EDU501 Official Handouts

Community, School 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 # 075 - 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 Students 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)

Lesson No. 1 · SCHOOL, COMMUNITY AND TEACHER · Topic: 001 – School, Community and Teacher · Triangle components · These are three components 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 must merge together.

Relationship between schools, teachers 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 meet the targets and

goals, we need the collaboration of all three components.

Pillars of society

School, community and teachers 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 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 others know. So, all these depend on each other.

• 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% of people consider school as a second home. They feel that the days spent in

school were the best ones in their lives.

School as identity

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

about school, whether government or private. School has its own culture, good or bad, it depends

how the school authority conducts it, how the community visualizes 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.

• A child needs a family 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 society has deep roots, and 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.

Community & teacher help the child

Thus, it is a difficult task, for the child, to become familiar with all three different cultures. However,

the community members, school staff and teachers can help the children to address three different

cultures issues. They can generate a friendly environment and sense of attachment and may instigate

respect and harmony among the home, school and community culture. This will have a positive impact on the child’s growth. So, educating a child is a partnership between home and school, and

that connection must remain clear and strong to monitor progress and act when there are problems.