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Wednesday, October 27, 2021

Challenges to large Group Discussions | General Methods of Teaching | Course Code 8601

    

Challenges to discussion

Students who do not contribute: Be attentive to the sensibilities of shy and quiet students; integrate them into the discussion with support. Nervous or inarticulate students may be greatly aided by writing down some thoughts before contributing (even before the class meeting). Encourage them to try that approach.

Students who contribute more than appropriate: Approach students who dominate the discussion. You might suggest they develop some of their discussion points with you via ELMS or email or during office hours or that their contributions are limiting the ability of others to contribute to class discussion. Alternatively, you might resort to restructuring the discussion a little. Make other students responsible for presenting small group discussions, require students to raise their hands, or begin calling on individual students.

Students who fail to respect the discussion and their peers: Make the group responsible for controlling unproductive antagonists by structuring a group response, i.e. articulate the student’s position (on the chalkboard, perhaps), and ask for a response. Of course, students who violate University codes of conduct should be referred to the Office of Student Conduct.

Students who are unprepared: Quizzes or reflections to stimulate out-of-class reading may be effective. Make sure questions are structured to foster discussion based on comprehension.


General Methods of Teaching | Course Code 8601| aiou solved assignment

Related Topics



Describe the teacher's personality traits to create and maintain a classroom/ learning environment.

Enlist the role of a primary teacher.

Why is outlining of goals/objectives necessary before planning a lesson?

Highlight the Hunter's seven steps of lesson planning.

How is 5E's model of lesson planning different from the others models?




Enlist some critical thinking objectives for the cooperative learning activity.

Write notes on the following:
a. Lesson presentation  b. Steps to prepare lesson for special needs




 

Specific Types of large group Discussions| General Methods of Teaching | Course Code 8601

    

Specific Types of Large Group discussions

Developmental Discussion

Developmental Discussion is a technique in which a large group breaks down the problem-solving process into stages that approximate the scientific method. In the first part of class, students collectively identify a problem. Next, they suggest hypotheses concerning the problem, muster relevant data, evaluate alternative interpretations of the data, and assess the ability of the data to address the problem they identified at the beginning of class.

Discussion Clusters

When using Discussion Clusters, members of a class are divided into smaller groups of four to six people, and the clusters are given one or two questions on a subject. One member of the cluster is chosen to record and report the group’s ideas to the entire class. This technique is particularly useful in larger classes and can encourage shy students to participate.

Panel Discussion

In a Panel Discussion, a selected group of students act as a panel, and the remaining class members act as the audience. The panel informally discusses selected questions. A panel leader is chosen and he/she summarizes the panel discussion and opens discussion to the audience.

Debate Discussion

Debate Discussion is a technique appropriate for discussing a controversial issue. The class is divided into two sides of pro/con or either/or, and each side and each speaker has a limited amount of time to speak. The object of the activity is to construct reasoned arguments that address the material and consider the arguments of the other side. Beware not to allow students to discredit fellow class members with ad hominem attacks.

Role Playing

Role Playing is a technique used to develop clearer insights into stakeholder positions and the forces that facilitate or hinder positive interactions or relations. Selected group members assume assigned roles (e.g., lawyer, doctor, engineer, diplomat, etc.) and act out an instructor-created scenario (e.g., a town-hall meeting on the ethics of stem cell research). The whole group then analyzes the roles and characteristics of the various players.


General Methods of Teaching | Course Code 8601| aiou solved assignment

Related Topics



Describe the teacher's personality traits to create and maintain a classroom/ learning environment.

Enlist the role of a primary teacher.

Why is outlining of goals/objectives necessary before planning a lesson?

Highlight the Hunter's seven steps of lesson planning.

How is 5E's model of lesson planning different from the others models?




Enlist some critical thinking objectives for the cooperative learning activity.

Write notes on the following:
a. Lesson presentation  b. Steps to prepare lesson for special needs




 

Explain the structure of classroom discussion| Types of large group Discussions| Challenges to Discussion | General Methods of Teaching | Course Code 8601

   

Structure of the class room discussion

Whole-class discussions can encourage students to learn from one another and to articulate course content in their own words. While generally not conducive to covering large amounts of content, the interactive dynamic of discussion can help students learn and motivate them to complete homework and to prepare for class. Leading discussions in which students contribute meaningfully requires a great deal of instructor forethought and creativity. The suggestions below can help you to facilitate good class discussions and improve your classroom climate, a piece of the Fearless Teaching Framework. 

Devote a moment to communicating the value of discussion to your students. It may help to convey your rationale for discussion, perhaps deepening not only their sense of why they are expected to engage in active learning but also their engagement with the course.

Before Class

·         Learn students’ names.

·         Review lesson-related material, even if you have already mastered content. Extemporaneous recall can breed trouble.

·         Plan. Write out more discussion questions than you think you will need before class begins, but don’t treat your questions like a to do list. Your questions should be a resource for you; they should not inhibit your students from taking the discussion in a productive direction.

·         If students were assigned reading prior to a class meeting, plan to use the text. You may want to begin class with a short reading from the text and have discussion flow from that reading.

During Discussion

·         Every student should have an opportunity to speak.

·         Encourage students to look and talk to each other rather than to just look and talk to you. Too often “discussions” take the format of a dialogue between teacher and a series of students.

·         ​Before the discussion starts, ask your students to take several minutes to write down everything they know about the topic of the discussion. This will prime them for the discussion.

·         If possible, make the class space more conducive to discussion. Arrange seats in a circle or in a manner that enables students to see each other easily. Don’t let students sit in seats that are outside this discussion space.

·         After asking a question, wait at least eight to ten seconds before calling on someone to answer it (measure the time by counting silently to yourself). Otherwise, you signal they need only wait a few seconds for the “right” answer to discussion questions.

Posing discussion questions 

·         Ask questions that encourage responses from several people (“What do the rest of you think about that?”)

·         Use phrasing that implies that the students are a learning community (“Are we in agreement?” / “Do we have any differences of opinion?”)

·         Ask a mix of questions, including questions that ask students to

o    Recall specific information

o    Describe topics and phenomena

o    Apply abstract concepts to concrete situations

o    Connect the general with the specific

o    Combine topics or concepts to form new topics or concepts

o    Evaluate information

·         Avoid yes/no questions – Don’t phrase questions in a way that the students can answer in one word (“Is X true?”). Open-ended questions elicit student thought (“In what way has X impacted Y?”)

·         Avoid asking, “Are there any questions?” This implies you have finished talking about a topic. Sensing that you have said your piece, students may only ask questions about minor points of clarification or will simply hope that rereading the textbook will answer their questions. Consider asking instead, “Is there anything that is unclear or needs further clarification?”

·         Avoid dissertation questions. If you want your students to entertain broad questions, break the question down into smaller queries that students are more able to address.

Dignify your students 

·         Avoid a style of questioning that is designed to punish inattentive or lazy students.

·         Refer to your students by name. This models the intellectual community.

·         Treat your students like experts. If a student makes a good comment, refer back to that comment in subsequent discussions (e.g., “Do you recall what Henry said last week? How does this new information confirm or deny his conclusion?”).

·         Allow a student to “pass” on a question, but come back to him or her later in class.

·         Admit when you make a mistake in class. Similarly if a student asks you a question to which you do not know the answer, promise to research the question after class or to provide students with appropriate resources to find the answer him or herself.

·         Keep the discussion focused.

·         State the discussion topic at the beginning of the class.

·         Periodically summarize the main themes/points brought out in discussion. Consider writing these main themes/points on the board.

End discussion smoothly

·         Review the main points of the discussion or ask a student, notified previously, to review the main points.

·         At the end of the discussion, allow students to write down any conclusions or lingering questions they have. Perhaps, ask them how the discussion affected their views on a topic or their understanding of a concept. Ask several students to share these.

·         Point out how the day’s discussion will tie in with the next discussion.

Specific Typesof Large Group Discussions 

Challenges toDiscussions

General Methods of Teaching | Course Code 8601| aiou solved assignment

Related Topics



Describe the teacher's personality traits to create and maintain a classroom/ learning environment.

Enlist the role of a primary teacher.

Why is outlining of goals/objectives necessary before planning a lesson?

Highlight the Hunter's seven steps of lesson planning.

How is 5E's model of lesson planning different from the others models?





Enlist some critical thinking objectives for the cooperative learning activity.

Write notes on the following:
a. Lesson presentation  b. Steps to prepare lesson for special needs




 

Tuesday, October 26, 2021

Give an account on individual projects| General Methods of Teaching | Course Code 8601

   

Individual Projects

Individual Project means each parcel of Land, medical office buildings and other improvements now or in the future located on such particular parcel of Land and all related facilities, amenities, fixtures, and personal property owned by an applicable Borrower and used in connection therewith.

The Individual Project is a learning experience that enables you to carry out research and bring together many of the concepts that you have learnt over the first two years of the course as well as the knowledge and skills learnt during part III.

You will conduct your project through careful planning, research and execution of the tasks whilst developing critical judgement, communication skills and competence in your subject area. The work from this project will provide you with the opportunity to produce information or results which can be of immediate value. Further details are provided in the Individual Project Student Guidance, which is available on Blackboard. This guidance may be updated from ime to time, and includes information generally on how to plan the project, and on milestones, important dates, and deliverables.

The main goal of the course is for student to define, develop and defend their own OE project. Projects may be selected from a variety of different contexts, such as economic development, human rights, teaching and learning, access to education. Project should have an interdisciplinary character and should focus on a topic of concrete relevance for a selected OE organization, NGO, company, government, or educational institution. This may include OE strategy development, assessment or deployment, OE business and organisational aspects, creation of a course. Students will have the opportunity to participate in the existing project of the selected mentors.

Research work will be performed under the supervision of the selected mentor (regular meetings) and a specialist from the company, if applicable for a given research project. Project topic will be defined in such a way, that students can later upgrade and broaden it in the frame of their master thesis. This will allow students to solve more complex problems related to their project. Knowledge and skills obtained in this course will help student in the master thesis preparation. Additionally, it can also serve as a relevant reference in their further professional career.

Students will acquire the following competences:


-Select projects based on viability for a given timeframe: short, medium, or long-term;

-Develop specific expertise in OE areas relevant for concrete societal, organisational, governmental or business needs;

-Develop skills specific to selected OE area as a result of project participation, such as publishing, economic development, technology, teaching and learning;

-Know the complete process and procedures to implement and deploy OE and OL at chosen level, i.e. international, national or organisational;

-Ability to explore novel methods and concepts and to be creative in developing strategies, models and/or contents;

-Master management of OE projects,

-Master methodologies of the research work;

-Ability to solve real problems by using research approaches;

-Ability to present their project in a written form and orally, and to discuss about the project and OE topics with international audience.

General Methods of Teaching | Course Code 8601| aiou solved assignment

Related Topics



Describe the teacher's personality traits to create and maintain a classroom/ learning environment.

Enlist the role of a primary teacher.

Why is outlining of goals/objectives necessary before planning a lesson?

Highlight the Hunter's seven steps of lesson planning.

How is 5E's model of lesson planning different from the others models?




Explain the structure of classroom discussion

Enlist some critical thinking objectives for the cooperative learning activity.

Write notes on the following:
a. Lesson presentation  b. Steps to prepare lesson for special needs




Develop a lesson plan using combination of inductive and deductive methods| General Methods of Teaching | Course Code 8601

  

Lesson Plan using Combination of Inductive and Deductive Methods


Reasoning in artificial intelligence has two important forms, Inductive reasoning, and Deductive reasoning. Both reasoning forms have premises and conclusions, but both reasoning are contradictory to each other. Following is a list for comparison between inductive and deductive reasoning:

  • Deductive reasoning uses available facts, information, or knowledge to deduce a valid conclusion, whereas inductive reasoning involves making a generalization from specific facts, and observations.
  • Deductive reasoning uses a top-down approach, whereas inductive reasoning uses a bottom-up approach.
  • Deductive reasoning moves from generalized statement to a valid conclusion, whereas Inductive reasoning moves from specific observation to a generalization.
  • In deductive reasoning, the conclusions are certain, whereas, in Inductive reasoning, the conclusions are probabilistic.
  • Deductive arguments can be valid or invalid, which means if premises are true, the conclusion must be true, whereas inductive argument can be strong or weak, which means conclusion may be false even if premises are true.

The differences between inductive and deductive can be explained using the below diagram on the basis of arguments:

Lesson Plan: a combination of inductive and deductive methods





Name:
Roll No:
Time: 40 Minute
Subject: English
Patriotism


General Objectives:

Celebrate your patriotism with this action-filled lesson plan. Students will read a text lesson explaining what patriotism is and ways to show it, then filter through stations to create a patriotic classroom.

Specific Objective

After this lesson, students will be able to:

Define 'patriotism'

Explain how and why we show patriotism

Length

  • 1 - 1.5 hours

AV Aids

  • Copies of the lesson what is Patriotism? - Lesson for Kids, one for each student
  • Red, white, and blue construction paper, cut into banner triangles
  • Rope, string, or yarn to hang banner
  • Colored pencils
  • Patriotic stationary
  • Index cards
  • Craft sticks
  • Glue
  • Copy of the Pledge of Allegiance
  • Songs from the lesson, such as The Star Spangled Banner

Key Vocabulary

  • Patriotism
  • Salute
  • Military

Previous Knowledge

  • Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Preparation

  • Prepare the classroom for the four stations as follows:
  • Patriot Banner - construction paper cut into triangles like a banner, markers
  • Patriotic Acrostic Poems - paper and colored pencils
  • Letter to a Veteran - patriotic paper, pencils, and crayons
  • Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft sticks, glue

Direct Instruction

Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section 'What Is Patriotism?' with students.

Define the word 'patriot' and discuss:

Why are you proud to be an American?

What responsibilities do we have to other Americans and our country? Why?

Next read 'How You Can Show Patriotism' with students. Have students stand and practice saluting the flag, then ask them to turn and discuss with a partner:

How do you show patriotism?

Share as a whole group.

Homework:

  • Next read the section 'Patriotic Holidays' with students and allow them to share their family traditions and experiences at patriotic holidays.
  • Play a few samples of patriotic songs and allow students to sing along.
  • Read the 'Lesson Summary' with students and take the quiz.

Activity

Instruct students to visit each station and do the activities.


General Methods of Teaching | Course Code 8601| aiou solved assignment

Related Topics



Describe the teacher's personality traits to create and maintain a classroom/ learning environment.

Enlist the role of a primary teacher.

Why is outlining of goals/objectives necessary before planning a lesson?

Highlight the Hunter's seven steps of lesson planning.

How is 5E's model of lesson planning different from the others models?




Explain the structure of classroom discussion

Enlist some critical thinking objectives for the cooperative learning activity.

Write notes on the following:
a. Lesson presentation  b. Steps to prepare lesson for special needs




Wednesday, September 22, 2021

Principles of Effective Teaching|Four aces of Effective Teaching| General Methods of Teaching | Course Code 8601| aiou solved assignment

Write down the Principles of Effective Teaching and the Four aces of Effective Teaching? 

Course: General Methods of Teaching 

Course code 8601

Level: B.Ed Solved Assignment

Answer

Richard T. Walls (1999) makes links between the "process" of teaching and the "student learning" (the product) in "Four Aces of Effective Teaching".

According to Walls (1999), student learning is better, faster, and/or more long-lasting when teachers play the following four principles:

  1. Outcomes
  2. Clarity
  3. Engagement 
  4. Enthusiasm

1. Outcomes

The outcomes enable students to focus their attention on clear learning goals. These outcomes inform students of where they are going and how they will get there. Outcomes also provide the teacher a framework for designing and delivering the course content. Outcomes enable teachers to assess student learning as a measure of their own instructional effectiveness.


2. Clarity

Effective teachers provide explanations and give details of the course concepts and content. If students DO NOT LEARN, it means the methods of delivery may lack the required degree of clarity.

So the teacher should make the message clear from alternate perspectives to alternate senses, the effective instructional practice of the teacher should allow students to make connections between the new material and the concepts that they have already learned.


3. Engagement

This principle suggests that students learn by doing. Teachers must create an educational environment that offers students the opportunity to practice every concept that they are learning. Effective teachers use instructional strategies that engage students throughout the lesson.


4. Enthusiasm

The principle of the high level of enthusiasm reflects the teacher's professional competence and confidence, the teacher’s subject matter knowledge, and instructional experience. Teachers establish a positive learning environment and show their enthusiasm for the subject matter. They use student’s names, reinforce student participation during class, and keep moving among the students.  






Define teaching and elaborate old and new aspects of teaching| General Methods of Teaching | Course Code 8601| aiou solved assignment

Define teaching and elaborate old and new aspects of teaching.


General Methods of Teaching | Course Code 8601| aiou solved assignment


Definition of teaching

1. Teaching is defined as a process in which students are prepared for learning by providing initial structure to clarify planned outcomes and indicate derived learning strategies. The teachers provide sufficient opportunities in the classroom for students to practice and apply what they are learning and give improvement-oriented feed-back (Good, T.; Brophy, J. 2000).

2. The teachers provide assistance to enable the students to engage in learning activities productively (Meichenbaum, D.; Biemiller, A. 1998).


Old and new aspects of teaching


Teaching is an art and an academic process. In this process students are made motivated by a number of ways to learn.  In the process of teaching the teachers take their students from a level of unknown to a level of understanding the new concepts.

In past teachers emphasized rote learning and immediate responses. there were no opportunities for give-and-take between a teacher and learning students. The student role was passive. Very few teachers make efforts to adapt instruction to individual differences. It was teacher centered approach of learning. 

The modern way/mean for effective teaching is "scripts" (scripted teaching). It involves the traditional student-teacher interaction set up. It is student centered learning. It uses predesigned teacher talk and predicts student responses. It offers more than the recitation script for learning. The 7 scripted teaching emphasizes: i) rote learning, ii) student passivity, iii) facts and low-level questions, and iv) low-level cognitive functions (Tharp & Gallimore, 1991).

Properly organized classroom activities in teaching also provide assistance to students’ learning. Many teaching methodologies like lectures, demonstrations, cooperative learning exercises/activities, and textbook reading can all assist learning. Other necessary elements contributing to classroom learning are recitation and assessment. 


Related Topics


Highlight the principles of effective teaching.

Describe the teacher's personality traits to create and maintain a classroom/ learning environment.

Enlist the role of a primary teacher.

Why is outlining of goals/objectives necessary before planning a lesson?

Highlight the Hunter's seven steps of lesson planning.

How is 5E's model of lesson planning different from the others models?


Develop a lesson plan using combination of inductive and deductive methods.

Give an account on individual projects.

Explain the structure of classroom discussion

Enlist some critical thinking objectives for the cooperative learning activity.

Write notes on the following:
a. Lesson presentation  b. Steps to prepare lesson for special needs




Sunday, September 19, 2021

Write note on Shaping Norms and Values, Conflict Management and the right school culture

 

Q. 5 Write notes on the following:

 

Course:  School Leadership

Course Code 8618

Topics 

  •  Shaping Norms and Values
  • Conflict Management and the right school culture


i. Shaping Norms and Values

 

Answer:

 

This is a very broad question, but something I’ve been intensely interested in. The most general answer would be, I think, silently. We tend to think of ourselves as more or less autonomous individuals making decisions based on abstract or rational grounds that would seem to be clear to us in posterior analysis. But I feel that if you dig deep enough, you’ll always find things that escape the basis on which you assume your decisions are made. Most of this new, obscure level of behavior determinants could be understood as “values, meanings and norms”. There’s a very dynamic new field of economic thought called Institutional economics which is concerned with this very issue:

 

 how much better can we understand the economy if we take not the individual, but institutions as the central category?

What fascinates me most about this approach is it's interdisciplinary. It opens up conventional economics to a long-needed dialogue with the other human sciences. Sociology is the first one to come back to the game – institutionalism was born with Torstein Veblen, and it has always surprised me a little that economics keeps on using notions like rationality and equilibrium after all that sociologists have written in the last century. Understanding meaning, in turn, requires coming to terms with the truly revolutionary philosophical thought in linguistics that follows Wittgenstein and Saussure. And I don’t think it’s much of a stretch to bring psychology –particularly psychoanalysis – to the field. The unconscious can be understood as the place beyond reason and abstraction in which things like institutions take hold. In the continental tradition, in particular, the Laconia notion of The Symbolic can be seen as the first step in bringing together individual behavior and the entire system of meaning in which the individual is formed, and through which it functions.

 

ii. Conflict Management and the right school culture

 

Answer:

 

Sequel to the variability and dynamism of individual cherished values, core objectives, and dire needs which most times do not always go pari – pasu, conflict occurrences in organizations like schools become aggregately inevitable. Thus, the teacher’s onus as an in loco-parentis in managing such inevitable conflict becomes grossly unavoidable. However, for the teacher to possess the disposition to manage such conflicts effectively in schools, a clear understanding and interpretation of conflict issues are requisite. Such an understanding is direly needed by the teacher to be able to address the given encumbrances that may be spotted in the interaction among parties.

 

Conflict management in schools, as it relates to teachers, pertains to a given condition whereby teachers acquire programmed and patterned mediums through which they can twig and deal decisively with conflict as a way of embellishing conditions of conflict in schools at all times. There are paradigms for elucidating the causes of those conflict conditions that require effective management in schools, just as there is a cornucopia of avenues available to the teacher through which conflict within the precinct of schools could be managed. Those paradigms are what we shall attempt to explore in this paper.

 

In the classroom and by extension, school precinct, certain students-defiant behaviors could be tolerated while some are and will remain insufferable, for example; fighting in the classroom, answering phone calls in the classroom at the peak of the lesson, abusing and physically confronting the teacher, stealing, so many to mention but a few. Although such conflict-causing scenarios could be considered to be an integral part of every school system, the teacher’s role in preventing or even ameliorating their occurrences, especially the ones that are seen to be internecine remains pivotal.

 

Conflict in school is said to occur when one party perceives the action of another party as encumbering the opportunity for the attainment of a goal. Hence, for conflict to actually occur in schools, two salient prerequisites must be satisfied, viz; perceived goal incompatibility and perceived opportunity for interference or blocking Conflict in schools can be objective or subjective, violent or nonviolent, and positive or negative (Schmidt and Kochan, 1972) in (NUCUP, 2006). But whatever may be the case, the teacher’s rejoinder to them can either be assertive or cooperative in nature. Also, such school conflicts may constitute either a prominent debilitating or enchanting effect on the victims.

 

The concept of conflict management in schools is perhaps an admission of the reality that conflict in schools is inevitable, but that not all conflicts can always be resolved; therefore, what the teacher can do is to manage and regulate them, thus the teacher’s role as an in loco-parentis. It is also worthy of note to assert that School conflict management is inclusive of other discrepant variances of conflict management models which are in most cases at the disposal of the teacher.

 

In this instance, when we talk about conflict management in school and the role of the teacher, we simply mean those responses that the teacher makes to deal with the conditions that can encumber the realization of the aggregate objective of the school and the teacher’s instructional and/or behavioral classroom lesson objective.

 

The classification of conflict as it pertains to internal school systems can be between; students and fellow students, Teachers, non-academic staff and teachers, management and teachers, management, non-academic staff and management, non-academic staff, students and non-academic staff and students and management. But for the purpose of this paper, we shall limit our scope or consideration to conflicts between students, teachers, students, and teachers.

 

In this article, we shall commence with the conceptual and theoretical explication of the key concepts of the discourse which are; conflict management, conflict, school, and the teacher. We shall also establish the causes of school conflict, state the reason why we need to manage conflict in schools, express some of the contributory roles the teacher could play in the school conflict management process, advance some specific recommendations, and finally present our concluding remarks.


Related Topics




Monday, September 6, 2021

Various Theories of Leadership

 

Q. 3 Discuss the various theories of leadership in detail.

 

Course:  School Leadership

Course Code 8618

Topics 

  •  Theories of Leadership
  • Various Theories of Leadership
  • Great Man Theory, Trait Theory, Situational Theory, Behavioral Theory

Answer:

 

Leadership theories are schools of thought brought forward to explain how and why certain individuals become leaders. The theories emphasize the traits and behaviors that individuals can adopt to boost their own leadership abilities.

 

Early studies on the psychology of leadership pointed to the fact that leadership skills are inherent abilities that people are born with. It was not until recently that formal leadership theories emerged, despite leadership becoming a concept of interest at the beginning of time.

 

Leadership at a Glance

 

A leader is crucial to the success of every team. Take an orchestra, for instance, one that consists of all the best musicians in the world but lacks a conductor. Even though every member of the orchestra can play perfectly by themselves, they will only produce an incompatible melody in the absence of a conductor. The same concept applies to communities, companies, and countries. Without a leader, nothing will ever run smoothly.

 

So, what makes leaders who they are? Why are some people elected as managers and presidents while the rest remain followers? Leadership theories were developed to find answers to these questions.

Key Leadership Theories

 

Great Man Theory

 

According to the Great Man Theory (which should perhaps be called the Great Person Theory), leaders are born with just the right traits and abilities for leading – charisma, intellect, confidence, communication skills, and social skills. The theory suggests that the ability to lead is inherent – that the best leaders are born, not made. It defines leaders as valiant, mythic, and ordained to rise to leadership when the situation arises. The term “Great Man” was adopted at the time because leadership was reserved for males, particularly in military leadership.

 

Trait Theory

 

The Trait Theory is very similar to the Great Man Theory. It is founded on the characteristics of different leaders – both the successful and unsuccessful ones. The theory is used to predict effective leadership. Usually, the identified characteristics are compared to those of potential leaders to determine their likelihood of leading effectively.

 

Scholars researching the trait theory try to identify leadership characteristics from different perspectives. They focus on physiological attributes such as appearance, weight, and height; demographics such as age, education, and familial background; and intelligence, which encompasses decisiveness, judgment, and knowledge.

 

Contingency Theory

 

The Contingency Theory emphasizes different variables in a specific setting that determine the style of leadership best suited for the said situation. It is founded on the principle that no one leadership style applies to all situations. Renowned leadership researchers Hodgson and White believe that the best form of leadership is one that finds the perfect balance between behaviors, needs, and context. Good leaders not only possess the right qualities but they’re also able to evaluate the needs of their followers and the situation at hand. In summary, the contingency theory suggests that great leadership is a combination of many key variables.

 

Situational Theory

 

The Situational Theory is similar to the Contingency Theory as it also proposes that no one leadership style supersedes others. As its name suggests, the theory implies that leadership depends on the situation at hand. Put simply, leaders should always crosspond their leadership to the respective situation by assessing certain variables such as the type of task, nature of followers, and more.

 

As proposed by US professor Paul Hersey and leadership guru Ken Blanchard, the situational theory blends two key elements: the leadership style and the followers’ maturity levels. Hersey and Blanchard classified maturity into four different degrees:

M1 – Team members do not possess the motivation or tactical skills to complete necessary jobs.

M2 – Team members are willing and ambitious to achieve something, but they lack the necessary ability.

M3 – Team members possess the skills and capacity to accomplish tasks, but they’re not willing to take accountability.

M4 – Team members possess all the right talents and are motivated to complete projects.

 

According to situational theory, a leader exercises a particular form of leadership based on the maturity level of his or her team.


Behavioral Theory

 

In Behavioral Theory, the focus is on the specific behaviors and actions of leaders rather than their traits or characteristics. The theory suggests that effective leadership is the result of many learned skills.

 

Individuals need three primary skills to lead their followers – technical, human, and conceptual skills. Technical skills refer to a leader’s knowledge of the process or technique; human skills mean that one can interact with other individuals; while conceptual skills enable the leader to come up with ideas for running the organization or society smoothly.

 

Applying Leadership Theories at the Workplace

 

To a great extent, leadership theories have helped form and shape the kind of governance that exists today. Many aspects of these theories can be applied to help one improve his or her leadership skills.

 

Maximize Your Strengths

 

As proposed by the Trait Theory, effective leadership depends on the traits that one possesses. Leaders should strive to focus on their strengths rather than their weaknesses. The strengths vary from one leader to another and may include:

 

A strong will is crucial to staying resilient and seeing leaders through difficult times. No matter how challenging the situation may be, a strong-willed leader can find inner strength and carry on until he overcomes all challenges.

 

A decisive nature is another strength that some leaders possess. Decisiveness means that when others may be perplexed, a leader can calmly assess the situation and choose one action to unite everyone. But, since they may not always make the right decisions, they must also be willing to learn from their mistakes.

 

Be Inclusive Leaders

 

Some of the more complex situational theories emphasize focusing on people. It means that they acknowledge individual people to be their greatest assets and not just mere numbers in their workforce. Being an inclusive leader requires that one constantly involves other people in their leadership, whether it be by always welcoming the feedback of others or delegating more responsibility to others than other forms of leadership.


Key Takeaways

 

There are numerous ways of defining leadership. Some leadership theories attempt to explain what differentiates a leader, while some explain how great leaders come to be. The Great Man Theory believes that the inherent traits that one is born with contribute to great leadership.

 

Situational Theory recommends leaders adopt a leadership style depending on the situation at hand, while Behavioral Theory is all about learning the skills necessary to become a good leader. Leadership theories don’t only exist in history. They are concepts with actionable advice that can be adopted by many, from executive managers to community leaders and government officials.


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Educational Leadership in global perspective

 

Q. 2 Discuss the future of Educational leadership from a global perspective in detail.

 

Course:  School Leadership

Course Code 8618

Topics 

  • Educational  Leadership
  • Educational Leadership in Global Perspective
  • Educational Leadership in Global Perspective

 

Answer:

 

Only one leadership style actually derived from education; Instructional leadership. It was organic in that researchers wanted to find out how certain urban (often low-economic, high-minority) schools were having success. They went in and “identified” the traits of the leaders, and coined it “instructional leadership” (it should be noted that much of the research isolated the informational traits exhibited by the leaders). This was in the mid-1960s. Before this, extensive research had not been done on actual educational leadership. The instructional leadership model dominated for at least 15 years. Then came the massive shift transformational.

 

Transnational, transnational, servant, shared and all other leadership styles derived from research conducted in the corporate worlds. The various successes demonstrated by the extensive research made each style a target for possible implementation in the educational field. However, after 30 years of attempting to finance research, training, and implementation a shift BACK to instructional leadership was championed, along with multiple variations and hybrids.

Today, the “trend” is shared/instructional leadership.

The bottom line is, that educational leadership, like education itself, is contextual. What works perfectly in one school, May not in another. However, research suggests that when an educational leader possesses informational and instructional leadership skills (really they are damn near synonymous; Transnational is “what the leader does” and Instructional is “how they do it) school environments improve, teachers feel empowered and student success is increased.

 

Sadly, there continues to be debate about which leadership style is best (even with almost 6 decades of research available). So because of this debate educational leadership programs flip-flop with preparatory curriculums, districts shift with the latest “fad” and schools suffer. But hopefully more people such as you will continue to inquire, probe, interpret data, and shed further light on the topic.

 

It is no news that leadership as a word can be very and as a matter of fact extremely difficult to define. Therefore rather than giving it a direct and most likely unfounded definition, it would be much better to gain an understanding of what exactly it entails by deriving a conclusion after putting into consideration several profound definitions.

 

Wikipedia describes “Leadership as the process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task”. It goes further to give the description of Alan Keith, who thinks “leadership is ultimately about creating a way for people to contribute to making something extraordinary happen”. A third and even simpler definition describes leadership as influencing a group of people to achieve a common goal.

 

From these three definitions of leadership, it is therefore fair to conclude or sum up that Leadership firstly is a word that cannot be meaningful in isolation and it’s difficult to explain the meaning without followership. Thus in summarizing the need for social influence, support, and achieving a common goal, Leadership for this particular paperwork can therefore be described as the “process” with which a Leader(an Individual or team) sets out to achieve the common goal of a set of people by the use of social influence.

 

In an attempt to gain a clearer image of what truly leadership encompasses, one can take to mind very simple and common-life examples of how very little things act as leaders. The door to a house for example is the one legitimate way through which the beauties and qualities of a house’s interior can be explored. In the same light, a leader is a way through which the hidden qualities and beauties of a given set of people determined to achieve a common goal can be explored. This house might be a one-bedroom apartment, probably a 7 bedroom mansion, or even a 15-bedroom palace, whichever or whatever it is, it’s out rightly uneatable that without a way (the door) inside, no one can get to see what treasures this household. This is the very same reason why doors exist right from the paper plan of the house. Yet again, so also does a leader serve as the entrance and the medium that guides his followers to achieve their common goal?

 

With the use of such a simple and direct illustration of Leadership as being the “WAY”, one can easily misconnect leadership to very simple, direct, and straight to the point. But in real case scenario, it can prove to be slightly more complicated than the door that opens the way to beautiful treasures. When for example one takes a look at Primary educational institutions, a primary school to be precise, one can experience and gain an even better understanding of how the process of leadership actually unfolds. The principal or the school director is seen as a leader of this particular institution.


 

 Coupled with this overall leader are the sub-leaders, which comprise the Vice Principal or Deputy Director, the Head of departments, the Class Teachers the Subject Teachers, and even the Class heads, Class monitors, or Class prefects as the case may be, all of which are leaders in their own jurisdiction. While being leaders, in so many different ways, these authorities also happen to be learning. As messages and instructions are passed on from the director to his Vice, a lesson or two is also taken on how to ensure efficiency is paramount. Ultimately, we can derive that the efforts and level of organization of all these leaders play a very important role in seeing to it that learning as a process takes place, this learning can be either direct or indirect. In an organization such as a primary school, there is a serious and desperate need for efficiency in all endeavors and changes need to occur for progress to be made.

 

Changes such as the development of the teaching skills available, the receptiveness of the students, and even more importantly the medium and system of communication that exists between both the teachers and the learner. For example, a class of ten students would have an entirely different style of communication compared to a class of 45 students if any form of efficiency and productivity must be resultant from these students. A leader in such a scenario must thus be capable enough to Direct both teacher and student into a state of mind that encourages easy and productive communication.


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