Introduction Elements and school activities Relationship of the School and Community Staff Management Resource Management Curriculum Management: Institutional Performance School Management Institutional Culture/Environment Co-curricular Activities Supervision Arranging the Class Seating Arrangements Student Placement Use of Modern Technology Classroom Decoration

1. List of Contents
• Introduction
• Elements and school activities
• Relationship of the School and Community
• Staff Management
• Resource Management
• Curriculum Management:
• Institutional Performance
• School Management
• Institutional
• Culture/Environment
• Co-curricular Activities
• Supervision
• Arranging the Class
• Seating Arrangements
• Student Placement
• Use of Modern Technology
• Classroom Decoration
Presentation on:
School Day activities & Arranging the class.

2. School Day Activities
The term "school activities" applies to a wide range of skill-based games, strategies
and interactive activities that support students' educational development.
The goal of all activities is to enhance students' understanding, skill or effectiveness
in a specific area by engaging multiple styles of learning

3. School Day Activities
Whitaker (1983) writing with particular reference to school Head teachers but, never
the less, with a more general message, suggests that there are four elements
• The allocation and application of responsibilities within the school;
• The curriculum;
• The organization of the school including the distribution of resources and the
arrangements for communication,
• Decision-making; the people in and connected with the school

4. School Day Activities:
• Managing Cooperation within School
• Relationship of School and Community
• Staff Management
• Resource Management
• Curriculum Management
• Evaluation of Institutional Performance
• Management of School
• School Culture/environment
• Co-curricular Activities

5. Managing Cooperation within School
• A school must first and foremost, be a cooperative institution.
• Cooperation between headmaster and staff, among members of the staff, between
headmaster and pupils, between teachers and pupils, and between school and
parents is emphasized.
• Organization is a means to secure the smooth and efficient running of this
cooperative society.
• L.P. Jacks says that the most precious art in the world is that by which crowds can be
turned into communities and the school is undoubtedly the first and the foremost
agency, which can perform this duty most efficiently.
• The school with a community life of its own is an excellent training for learners

6. Relationship of the School and Community
• The school must have the most intimate relationship with community.
• The modern idea is to consider the school as a community centre.
• Education is not to be regarded as an isolated activity, but is related to life at all
points.
• It is wrong to think that education in a school is the exclusive responsibility and
privilege of teachers.
• It is the business of the whole society.
• Teachers should find ways and means for attracting the society to the school.

7. Staff Management
• The function of managing all employees in the organization, including the development
of staff skills through training and other forms of staff development as well as the
identification, development and implementation of training needs and programs
available for staff.
Resource Management
• In an organization, resource management is the efficient and effective deployment of
an organization's resources when they are needed. Such resources may include
financial resources, inventory, human skills, physical resources, or information
technology. It is the discovery and selection of resources, their allocation and effective
utilization and advance reservation of resources.

8. Curriculum Management:
• The most important objective of school management is achieved through proper
curriculum, the primary objective of which is the transmission of traditions and culture
and preparation of individual for the future.
• School should not be mere mirrors of society but should be critics of society as well.
• In the interest of proper education, therefore, it is imperative that the curriculum be
modified in terms of culture of respective community and responsive to the needs of
individuals and society.
• The institutions are thus the implementers of curriculum. Curriculum is defined as
planned set of activities / learning experiences to be carried out in and outside the
institution performed individually or in groups.
• At institutional level it is the delivery of curriculum, which is managed with respect to the
guidelines, provided in the prescribed curriculum document, Teachers training, required
facilities etc.

9. Institutional Performance
• Typically, when we think of performance of organizations, we think of the performance of
employees.
• However, performance management should also be focused on units/ sections, processes,
programs, services and teams to accomplish results.
• Simply, performance management includes activities to ensure that goals are consistently
being met in an effective and efficient manner.
• Performance management can focus on performance of the organization, a department,
processes to build a product or service, employees, etc

10. School Management
• School management means running the school along the desired educational
policies. It takes into account all aspects of the school (policies, material and human
resources, programs, activities, equipment's etc.
• School Management mainly refers to the effective utilization of the available
resources to efficiently attain the educational objectives.
• New trends in school management also includes School Based Curriculum
Development, school focused in-service training and the self-evaluation of schools.
• However, the mission of each school leads to the realization of school management
as a specialized and specific field.

11. Co-curricular Activities
• Co-curricular activities are activities that take place outside the classroom but
reinforce or supplement classroom curriculum in some way. They are ungraded and
do not offer any form of academic credit, but they do provide complementary
learning of some form
• One of the important activities of the school management is training its pupils in the
gracious art of living.
• It includes training in the habit and graces of social life and the capacity for co-
operative work.
• It calls for patience, temper, sincerity, fellow feeling and discipline.
• These can only be cultivated in the context of social life and the many curricular and
co-curricular activities that must find a recognized place in every school.

12. Supervision
• Supervision is a process that involves a manager meeting regularly and interacting
with worker(s) to review their work. It is carried out as required by legislation,
regulation, guidance, standards, inspection requirements and requirements of the
provision and the service.
• Supervision is a compound term. Super‟ connotes above, over or beyond, whereas,
Vision‟ is derived from video – to see.
• Conceptually, then supervision means overseeing. In turn, this overseeing suggests,
being watchful, in control, providing direction.
• These elements of supervision are manifested, behaviorally, in the procedures, used
in overseeing or directing work of others.

13. Arranging the Class
• Class arrangement refers to a layout of the physical setup of chairs, tables, materials in
a school classroom.
• Deciding upon classroom arrangement is typically done at the beginning of a school year, or
changes according to the day activities or lesson used to taught as a part of classroom
management. The decision to change the classroom environment is thought to affect the
student engagement, focus and participation.
Structuring the Physical Environment in necessary for Classroom arrangements which are
following:
Seating arrangements
Student placement
Classroom decoration
Use of Modern Technology

14. Seating Arrangements
• The physical setup of chairs, tables, and presentation in a classroom can significantly
influence learning.
• Instructional communication theory suggests that seating arrangements can impact
how the instructor communicates with students and how the students interact with
one another, impacting engagement, motivation, and focus (McCorskey and
McsVetta, 1978).
• Your classroom seating arrangement is just as important as your syllabus. Here are
some tips on finding the perfect desk configuration that fits your teaching style, your
students, and your classroom space.
• When your classroom setup is in harmony with your teaching style, your students,
and the space and furniture you have to work with, the benefits can be endless. But,
when it’s not, it can be detrimental.

15. Factors That Influence Classroom Configurations
Classroom Size and Shape
• Before you start moving your desks all around, make sure your preferred seating
arrangement can work within the space and school furniture you have.
• Some configurations may not be feasible with certain classrooms.
• Also, be mindful of obstructions like support beams, poles, walls and other fixtures that
can’t be moved.
• For many teachers, the chalkboard or whiteboard is a major focus in their teaching.
• Make sure your students can clearly see it without too much strain or difficulty.

16. Factors That Influence Classroom Configurations
Distractions
• Identifying and mitigating possible distractions will help streamline your lessons and
boost classroom productivity.
• Things like windows overlooking the playground, nearby busy lobbies and hallways,
water fountains or even someone using the pencil sharpener can easily grab the
attention of a borderline disengaged student.

17. Factors That Influence Classroom Configurations
Student Age and Size
• The number of students in your class cannot be discounted when considering classroom
seating arrangements.
• However, just because you have a larger class of 20 or more students doesn’t mean you
have to abandon your preferred desk configuration.
• There is a bevy of variations of each design idea to accommodate most class sizes: you
just have to be creative.
• The age and maturity level of your students can also hinder your choice selection

18. Factors That Influence Classroom Configurations
Teaching Style & Objectives
• This is the most important factor and, unlike the others we’ve listed, it’s completely in
your hands.
• Classroom seating arrangements support your teaching style and objectives or
sabotage them.

19. Different Seating Arrangements
Following are different seating arrangements:
• Row/columns (traditional)
• Cluster/group
• Roundtable
• Horseshoe or U-shaped
• Double Horseshoe
• Pods (Groups, Pairs)
• Runway
• Stadium
• Combination

20. Row/columns
• The rows configuration (also known as the columns configuration) are the traditional
lecture setup typically consists of rows of fixed seating.
• Students face the instructor with their backs to one another.
• This classroom seating arrangement is historically common in colleges and universities,
minimizing student-student communication and largely supporting a “sage on the stage”
learning environment.
Pros:
• Teacher center
• Focus on teacher
• Best for large class
• Large space for students
• Giving lecture and explain
• s
Cons:
• Disengaging students
• Limits interaction
• Limit observation
• Walk a lot in class (teacher)
• Students at the back seem
• to drop off lesson
• High voice

21. Cluster/group
• Clustering the desks into small groups promotes student-to-student interaction.
Students develop skills such as communication, problem solving, collaboration, and
more in this arrangement.
• These clusters offer safe and comfortable environments for students to share ideas.
• his comfort, however, also lends itself to off-task behavior and large increase in noise
level and distractions
Pros
• Confidence
• Share knowledge
• Monitor student or
work
• Discussion
Cons
• Copy work
• Not listen
• Not work as a group
• Hard to control
• Noisy

22. Horseshoe/U-shaped:
This model supports both student-to-student interaction and teacher-to-student
interaction.
The class interacts in a large group format, though teachers have ample opportunity
to work with students one on one.
Courses that emphasize discussions and presentations typically function well with
this configuration.
Pros
• Encourage interaction
• Observation/assistance
• Control behavior
• Easy to hear everyone
• Draw attention
• Best for role
Cons
• Shy student
• Student numbers
• Require more space
• Need removable desk, table
and chairs

23. Runway:
• Best used with smaller classes, this setup puts the emphasis on the educator.
• The teacher uses the runway between the two rows of facing desks to conduct the
lessons.
• This layout is great for discussions and lecture based classes.

24. Combination
• This configuration is great for classes with students of varying learning levels, methods
of learning, and behavioral issues.
• Mix and match any configuration to best fit your needs and your students’ abilities.
• For example, set up part of the room as rows for students who need to focus on
individual work and another part as a mini horseshoe for students who require more
discussion-based activities.

25. Stadium
A variation of the classic row configuration and runway, desks are grouped in clusters
but all facing the same direction.
Like runway, this layout is best suited teacher-centric classes
Pros:
• Enables the teacher to see what every student is doing because the rows are angled
against a fixed point at the front of the classroom
• Gives all students a clear view of the teacher
• Uses less floor space by condensing the amount of total space needed between desks
Cons:
• May place some students too far away from the front of the room (depending on how
many rows are used or how wide each row is)
• Tougher to enforce classroom management after two rows

26. Double Horseshoe
• This seating arrangement involves an inner and outer horseshoe, and similar to the
conventional horseshoe, invites greater discussion than the traditional format.
• It is more limited by the backs of students within the inner circle facing students in the
outer circle.
• However, students may also more easily interact with those nearest to them or turn
around and face students behind them for group work.

27. Pods (Groups, Pairs)
• The pod or pair arrangement can be designed with rectangular, circular or trapezoidal
tables, or individual desks.
• With regards to stations, instructors can place several tables together to form
student groups (e.g. 3 - 4 students), or pairs.
• This arrangement can be especially advantageous when students will work in groups
or pairs with their classmates for a large portion of class time.
• More generally, this arrangement communicates a learning community where
students are expected to work with one another.

28. Student Placement
• Place easily distracted students away from each other, doorways, windows and areas of
high traffic.
• Preferably, place to one side of the classroom, close to the front.
• An inclusive classroom should place students in area of the class best suited to their
needs

29. Use of Modern Technology
• Use of modern technology in teaching methods can really help in developing interest
of students towards the subject
• Having a relaxing movie day arranged every week to avoid boredom
• Using multimedia presentation can help develop students interest into topics
• Showing animated video of various phenomenon's and mechanism also helps in
quick understanding
• Study shows that student learn more when they use their visual abilities along with
auditory

30. Classroom Decoration
• Students like to see their own work displayed , even in High Schools class-made
posters help students develop a sense of belonging to the classroom
• By providing a stimulating environment for students to learn in, teachers are helping
their students dial in, even when it is difficult for them to concentrate
• Classroom decoration is often overlooked because teachers will fill the walls with
students' work anyway. It can create a whole new world for students and be used to
stimulate their imaginations.
• Visual aids like projectors and smart whiteboards can also be implemented.

31. Developing a culture of growth
• Emotions go hand-in-hand with education. Letting students be in a place that fosters
learning and develops a culture of growth before words are even spoken can greatly
affect a student's performance.
• A great way to accomplish this is by putting educational material on your walls.
• Now this may be obvious for chemistry teachers to have the periodic table, or
anatomy teachers to have bone diagrams, but it’s not exclusive. Subjects across the
board can make the classroom an environment that fosters education simply through
posters on the wall.
• So, while pretty background colors, and scalloped borders are nice, consider adding
in some curriculum specific content on your walls.

32. Creating an engaging learning environment
• The posters, pictures, decorations, and reminders tacked onto classroom walls
around the world help to keep students engaged.
• They serve as a way to passively educate with informational posters, and to enforce
rules and guidelines like lab protocol or classroom expectations.
• Displaying colorful, educational posters in your classroom will help to enhance the
learning experience, and ensure your whole class benefits from the engaging
environment you’ve created.

33. Thank You