Educational administration coordinates both instructional activities (teaching, curriculum, supervision) and non-instructional activities (finance, staffing, buildings, records) so that educational objectives are achieved effectively.
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Democratic administration is based on mutual participation, consultation, cooperation, and sharing of responsibility.
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Democratic administration emphasizes participation, consultation, cooperation, and shared decision-making among members of an organization.
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An activity-centered curriculum organizes learning around learners' activities, experiences, interests, and active participation rather than treating subject matter as the sole organizing principle.
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Effective classroom management combines structure, positive relationships, engagement, consistency, and appropriate student participation.
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Self-monitoring requires students to observe and record their own behaviour in relation to a target.
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Self-management involves learners monitoring and regulating their own behaviour, often using goals, self-monitoring, and reflection.
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Explaining the rationale behind expectations promotes understanding, ownership, and self-regulation.
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Reflective questions encourage students to consider their choices and develop responsibility for future behaviour.
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Effective communication focuses on observable behaviour rather than attacking the student's personality or character.
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Active listening helps clarify perspectives, reduce misunderstanding, and communicate respect.
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A mediator facilitates communication and negotiation but normally does not impose the solution.
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Avoidance can be appropriate when an issue is minor or when emotions need time to cool before constructive discussion.
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The five modes are competing, collaborating, compromising, avoiding, and accommodating.
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Collaborative or win-win conflict resolution seeks solutions that address the important interests of both parties.
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De-escalation and impartial listening provide a foundation for understanding the conflict and deciding an appropriate response.
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Restorative approaches emphasize accountability, relationships, repairing harm, and restoring the classroom community.
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The pattern suggests that instructional design may influence behaviour. Increasing active engagement can be a preventive management strategy.
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Functional analysis examines what happens before and after behaviour to identify factors maintaining it.
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If peer laughter increases the likelihood of the joking behaviour recurring, it functions as a reinforcer.
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ABC stands for Antecedent, Behaviour, and Consequence.
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Praise occurs after the target behaviour and therefore functions as a consequence.
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In the ABC framework, antecedents precede behaviour, while consequences follow it.
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Behaviour should be examined in terms of its antecedents and consequences. If public confrontation provides attention, it may inadvertently maintain the behaviour.
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