various members of the community and their ways of Living. become aware of their cultural heritage and wider  social environment.

Social Service Campaigns

The school should organise social service campaign on various occasions. The students may do social under guidance of the teachers at various public festivals etc. Opportunity of social service should give to the community people. Let them do social service in collaboration with the school.

Adult Education Programmes

The school can organise adult education programmesDuring the holidays, the teachers and the students teach adults. Also, firms and other community people are invited to the school.

Thus, we see that the relationship between the and the community should be strengthened. This will the interest of both the school and the community, school should function as a community centre, cooperation of the community in the functioning of school should also be sought.

1. 3 Analyze the relationship between communication and effective teaching. How can you as a teacher create conductive learning environment?

ANS

An effective communication is always stimulating, inspiring, motivating and adds fuel to the fire if presenter possesses that igniting spark. Unfortunately, many teachers do not realize this aspect. Effective communication is very important for effective teaching.

Effective communication for effective teaching

1. 3. What is Communication and Why Is It Important? Teaching is based on communication, and a teacher who communicates effectively with his/her students is a great teacher. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
2. 4. What is Communication and Why Is It Important? — Verbal and non-verbal transmission and understanding of information, feelings, and emotions among human being. — Instructional communication is the process by which teachers and students stimulate meanings in the minds of each other using verbal and nonverbal messages. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
3. 5. What is Communication and Why Is It Important? — In education, communication is essential for: — understanding roles and assignments, — planning and carrying out learning activities, — coordinating approaches with students, — providing information to teachers on student progress and behaviors, and — building a positive relationship with students, teachers and other staff. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
4. 6. Persuasion — To Aristotle, there are three factors that enhance a person’s ability to persuade: (1) ethos (the personal character of the speaker), (2) pathos (the use of emotion), and (3) logos (the logical, rational nature of the message). 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
5. 7. The Rhetorical Approach to Instructional Communication The function of rhetorical communication is to get others to do what you want or need them to do and/or think the way you want or need them to think—to persuade them (McCroskey and Richmond, 1996). 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
6. 8. The Relational Approach to Instructional Communication —Both teachers and students mutually create and use verbal and nonverbal messages to establish a relationship with one other. — Focuses on how teachers and students perceive and affectively respond to each other, which influences teachers’ motivation to teach and students’ motivation to learn (Mottet, Beebe, Raffeld, & Medlock, 2004; Ellis, 2000, 2004). — Nonverbal cues such as eye contact, posture, facial expressions, and gestures stimulate the majority of the emotional or social meaning in messages (Burgoon, Buller, & Woodall, 1996; Mehrabian, 1972). 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
7. 9. Role of Teachers’ Credibility — Teachers who have higher perceived credibility are also perceived as more effective teachers. — Students who perceive their teachers as having high credibility are more motivated to learn than students who perceive their teachers as having low credibility. — Students who perceive their teachers as having high credibility report higher cognitive learning than students who perceive their teachers as having low credibility. — Students who perceive their teachers as having high credibility report higher affective learning than students who perceive their teachers as having low credibility. — Students who perceive their teachers as having high credibility are more likely to recommend the course and instructor to their friends than students who perceive their teachers as having low credibility. — Students who perceive their teachers as having high credibility are more likely to participate in class discussions than students who perceive their teachers as having low credibility. — Students who perceive their teachers as having high credibility are more likely to talk to their teacher outside of class than students who perceive their teachers as having low credibility. — Students who perceive their teachers as having high credibility are more likely to take another class with the teachers than students who perceive their teachers as having low credibility. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
8. 10. Role of Clarity — Teachers who are perceived as clear are perceived as more effective teachers. — Students who perceive their teachers as clear learn more than from teachers who are perceived as not clear. — Teachers who are clear reduce students’ fear or apprehension of communicating in the classroom. — Teachers who are perceived as clear are liked more by their students, and students liked their course content more than that of teachers who are not perceived as clear. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
9. 11. Role of Humor — Teachers who win awards for their teaching use moderate amounts of humor. — Students do not prefer teachers who use an excessive amount of humor but do like teachers who use some humor when teaching. — Students have individual differences and preferences for the amount and type of humor used by instructors. — High school teachers use the same kinds and types of humor in the classroom as college teachers but not as extensively. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
10. 12. Role of Immediacy — Teachers who use affinity-seeking strategies are perceived to be more ————— credible—that is more knowledgeable, trustworthy, and dynamic— than teachers who do not use affinity-seeking strategies. Teacher use of affinity-seeking strategies is moderately correlated with student motivation to learn. Teachers who evoke more positive feelings from students enhance the learning climate. Teachers who consciously use affinity-seeking strategies engender increased affinity with both the teacher and the subject matter. Teachers who use selected affinity-seeking strategies (e.g., assuming equality, conversational rule keeping, eliciting others’ disclosure, facilitating enjoyment, and optimism) enhance student liking toward the teacher. Teachers of lower grade levels use different affinity-seeking strategies than teachers of higher grade levels. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
11. 13. Factors Facilitate Openness and Acceptance — Posture: Try to make your posture mirror that of the students. It is helpful to have your shoulders squared with the student’s and on about the same level so you are face-to-face. It is also helpful to have a slightly forward lean toward the student. — Eye Contact: Eye contact with students shows that you are interested in what they have to say. — Facial Expression: What is shown on your face should match what is on the child’s. Smiling when the child is obviously sad would be an example of an incongruent facial expression. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
12. 14. Factors Facilitate Openness and Acceptance (Cont.) — Distance: Distance from the child shouldn’t be too close or too distant; about 3 to 4 feet is the average. Standing too close can make the student uncomfortable, while standing too far away can indicate that you are disinterested in what the students is saying. — Distracting Behaviors: Distracting behaviors, such as playing with your hands, staring out the window, or doing something else while listening should be eliminated when talking to students or staff members. — Voice Quality: Your tone should match the child’s. It would be inappropriate to be loud if the child is in a quiet mood. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
13. 15. Helpful Hints for Effective Communication — Establish a positive relationship with the students ——————— (respect, courtesy, friendship) Our job is to encourage students rather than to control. Be positive in speaking to the students, avoid “putting them down.” When possible, organize ahead of time and think before speaking. Use the student’s name. When giving directions, get the student’s attention first. Speak in a calm manner. Try to maintain eye contact with the student. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
14. 16. Helpful Hints for Effective Communication (Cont.) — Minimize distractions. — Let them know why the topic is important. — Let them know that you are talking to them for their ————— benefit. Use questions to involve the student and monitor understanding. Include examples from the student’s experience. Avoid discussing a student’s personal problems when you feel uncomfortable about it. If frustration, anger, or boredom occurs, stop,. Reinforce and support students for listening. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
15. 17. Factors Encouraging Student Responses — Pause effectively before and after asking a question: Pausing before you ask a question gives you time to phrase your question. Pausing after you ask your question allows the student to think about their response. — Monitor questioning interactions: What types of questions do you ask? Do you ask closed questions when what you really wanted was for the student to elaborate on his or her answer? — Meaningful questions: Monitor how many questions you ask, and the types of questions. Could you make questioning more effective if you asked less questions, more questions, or different types of questions? — Check for Understanding: It is important that we monitor students’ understanding. To check if a student understands what was communicated, ask the student to repeat directions, questions or summarize what was said. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
16. 18. Roadblocks to Communication — Ordering, commanding, directing. Example: “Stop ———— whining and get back to work.” Warning, threatening. Example: “You had better get your act together if you expect to pass my class.” Moralizing, preaching, giving “shoulds” and “oughts”. Example: “You should leave your personal problems out of the classroom.” Advising, offering solutions or suggestions. Example: “I think you need to get a daily planner so you can organize your time better to get your homework finished.” Teaching, lecturing, giving logical arguments. Example: “You better remember you only have four days to complete that project.” 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
17. 19. Responses Tend to Communicate Inadequacies and Faults — Judging, criticizing, disagreeing, blaming. Example: “You are such a lazy kid. You never do what you say you will.” — Name-calling, stereotyping, labeling. Example: “Act your age. You are not a kindergartner.” — Interpreting, analyzing, diagnosing. Example: “You are avoiding facing this assignment because you missed the directions due to talking.” 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
18. 20. Messages Try to Make the Student Feel Better or Deny there is a Problem — Praising, agreeing, giving positive evaluations. Example: “You are a smart kid. You can figure out a way to finish this assignment.” — Reassuring, sympathizing, consoling, supporting. Example: “I know exactly how you are feeling. If you just begin, it won’t seem so bad.” 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
19. 21. Response Tends to Try to Solve the Problem for the Student — Questioning, probing, interrogating, cross-examining. “Why did you wait so long to ask for assistance? What was so hard about this worksheet?” 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
20. 22. Messages Tend to Divert the Student or Avoid the Student Altogether — Withdrawing, distracting, being sarcastic, humoring, diverting. “Seems like you got up on the wrong side of the bed today.” 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
21. 23. Active Listening — Listening is an important part of effective communication. A good teacher must exhibit good listening behaviors and strategies. — Helps students deal with and “defuse” strong feelings. — Helps students understand their own emotions. — Facilitates problem solving. — Keeps the responsibility with the student. — Makes students more willing to listen to others. — Promotes a closer, more meaningful relationship between teacher and student. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
22. 24. Factors of Affecting Listening — Listening can be affected by personal ————— bias, environmental factors, a short attention span, rehearsing a response, daydreaming, hot words, or through the use of filtering. Using Visual Aids Talking and Listening Communicating Positively with Parents Listening to Parents Learning Disabled Children 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore
23. 25. Factors of Affecting Listening (Cont.) — Listening can be affected by — personal bias, — environmental factors, — a short attention span, — rehearsing a response, — daydreaming, — hot words, etc. 2/17/2014 Prof. Dr. M. A. Pasha at DSD Lahore

1. 4 Elaborate how techology has served as an agent of change, discuss its advantages and limitations.

ANS

R.D. Pea (1985) wrote that we can think of technology in two ways: as a set of tools that amplify or extend what we currently do (make it better, faster and stronger), or as something with the potential to radically change what we do and how we do it.

Technology

Explanation:

Technology has served as an agent of change.

In 1985 R.D. Pea wrote that we can think of technology in two ways:

1. as a set of tools that amplify or extend what we currently do (make it better, faster and stronger)
2. as something with the potential to radically change what we do and how we do it.

The fact remains that many educators use technology to amplify what is currently done. Common amplifications, such as the ones that follow, are often described as excellent uses of instructional technology.

Using a laserdisc to supplement information and images from text.

Using the Web to find interesting facts to spice up existing curricula.

Using online or networked grading programs.

Using computer assisted instruction to supplement traditional instructional practices.

Using desktop publishing to make more aesthetically pleasing class materials and handouts.

Technology can act as an agent of significant, and perhaps radical, change in teacher practice – significantly altering the way teachers, pupils, and schools operate. We are not stating that amplification uses of technology are poor uses. We are simply stating that amplification uses do not capitalize on the full potential and power of most technology resources. Considering how technology can radically change what we do as teachers pushes our thinking to new levels and challenges us to reorganize, reinvent, and rebuild our pedagogical practices, routines, and thinking in ways that reflect the changing technological and sociological climate in which our children are learning.

Our discussion of technology as an agent of change in teacher practice is organized into three areas: changes in epistemology, changes in psychology as applied to learning, and social and relational change. Each section discusses these changes and provides examples from our own experiences, as well as others, which exemplify these new ways of thinking and acting.

Technology has evolved as an important agent of change. It has connected people across nations, promoted business and education across borders. It has also made life very convenient, especially with the variety of apps available.

Its advantages include helping in:

1. Information collection-One has easy access to the treasure house of knowledge on the internet. So, ideas can be strengthened with scientific evidence and ways can be found to deal with problems. Children in remote areas have also been enrolled into distance education programmes.
2. Information sharing-Just as access to information has become virtual, so has information sharing. One does not need to take a physical book or notebook  to share information with someone. Teamwork is also easier, since everyone can contribute without even stepping out of their homes.
3. Transparency-With a lot of information available on the internet, many processes have become transparent. Even applying for a visa has become simpler than ever before. Earlier agents used to dupe people, but now people have readily available information to check against. The same is true for admissions, competitive exams, documentation and so on.

The disadvantages include:

1. Uncertainty about the source-Though one has access to a lot of resources, it is difficult to know which web pages are authentic, unless they are from established sites. The chances of getting incorrect information are quite high. This can cause major problems.
2. Vulnerability- Using technology makes one quite vulnerable. One becomes open to many scams and can even become a target for hackers. Other than that, putting out one’s work (research or ideas) on the internet makes it vulnerable to theft.

Therefore, technology has to be used with care, irrespective of the field it is deployed in.

1. 5 Describe the development of yearly plans for school community collaboration. Discuss the importance of parent teacher meeting.

ANS

Describe the development of yearly plans for school community collaboration is a summary of the best information with HD images sourced from all the most popular websites in the world. You can access all contents by clicking the download button. If want a higher resolution you can find it on Google Images.

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Describe the development of yearly plans for school community collaboration. The community can help the school with its material and h resources. Cooperation of the community. Caring school community k8.

It requires that the school plan address the issue of equality of access and. Process needs to be it clearly needs to reflect the unique issues and characteristics of each school community including the unique needs of the catholic and frenchlanguage systems. Development in relation to the school plan.

Ontario is a large and diverse. The act specifies that it is the responsibility of the board of management to arrange for the preparation of the school plan and to ensure that it is regularly reviewed and updated. Caring school community is a comprehensive research based social and emotional learning sel program that builds school wide community develops students social skills and sel competencies and enables a.

The school community relationship helps in calculating desirable social ideals in the students. Purposed for teachers and learnersstudents to use in community education environments homeschool environments traditional schooling environments or as a supplemental and fun addition to any education program. The educative community is composed of a multitude of educating entities such as school home places of worship the media museums libraries community agencies and businesses drew 2004.

The members of the community start taking int in the working of the school. I created the reinventing school challenge earlier this year to encourage discussion empower youth teachers and communities to design and facilitate change locally. Resources for community mobilizers hiring community mobilizers or organizers can aid in following up on action plans.

Schools are more effective and caring places when they are an integral part of the community. Stakeholders collaborate with the local school administration law enforcement and governing officials to gather data about the particular issue or problem to assess if it warrants a collaborative effort. 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 you.

Stakeholders evaluate the environment to determine whether an existing collaboration already exists to address the problem. School community collaboration occurs when groups or agencies come together to establish an educative community. They co operate and in the smooth functioning of the school.

The basics of school family community collaboration overview t his guidebook provides a perspective and resources for enhancing home community and school collaboration as part of comprehensive safe school and school improve ment planning. Year 1 is taken up with the planning process year 2 is the. Lesson plan with the central theme of cooperation and collaboration for teaching all educational subjects to all educational levels.

Sel and discipline reimagined create a culture of kindness and respect where students are treated warmly in a safe and supportive environment.

Planning is part of the work of every school as it strives to meet the educational needs of all its pupils. School Development Planning (SDP) is a systematic approach which involves the whole school community in that ongoing quest. A great many schools already engage in such collaborative planning because it helps them to manage change in the best interests of their pupils. School Development Planning provides schools with a continuous improvement strategy that empowers them to take ownership of their own development. School Development Planning: An Introduction for Second Level Schools offers a concise outline of school development planning, process and product. It will provide valuable guidance to schools that are just beginning the SDP process. It will also serve as a reference document for schools already engaged in SDP, to assist them in monitoring their progress and in planning for further development. This document is part of a package of supports that I am putting in place for schools through the School Development Planning Initiative. It will be followed by more detailed guidelines that will offer advice on how to implement the process and prepare the school plan. A Development Project involving 100 schools has been initiated to pilot draft guidelines that have already been prepared and to inform the preparation of further guideline materials. These guidelines will be issued to schools on a phased basis. The outcome of the Development Project will be available to all schools in due course. I wish to express my gratitude to all who participated in the preparation of this Introduction. I wish to thank especially the members of the Working Party that drafted the document and the representatives of all the partners in education whose work on the Consultative Group contributed greatly to the success of the collaborative process. I wish all concerned every success with this important initiative.