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HOW TO TACKLE THE PROBLEM OF MATHEMATICS IN SCHOOLS

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Posted: Jul 21, 2009 |Comments: 0
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HOW TO TACKLE THE PROBLEM OF MATHEMATICS IN SCHOOLS

Mathematics in general is construed as a subject which is very difficult and thus students fear this subject resulting in low scores. However the fact is otherwise. In order to tackle this problem, the teaching of mathematics has to change. It should be child centred.

Firstly, the child should be made to master tables up to 19. For this quizzes may be designed by the teachers by dividing the students into two groups and asking tables randomly. A game may also be designed on this and may be played on knockout basis.

Next the child should be made to have command over addition, subtraction, multiplication and division and the BODMAS rule.

It is found that the child gets confused as to whether his/her addition, subtraction etc is correct or not? For this the method of 9’s for checking addition, subtraction and multiplication should be introduced to the students (Details are available in the accompanying CD).

The teacher should divide the students into bright, average and under-achievers. The teacher should make the seating arrangement in his class in such a way that the under-achievers should be made to occupy the first two rows in the class. Each bright child should be made to sit beside each under-achiever and the average students and the remaining bright students should be made to occupy the subsequent rows. In this way the teacher will have an eye to eye contact with his/her under-achievers. Further, the under-achievers will receive a dual guidance while a class is on- one, directly from the teacher and two, from his neighbour who is a bright student. This will certainly help him to learn the topic/subject more effectively.

The teacher while teaching the subject/topic should at no point of time say “This topic is very difficult” or, “This topic can not be learnt easily” so on and so forth as such remarks being highly negative in character, de-motivate the students in general and under-achievers in particular. Thereby they loose interest in the subject as a consequence. Rather if it is really so, then the teacher must devise ways-invent memory aids, codes etc so that the formula can be remembered and the topic may be learnt in an effective way.

The teacher must divide must divide his/her syllabus in such a way that each branch of mathematics is taught alternatively by him/her. For example, in a week the teacher may teach algebra for first two days followed by arithmetic in the next two days and geometry in the remaining days. This way the students will be in touch with all the branches of mathematics. Otherwise, if instead the teacher teaches algebra first, then arithmetic and finally geometry, then, it is every possibility that by the time the teacher finishes geometry, algebra is forgotten by most of the students particularly the under-achievers because, they will have no time to revise what is learnt earlier.

The teacher should teach limited number of concepts in a single period, say one or two only. This will help the average and under-achievers to grasp what is being taught.

The teacher should give few problems say 5 or so in the class to solve and should ensure that the notebooks of the under-achievers be corrected during the same period. Such an exercise should follow the completion of each concept. For this, the teacher should come prepared with the number of questions he/she intends to give in order to test the clarity of a particular concept. Similar problems should be given in home-work and the students be asked to complete the same during the supervision periods as far as possible. The notebooks of the under-achievers should be invariably corrected the very next day. The correction should not be only a mere tick mark to indicate the problem is correct or incorrect, but, it must be thorough. The detailed solution to the problems must be given by the teacher in the notebook(s) of the under-achievers in his/her own handwriting. This will motivate the under-achiever to scan his notebook in detail and not to repeat the mistake in future.

The students should not be rebuked, scolded or ridiculed for providing a wrong answer to a question asked. Rather, he/she should be told that why the answer provided by him/her is wrong and its correct solution. If the student provides partially correct answer, or fully correct answer, he/she should be encouraged by patting, remarks like-very good, well done etc. This will motivate the student to a great extent and encourage him/her to learn more.

The teaching of mathematics should be black-board oriented. The students should be asked to come to the black-board to solve problems frequently. While adopting this practice, care should be taken that the under-achievers are given easy problems to solve, while, the average/bright students should be asked to solve tough problems. This way the students will have much needed confidence-an important ingredient for success in mathematics.

While teaching geometry, the teacher should always use demonstration geometry box where ever needed. The teacher should emphasize the use of sharp and pointed pencils while drawing figures. The use of eraser should be as minimum as possible.

The students must be encouraged to write complete statements while writing answers. Further, they must be told to write the units along side the quantities, while writing answers.

In order to enable students to perform calculations quickly, the students must be taught the methods of calculating squares of two digit numbers, methods of calculating percentages quickly, quick multiplication and quick division etc.

For example, to calculate 10% of a number, just remove a zero or place a zero or place a decimal just before the digit in the units place. To calculate 20% first calculate 10% and then double it and so on. To multiply by 10 just place a zero after the units digit or shift the decimal point one place towards the right and so on.

While taking unit tests the teacher must prepare three sets of question papers, one for bright children, one for average children and one for under-achievers. The result of the under-achievers should not be compared with that of the bright or average children, but, should be compared with the scores of other children classified in their group or with his/her own previous score in tests. This way they will know as to how much improvement they have made without getting de-motivated.

The child who has improved must be praised in the class and given intensives in the form of token gifts. This will pay rich dividends later. The records of their score must be maintained by the teacher.

The teacher must prepare the matrix (marks-sheet question-wise), for under-achievers and analyse the same. This analysis will help him/her to know as to which is the topic the student has not been able to understand. On knowing the same, the teacher must revise the topic for them during supervision classes and re-test the students. Such a process should continue till the student has a considerable hold over the topic.

Role of Remedial Teaching:

In order to improve mathematics, effective remedial teaching is a must. Let us discuss.

Remedial teaching is not re-teaching. Any remedy however costly or sophisticated is useless unless it cures the disease.

A remedial teacher should have a mentality of a sympathetic doctor who has love and care for his/her patients (students).

A. Identification:

a) Through academic achievement:

i) Class interaction: An under-achiever will give wrong answers frequently to the questions asked. He will appear to be confused. He may probably not respond to the questions asked in the class at all.

ii) Home assignment: An under-achiever will not do the homework. If pressurised to complete the work, he may resort to copying, which may be easily detected.

i) Unit tests and term tests: He will show poor performance consistently in tests. He will either not attempt the question(s) at all or, will do cuttings and overwriting. He may even try to copy the solution to the problems from his peers.

b) Through behavioural aspect:

i) Attitude towards academic activities: He will be disinterested in such activities. He will try to refrain himself from such activities. He will try to avoid discussion about academics with his peers or teachers.

ii) Class escapism: He will try to bunk classes for one reason or another. He will give excuses for not attending classes.

ii) Fiddle with notebooks instead of studying: He will be found to fiddle with notebooks and books instead of studying.

Once the under-achiever has been identified, the next step is the diagnosis of deficiencies.

B. Diagnosis of deficiencies:

a) Learning of concepts: His concept(s) related to a particular topic or formula is not clear. For example, the difference between 2×2 and (2x)2 may not be clear to him.

b) Computational Skill: He may not be good at computations and thereby may gives erroneous results frequently while performing basic arithmetical operations and simplification.

c) Procedure of solving problem: He is not clear about the procedure of solving problems and so he/she often gets wrong answers.

d) Application of knowledge: He may not be able to apply the learned knowledge in different situations. For example, in word problems, he may fail to translate sentences into equations or identify the variables.

Once, the deficiency has been diagnosed, let us explore the possible causes for the same.

C. Causes:

a) Memory: Individual capacity of memorising facts and figures.

b) Understanding: Lack of comprehension-he does not follow what he reads.

c) Presentation: Finds difficulty in expressing views-vocabulary is not sufficient.

d) Knowledge Gap: Incomplete coverage units in the previous class-long absence.

e) Parental background: Socio-economic status; education

f) Parental attitude: Indifference of parents towards studies; over-expectation.

g) School Based: Lack of suitable equipment and environment in school-overcrowded class.

h) Medium of instruction: Language problem.

i) Physical factors: Poor eyesight; poor audibility; illness and other problems.

j) Individual factors: Good in oral tests but does not prepare notes and does not do home work regularly; not sincere in studies; very anxious but is unable to concentrate on studies; lacks self confidence; inferiority feeling; fear of failure; wants company of students who avoid classes; emotional instability.

k) Teacher based: Lack of confidence in teacher; lack of time at teacher’s disposal; faulty method of teaching; does not encourage student participation in class; inadequate home assignments and problems for practice; improper way of correction of homework and of guidance to students at appropriate time and stage.; knowledge of the subject is not thorough; unable to clarify difficult concept; lacks in expression; unable to provide secure and affectionate climate in classroom and lack of understanding and acceptance for each individual child.

The causes having known let us now discuss about the possible cures and remedies.

D. Cures and Remedies:

a) Category wise remedial-not more than 5 to 10 students in each class.

b) Personal and individual attention by teacher.

c) No humiliation.

d) Special carefully devised UAA (under achiever’s assignment) – Simpler-Simple-Complex.

e) Read-Re-read-Write-Re-Write-Reproduce-Drill.

f) Group studies; group learning.

g) Micro-notes.

h) Teaching selected portion of syllabus only.

I now propose an action plan to be undertaken by a remedial teacher.

THE ACTION PLAN:

Out of two approaches of evaluation in vogue today, i.e. the process approach focusing on the performance of the teacher and the product approach focusing on the performance of the students with regard to specific objectives-here to get high score in the examinations in terms of marks and subject average, the latter is preferred for sure for obvious reasons. This process is based on the principle that what ever the teacher might have done in the class room is irrelevant unless the objective (of obtaining a high score in the examinations in terms of marks and subject average) is achieved. This then is the primary criteria of evaluation of both the teacher and the taught at all levels.

Herein lies the importance of diagnostic and remedial teaching, which is therefore, the primary responsibility of the teacher. This type of teaching involves:

i) Diagnosis of the specific difficulty of the student by conducting a suitable diagnostic test.

ii) Providing suitable remedial measures

iii) Providing ways and means for preventing them from reoccurring in future.

If a teacher is able to do justice to his primary responsibility then it may safely be presumed that the teaching profession has a bright future in store for sure.

For the benefit of teachers in general, I am now suggesting an action plan on these lines:

a) Be an innovative and imaginative teacher with an open mind.

b) Apply suitable diagnostic test to identify the weakness of each child.

For this split the topic into several subtopics. For example, a topic in class X Mathematics “Linear simultaneous equations in two variables” –solution of equations can be split as:

i) Adding the two equations directly to find the value of the variables.

ii) Changing the sign and adding the equations to find the value of one variable.

iii) Making coefficients equal and using i) or ii) above to find the value of the variables.

iv) Substituting the value of one variable in the equation to find the value of the other variable.

II. . Set at least 20 questions on each subtopic (They should preferably be knowledge based)Take a test of each child. One subtopic to be tested at a time. As far as possible uniformity is to be maintained while evaluating the test. A student scoring less than 35% marks in this test is surely having difficulty in the subtopic.

c) Explore the causes of weakness which may be:

i) Lack of understanding/misconceptions.

ii) Faulty teaching method.

iii) Fear of the subject

iv) Bad work study habits.

v) Physical and emotional factors like poor health, some mental shock etc.

vi) Teacher’s attitude.

d) The cause(s) having been identified, suitable remedial measure (depending upon the cause) should be suggested which may be:

i) Re-teaching of the subtopic—should be resorted to only if the student has completely failed to understand the subtopic due to one reason or the other.

ii) Computer Aided Teaching—should be resorted to if the student has a vague idea about the subtopic and therefore finds it difficult to answer questions relating to it.

iii) Drilling of Problems—Should normally be prescribed to the weak child during examination times. For this the teacher should be able to design an effective study material containing objective questions, knowledge based problems; the practice/drilling of which will cure the weakness.

iv) Other Measures:

The work of the teacher does not end here. He/She must ensure that the student continuously practices upon them to ensure that the weakness does not reoccur in future.

To conclude, it may be said that this is indeed a gigantic task with immediate rewards a remote possibility; therefore requires zeal, enthusiasm and a sense of commitment on the part of the teacher to undertake this project.

Last but not the least; the institution has to play a pivotal role to achieve the ultimate objective. The difference between supervised study (study under the supervision of a teacher) and remedial teaching be clearly understood. The supervised study time table be framed in such a way that a teacher should be assigned at least two periods a week in Maths, Science, English and Social Studies (the subjects where maximum weakness is found) as is done in JNV Longowal, Distt: Sangrur, Punjab. The teacher on his part should not just while away his/her time but should perform these activities as suggested above in letter and spirit and then and only then the ultimate objective can be achieved. He/She must remember that if a student fails then: the teacher has failed; the examination system has failed; the evaluation system has failed and by and large the education system as a whole has failed.

Let us now discuss as to how mathematics teachers can help students improve in problem solving?

A teacher can help students become oriented to problems by teaching them the meaning of the problem. He/ She is a psychology teacher. Orientation to problems depends up on a well organised body of knowledge pertaining to a problem. Individual differences exist in problem solving. He can encourage them to verbalize; diagrammatize; and construct models. The teacher should try to create a climate in the class friendly to questions. He should tell him not to persist with an unsuccessful search model. Students should be advised to abandon temporarily the attempt to solve a problem on which they have worked unsuccessfully for a long time and return to it later. Recognition should be given to the student who solves a problem in more than one way and also to a student who is able to find a particularly neat solution.

As the students test hypotheses, some of them ill-conceived, the teacher must be patient and objective least the student test the hypotheses not by trying them out rather by watching teacher’s reactions.

” A bad teacher complains,

An average teacher explains,

A good teacher inspires,

An excellent teacher motivates”

Mathematics derives its main strength from its following features:

1) Abstractness

2) Generalization

3) Logical Consistency

4) Depth

5) Precision

6) Seriousness

7) Elegance

8) Economy of thought

9) Thoroughness

10) Significance

11) Clarity

12) Permanence.

Now, I present some ideas if followed by teachers; students and administration will result in sure and certain improvement in teaching and learning of mathematics.

1) Monitoring of effective teaching and learning of mathematics from class VI itself.

2) Students should write all important formulae chapterwise/topicwise in a separate notebook and repeatedly apply them to solve problems so as to learn them by heart.

3) Mathematics club/Mathematics Laboratory should be formed in the school to promote creative thinking.

4) Methods such as problem solving; question-answer; discussion and demonstration should be used for teaching and learning.

5) Proper method should be carved out to transact difficult; complex; abstract concept in a simple and concrete manner.

6) Teacher should give only a few model solutions on every topic.

7) Students should be made to solve problems by themselves in the class and teacher should hint or prompt only those students who need help.

8) Students should be encouraged to participate maximum in classroom activity.

9) Students should be encouraged to ask questions.

10) Teaching should be made interesting and absorbing.

11) Teachers’ interaction with students should stimulate their adventurous thoughts and divergent thinking to solve a problem in more than one possible ways.

12) Teaching and A-V aids should be used wherever possible for teaching.

13) Clarity of fundamentals and concepts must be ensured at every stage of learning right from class VI.

14) Every student should solve at least 10 different problems by himself every day.

15) Students should practice solving mathematics problems of their own for at least 2 hours every day as a rule.

16) Students should practice enough calculations. They should acquire mastery over quick calculation techniques.

17) Writing skills such as neatness; sped; and accuracy should be developed.

18) Skills to read problems with comprehension and logic should be developed.

19) Home assignments should be preferably typed on a sheet and every student should get a sheet of assignment to solve problems.

20) Students should be counselled and explained with reasons why not to copy solutions of homework questions from their friend(s) to enhance learning.

21) Teacher should correct home-assignments properly and promptly and give immediate feedback.(re-enforcement).

22) Exchange of teacher(s) having mastery over topic(s) from the neighbouring JNV’s for a few days should be done to augment instructional inputs.

23) Unit test(s) and term test(s) should be reliable.

24) Evaluation should be done honestly and immediately, clearly pin-pointing mistakes and their corrections.

25) Test should have concept based question(s) as far as possible.

26) Chapter-wise test should be taken during re-vision and proper feedback should be given for improvement.

27) Continuous Comprehensive Evaluation (CCE) should be done in letter and spirit.

28) Diagnostic remediation should be done timely and immediately after every test, simultaneously teaching and learning of next unit.

29) The Principal and teacher should together talk to the under-performer (achiever) after every test to know his/her difficulty and find workable ways to solve them to build confidence and boost morale of the child.

30) Peer group tutoring for under-achievers can be tried.

31) After every test, question-wise analysis should be done by teachers to short list common and usual mistakes done by the students and their correction should follow.

32) Syllabus should be thoroughly completed as per schedule and intensive re-vision should be taken up for enough practice and assimilation.

33) The teacher should analyse the question matrix to diagnose any flaw with his/her technique and should suitably revise the topic to teach it effectively in future.

34) Absentees in any test should be strictly checked. Any absentee in a test for any reason should be given test as early as possible.

35) Test or examination should be regarded as a compulsion for effective teaching and assimilated learning.

36) Teacher should love and care for every under-achiever; give him individual attention.

37) There should be close rapport between the teacher and every under-achiever. He/She should feel at-ease to approach the teacher to solve his/her difficulty.

38) Teachers and students should be punctual; sincere and regular and work willingly with joy of teaching and learning.

39) Teacher should never discourage any child.

40) There should be good discipline, serene and conducive academic climate pervading in the school.

Role of Reading in Mathematics :

Reading in mathematics play a significant role in improvement of the subject. Let us discuss.

In today’s competitive world, it is said; one must be well read in order to succeed. It is because, ‘it is the basic skill which opens up the window to the world of knowledge which is available in writing form’, according to-“Developing Reading Skills-Series2” a monograph published by Navodaya Vidyalaya Samiti.

At the primary level (up to class VIII), it is agreed that most of the portion consists of problem solving, but even then, importance of reading cannot be undermined. For example, let us consider the statement, “State the converse of Pythagoras theorem”. In case of casual reading, the word “casual” can be overlooked and in that case, the statement supplied shall be just the reverse of what is asked for.

At the lower level,(classes IX to XII), apart from geometry, we require reading in some portions of algebra,mensuration,probability, permutations and combinations etc, else it is too difficult to comprehend the problem, leave alone solving them.

For example, in algebra, the problem can be-“State and Prove the Binomial Theorem for (positive integral index; any index). Now the bracketed part being important here must be carefully read as the statement and conditions of validity of the theorem differ in both cases.

In mensuration, the construction of the correct figure, on which the correctness of the formula to be applied to solve the problem is based, can only be done, when the problem is read carefully. For example, let the problem be-“Calculate the volume of the cylinder with the square base.” A casual reader will just apply ?r2h, r and h having usual meanings, which is an error. In fact the volume has to calculated using the formula (side)2 x h; where “side” stands for the side of a square.

In permutations and combinations, extreme care has to be taken to read a problem to judge whether it is a problem concerning arrangement or selection, as the former is related to “permutations” and the latter is related to “combinations”, and in both the cases, different sets of formula have to be applied altogether.

As for as probability is concerned, the correct solution of any problem requires effective reading and in fact it is the only key to success in this branch.

At the higher level, wherein a student is subjected to a feast of theorems many of them by the same mathematician in one or more branches, a thorough reading is a must or else it may lead to Confusion.

At the research level, reading has no substitute as the technique of reading the research papers only enables one to see what others do at times. Thereby one comes up with a problem to ponder on. Thus reading forms the very basis of research work.

The teachers of Mathematics in the Vidyalayas perhaps fail to take note of this aspect of the subject and train the students for problem solving only. This is to my mind one of the most powerful reasons for dismal performance in the subject.

Hence, efforts should be made by them to see this guide of the problem as well and it is assured that the performance in the subject will improve.

That the students have really improved in mathematics can only be said with certainty if it is verified. The tool for it is the examination. The marks obtained in the examination will certify the claim. Therefore, thorough preparation is a must for examination. As such, I am suggesting certain guidelines which if the examinee follows scrupulously, will surely reap rich harvest in terms of marks.

The guidelines may be divided into two parts: Those which should be followed while preparing for the examination and those which should be followed while writing the same.

Guidelines for preparation:

a) Be a systematic and determined person to have a strong urge to succeed.

b) Check your level of preparation periodically till last moment both topic wise and marks wise.

c) Identify your weak areas and derive strategies to work on them.

d) Give equal importance to all topics

e) Do not waste your valuable time in repeating problems.

f) Revise and re-revise the course focusing on weak areas.

g) Collect the tricky problems and mention their trick (s) against them—frequently revisit these problems.

h) Categories the problems so that you may have command over large number of problems in less time.

i) Utilize each and every second in preparing yourself for the ultimate ordeal.

Guidelines for writing the Examination:-

a) Revise each problem carefully after solving it.

b) Attempt a problem after reading it at least twice. Check whether you have copied down the problem correctly before attempting it to solve.

c) Attempt first your familiar and precise problems practiced thoroughly.

d) Next, do the problems which appear solvable. If you fail to do the problem in your fist attempt, revise it at once. Do it as rough work (provided you are sure that your method is correct). In this way you will be able to complete most of the problems.

e) Next, attempt the problems which are unknown to you write whatever you know about the problem e.g. the formula to be used, first few steps of its solution etc.. This will fetch you extra marks.

f) Finally always keep some time for final revision and you must invariably revise the whole paper before submission. This helps you to detect minute mistakes which might have gone unnoticed in the absence of such a revision.

g) Always maintain neatness while writing the answers as this will have a very favourable impression on the examiner.

h) If you do proper study and still the question paper appears to be tough you must understand that the same must have been felt by al the examinees appearing in the examination. You should not therefore be nervous. What you should have to be cautious about is that no mark is deducted from your solved problems.

i) Never resort to copying in the examination as this will have a telling below on your self-confidence which will not be in god stead for you.

Finally, you must know that the paper is set in such a way that it can be completed in 3 hours time by an above average examinee. Therefore, one must not worry unnecessarily about the myths that the paper was lengthy, it involved lot of calculations, the paper was tough etc.

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(ArticlesBase SC #1057098)

prabhat marwaha -
About the Author:

PRABHAT MARWAHA
M.SC MATHS, B.ED.
15 YEARS TEACHING EXPERIENCE TO SENIOR CLASSES.
PRESENTLY WORKING AS VICE PRINCIPAL IN JNV
LONGOWAL, SANGRUR, PUNJAB (INDIA).
EMAIL-ID:prabhat.marwaha@gmail.com

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Management of educational resource center in tertiary institutions for effective pedagogy in nigerian schools

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In this 21st century the volume of information is so high that no single individual can be in the position to contain it as it is today. The increase in information has without a deliberate effort caused a corresponding increase in the knowledge and quantum of information student teachers in our tertiary Institutions are expected to cope with. Our experiences have shown that the expansion of curricular with the inclusion of new subjects and courses and the frequent review of the content of the existing ones to include new topics, have given rise to what may be called today knowledge and information implosion. This is the situation where our learners even our student-teachers are expected to cope with a lot of information, knowledge and skills from a barrage of sources and presented in a wide variety of modes and media. Knowledge explosion as it is presently witnessed in this century has given rise to certain educational challenges. These challenges include faster ways of transmitting or disseminating knowledge and different modes of communication that will be very effective and efficient. These and other challenges can be sufficiently addressed by the use of newer media and techniques. For instance, apart from other qualities of the information and communication technologies (ICT), it makes information transmission faster, more effective and learner friendly. The introduction of ICT based education is, among others, an attempt to meet these educational challenges. This exemplified in the fourth edition (2004) of the National Policy on Education (NPE) which clearly states the broad objectives of Educational services under which Education Resource centers (ERC) are established to house Instructional Resources.

According to Oby (2000) Educational Resource Center is a place where learning Materials, services and Facilities are acquired, produced, classified and stored for easy retrieval when

needed. This education Enterprise encourages Interaction and cross-breeds ideas for the end users.

Oby (2000) identified different names given to Educational resource Center to include but not limited to media center, Learning Resource center, Resource Center, Center for curriculum and Instructional development.

Instructional Resources

The term resource like instructional material are those materials that carry information required by learners. Our environment is filled with such materials and channels which range from simple materials such as the drums, money, slides, charts to complex media. Such as television, computers and satellite.

According to Walton (1975) in Ike (2006) in current usage resources include the hardware and software that in less recent times were called “teaching aid” Systems concept obsolete the once familiar views of media as “instructional aid”. They also stressed that media alone can teach when thoughtfully programmed and when presented in an environment conducive for learning.

Ike (2006) observes that a resource includes anything which may be an object of study or stimulus for the learner, including books, periodicals, newspaper, radio, television programs, videotapes, compact disc, flash drives, as well as individuals and objects in the community. Walton (1975) in Ike (2006) describes a resource as everything which is planned to contribute to the education enterprise and they include school plant, teachers, materials and equipment, the school environment, national parks, museums, libraries and institutions which contribute to the educational enterprise. In all, these resources could be categorized as follows: Realia, Visual, audio, audio visual, simulation and games, community based and electronic. These instructional resources are better managed and organized in resource centers.

Resource Centers

There are reforms in most sectors of our economy. The educational sector is not an exception. Therefore, the present education reforms going on in Nigeria since 1999 are Governments response to non-performance of the sector. Especially the products of the systems are not meeting the needs of the society. It was also identified and pursued that in trying to rebuild and make the system functional, there was a need to start from the basic ingredient of learning. That basic ingredient is availability of instructional resources.

The instructional resources are managed and organized in resource center. According to Ngoka (1995). Resource center is a service area providing for the use and distribution of information to students and teachers in multimedia forms to facilitate the teaching and learning process.

According to Dike (1988) in Eze (2002:48) Resource Centre is a

building in or outside the school system with adequate spaces, staff, software and hardware materials, where learners may go and study either individually or in a group or consult with staff of the centre and where facilities exist for determining individual differences and where instructional materials tailored to meet there individual differences of learners can be produce, utilized and disseminated.

Eze (2002:49) sees it as an area, or complex of areas

equipped with diversity of print and non-print media material, types of audio-visual equipment and programmed instruction, and designed to various learning styles and needs both through physical design and through the application of a systematic process approach to individualization of instruction.

Resource centre therefore should provide enough information, regarding location, organization, material and resources person outside the institution, which will enhance and promote learning. A resources centre for the 21st century should have space for various types of activities. The equipment for the best practice for the production of instructional materials, reprographic unit, recording studio, computer terminals, and photographic darkroom.

A cursory look at the description of Resource centre, it could be seen that Resource centre stresses on individualization of instruction and the development of life relevant process skills in the learners. A resource centre can be either centralized, decentralized, or co-ordinate, depending on many factor, such as; fund, objectives of the organization and available resources (Abimbade 1999)

Beeswick (1972) in Ike (2006) described a resource centre as an agency for stimulating the active creation and use of a resource collection including the six elements of:

Production of home-made resources
Selection and acquisition of other resources
Classification and indexing of retrieval
Storage
Use, including guidance, lending and borrowing.
Evaluation and weeding of obsolete media.

However, the National Policy on education (NPE2004) has given the broad objectives of a typical resource Centre as follows

develop assess and improve educational programmes.

ii. enhance teaching and improve the competence of the teacher.

make learning experiences more meaningful to the learner.

iv. make education more cost effective.

v. develop and promote an effective use of innovative materials in schools.

vi. promote in-service education

promote the use of ICTs in schools

it should be noted that resource collection simply means a multiplicity of such items gathered by various individuals. The items and activities coordinated by a resource centre may not always be centralized in one place, but maybe where there is a space, provided for its establishment.

The activities of a resource center can be located at different areas of the college compound in that situation, the activities will be centrally controlled. That means all the activities will be regarded as parts of one total set-up called centre for educational technology(CET) in Colleges of education, Polytechnics and Universities.

Centre for Educational Technology (C.E.T)

Centre for Educational Technology is a resource centre set-up In Colleges of Education, Polytechnics and Universities. Colleges of Education for instance produce N.C.E graduates for Primary and secondary Schools and first degrees in collaboration with cooperating universities. A model CET in the 21st century according to Ike (2006) is expected to perform the following function.

build up a pool of basic instructional materials
acquired relevant instructional materials
Providing campus electronic communication media services for academic services, administrative staff and students.
Providing professional assistance to staff and students in the design, production, utilization and administration of instructional materials.
Providing training in the use of educational media for the student and staff of the institution.
Organizing workshops, seminars, orientations for students staff and other media users on the use of media for the teaching and learning process.
Coordinating and providing communications services for lecturers, instructors and other college functions (video coverage, public address, projectors, radio and close circuit television systems).
Planning and carrying out research activities in the field of educational technology.

Organization of Centre for Educational Technology.

The Centre for Educational Technology in tertiary institutions are very central in the academic and non academic functions of the institutions. CET is aimed at promoting and ensuring effective and also efficient teaching-learning process. It is also devoted to rendering general services to the institutional immediate community. Organization therefore has to do with the day to day running of CET.

Academic Organization.

CET takes the teaching and learning process beyond the conventional classroom to an interactive and activity based process. This is often done in a simulated microteaching lesson. The microteaching cycle gives the student-teacher opportunity to practice and acquire the skills one at a time for eventual use in the primary and secondary schools. This microteaching process is a cyclic activity which is devoted to the practice of one component of the skill. In Alvan Ikoku Federal College of Education, Owerri, the Microteaching cycle is completed within two weeks. In the first week the student-teachers plan-practice-observe(critique). In the second week the student teachers replan – repractise – reobserve.

Student-teachers are not made passive listeners using only their imagination in the course of learning in the simulated microteaching lesson in the laboratory. The student-teachers are made to play an active role so that they understand the relationship between theory and practice.

ii. Instructional Resource Section.

Instructional Resource Section of CET is where various categories of the materials are on identified on shelves for easy retrieval. The materials are carefully labeled and placed for all to see. However the non-identified materials are grouped based on the subject areas they cover in the curricular; labeled and placed accordingly on the shelves. Graphic materials such as graphs, posters and charts can be laminated and hung around the room.

iii. Graphic section.

In this section, the Graphic Artist scripts documents and produces identification labels used in instructional resource section. The College and school certificates and properties can be scripted and identified here

iv. Photographic Section.

The photographic section handles all the photographic needs of the College and schools within the laboratory.

v. Electronic Section.

In A.I.F.C.E. Owerri, this section takes care of the slides, audio and video tapes, video players and projectors. Maintenance of these equipment are also done in this section.

Management of Centre For Educational Technology.

Educational Technology Centre from our discussion so far is good example of Educational Resource Centre. Its management in 21st century involves shifting from theory to practice in our schools. Management of Educational resource centre therefore includes running, administration and controlling of the activities to ensure effective pedagogy in Nigerian schools. To manage Centre for Educational technology therefore, there is need to have professionals who must be present to function in every position. The positions required for Centre for Educational Technology in University and Colleges of Education are shown below graphically.

Organizational charts of Centre for Educational Technology in the Universities Colleges of Education and Polytechnics

HEAD

HEAD OF UNITS OF TECHNICAL SERVICES

Electronic and Electrical.

Mechanical Workshop

Radio and TV studios

Research and Consultancy

HEAD OF UNITS OF INSTRUCTIONAL DESIGN AND PRODUCTION

Graphics

Photography

Reprography

Media Design

Cinematography/Video

Research Consultancy

HEAD OF UNITS OF INSTRUCTION AND UTILIZATION

Resource Library.

Training and Utilization

Research and Consultancy

Source : Federal Ministry of Education Lagos – JCC report 1991

Committee report on Educational Technology May,1991

One of the functions of CET in the tertiary institutions as indicated earlier include “providing, professional assistance to the staff and students in the design, production and administration of Media Materials for the improvement of teaching and learning.

A good resource centre therefore should have the following professionals.

- Educational Technologists;

- Language specialists

- Graphic Artists and Assistants

- Photographer and Assistants

- Librarian and Tutor librarians

- Reprographic Materials

The above Staffers can be grouped into:

(1) Professional Media Specialist Staff. This caliber of Staff must be university graduates with a good background as an educational technologist. The head of CET must be drawn from this Group: most of the time they are lecturers and Media Librarian.

(2) Administrative Support Staff. This group of staff is drawn from the registry Department. They include Administrative officers, Executive Officers, Clerical Officer Typists, Drivers and finance officers.

(3) Technical Staff: the technical Staff is drawn from the works Department in the area of design, installation, operation and maintenance. The staff may include Engineers, Technical Officers/Technologists and Craftsmen.

The above staff members in the CET management team are there for the needs of the primary and secondary pupils and student Instructional Need of School.

Instructional Needs for schools.

The essence of the new basic education has significantly the need for instructional materials at all levels of schooling. This is relevant since it is believed that instructional materials ensure the effectiveness of the teaching and learning through, among others concretizing ideas, engendering creativity. Such effectiveness is predicated in the obvious advantages which instructional materials inject into teaching and learning situations. In line with the foregoing Hoban et al in Nwosu (1991) & Ike, Chimezie & Iwu 2002 had asserted that when properly used instructional Materials could achieve:

1) Supply a concrete basis for conceptual thinking and reduced meaningless word responses.

2) make learning more permanent]they have high degree of interest in pupils

3) offer a reality of experience which stimulates self activity on the part of pupils.

Adequate use of relevant materials would help the teachers effort, such that he could be more efficient and effective in his teaching. For example, he can use the materials to guide thinking, when he wants to discuss concepts that are too abstract for the pupils level, like in the teaching space travels or the space exploration. The teacher can therefore use the needed materials to present the facts and information to his pupils. It is therefore expected that student-teachers in their design and production of instructional materials, they should be tailored to the curricular content of various levels of pupils in our schools. This is imperative because schools may request these instructional materials for their classroom instruction.

Production of Instructional Materials by Students-Teachers

No medium can be all things to all learners. The best that can happen is to meet his learning needs. To meet these needs. Local production is often required local production can be the result of definite request from primary and secondary schools. As it is done by staff demonstration schools at Alvan Ikoku Federal College of Education (AIFCE)

The Locally produced media at AIFCE are more receptive to the three general characteristics of effectiveness. i.e relevance, fit and validation. The Local Production is accomplished better because it is supervised and conducted by a production specialist.

Special Services to Primary and secondary schools

Educational Resource Centre has the potentials to serve the educational Interests of Primary and Secondary Schools in Nigeria through Special Exhibitions, and Auditorium Programme.

Special Exhibitions of instructional Materials are designed to encourage self-instruction on the part of Young People. This approach was simple-narrative labeling, including audio-Visual devices aimed at attracting attention. Stimulating Interest and Providing graphic or dramatic explanation.

Auditorium Programmes according to Onyejemezi (1991) have been tried including educational and documentary films, illustrated with slides, Films, power points, Video Films, Compact Disc, Digital Video Disc. Lecturers offering social programmes for Pupils or teachers during Long Vacations, may use this as all enrichment exercise.

Another approach of offering School Services is through providing for Primary and Secondary Schools on a regular intervals, distribution of ERC materials which may be Used by the Teachers for Instructions.

RECOMMENDATION

Educational Resource Center is pivotal and highly needed in teaching and learning in our primary and Secondary Schools. Teachers in these Schools should be knowledgable both in content and resources needed to drive home the curricular content. In view of this we make the following recommendations.

Head teachers and Principals should encourage their teachers to visit Educational Resource Centers of tertiary Institutions in their environment.
Student-Teachers in our tertiary Institutions should be asked to produce instructional Material that will meet the instructional needs of a particular level of our School System.
Students should be made to produce different types of instructional Material on a given topic or content.
Centers for Educational Technology in our tertiary institutions should have an Educational Technologist as Head.
Centers for Educational Technology should be Organised and Managed to meet the needs and challenges of its immediate environment.
Primary and secondary School Teachers should be trained and re-trained in the art and science of teaching using the skills.
Teachers in our school systems should be exposed to the appropriate Utilization and production techniques for effective teaching.

Conclusion

The concept of Educational Resource Centre in our tertiary Institution is anchored on the fact that it is one of the best strategies for creating institutional readiness for Instructional Innovation using the instructional materials.

In an attempt to ensure maximum teaching and effective learning in our schools, Centre for Educational Technology is mandated to design, produce instructional materials that are tailored to the needs of the pupils and student in our schools. These instructional materials are stored In a specialized place for the safe keep and easy retrieval system when needed.

This place called Centre for Education Technology is managed by highly professional staff who ensures that the objectives of the centre are maintained for the services of the students and immediate environment.

References

Abimbade. (1997) Educational resource Centre. In A. Abimbade, Principle and Practise of

Educational Technology. Ibadan International Publisher Ltd.

Erickson, G .W .A. and Cur D. H (1972). Fundamental of teaching with audiovisual technology (2nd

Ed) New York : The Macmillan Co

Eze Rock (2002). Organization and Management of Educational Resource Centre in I.Elekwa and

Rock Eze (Eds) Foundations of Educational technology. Aba Logicate Media Ltd.

Ike G.A., O.S. Chimezie, A.O. Iwu 2002). New educational technology. Owerri Onii Publishing

House .

Ike, G.A. (2006). Organisation and Administration of Educational Resource Centre. In A.O. Iwu,

G.A.Ike and O.S.Chimezie (Eds). Perspective on Educational Technology. Owerri Peace

Publishers Ltd.

Ngoka, G.N. (1995). The organization of Centre For Educational Technology. In F.A.Okwo and

G.A.Ike (Eds) Educational Technology: Basic Concepts and Issues. Nsukka: University Trust

Publication.

FRN.(2004). National Policy on Education. Lagos NERDC

Nwosu.O.(1991). Production of Instructional Materials: Its Imperative for the survival of the 6-3-3-

4 system of education in austere times. In I.Imogie, D.A.Onyejemezi, M.A. Mkpa & I.L.

Anukam (Eds).Trends and Research in Educational Technology in Nigeria. Ibadan Y-

Books

Oby Nwafor(2000). Educational Resource Centre. In Oby Nwafor and A.B.C Ugwu. (EDS)

Essentials of Educational Technology. Enugu. Fred – Ogah Publishers.

Onyejemezi D.A. (1991). The museum a strategy for increasing Educational Resources in a depressed Economy. In I.Imoge, D.A. Onyejemezi, M.A. Mkpa, I.L. Anukam (Eds) of education in

austere times. In I.Imogie, D.A.Onyejemezi, M.A. Mkpa & I.L. Anukam (Eds).Trends and

Research in Educational Technology in Nigeria. Ibadan Y- Books

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Iwu Alex O. -
About the Author:

Dr A.O.Iwu is a Chief Lecturer at the Alvan Ikoku Federal College of Education Owerri, Imo State Nigeria.He has many years of vast and rich experience in the domain of Educational Technology viz a viz teacher training. A teacher trainer of many years experience.

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WiMax for University Students: Why Schools are Choosing the New Wireless

Tue, 22 Feb 2011 21:41:10 +0000

WiMax for University Students: Why Schools are Choosing the New Wireless

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Home Page > Technology > Communication > WiMax for University Students: Why Schools are Choosing the New Wireless

WiMax for University Students: Why Schools are Choosing the New Wireless

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In terms of being on the cutting edge of technology, universities and colleges are expected to know what’s what. After all, an institution cannot possibly hope to charge its students a premium price without providing ways to try out the newest advances, whether in the science lab or even the computer lab. And ever since the rush to get wired, most colleges around the country have started providing their on and off-campus students alike with some sort of networking capabilities and internet access.

One of the big benefits to having an on-campus network is storage space. For students who might share laptops or not have access to wireless internet on a regular basis, it’s helpful to know that you can pop into the computer lab at school and access a file with all of the information needed for a specific class project, or save a file you’re working on in your own personal folder for class and rest assured that it will stay safe there. Even for those students with laptops, most hard drives won’t hold everything needed for five full classes a semester, so being able to keep items in a secure space online is a huge help for space and peace of mind.

The only downside of computer networks for schools is that they only go as far as the wireless internet lets them. This means that if your dorm room or off-campus apartment is out of reach of the school’s internet, then you won’t have access to those files to work on except during school hours or on-campus. Likewise, if there’s no space in the computer lab during a rush time–like finals–and you desperately need to look at the review sheet hosted online, you’re going to have to find a friend’s computer to borrow.

Or you used to, until WiMax made its way into the heart of post-secondary education in the States. A number of schools around the country, including Northern Michigan University, are starting to invest in this new form of wireless that goes wherever students go instead of stopping at the gates to campus. In some cases, it’s not just the college, but the entire college town, that’s wired, meaning that whether you’re sitting in your favorite coffeeshop, studying with friends, or back at your apartment, you’re all set with your internet connection–and your link to items on the school’s server.

The ability for students to have unfettered access to important school resources while still doing normal online things like checking email and obsessively updating Facebook is one of the biggest reasons that campuses across the country are starting to look more clearly at WiMax when planning their technological trajectory for the upcoming decade or so. And unlike having to set up an entire wireless network or relying on T1, deciding to go with the new wireless means less hassle and set-up for most colleges, as companies offering these services are eager to introduce them to a larger market, especially one consisting of college students who might be apt to purchase their own internet services after graduation, when access to the school’s will be a thing of the past.

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You don?t have to be in school to enjoy wireless internet service. With clear internet, the latest step in getting online can be yours, hassle-free.

Gov. Perry challenges schools to create $10,000 bachelor’s degree program

Thu, 17 Feb 2011 21:24:20 +0000

Gov. Perry challenges schools to create $10,000 bachelor’s degree program

Gov. Perry challenges schools to create $10,000 bachelor’s degree program
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Future schools for today’s students

Wed, 16 Feb 2011 21:39:31 +0000

Future schools for today’s students

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Home Page > Education > K-12 Education > Future schools for today’s students

Future schools for today’s students

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Many students today do not know what it is like to live without their electronic devices, from mobile phones to game consoles to computers. This is no bad thing. The workplace increasingly is stuffed with electronic tools. And it will be more so when today’s students join the workforce. They had better be prepared. Familiarity with technology will be among the key attributes future employers will look for. Schools have been introduced to use of technology, such as video conferencing, blogs and podcasts in classrooms as part of a project . Students equipped with computers and tablet PCs, while teachers will use tools such as 3-D software, games and digital music players to teach subjects like, English , sciences and mathematics. While computers are commonplace tools in classroom, libraries for research and project work, schools will go one step further, by selected technology across all subjects.

Classrooms are fitted with interactive touch screen whiteboards. Students like to use the whiteboard because it’s fun–and teachers lets students play very lively games. With the use of these technologies, English, maths and Science teachers have been able to introduce more tasks and activities in class. The students are more engaged, and even the quieter ones participate more. Beside, some schools are plans to extend learning beyond classrooms through forums, chatrooms and video-conferencing. For physics subjects, students using their tablets PCs, global positioning devices and data loggers as tools for studying heat transfer. Teachers want to equip students with the skills they will need for the future-and push for innovation and transformation of the students experience and to extend the study are as immediate community and even globally. So while parents need to monitor the time their children spend on the more frivolous aspects of electronic gadgetary, there is no question that being adept with technology is a virtue. And it is one that is being nurtured in schools. Therefore, technology must be integrated into education in ways that make sense. In much the same manner that it is adopted by industry and in the office environment to help productivity. In education, productivity means enhancing the way knowledge is imparted. But in doing so, care must be taken to ensure that traditional skills continue to be taught.

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To observe good practice, exchange ideas and sharing knowledge.

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MATHEMATICS LABORATORY IN SCHOOLS

Sun, 13 Feb 2011 21:40:47 +0000

MATHEMATICS LABORATORY IN SCHOOLS

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MATHEMATICS LABORATORY IN SCHOOLS

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MATHEMATICS LABORATORY IN SCHOOLS

It is a place where:

1) Students do experiments with numbers and geometrical shapes and try to generalize these patterns.

2) Students do most of their calculations with the help of scientific calculators.

3) Students draw graphs of large number of functions with the help of scientific or graphic calculators and try to become familiar with graphs of all the functions they usually deal with.

4) Students solve real life problems with real data because complex calculations are no longer a major consideration.

5) Students express their answers to mathematics problems in decimal numbers and not in symbols and have a good idea about their magnitudes.

6) Students get practice in estimating orders of magnitudes and obtaining approximate answers when exact answers are difficult to find.

7) Students make charts and models to illustrate mathematical ideas.

8) Students do almost all the work themselves, of course under the guidance of teachers, but the students are active all the time and are involved with what they are doing.

9) The creativity of students is allowed free play.

10) Students solve graphically equations involving all types of functions.

11) Students are free to discuss among themselves and with the teachers; in fact students and teachers form joint investigating teams.

12) Students find areas and volumes of both regular and irregular solids.

13) Students undertake projects both in mathematics and its applications.

14) The concepts and theorems are not given to the students; these arise naturally from their investigations.

15) Interfaces between algebra, geometry; probability; calculus etc are freely investigated and discussed.

16) Attempts are made to interpret every symbolic solution.

17) The process of mathematics is emphasized much more than the product of mathematics.

18) Students are encouraged to find alternative solutions and alternative methods of solving problems.

19) Students enjoy learning mathematics.

Before we proceed further, let us explore as to why students do not fair well in mathematics. The reasons are not difficult to find.

It is not because:

i) Students are unable to solve certain problems,

ii) Or, students are not able to memorize formulae etc.

But, it is due the fact that there are some inherent weaknesses in the teaching of present day mathematics. These are listed below:

1) Mathematics is taught as an abstract subject.

2) Mathematics education is far removed from applications.

3) Mathematics is taught as an isolated subject.

4) There is too much emphasis on symbols and their manipulations and relatively little on problem solving.

5) Too much time is spent on routine monotonous drill type arithmetical calculations.

6) The goal of mathematics education appears to be passing examinations in mathematics and not understanding mathematics and its applications or developing capacity to think mathematically.

7) Instead of developing creativity, mathematics education encourages conformity to standard methods.

8) It trains students to think that there should be only one method of solving mathematics problems.

9) It trains students to think that there can be only one solution to a problem.

10) Mathematical proficiency is often confused with proficiency in making arithmetical calculations.

11) The process by which mathematics is created is seldom taught or emphasized.

12) Mathematics is presented as a purely deductive science though it is also as much an experimental science as physics or biology.

13) Geometric and Physical visualizations remain very weak.

14) Even geometric objects become just relations between symbols and are not curves or surfaces.

15) It convinces the students that the only law which matters is the linear law.

16) Students develop no idea of the order of magnitude of the results they get.

17) Students are passive learners.

18) Students do not talk mathematics, discuss mathematics or think mathematics.

19) Mathematics is taught as a collection of topics.

20) The historical development of mathematics is never emphasized.

Thus the objective of a mathematics laboratory is to:

a) Remove the weaknesses of present day mathematics education which the mathematics laboratory and the mathematics laboratory alone can do it.

b) To develop the much needed confidence in students.

c) To generate interest in the subject.

d) To make the students divergent thinkers.

Having seen “WHAT” and “WHY” of a mathematics laboratory let us now discuss the “HOW” of it.

Time-table Re-scheduling:

While preparing class-wise time-table, in JNVs, the provision for mathematics practical periods may be made in the following manner:

From classes VI to X, there is a provision of one theory period of mathematics in each class in every day working time-table. Also in each class two periods for “ART” are allotted per week. It is suggested that one theory period of mathematics may be combined with one period of art and the combined periods may be re-named as “MATHEMATICS PRACTICAL PERIODS”. This way in five days each class will have an opportunity to visit the laboratory. As regards classes XI and XII are concerned, the students normally opt either mathematics or biology. The students opting mathematics can be taken to the laboratory during the practical periods for biology.

Layout of a mathematics laboratory:

The ideal mathematics laboratory will have the following sections:

1) Section for job discussion and planning the solution.

2) Section for making sketches, drawings for taking observations.

3) Section for reporting the results.

4) Section for making the working models as per job specifications.

5) Computer section for doing experiments of mathematics on computers.

The above sections (steps to be performed by students) need be discussed by the teacher in-charge, in the laboratory. Before the children are asked for execution, the teacher should explain the planning part as well as he/she should help them in identifying the appropriate solution in respect of choice of proper tools and their use in execution. The teacher should also explain the use of computers in finding the solution and the method of checking the accuracy of the solution already found in the laboratory.

Furnishing Mathematics Laboratory:

Sufficient furniture should be provided in the laboratory to do experiments and at the same time for displaying the working models and other means of taking observations; to carry out experiments and make a clear understanding about the use of procedural tools in engineering projects. These models are made out of discarded toys and waste articles found around us. This approach boosts the creativity, scientific development of the brain of the children, and satisfies their zeal to do something new and unique.

Raw Materials:

To enable the students to work in a mathematics laboratory, there should be a few cupboards to store raw materials, which can be issued to the students when they come to the lab for doing practical work. The list of some of the essential raw materials is as under:

I) Circular discs: Plates of different diameters may be cut on thermo Cole sheets or may be plastic metal discs purchased from the market to determine the value of ? or such other experiments.

II) There should be square/rectangular plates cut from thermo Cole sheets, different solids like cone, cylinder for drawing different shapes and making observations for various computations.

III) A thick card sheet, capable of folding, to prepare packing boxes, envelops etc or other small objects.

IV) The students will be required to use drawing sheets, graph papers, cutting tools, thread, small balls made of different materials, ready reckoners, rubric cube, calculators etc.

Measuring Equipment:

1) Measuring tapes 30m; 10m; 2m; 1m and smaller lengths, arrows (iron wire nails 20 to 30 cm long; 2.5 mm in diameter)- they act as pegs to mark points on the field ; pipe hole 1m long ; 10 mm in diameter, pointed at one end; painted with red and white strips- used for making solar observations and determination of N-S direction at a place and also finding out the angle of elevation of the Sun at any time.

2) Plain mirror, plum bob suspended from a hook, drawing board , mini drafter, vernier calipers , working models to verify law of parallelogram of forces, triangle of forces etc.

Display models:

1) Children are assigned task to imagine suitable design data to prepare models and keep them for display in the lab. This includes different types of packing boxes; tents-pyramid shaped; circular and dome shaped etc.

2) Storing typical shaped tin cans or paper packets like a tetrahedron; prism; cylindrical shaped which are available in the market for packing milk or juice. The children are assigned task to imagine suitable design data to prepare attractive packets for liquid contents.

3) Certain models are prepared to demonstrate the principles used in making some scientific instruments, e.g. optical square; cross staff; periscope; kaleidoscope etc. The students thus come to know the use of such scientific equipments.

Working Models:

1) Plane co-ordinatograph: It is a model prepared in the lab and used for making observations of co-ordinates of various points in a plane. This is of great help to explain the basic concepts of co-ordinate geometry in two dimensions. Students are asked to take observations of points and write equations of incident ray; reflected ray; equations of circles; parabola; plane; straight lines; tangent lengths etc on the basis of co-ordinates observed on the working model. The students can understand the transformation of one system of co-ordinates into the other, trigonometric ratios and their applications etc.

2) Plane Space Co-ordinatograph: It is a model prepared in the lab and used for making observations of co-ordinates of various points in the space above the surface. This is of great help to explain the basic concepts of co-ordinate geometry in three dimensions. Students are asked to take observations of points in space; write equations of straight lines in space and locate points in space. The students can understand the transformation of one system of co-ordinates into the other. With such experiments, children come to know how to determine the distances of cloud; sun; moon; space craft at the time of Arial photography etc.

3) Dip Measurement Model: It is a model made out of transparent plastic cylinder to represent railway tanker. This demonstrates how easily the liquid contents or the volume can be determined in case of cylindrical tanker making few observations.

4) Water analog model: It is a model to take observations for filling the pool by different taps having different rates of discharge. Such observations enable the students to formulate quadratic equations and find out their solutions. Such working models analogy can be applied in solving different types of problems related to the formation of quadratic equations on the basis of given conditions. Also the observations may be used to tackle problems based on dispersion theory and determination of the most probable value in a set of observations.

5) Model To Make Observations of Time Periods: A pendulum is suspended in the lab and time period for the oscillations are observed. This leads to the value of g, the acceleration due to gravity.

6) Equilibrium Forces Analog Model: This model is used to formulate the equations of equilibrium.

The Concept:

On the lines of science laboratory, the concept of mathematics laboratory may be visualized and developed. It is a place where every one should get an opportunity to establish correlation of one subject with allied subjects.

The basic linear equation answering the needs of mathematics laboratory is:

Ml = aiXi + bi Ym + ciZo ; where:

Ml denotes activities in mathematics laboratory.

Xi denotes necessary infra structure.

The coefficients are:

a1 denotes library and reference books.

a2 denotes furniture layout.

a3 denotes laboratory equipment- Computers; Calculators; Geometry Box; Cutting Tools; Letter-Stencils; Drawing Equipment; Mathematical Charts; Logarithm tables etc.

Ym denotes necessary mode of working and management tools.

The coefficients are:

b1 denotes Computations leading to desirable outputs.

b2 denotes Making drawings and sketches to explain the procedure.

b3 denotes Analysis and decision from set of observations.

b4 denotes Field layout and model making to achieve the objectives.

Zo denotes the number of objectives associated with the activity.

For example: an activity for determining the nature of ? may have the following objectives:

c1 denotes : What is ??

c2 denotes: What is the value of ??

c3 denotes : Whether ? is rational or irrational?

Now finally I suggest some activities which can be done in the mathematics laboratory:

1) Mathematics laboratory- Definition.

2) Activity 1: Mathematics laboratory- Introduction.

3) Activity 2: Half Life.

4) Activity 3: One-Less.

5) Activity 4: Doubling.

6) Activity 5: Span.

7) Activity 6: Roller.

8) Activity 7: Center-Point.

9) Activity 8: Bigger.

10) Activity 9: Equals.

11) Activity 10: Side by Side.

12) Activity 11: Paper art.

13) Activity 12: Cut Away

14) Activity 13: Impossible Challenge.

15) Activity 14: Get triangle equal in area to a parallelogram.

16) Activities 15, 16: Quick Calculations.

This is not the exhaustive list of activities to be performed in the laboratory. Many more activities may be thought of and performed in the laboratory.

The details of the above mentioned activities are available in the accompanying CD. These can be viewed using Microsoft Power Point and clicking to view slide show.

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PRABHAT MARWAHA
M.SC MATHS, B.ED.
15 YEARS TEACHING EXPERIENCE TO SENIOR CLASSES.
PRESENTLY WORKING AS VICE PRINCIPAL IN JNV
LONGOWAL, SANGRUR, PUNJAB (INDIA).
EMAIL-ID:prabhat.marwaha@gmail.com

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PRABHAT MARWAHA
M.SC MATHS, B.ED.
15 YEARS TEACHING EXPERIENCE TO SENIOR CLASSES.
PRESENTLY WORKING AS VICE PRINCIPAL IN JNV
LONGOWAL, SANGRUR, PUNJAB (INDIA).
EMAIL-ID:prabhat.marwaha@gmail.com

What They Do not Teach in Business Schools?

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What They Do not Teach in Business Schools?

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What They Do not Teach in Business Schools?

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INTRODUCTION:

India has around 1400 Business schools accredited by All India Council for Technical Education (AICTE) and produces management graduates seven times than that of United Kingdom. But we could not produce the best business leaders and managers across the world from our B Schools. We often glorify frequently about our quantity of management education but not about the quality. Presently Harvard University stands first in the top US list of B schools and INSEAD stands first in the non-US list of B schools in the world. What is the official ranking of Indian management institutions across the world? Unfortunately none of our B schools stands in the top 100 list. What ails our B schools? It is high time we introspected honestly and thoroughly.

B SCHOOLS AND MBA:

Every year nearly two lakh MBA aspirants take part in Common Admission Test (CAT). Right now there are 1.25 lakh full time students and one-lakh distance education students pursuing MBA. What makes them to be crazy after MBA tag? Is it because it offers wider opportunities to grow professionally or to get fat pays and perks? It is, in fact, a debatable issue. Especially after the opening up of Indian economy in early nineties, many private players jumped into the bandwagon of creating many B schools with money spinning attitude. It is very difficult to predict how many institutions will survive and succeed and how many will go into the dustbins of history. The institutions are in a great hurry to create managers in quantity but not quality.

Students are also, in general, find it fancy to go for such courses so as to have firm foothold in their career. Statistics reveal that IIM-A selects one out of 400 aspirants as against the one in 20 aspirants of US B schools. Newspapers and magazines also come out with screaming headlines about the prestigious degree. Such headlines make the students crazier after MBA degree.

The MBA degree has its brainchild of American educational system and in early fifties Indian Institute of Management (IIMs) have been established in India to provide management education. Ever since, IIMs have become the official, authoritative and commendable institutions in India. Although it is nearly more than half a century, we could not produce Indian management gurus across the globe and it is a matter of great regret to note. The business education system is American in content and context and also by nature thus resulting in creating critical gaps in the system.

MANAGEMENT EDUCATION IN ENGG. STUDENTS:

The present trend indicates that there is more number of people of technical background (B.E and B.Tech) entering B schools. The MBA enhances career prospects for engineering graduates. Engineers, by qualification, are sound technically and can excell as technical leaders. But having an MBA becomes another extra lifeline to scale the corporate ladder quickly. The combination of technical and managerial skills will prove handy and make the people as an effective business leaders and managers. It is because of these reasons the engineering graduates need to pass in managerial subjects to groom them as effective managers.

The subjects like ‘Management Science’ (M S) and ‘Managerial Economic and Financial Analysis’ (MEFA) have been added in the JNTU (Jawaharlal Nehru Technological University) syllabus for engineering graduates. In Management Science, the basic concepts on management like production, work study, statistical quality control, material management, marketing, human resource management, SWOT analysis, Programme Evaluation and Review Techniques (PERT) and Critical Path Method (CPM) etc., have been briefly covered. In MEFA, the basics of managerial economics, financial accounting, demand analysis, demand forecasting, demand elasticity, theory of production, cost analysis, break even analysis, types of capital, capital budgeting and all the fundamentals have been covered.

The author is working as a permanent faculty in an engineering institution and the students asked on the very first day about the reason for inclusion of these two subjects in their academic curriculum. The author took pains in explaining the same since he had industrial and business experience besides academic management qualifications. Everybody is a manager whether at home or in office or in outside because everyone manages one way or the other many things in daily life. Learning management concepts at the academic level supplement the natural and practical skills in day to day managing.

MANAGEMENT EDUCATION IN NON-PROFESSIONAL DEGREES:

In India, there is a strong need to encourage students of Arts, Commerce, Science and Computers to go for MBA courses. And also inclusion of management subjects or topics or concepts in these areas will enhance their exposure to the field of management so that they can gradually develop an aptitude for management. When these non-professionals degree holders go for placement they find fully equipped to face the day to day challenges at their work place. In fact, the strength of non-technical graduates outnumbers technical graduates. As a result, there will be steady and strong growth of appetite for MBA qualification. Ultimately we can expect more number of managers from all fields of study.

WEAKNESSES IN PRESENT MANAGEMENT EDUCATION:

Henry Mintzberg is one of the strongest critics of MBA degrees. He found out many defects in the present management education system. The present system does not encourage entrepreneurial skills and abilities. It does not lay stress on ethical part of education. It is not able to inculcate or cultivate industry or sector specific skills. There are set of skills required for each sector, segment and industry. The inability to focus on the same became a major area of weakness. Real industrial problems are neither thought nor taught. It is not able to cater to Indian type of education and on the contrary, it began to believe in aping American method of education, which at times found to be highly irrelevant and superfluous. It does not focus on Total Productive Maintenance (TQM) where teams are forged and motivated to contribute their best without any egoistic considerations. It is devoid of multicultural experience. It is highly commercialized and commoditised. It is like a shop where goods and services are offered in exchange for money. Of course, no qualifications can be provided without money, as it is essential to ensure circulation of the entire organizational set up effectively. The degree of commercialization and commoditisation has become rampant. It is filled with antiquated, outdated and condemned pedagogic and teaching skills and needs to be overhauled thoroughly and immediately.

STRENGTHS:

The present management education survived for nearly five decades in India and struggling to expand beyond national and geographical boundaries. With the boon of rapid changing technology and communication, the educational system is undergoing drastic changes although the pace is slow. The students in B schools develop the ability to network and grow fast. The alumni links serve as strong launching pad.

WHAT THEY DO NOT TEACH IN B-SCHOOLS?

B schools teach the theoretical concepts and aspects, which will help the people to get tuned with the corporate terminology right from the school itself and also the meanings of the related concepts. The tools and techniques, which were taught in school, help them equip to take over the managerial/leadership roles in the corporate world. In fact B schools’ objective is to groom the business leaders for tomorrow.

It is always an well-admitted fact that there is vast chasm between theory and percept. The B school product when he finds himself in the hot seat in the industry, he finds himself suffocated as he finds vast gap in his dreams and realities. He needs to get his hands dirty in the real organizations, which he might have fantasized, from a totally different perspective.

The ability to deal with the people can not be taught in B schools and even if it was taught, it is very difficult to implement, as there would be so many bottlenecks. B schools only teach how to do but the corporate world only, indeed, teaches the practical way of learning. It is like learning how to swim, i.e. whatever the person learnt such as tools and techniques by way of theoretical explanations in school, he can only learn when he gets into the deep waters of the corporate world.

Traits like diplomacy and tactless and emotional intelligence can be learnt only by practical experience. The books and B schools have certain limitations. The efficiency and efficacy can be learnt only by involving oneself in real like situation. However the case studies one might have come across by way of thorough reading in school, the real life is total different from fantasized reel life. In a nutshell, a person comes from reel life to real life.

The concepts like brainstorming, reverse brainstorming, lateral thinking, vertical thinking, out of the box thinking, emotional intelligence, change agents, mind mapping, morphological analysis, six thinking hats, synectics, Type A personality and Type B personality could be better be understood and felt in the real corporate life.

B schools equip tons of information, data, knowledge, and case studies, which can help to get tuned with the real problems in the organizations to some extent. But it can not be summed up altogether that they produce the best managers in the industry.

B schools do not teach entrepreneurial skills and risk taking abilities. They teach about soft skills and communication skills, which can best be experimented in the battleground of corporate life and can be perfected. If the tools of efficiency are taught in B schools, the tricks of effectiveness is learnt in corporate world.

B schools do not talk much about building relations. Whatever the little so taught becomes too little in the practical life. In real business, it is always the products or services, which speak in volumes to the customers initially and the subsequent transactions, depend on relationships to a greater extent. Ultimately it is the satisfied customer who turns again and gives business. Therefore, much of the business solely depends on building relationships, which is again missing in B schools. B schools do highlight on evolutionary approaches but not revolutionary. But the practical business mostly talks of revolutionary approaches.

To lay more stress, if ‘what B school teaches’ is one side of the coin then the other side of the coin is ‘what one learns in organizations’. And the coin will have complete value only when these two are clubbed together. The combination of two sides creates a complete corporate personality.

FILLING THE CRITICAL GAPS:

There is a strong need to lay stress on the Indian-industry oriented management education. This does not mean to do away with the American methodology of concepts and teachings. What is now needed is glocal approach i.e. the combination of global and local approach.

The visiting faculty usually teaches in more than one institution and teaches more than one subject. As a result their approach is short term oriented and less focussed. Where as the permanent faculty works under one roof in the same system and subjects resulting in staying highly focussed in his approach. These people tend to have long term orientation and it pays off heavily for the students.

There is vast chasm between the salaries of academic and non-academic professions. At the industries, pay and perks are heavy and the best brains are naturally going to non-academic line. This does not mean totally that those who work in academic profession do not posses brighter talents and skills. There may be a segment of brains that would like to work in academic line because of their taste for teaching. The vast gap between these two in terms of salaries needs to be narrowed down and addressed. Sometimes, the teaching faculty may work outside on part time basis to generate more income. This again contributes in less concentration in teaching.

Recruiting the faculty who possess diversified academic back ground, experience and expertise will bring quality of education as these people can combine their multiple skills learnt from academic field along with their industrial or business experience. Similarly industries must come forward to encourage the trainee management graduates to do project work in their organizations which will enhance competency and confidence.

The present management education refers to many case studies related to other countries. Although it is good to have a feel of the case studies of foreign land, there is an element of nativity lost in teaching. It is necessary to generate our own case studies and explain the concepts or topics with native examples for understanding and enhancing the qualitative education. It is like, when you in Rome do as Romans do, but not as Greece do. The need of the hour is to create glocal mindset in the minds of management graduates.

Indian B schools must evolve its own tools and techniques in teaching and tune its B schools as the battlegrounds to create global management gurus.

CONCLUSION:

AICTE has a pivotal role to play in streamlining and overhauling Indian management education system with many checks and balances. Late Dhirubhai H Ambani and Laxmi Niwas Mittal have become corporate legends not by doing MBA but by business acumen and right application of available resources. MBA helps in enriching the minds of the business managers and leaders. MBA does supplement and does not substitute business acumen. Sound academic background with strong business and industry insights along with stimulated and simulated case studies can bring out the best results in quality of management education in India.

MESSAGE:

The best business managers and leaders can be created only by a successful synthesis of academic theory and business practice or industrial experience. The business education should be based on practical or simulated and effective case studies. If the educational infrastructure is sound then one can expect a strong superstructure in future. Imagine an India with a population of a more than a billion can produce how much number of Jack Welchs’ and Peter F Druckers.

Retrieved from “http://www.articlesbase.com/management-articles/what-they-do-not-teach-in-business-schools-216498.html”

(ArticlesBase SC #216498)

Prof.M.S.Rao -
About the Author:

The author, Prof. M.S.Rao, is working as an Academic Guide in ICFAI University taking classes for management graduates and is also taking classes for engineering graduates in an engineering college. He talks over All India Radio on various topics. He is a professional trainer in soft skills, communication skills, personality development, motivation, and equity investments. He can be reached at email: profmsr7@yahoo.com).

H.No: 6-18-188, New NGO’s Colony, Nizamabad-503002, INDIA.

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Managing Your School Time Effectively

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Best Architectural Schools

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Best Architectural Schools

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Best Architectural Schools

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An architectural career is both, demanding and challenging and involves a creative as well as a technical education. To be a top, professional architect one needs to learn the skills, techniques and computer aided software by attaining an education of the highest quality. Listed below are some of the best architectural school in America today.

Westwood College

Westwood College of Technology is committed to ensuring success in the career that you pursue. The Computer-Aided Design Program (CAD free 3d models) is one of the best in the country and will help you to acquire the skills needed for a profitable architectural career. One of the top architectural schools, it boasts of rewarding hands-on-experience with training of the recently released AutoCad, combined with interesting lecture sessions and a rich laboratory environment. The programs offered are Associate CAD and Architectural Drafting.

Lincoln Tech

Lincoln Tech’s Architectural Drafting Design and CAD Technology program is one of the best in the country where you are taught the essentials needed to function as a draftsperson. It emphasizes on developing specific drafting skills and helps you to build a solid foundation on which to begin your architectural drafting career. The Diploma program focuses on a full range of technologies to prepare you to work as an entry-level drafting technician. With hands-on traditional table techniques along with up-to-date computer aided drafting (CAD free 3d models) techniques for designing residential and commercial buildings, you will soon not only be designing but will see your dreams to fruition with an education at Lincoln Tech. The programs offered at this top architectural school are…

Associate Degree in Architectural Drafting Design & CAD technology

Diploma Program in Architectural Drafting Design & CAD technology

NewSchool of Architecture & Design

The NewSchool of Architecture & Design located in San Diego, California offers a holistic view of teaching and will make you change the way you view the world. NewSchool known as one of the most innovative and best architectural schools in the country strives to meet the ever evolving dynamics of the architecture profession by providing an instructional program that explores a student’s artistic passion and transforms it into professional excellence. NewSchool is accredited by the National Architectural Accrediting Board (NAAB) as well as the Accrediting Council for Independent Colleges and Schools (ACICS) and grants Bachelors and Masters degrees. The programs offered are

Bachelor of Architecture

Bachelor of Arts in Architecture

Executive Master

Master of Architecture

Master of Science in Architecture

Pennsylvania Institute of Technology

There are two main programs offered at the Pennsylvania Institute of Technology.

Associate – Architectural/Civil Engineering – teaches the students the basics of building design and construction as well as the unique and complex elements that are a part of this field. The courses offered are Architecture Design, Structural Design and Construction Technology with an emphasis on Computer-Aided Design, materials and methods of construction and building codes. While Mathematics, physical and applied sciences, project management, and basic communication skills are fundamental elements in the program, advanced courses present opportunities to solve complex technical problems.

The degree program in Computer-Aided Design Technology (CAD free 3d models) was developed especially for students planning to start their careers with CAD software. This program provides comprehensive skills and knowledge necessary for the development of accurate computer-aided graphics, design and drafting applications. It also focuses on the use of several CAD applications such as AutoCAD, Architectural Desktop and Microstation coupled with graphic theory and the related fundamentals of technical design.

Cornell University

The architecture department at Cornell is regarded as one of the most prestigious in the world today and offers some excellent programs in undergraduate and masters of architecture. Cornell University has one of the oldest and most respected schools of architecture in the United States. With a tradition of more than 130 years, they not only strive to offer the best architectural education available but also continue to evolve, to meet current and future challenges.

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