issues in educational administration

8/6/2019 Issues in Educational Administration

1/9

A l i M u n a v v a r u ( 2 0 1 0 ) , R a a . A t o l l , M a d u v v a r e e / R e p u b l i c o f M a l d i v e s

Issues in Educational Organisation

Ali Munavvaru

PGD100037

Educational Administration and Organisation (PXGM 6102)

Masters of Educational Management

Faculty of Education

University of Malaya, 2010/2011


A s s i g n m e n t p r e p a r e d d u r i n g t h e c o u r s e o f M a s t e r s o f E d u c a t i o n a l

M a n a g e m e n t , F a c u l t y o f E d u c a t i o n , U n i v e r s i t y o f M a l a y a ( M a l a y s i a )


2/9


Introduction

The role of educational organizations predominately remains as the cornerstone of

demographic, economic and political development and social harmony of any community. In

fulfilling the said areas and the likewise, educational organization faces multiple problems

during a school year. Issues ranging from very simple to complex and everything in between

are need to be addressed in catering - for the above areas - with holistic citizens through

effective teaching learning opportunities provided in the schools. Perhaps issues in

educational organizations and administrations differ from school to school, from region to

region and from country to country. So as to be more familiar and aware with the issues in

the educational organization, rather than administration, in this writing I would be much

focusing into the world wide issues that generally exist in educational organizations.

Discussion

Due to the effect of globalization, societies today are getting mixed with people of different

races. Schools and classrooms are becoming multicultural world of ethnic and racial

supporters. Teachers are facing an increasingly diverse group of students which forces to

acquire a variety of cross-cultural communication techniques to reach learners with differing

cultural values. Therefore teacher interactions with the students are essential for them to learn

how to appreciate their own uniqueness as well as to be respectful to the cultural, physical,

spiritual and mental diversity that exists in the classrooms (McFadden, 2010). Teachers and

school educational organizations should be intelligent enough to modify the present

curriculum. To make the students more acquainted and comfortable with students from

different racial backgrounds, teachers need to develop and conduct different activities that

creates respect for cultural diversity.


3/9


Teachers need to build a good rapport with the students in order to minimize the cultural

barrier. Students in a single classroom do often come from very complex lives that teacher

should understand the social, financial and emotional differences of their students in order to

be a successful educator. It is very important for teachers to learn who students are and

understand the relation they have with their families, social system and the peer groups as

well as the connection between their home and school life. In creating a rapport with the

students, it is also important keep the student teacher relationship professional because, there

is the risk that the lines between teacher and student may become blurred.

Academically conducive learning environments provided in the classrooms make the

teaching and learning more effective (OECD, 2009). It concerns the classrooms physical

environment, the social system, the atmosphere, and norms and values as well as the

discipline of the students. These all are important features found in well managed classrooms.

Some teachers are having mastery skills of planning, knowledge and understanding.

Educators believe that discipline is not classroom management and therefore educational

organizations need to focus their observations to not only the well maintained and disciplined

classes, but also to make sure that effective teaching and learning are taking place in every

classrooms.

Another significant debate that goes around with the educators is having classrooms with

both male and female together. More numbers of public and independent schools are

investigating the option of single-sex instruction to further support and improve the

educational growth of boys and girls (Gurian, Stevens and Daniels, 2009). This option is

proving to be an exciting alternative for improving academic performance and for creating

classrooms that are more boy and girl-friendly. There are findings that support boys and girls

learn differently and the result shows positively towards to single-sex classrooms. According

to Hersh, (2009), girls at the elementary and middle school levels, are capable of learning


4/9


from visual and oral information, while boys learn best by actively moving and doing. From a

survey of 200 schools conducted by Stetson University Florida, In a school where only 57%

of girls and 37% of boys pass state tests while enrolled in coed classes, single-sex classrooms

reported passing scores for 75% of girls and 86% of boys (Downs, 2007). The biggest survey

of 250,000 students at this time conducted by Australian Council for Educational Research

(ACER), shows that those enrolled in single-sex classes consistently earned marks 15 to 22

percent higher than their coed classroom peers.

The traditional classroom format puts teacher goals before student interests while todays

classrooms are more child-centered where children initiate their own learning by choosing

activities that interest them. Child-centered learning is founded on the principals of key child

psychologists and educational researchers including John Dewey, Jean Piaget, and Lev

Vygotsky. These proponents believe that child-centered learning allows students to work in

ways that complement their various learning styles. As Gardner (2005) says, children learn in

many different ways and no one method is suited for all students in a classroom. Therefore,

teachers need to incorporate various learning styles and friendly approaches where the

students social development happens more readily. The research suggests strongly that

learners use their current knowledge to construct new knowledge. What learners know and

believe at the moment affects how they interpret new informationsometimes enhancing

that learning, sometimes limiting new learning. Additionally, emotional growth is heightened

in a student focused atmosphere where self-confidence and emotional expression are

encouraged (Hersh, 2009).

Language barriers in the classroom have become a major problem. When medium of

instruction is in a foreign language especially English, students are not getting the

opportunities to meet their full potential. Therefore It's important for teachers and parents to

recognize that the ESL student's native language can be a useful tool; one that can make


5/9


learning the second language faster (Sholes, 2009). To make learning of social academic

English easier, teachers need to use different tools and techniques for example; they should

speak slowly, use pictures, group students with the same first language together, and many

other strategies to help ESL students learn social and academic English. It is also important

for teachers to Integrating second language with the other subject Contents which concentrate

subject vocabulary and language structures daily. Teachers can also design multi-sensory

lessons that address various student learning styles.

Corporal punishment was seen as important part of the educational experience and widely

accepted means of maintaining school discipline during the nineteenth and twentieth century.

While most people think corporal punishment is a thing of the past, in some states there

seems the return of corporal punishment. Lyman cited in (Pytel, 2006) states that in 2002 -

2003 school years, over 300,000 students received blows from paddles in US. 70% of the

300,000 reside in Alabama, Arkansas, Mississippi, Tennessee and Texas. Eventhough parents

and most of the human rights agencies disagree in practicing corporal punishment, which is

illegal, it is widely used in many parts of the world. There is a growing tendency of

disagreement by the new and young parents towards it, but some schools and educators

philosophy is very different. Some schools have parents give permission before a

paddling but others do not (Pytel, 2006). However, While 28 states have banned corporal

punishment, Lyman states that it is legally used in the South and lower Midwest. It is not

only legal there but widely used. The 28 states that have banned corporal punishment have

positive atmospheres in schools without resorting to violence.

However schools are safe and nurturing places for students, and school leaders and every

stake holders are dedicated to make sure schools remain safe learning environments for all

students, bullying is a serious issue that every school faces. The latest research shows

that more than half of all children are, at least on occasion, directly involved in bullying as a


6/9


perpetrator, victim, or both (Gillette, Daniels, and Gonzales, nd). Due to others being bullied

regularly, kids of every race, gender, grade and socio-economic sector are impacted of

bullying including those who are not directly involved but witnessed it. At this point, it is

important to mention how educators and researchers define bully. Merriam-Webster's

Dictionary defines bullying as treating one abusively. (Gillette, Daniels, and Gonzales, nd)

defines bullying as an intentional act that a child who bullies wants to harm the victim. it is

no accident. They further say that bullying is not generally considered as a random act, nor a

single incident but it is characterized by repetitive occurrences. A fight between two kids of

equal power is not bullying; bullying is a fight where the child who bullies has some

advantage or power over the child who is victimized. It is important for all educators and

parents to understand that bullying does not have to be a normal part of childhood. All forms

of bullying are harmful to the bully, the victim, and to witnesses. The effects can last well

into adulthood.

Another major issue that school leaders need to address is hidden curriculum. The issue is

controversial as there are arguments for and against hidden curriculum. According to Barrett,

Solomon, Singer, Portelli, and Mujuwamariya, (2009), hidden curriculum is instructional

norms and values not openly acknowledged by teachers or school officials. However, many

school districts are noticing a huge trend of there being a significant achievement gap

between the race, gender, grade and socio-economic sector. Most of the education systems

now emphasises on high stake testing which creates the gap. These tests measures and track

the students performance based on the academic results they produce on various

assessments. Although most teachers probably would not admit, hidden curriculum is

rampant in school systems for several reasons. Now school districts are looking for a solution

to close the achievement gap, which is widening due to hidden curriculum.
http://www.merriam-webster.com/dictionary/bullyinghttp://www.merriam-webster.com/dictionary/bullyinghttp://www.education.com/definition/bullying/?__module=DeepLink&hit&id=18780http://www.education.com/definition/bullying/?__module=DeepLink&hit&id=18780http://www.merriam-webster.com/dictionary/bullyinghttp://www.merriam-webster.com/dictionary/bullying


7/9


Teaching to a test was once considered unprofessional because most of the time test results

only measure part of the educational process. However, the idea of doing so is increasing in

most of the educational arena. This is one of the major challenges that schools and

educational institutions are facing where government and administering policies measures the

students achievement only through test scores. Most of the parents, employers and

governments often measures educational output by the performances that students show on

their final or board exams, forcing schools to give less attention to the holistic side of the

educational practices. Governments exert high demands to improve the academic results

through different incentives to the well performing schools. As a result teachers concentrate

on exam oriented teaching, relies on rigid drilling and cramming and is disconnected from

students experiences that only aims for one-sided development and ignores the holistic

behaviour of the learners (Tatum, 2010).

However, education should cater for the well-rounded development of an individual; through

academic, social, physical and emotional aspects. Sportsmanship with this regard is more

than an important skill; it is an attitude and can have a positive influence on everyone around

the learner. Sportsmanship has been defined as playing fair, following the rules of the game,

and showing respect (Hildenbrandt, 2010). In fact kids who show respect in competitive

sports are more likely to be respectful in the classroom or in social situations with others.

Many schools offer sports but they don't seem to teach the kids about sportsmanship-like

conduct. One reason could be that many parents today put too many expectations on their

kids, especially when it comes to sports. They expect their kids to win games or get the

fastest time in track or swimming. The kids feel so pressured to win that they will do

anything to win including cheating. As a result, it seems that learners today don't recognize

what a valuable skill it will be for their future.


8/9


Conclusion

Teachers, school leaders and educators face various challenges and issues in every

educational organization during each and every school day and every academic year. There

are issues ranging from very minor to very complex and from students personality to

curriculum and many more. It also varies from school to school and from district to district. A

striking issue for one particular group of schools might not at all be an issue for another

group. Therefore, my concentration in this writing was to discuss a more common set of

issues that are identified critical to most of the school systems existed in each and every nook

and corner. To be a successful school leader, in preparing good citizens, preparing learners

for a holistic society and providing education not only to prepare job ready graduates, but

also maintain social harmony and oneness of the community should be the fore front of the

any leaders vision and mission.


9/9


References

Barrett, S. E., Solomon, R. P., Singer, J., Portelli, J. P., Mujuwamariya, D. (2009), The HiddenCurriculum of a Teacher Induction Program: Ontario Teacher Educators Perspectives, Canadian

Journal of Education 32, 4 (2009): 677702, Canadian Society for the Study of Education.

Coobe, M. (2010). The Importance of Rapport in the Classroomhttp://www.suite101.com/content/the-importance-of-rapport-in-the-classroom-a208243

Downs, C. (2007), Single-gender classes score success in Stetson, public school experiment,STETSON UNIVERSITY publication

Gardner, H. (2005), Multiple intelligences. Taken from http://www.howardgardner.com/MI/mi.html Gillette, P., Daniels, D. and Gonzales, I. (nd). Bullying at school and online: Ten Actions ALL

Parents Can Take to Help Eliminate Bullying. http://www.education.com/topic/school-bullying-

teasing/

Gurian, M., Stevens, K. and Daniels, P. (2009). Single-Sex Classrooms Are Succeeding, GurianInstitute

Hersh, R. (2009), Single sex-classrooms. http://www.suite101.com/content/singlesex-classrooms-a92764

Lambert, L. (2006) Half of Teachers Quit in 5 Years, Reuters Publication, The Washington Post.http://www.washingtonpost.com/wp-dyn/content/article/2006/05/08/AR2006050801344.html

McFadden, L. (2010), May 1, Recognizing and Celebrating Diversity in the Classroomhttp://www.suite101.com/content/recognizing-and-celebrating-diversty-in-the-classroom-a231888

Organisation for Economic Co-operation and Development (OECD). 2009, Creating EffectiveTeaching and Learning Environments, Teaching and Learning International Survey. OECD, Paris

Pytel, B. (2006), Corporal Punishment Returning? http://www.suite101.com/content/corporal-punishment-returning--a9338

Sholes, D. (2009). Learning a Second Language: ESL Students and First Languagehttp://www.suite101.com/content/learning-a-second-language-a117315#ixzz14bBRdJAq

Tatum, D. (2010). Test Results Only Measure Part of the Educational Process.http://www.suite101.com/content/test-results-only-measure-part-of-the-educational-process-

a269293

The Associated Press, (2010). More schools test single-sex classrooms,http://www.msnbc.msn.com/id/13229488/
http://www.suite101.com/content/the-importance-of-rapport-in-the-classroom-a208243http://www.howardgardner.com/MI/mi.htmlhttp://www.education.com/topic/school-bullying-teasing/http://www.education.com/topic/school-bullying-teasing/http://www.suite101.com/content/singlesex-classrooms-a92764http://www.suite101.com/content/singlesex-classrooms-a92764http://www.washingtonpost.com/wp-dyn/content/article/2006/05/08/AR2006050801344.htmlhttp://www.suite101.com/content/recognizing-and-celebrating-diversty-in-the-classroom-a231888http://www.suite101.com/content/corporal-punishment-returning--a9338http://www.suite101.com/content/corporal-punishment-returning--a9338http://www.suite101.com/content/learning-a-second-language-a117315#ixzz14bBRdJAqhttp://www.suite101.com/content/test-results-only-measure-part-of-the-educational-process-a269293#ixzz14i0ts8E7http://www.suite101.com/content/test-results-only-measure-part-of-the-educational-process-a269293http://www.suite101.com/content/test-results-only-measure-part-of-the-educational-process-a269293http://www.msnbc.msn.com/id/13229488/http://www.msnbc.msn.com/id/13229488/http://www.suite101.com/content/test-results-only-measure-part-of-the-educational-process-a269293http://www.suite101.com/content/test-results-only-measure-part-of-the-educational-process-a269293http://www.suite101.com/content/test-results-only-measure-part-of-the-educational-process-a269293#ixzz14i0ts8E7http://www.suite101.com/content/learning-a-second-language-a117315#ixzz14bBRdJAqhttp://www.suite101.com/content/corporal-punishment-returning--a9338http://www.suite101.com/content/corporal-punishment-returning--a9338http://www.suite101.com/content/recognizing-and-celebrating-diversty-in-the-classroom-a231888http://www.washingtonpost.com/wp-dyn/content/article/2006/05/08/AR2006050801344.htmlhttp://www.suite101.com/content/singlesex-classrooms-a92764http://www.suite101.com/content/singlesex-classrooms-a92764http://www.education.com/topic/school-bullying-teasing/http://www.education.com/topic/school-bullying-teasing/http://www.howardgardner.com/MI/mi.htmlhttp://www.suite101.com/content/the-importance-of-rapport-in-the-classroom-a208243

issues in educational administration

Documents