EDU501 Highlighted Handouts by Maira

School Community and Teacher (EDU501)

Table of Contents:

Lesson 01 School Teacher and Community (Topic # 001 - 006) Lesson 02 Relationship between School and Community (Topic # 007 - 012) Lesson 03 Definition and Types of Social Institution (Topic # 013 - 020) Lesson 04 School and Culture (Topic # 021 - 027) Lesson 05 The Concept of Culture (Topic # 028 - 033) Lesson 06 Cultural Pattern (Topic # 034 - 039) Lesson 07 The Working Context of Pakistani Teachers (Topic # 040 - 044) Lesson 08 Leadership Role (Topic # 045 - 051) Lesson 09 Level of Social Interaction (Topic # 052 - 057) Lesson 10 Group Formation (Topic # 058 - 064) Lesson 11 Community Education & Parent Involvement (Topic # 065 - 069) Lesson 12 Community Education (Topic # 070 - 074) Lesson 13 Parents Involvement (Topic # 05 - 080) Lesson 14 Collaboration in Learning (Topic # 081 - 087) Lesson 15 Social Class Difference (Topic # 088 - 096) Lesson 16 Support the Mother Tongue (Topic # 097 - 104) Lesson 17 Parents Trust (Topic # 105 - 109) Lesson 18 Feminine Approaches (Topic # 110 - 114) Lesson 19 New Knowledge is Built on Old Knowledge (Topic # 115 - 120) Lesson 20 Schools in Pakistan (Topic # 121 - 126) Lesson 21 Literacy (Topic # 127 - 130) Lesson 22 Culture Defined (Topic # 131 - 135)

Lesson 23

Studen What is the importance of family involvement for

children development?ts Learning (Topic # 136 - 142) Lesson 24 Personal Social Characteristics (Topic # 143 - 147) Lesson 25 Assumptions about Teaching Practices (Topic # 148 - 152) Lesson 26 Number of Female Teachers (Topic # 153 - 159) Lesson 27 Classroom Practices (Topic # 160 - 165) Lesson 28 Family Background (Topic # 166 - 172) Lesson 29 Head Teacher (Topic # 173 - 180) Lesson 30 School Culture (Topic # 181 - 185) Lesson 31 Personal Social Relations (Topic # 186 - 191) Lesson 32 Rural and Urban Schools (Topic # 192 - 200) Lesson 33 Homework (Topic # 201 - 207) Lesson 34 School Knowledge (Topic # 208 - 213) Lesson 35 BRIDGES Project (Topic # 214 - 218) Lesson 36 Recruitment Policy (Topic # 219 - 226) Lesson 37 Public Education (Topic # 227 - 232) Lesson 38 School Health (Topic # 233 - 238) Lesson 39 School Health Program (Topic # 239242) Lesson 40 School Health Environment (Topic # 243 - 247) Lesson 41 Life Skills Based Education (Topic # 248 - 252) Lesson 42 School Nutrition Programs (Topic # 253 - 258) Lesson 43 Safe & Supportive Environment (Topic # 259 - 265) Lesson 44 Inadequacy of space (Topic # 265 - 271) Lesson 45 UNICEF (Topic # 272 - 276)

Topic: 001 – School, Community and Teacher · Triangle components · These are three component of a triangle ·  School ·  Community ·  Teacher

These components have equal importance in a triangle. If any one of them is missing, the triangle will not be complete. For a proper triangle, all three components have to merge together.

Relationship among school, teacher and community

If school and teacher work but community does not exist the triangle does not stand, if school and community are in harmony with one another and teachers are not collaborating with both, again we do not have good educational results. So, for good educational standards and to meeting the targets and goals, we need the collaboration of all three components.

Pillars of the society

School, community and teacher are independent pillars of a society and a nation depends on how the schools are functioning with cooperation and understanding of the community and how the teachers are playing an important role by looking at the standard set by the school.

School as part in in the community

School is an important part of the community, it is not a mere building, and schools have to a lot to do to serve the community. Similarly community contributes a lot to school. Communities combine their practices, resources, and perspectives to form a shared knowledge base that informs their practice. Members of a community of practice have a common sense of purpose and a real need to know what the others know. So, all these depend on each other.

Topic: 002 – The Relations between school and home

 School is the second home for a child. It has its own culture, its name and its

identity.

 School is the second home for a child. It has its own culture, its name and its

identity.

 Children come from a home, which is a part of a community, with deep rooted

norms of culture and behaviors. It also has its own identity.

School is the second home for a child. It has its own culture, name and identity. A child comes from a home which is a part of a community. School has also its own identity. School brings

vision for us. It is said that 99% people consider school as a second home. They feel that the days spent in school were the best one in their lives.

School as identity

School has not only the building but also a name, culture and identity. Parents hold an opinion

about the school, whether government or private. School has its own culture, good or bad, it depends how the school authority conducts it, how the community visualize the school in a particular area and how the teachers contribute to the identity and culture of the school. A child comes from home holding a specific culture and adjusts him with the school environment.

Topic: 003 – The Relations between school and home

 A child needs a familiar set up to settle in the new environment of school which

respects his identity and home culture and identity to which they belong. Different background The culture of a society has deep roots and the school and home are part of that society. The

child has a certain culture at home, he goes to school and figures out that the school has also some norms and routines; at playground, he learns that different children come from different homes and each has his own home culture.