ALLAMA IQBAL OPEN UNIVERSITY

Name: MUHAMMAD WASIM ASHRAF

Father Name: MUHAMMAD ASHRAF

Title /Course Code: Elementary Education (826)

Roll No: CB670382

Q.1 Analyze the role of media and A.V aids in elementary education in
Pakistan?
Ans: A resourceful English language learning classroom with audio visual aids is favorable for
effective language learning. Studies show that visual aids enhance the effectiveness of
teaching learning process in a classroom (Joshi, 1995 & Vissa, 1994). They reported that these
aids were not only a source of help for the teacher but also provided stimulus variation that
was indispensable to sustain learners’ attention. The use of audio visual aids makes the task
of learning a second language easy and enjoyable for the learner by targeting the maximum
skills of the learner. Ranasinghe and Leisher (2009) point out that teaching student the use of
technology as a learning tool enhances their learning. They facilitate learning by giving
exposure to native speakers’ correct pronunciation and interesting conversations between
them. Gilakjani (2011) identified some of the problems of EFL learners in classrooms. They
include demotivation, less exposure to English language, lack of emphasis on pronunciation
and the intervention of the sounds and rules of the first language. These issues can be solved
by introducing Audio visual aids in the classroom. Wilson (2001) examined different trends of
using visual images in the foreign and second language classroom with EFL/ESL learners. She
concluded that the use of visuals enhances language learning on one hand and increases the
use of target language on the other. The same kind of findings was reported by George, Sheth
and Sonar (all cited in Vissa, 1994). Warschauer and Meskill (2000) studied three case studies
and investigated how the content and the process of language education are reshaped by the
use of new technologies. They concluded that advance technologies build linkages among
bilingual, ESL, and foreign language programs by helping teachers and students to rise above
linguistic, geographical, and time barriers. Consequently, the use of audio-visual aids helps
learners to have a good command of L2 language within less time.
The above mentioned studies demonstrated the importance of using audio visual aids in
different parts of the world and the benefits by their usage. Although the term, audio visual,
is not new in Pakistani scenario but their usage is sporadic. It has been revealed by a study at
the college level by Kausar (2013) that in Pakistani colleges their usage is rare. The present
study aims to investigate the attitude of university students towards them and their usage at
university level. Media plays a vital role in education. It is very hard to ignore the importance
of media technology in the classroom. A number of technological advanced countries have a
believed in the enlightened and power of the media technology and that’s why they are going
to adopt such technologies in the classrooms so that students using audio visual aids may
become highly qualified (Kurt and Ciftci, 2012). There were some barriers regarding adopting
the multimedia in classroom as some teachers wouldn’t allow these technologies. They
believe that it makes a gape among teacher and student relationship (Kurt and Ciftci, 2012).
Desiderious Erasmus told that students should learn through the help of pictures. John
Comenius writes a book named “The World of Sense Organs”, it contains 150 pictures which
showed almost all aspect of everyday life. Rousseau critiques the use of stressed things just
as words. Nelson I Green, 1926 firstly used the terminology ‘visual education’. Eric Ashby,
1967 describes four revolutions in the education: home to school education, written words
and sentences as a tool of education, use of books and printing material and lastly he
declared electronic media as a revolution in the education system (Alsada, 2005). Generally
speaking, coordinating innovation in instruction includes some commitment in teacher’s
work. A few teachers have the capacity to incorporate audio visual aids into the educational
module while others don't be able to do it so (Hicks, 2011).Using technology in education
maybe changes the environment of classroom. There are many types of gadgets which can
make a positive contribution in learning process such as multimedia projectors, smart boards,
laptops and tablets’. These all aids have multiple utilizations and also have some sort of
drawbacks too (Kurt and Ciftci, 2012). Nowadays students are very proficient and active and
they can also be known as “Net-generation” (Hicks, 2011). It may be the best times to
implicate such technologies in the students’ lives because they want to use it. It would be a
booster for them and their performance will surely be increased (Singh 2005). Adopting most
relevant technologies in classrooms could be a way to enhance the learning of students. And
if they use it in a right way these gadgets would have a positive impact on them (Hicks, 2011).
Education leads to a successful life and it is an essential part of everybody life.
There are two main elements in education; one is learning and the other is teaching. Teaching
is a process and from teaching students always learns new things. And since new technology
emerges relevant to the learning the educational institutes are adopting audio visual aids for
better understanding of students (Rather, 2004). As we know media has become one of the
major pillar in any state. With the passage of time the technologies which has been used in
media broadcasting has make their worth in other institute such as business conferences,
culture representation and in educational sector. With the use of multimedia in Education
sector; teaching and learning process has become very effective. Students can understand the
educational content in an effective way. It has multiple advantages in the educational process
(UK Essays, 2009).Technological innovation in education covers two angles in showing
learning procedure i.e. audio visual aids as things and also as a social procedure. Instructive
technology is art of showing and figuring out how to watch it for all intents and purposes in
the classroom together with the helps and showing techniques created a response in its
application (Singh, 2005).
Audio visual aids are playing their significant role in the educational system around the globe.
In the third world country the adoption level of new trends and new technologies in the field
of education is lesser. Moreover, there is a big gap between the quality of education and
understanding of private and public sector schools students in Pakistan. Beside, one of the
reasons behind such differences is usage of audio visual technology for delivering lectures to
strengthen the learning process. In addition to it, the efficient and effective communication
can be done through the adoption of such technologies in public schools. Similarly, if the
utilization of audio visual technology is used at public sector schools as well, definitely it
would also increase the level and quality of education.

Q2: Describe the effect of students grouping on teaching learning

situation. Enlist different kinds of anxiety and aggression in students?
Ans: Describe the effect of students grouping on teaching learning situation. Enlist different
kinds of anxiety and aggression in students. When students have anxiety and depression that
goes unnoticed their mental health is at risk, which can lead to social and behavioral
problems, poor performance and learning, neglected hygiene, poor self-care practices and
low self-esteem. In order to avoid such kind of problems, teachers should use appropriate
student groupings such as whole-class grouping, students on their own, pair work or group
work. Teachers tend to use different kinds of strategies to facilitate learning among the
students. A group is a collection of interdependent, interacting individuals with reciprocal
influence over one another. Interdependent means the participants mutually depend on one
another to get work done; the teacher's part is to teach as the students strive to
learn. Reciprocal influence refers to mutual effects exchanged and felt by the same people. In
classrooms as few as two people can form groups, as long as the paired individuals have
reciprocal influence through communication and mental contact. When the teacher engages
the whole class in a learning activity common to all, then everyone forms into a single group,
or as Herbert A. Thelon wrote, a "miniature society." Although the teacher and students of
one class can be a whole group or from time to time many subgroups, groups are not simply
people in proximity, such as a host of screaming students at a concert, or categories of
individuals with something in common, such as the blondes and redheads of a school.

A group is also defined by its goals and structures. Goals are jointly held outcomes toward
which group member’s work; structures are group roles taken regularly by members as they
carry out the work. Groups seek to accomplish task or work goals and social-emotional or
morale goals. Classroom groups become more successful as they pursue both task and social-
emotional goals.

In most classrooms learning academic subject matter is a valued task goal, while developing a
positive climate is a valued social-emotional goal. The class that accomplishes both is
stronger than the class that reaches only one. In a parallel way group structures are made up
of formal or official roles and informal or unofficial roles. Many classrooms have the formal
roles of teacher, aide, student, administrative supporter, and parent helper along with the
informal roles of leader, follower, friend, isolate, and rejectee. Classes with clear and
understandable formal roles and nurturing and supportive informal roles are stronger than
classes with just one or the other.

1. Emotional Changes
When a student is experiencing anxiety, it is common for them to constantly feel on edge and
uneasy. They may find themselves getting easily irritated by small things that wouldn’t
normally bother them and can find it very difficult to concentrate.
The student may also feel restless and may act out in unexpected ways to avoid a situation
they perceive as threatening. For example, a student might purposely get kicked out of class
before a quiz if they have test anxiety.
Emotional changes can also include constant worrying, having overwhelming and irrational
fears regarding everyday activities, consistent nervousness and prevalent low self-esteem.
2. Social Changes
Another key indicator of student anxiety is the social changes that occur. For example, a
student with an anxiety disorder may suddenly stop engaging with friends and social
activities altogether. They may start to find excuses as to why they can’t make plans with
others. Social anxiety usually begins around the age of 13, making it something middle
schools and high schools can be vigilant about looking out for.
Students with social anxiety will isolate themselves and start to spend the majority of their
time alone. In some severe cases, selective mutism is a major sign of social anxiety. It is very
helpful for teachers and school staff to understand that these behaviors are not coming from
a disobedient place, but that the student is struggling and most likely needs professional
intervention.
3. Physical Changes
When it comes to physical changes` it is crucial to look for patterns rather than jumping to
conclusions right away. Some physical changes can include headaches, dizziness, sweating,
body or muscle aches, nausea and upset stomach, excessive fatigue, change in diet and
unexplained illness.
While a few sporadic headaches probably don’t indicate student anxiety, teachers and school
staff should be aware and if they notice a pattern forming they can make an action plan to
reach out to the student and offer support.
4. Sleep Disturbance
Sleep is a huge part of the overall health and well-being of students. It is recommended that
students between the ages of 13 and 18 get eight to ten hours of sleep each night to function
properly. A common effect of anxiety is that it can negatively impact sleeping habits. This can
include having trouble falling asleep, staying asleep, nightmares and waking up still feeling
tired. Many things can impact the sleep of children and teenagers so it’s important to look for
recurring patterns that seem to be happening for no reason.
5. Poor School Performance
A very common sign indicating student anxiety is poor school performance. Students who
suffer from anxiety may miss school due to physical ailments brought on by anxiety and
might have a hard time concentrating due to sleep disturbance and constant worrying.
6. Panic Attacks
Panic attacks can be a sign of an anxiety disorder; however, not everyone with anxiety will
experience a full blown attack. Certain individuals may experience panic to a certain degree
and others might not ever endure this.
Some cues to notice in students’ behavior includes sweating and body tremors. It is also
important to take note if the student complains of dizziness, upset stomach, having trouble
breathing, chest pain, numbness in limbs, decreolization or feeling as if they are dying or
going crazy.
If a panic attack occurs in the classroom teachers need to be prepared and understand how to
handle the circumstance with care so as not to make the situation worse for the student.
7. School Refusal
One of the most obvious signs of student anxiety is referred to as school refusal or school
phobia. This is when the student will go to great lengths to avoid school in every sense.
School refusal can look like losing touch with their regular social circle, dropping out of
extracurricular activities, skipping class, and refusing to go to school. In severe cases of
student anxiety, school refusal can be so serious that it leads to the student dropping out of
school temporarily or permanently.

8. Tantrums
Unpredictable behavior and tantrums can be an indicator of student anxiety for children of all
ages. For example, a student may throw a fit when being dropped off at school, which may be
a sign of separation anxiety. A student might also act out in class so that they can avoid an
uncomfortable situation like taking a test or giving a presentation.
It is important for teachers and school staff to see beyond these outbursts and get to the root
of the issue, which could potentially be an anxiety disorder.

9. Obsession with Perfection

Students who suffer from anxiety, especially performance anxiety, are likely to have an
obsession with perfection. This involves the student constantly worrying about being perfect
and putting pressures on them to never make a mistake. An obsession with perfection is very
unhealthy and can be extremely detrimental to the student’s well-being and self-esteem.

10. Accustomed to Assuming the Worst

Another sign of student anxiety is when a student is always assuming the worst. For someone
who has anxiety it can be natural to always focus on negative thoughts in order to prepare for
the worst case scenario, no matter how unlikely it is to actually happen. When it comes to
relationships, academic life, family and more, a student with anxiety will probably assume
negative results.
Look for patterns with this behavior to determine whether the student is simply having a bad
day or whether they may need to seek treatment.

Q.3: Explain students' behavior in reaction to the inadequacies in

management. How does it affect discipline and classroom
management?
Ans: Classroom management is when a teacher exhibits complete control over their classroom
through a series of strategies and techniques that encourage positive student behavior. The practice
of effective classroom management turns your classroom into the optimum learning environment
for students to engage with their studies and work to the best of their ability.

Establishing effective classroom management takes time, and differs from teacher to teacher based
on their personality and preferred teaching style, as well as being dependent on subject and age
group. There are many different types of classroom management, just as there are many different
approaches to pedagogy.

Due to the fluidity of how classroom management works, there is no ‘how-to’ on securing complete
control of your classroom, however there are guidelines and core components you should follow
which will be explained in this article.

Classroom management is at the very heart of teaching and, ultimately, affects your students’
learning outcomes and can have an impact on your wellbeing. Effective classroom management
means a thriving learning environment and dedicated students.

Unfortunately - no matter how dedicated you are as a teacher, or how passionate you are about your
students and subject, doesn't translate into good classroom management. There are a separate set of
skills teachers need in order to successfully control their classroom.

Without this skills or understanding of what good classroom management is poor classroom
management can take effect, and this is detrimental to student achievement and development.

Creates an environment for students that allow them to learn without distractions.

Is a classroom where teachers and students are respected and heard?

Caters to, and supports, students' individual learning needs.

Reduces poor behavior and distractions so students are focused on learning

Facilitates social and emotional development

Promotes positive interactions between peers and decreases bullying

Allows for more time to be focused on teaching and learning

Poor classroom management:

Disruptive and chaotic classrooms which lead to teacher stress and burnout
Lack of focus on teaching and a hostile environment for learning
Students are unclear of what’s expected of them

Overpraising of students for expected behaviors resulting in lowered expectations

Lack of rules, routine and preparation
Before we look at how to achieve ‘good’ behavior we must first define what we mean by this,
again, this may differ from subject to subject (for example, the desired behavior of a student
in a physical PE class would be starkly different to that of a Math’s class), however there are a
multiple behavior’s which are considered ‘good’ school wide:

Listening attentively when the teacher or others are speaking

Raising hands in order to speak
Staying on task and not distracting others from their work
Sitting in assigned seats unless otherwise specified
Using appropriate language
Coming to class on time and prepared
Treating others as you wish to be treated
Being respectful to staff and students
Keeping your area/desk clean and tidying away after yourself

Depending on your teaching approach, there may be behaviors that haven’t been included in
the above list or ones that you’d choose to omit, but regardless of what these positive
behaviors are, the most tasking part of this area of classroom management is fostering them.
Here are some guidelines on how you can ensure good behavior in your classroom:
Whether you’re starting a new school year, are an NQT, or have been assigned a new class,
take some time to observe your students before fully implementing your behavior policy. By
doing this you’ll be able to identify the types of poor behavior the class is inclined to exhibit,
and tailor your policy accordingly.

In order for your students to portray good behavior, they need to be aware of what is
expected of them. Clearly communicate the behavior policy to your students and outline your
rules and expectations, along with rewards and sanctions for following it.
The crux of students behaving well often comes down to whether or not they respect their
teacher. A way in which this can be achieved is through holding yourself accountable
alongside your students - when communicating to your class how you expect them to
behave, also provide expectations for your own behavior and how you should act.

When trying to encourage good behavior, the way you hold yourself as a teacher is almost as
important as the procedures you implement. Remain calm and in control of your
emotions even when reprimanding students, and act confident even when you don’t feel it.

Another way to encourage positive student behavior is to build meaningful and effective
relationships with your students; this helps to build respect between you and your pupils and
helps you to understand them better. This includes why they’re misbehaving, what sanctions
are most effective and what incentives work.
In terms of classroom management, arguably the most powerful use of praise is positive
reinforcement for good behavior. When we acknowledge and applaud positive actions as
opposed to focusing on students who are acting out or misbehaving, we encourage those
types of behaviors and for students follow suit, seeking the same praise and attention from
the teacher.
Through the acknowledgement of good behavior, teachers are providing students with a
framework for what good behavior looks like which students can begin to follow. When
providing behavior-specific praise (BSP), the praise should be specific, positive, verbal and in
acknowledgement of positive social or academic actions. This improves student behavior as it
tells students exactly what they are doing right.
The encouragement of good behavior can have a profound impact on your classroom - when
students are well behaved, there are fewer disruptions in class which results in more time left
for you to provide direction in class, students with more time to spend on-task and there
have been indications that a well-behaved class has increased academic responses.
Successful use of BSP makes for efficient and effective lessons. Not to mention, that use of
genuine praise, helps to build students’ confidence and helps them to realize their potential.

Q.4 Differentiate between measurement and evaluation. What is the

difference between standardized test and teacher made test?
Ans: Measurement is a systematic process of determining the attributes of an object. It
ascertains how fast, tall, dense, heavy, broad, something is. However, one can make
measurements of physical attributes only and if one has to measure those attributes which
cannot be measured with the help of tools. That is where the need for evaluation arises. It
helps in passing value judgment about the policies, performances, method, techniques,
strategies, effectiveness, etc. of teaching.
Definition of Measurement

When one of the sets of numerals is assigned to each set of objects, be it person or
commodity, as per the accepted rules or standards and described in standard words, units
and symbols, so as to characterize the status of that object it is called as measurement. In
education, measurement implies the quantitative assessment of the student’s performance
in an exam.

It is a mechanical process, which involves the systematic study of the attributes with the help
of appropriate assessment tools. It transforms the variable into vitiate, which is effective in
making deductions. For instance, Intelligence is measured in terms of IQ, and the result
variable is measured as scores.

Further, it is helpful in comparing the performance of various students as well as in

highlighting their positive and negative points.

• Physical Measurement: The measurement of an object which materially exists, it is

called as physical measurement. For instance, measurement of height or weight of an
individual using a measuring tape or weighing machine, starting from zero points.
• Mental Measurement: Otherwise called as psychological measurement. It is not
defined in absolute terms, rather it is relative. It is not measured with the help of any
instrument but on the basis of the individual’s response or critical observation. For
instance, measuring the amount of work done by an individual is psychological or
mental measurement.

Definition of Evaluation

Evaluation can be defined as the act of assigning value to the measure. It is a systematic and
continuous process wherein the analysis of the outcome derived from the measurement of
the characteristic of the object, person or activity is performed as per the defined standards.
Further, the relative position of the person, object or activity is ascertained, on the basis of
the characteristic.

In evaluation. What we do is, we pass judgment regarding how suitable, desirable or valuable
something is. In education, evaluation alludes to the overall assessment of the progress of
the student, with respect to:

• Defined objectives
• Efficiency of teaching and
• Effectiveness of the curriculum.

It acts like an ‘inbuilt monitor’, within the system, that tends to review the learning progress,
at various points in time. It also provides feedback on various aspects of the educational
systems, such as on teaching to the teachers and on learning to the learners.
Comparison # Teacher-Made Test:
(1) Learning Outcomes and Content Measured:
They are used to evaluate the outcomes and content of what has been taught in the

classroom.

(2) Purpose:
The tests are required to suggest placement of the child in relation to the class.

Mainly used to know the students’ progress and to improve the teaching learning program of
a particular school.

(3) Construction:
They are prepared by the classroom teacher. These tests are constructed hurriedly. Experts

not involved in its construction.

(4) Test Items:

Quality of test items unknown and is generally lower than items of standardized tests. The

questions may or may not be objective type. They may be generally of short answer type or

essay Type.

(5) Method of Administration:

The teacher is the master of the situation. He is free to administer the test according to his

own lines of thinking.

(6) Method of Scoring:

Teacher prepares his own scoring key. Usually such scoring can only be done by a person

equally competent as the teacher.

Comparison # Standardized Test:

(1) Learning Outcomes and Content Measured:
They are used to evaluate outcomes and content that has been determined irrespective of

what has been taught.

(2) Purpose:
The tests are required to suggest placement of the child in relation to the sample in which the

test has been standardized.

Used mainly in research work, guidance, counseling, selection and for administration

purposes.

(3) Construction:
Use sophisticated procedures and time consuming for its construction. It is a collaborative

venture. It has to involve experts along with practicing teacher in its own construction.

(4) Test Items:

Generally quality of items is high. They are pre-tested and selected on the basis of difficulty

and discrimination power. The questions are bound to be of objective type. The test has to be

administered under the conditions prevailing at the time of administration of the test for

standardization. An user of the test administers the test as per test direction.

(5) Method of Administration:

The scoring key is prepared previously. The user of the test has to apply the said scoring key.

Such scoring does not require expert knowledge.

(6) Method of Scoring:

Scores can be compared to norm groups, Test manuals and other guides for interpretation

and use.

Q5: Describe the role of teacher training in the deterioration of

education system and suggest measure for its improvement
Ans: It has been found that only 10 % of Indian youth go to college. This percentage is 40-50% in
developed countries. As per the available reports, two third of the Indian universities are providing
sub-standard education while 90 % colleges in India are below average. Today, most of the
institutions have become factory of degrees only. Students / teachers are running after attaining or
providing degrees and not towards the gaining knowledge and wisdom. Attendance in the institution
has dropped drastically and class room teaching is becoming only a ritual, to be followed
mechanically. Though, it is said that the destiny of nation is shaped only in the class rooms, very little
importance is being given to class room teaching. The overall scenario of higher education in India
does not match with the global quality standards. It does not foster the global competencies and even
does not make significant contribution to the national development. The present education system
does not match with the needs and expectations of the employment sector. The role of the teacher
assumes greater significance in this deteriorating scenario of higher education. It is a daunting task for
the teachers to improve the quantity, quality and equality in higher education. It is said that a good
teacher can bring the entire world to the class room. The teacher being a sculptor has to play
multidimensional role to inculcate the nuances of subjects to the heterogeneous cult of students. He
has to inspire to students to show interest in their subjects, even if he confronts students who are
completely demotivated and dispirited. Quality education is the solution to all the problems and
teachers are the main ingredients in giving quality education.

The success of any education system depends on the quality of teachers, which, in turn, depends on
the effective teaching / learning process. Teachers' role is of vital significance for the development of
society and appropriate changes in the society. Thus, the quality of higher education depends upon
quality of those who impart it. Teachers are the most important components of any educational
system. Teachers play most crucial role in the development of the education system as a whole and
also in imparting and maintaining the standards of higher education. In the present scenario, the
'personality' of the teachers has deteriorated. Teaching is considered as one of the noblest
professions but unfortunately this profession is losing its status in the society because of
modernization, political influence, castism, corruption and other unfair means. For many teachers,
especially in medical and dental sciences, teaching profession has become easy source of earning
money. Making many money by unfair means like malpractices in examination resulted in decline of
the quality of teaching values. Changing social attitude, non-responsiveness and poor level of
accountability, emphasis on western system of education, impact of modernization, absence of the
traditional Indian education system, etc. are the factors responsible for the degradation of teaching
values in the society. “The primary task of a society is to find a real teacher, one who performs his
duty with perfection and dedication and is a perfect moral example for the society” - Rabindranath
Tagore Thus, teachers play critical role in taking quality education and in shaping the future and
destiny of a nation. Teachers teach the ways of life, channelize youth power and mold their character.
In a real sense, the teachers are the backbone of the nation.