1. UNIT-IV
MANAGING TEACHING AND
LEARNING

2. Background
• Management process is very necessary to run
any institution or organization .
• A school is also an institution which requires
proper management of education, students,
teaching-learning process, staff etc.
• In simple words, management stands for the
process of managing all the resources in a
systematic manner for achieving
predetermined task

3. TL MANAGEMENT
• Combined processes where an educator
assesses learning needs, establishes
specific learning objectives,
develops teaching and learning strategies,
implements plan of work and evaluates the
outcomes of the instruction.

4. Features of MTL
• Motivation:
• Coordination:
• Development of Theories
• Better Relationship:
• Provides Opportunities for
Devolopement:
• Utilization of resourses:

5. • Ivor K.Davies defines modern concept of
teaching-learning as, "Teaching is a highly
skilled professional activity and a great
deal of what teacher, and instructors
do,both within and outside the class-
room, involves making decision of one
kind or another

6. PLANNING
Organization
Leading
Controlling
I.K Davies has divided the function of teacher as a manager into above steps

7. PLANNING

8. • According to I.K Davies,"In teaching, Planning is
the work a teacher does to establish learnning
objectives“
• Planning in the context of education entails
the process of setting objectives and determining
the means to achieving the objectives.
• It means deciding in advance what to be taught
how to be taught, when to be taught, who is be
taught, and how to be evaluated the learners.
•
PLANNING

9. • System Analysis
• Task Analysis
• Understanding Entering Behaviour of the
learners
• Identifying the needs of the learners
• Formulating Objectives
• Preparation of Criterion Reference Test
Planning-
STEPS INVOLVED

10. ORGANISING
"Organising is the work a teacher does to
arrange and relate learning resources, so as to
realize learning objectives in the most
effective, efficient and economical way
possible

11. Organising
STEPS INVOLVED
• Selecting appropriate teaching Strategies
• Selecting Appropriate Communication
Stategies
• Selecting an appropritae teaching Aid

12. LEADING
• Leading:"Leading is the work a teacher does
to motivate, encourage and inspire the
students, so that they will readily achieve the
learning objectives"

13. LEADING INVOLVES
• Selecting appropriate Motivation strategies
• Applying specific motivational Techniques
• Reinforcing the desired behaviour

14. CONTROLLING
" In controlling , “the work a teacher is the work
a teacher does to determine whether his plans
are being carried out effectively, organization
is sound, realizing is in right direction and that
how far these function are successful in
realizing the set objectives"

15. Controlling
STEPS INVOLVED
• Evaluating Learning System
• Measuring by Objectives.
• Evaluating Learning

16. These all steps are interrelated and inter independent.
It can be understood with the help of figure given below:
Managing
teaching
learning
PLANNING
ORGANISING
LEADING
CONTROLLING

17. PLANNING

18. • System Analysis
• Task Analysis
• Understanding Entering Behaviour of the
learners
• Identifying the needs of the learners
• Formulating Objectives
• Preparation of Criterion Reference Test
Planning-
STEPS INVOLVED

19. System Analysis in TL
• System Analysis as applied to education is a
rational problem solving method of analysing
the educational process taken as a whole in
corporating all of its parts and aspects,
including the students and teacher, the
curriculum content, the instructional strategy,
the physical environment, and the evaluation
of instructional objectives

20. System Analysis
System Analysis helps in designing a complex system by the
efficient use of resources in the form of men, money,
material and machine to achieve the desired goal in the most
efficient manner.

21. TASK ANALYSIS
Task here is learning of the content, Analysis
means to break into part
TASK ANALYSIS Involves:-
• Content Analysis
• Job Analysis
• Skill Analysis

22. CONTENT ANALYSIS
MAIN
TOPIC/CONTENT
SUB-TOPIC 1
ELEMENT 1 ELEMENT 2
SUBTOPIC 2
ELEMENT 1 ELEMENT 2
Breaking the content into smaller sub-elements/sub-parts/subtopics.
Each sub element must be meaningful, logically sequenced and complete in
itself.

23. SOURCES OF
CONTENT ANLYSIS
• Books
• Educational needs
• Related reference content
• Teacher
• Questionpapers / examination system
• Needs of the learner

24. Arrangement of Elements
in logical sequence
• Known o unknown
• Simple to complex
• Concrete to abstract
• Part to whole
• Observation to logical thinking

25. Job/Skill Analysis
• How the task will accomplish
• What skills are required on he part of teacher/
other resources.