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What is Educational Management? A Complete Overview

Educational Management involves planning, organising, and overseeing educational resources to achieve academic goals. This blog explores Educational Management, covering its types, key principles, benefits, and best practices, providing a complete overview of how it functions. It also enhances the efficiency of educational institutions.

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How do schools and colleges keep everything running smoothly while ensuring students succeed? The answer lies in Educational Management. It involves overseeing resources and activities to create an effective learning environment. From developing policies to fostering collaboration, Educational Management plays a key role in shaping successful educational systems.

In this blog, we discuss the different types, key principles, benefits, and best practices of Educational Management, showing how it helps improve both student outcomes and institutional performance.

Table of Contents

1) What is Educational Management?

2) Types of Educational Management

3) Key Principles of Educational Management

4) Benefits of Educational Management

5) Best Practices in Educational Management

6) Conclusion

What is Educational Management?

Educational Management involves organising, planning, and overseeing all the resources and activities needed to reach academic goals. Its main aim is to create policies, develop plans, and build an effective education system that supports a positive environment for both students and staff.

Additionally, it ensures that educational institutions run smoothly and efficiently. By fostering collaboration among teachers, administrators, and students, Educational Management helps achieve the best possible outcomes for everyone involved.

Types of Educational Management

Here are the types of Educational Management:

Internal and External

Internal Educational Management is managed by individuals directly responsible for each educational programme. They handle planning, organising, coordinating, supervising, controlling, administering, and evaluating.

On the other hand, external Educational Management is managed by government bodies or external organisations. They oversee policies, curriculum development, teacher training programmes, and more.

Autocratic and Democratic

In autocratic Educational Management, authority and control are concentrated in the hands of a single individual, group, or institution. This is common in unitary states or authoritarian systems.

On the other hand, in democratic Educational Management, power and responsibilities are shared among different levels of management. This approach is widely used today and is essential for fostering positive changes in the education system.

Centralised

In this type, one person has all the power and authority to run the education system. Every decision is made by this individual at the top level and then passed down to lower levels for implementation.

Decentralised

This approach involves sharing control and authority from the top level to various levels of management and school administrators. For example, top-level management makes major policies, while middle and lower levels make necessary adjustments.

Key Principles of Educational Management

Some of the key principles include:

a) Equal Division of Work: Responsibilities are evenly divided among all staff members, including principals, directors, and teachers.

b) Authority and Responsibility: Align authority with corresponding responsibilities to ensure an efficient administrative structure. For example, teachers are responsible for student care, not policy-making.

c) Prioritise Organisational Goals: Academic objectives and organisational goals should take precedence over individual interests.

d) Fair Remuneration: Provide fair compensation to employees, ensuring that teachers and staff receive competitive salaries and benefits.

e) Appropriate Resource Allocation: Distribute resources effectively to meet the needs of both employees and the institution.

f) Collaboration and Innovation: Encourage a culture of innovation and collaboration, where ideas are freely shared to continuously improve the work environment.

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Benefits of Educational Management

Here are some of the advantages of Educational Management:

a) Enhanced Student Outcomes: Effective Educational Management and planning lead to improved student achievement. This is achieved by utilising resources efficiently to support learning.

b) Improved Collaboration: It fosters collaboration and partnerships among stakeholders. This creates a more interconnected education system.

c) Boosted Morale: Effective management increases job satisfaction and morale among educators. This encourages a positive and supportive learning environment.

d) Strategic Planning: It involves long-term planning to set goals and define a clear vision for the institution’s future. This includes forecasting trends, anticipating challenges, identifying opportunities for growth, and developing strategies to achieve desired outcomes.

e) Efficient Resource Allocation: By managing resources such as finances, facilities, technology, and human capital effectively, educational institutions ensure proper utilisation. This maximises the impact of these resources.

Best Practices in Educational Management

Educational institutions should use effective management methods to create a productive and encouraging learning environment. They can adapt to changing needs and achieve their educational goals by following these best practices.

Engaging Parents and the Community

Involving parents and the larger community in the educational process can significantly boost student achievement. Active community involvement strengthens the institution’s mission by fostering a positive learning environment.

Leveraging Modern Technology

The use of technology in the management and administration of schools can be beneficial in making information available, making work easier, and helping deliver quality education. Technologies such as data use in data analytics and Learning Management Systems (LMS) have the potential to enhance education administration.

Fostering Continuous Professional Development

Investing in professional development ensures that educators stay updated on trends and best practices in education. Ongoing professional development is crucial for maintaining high standards in both management and instruction.

Maintaining Clear Communication Channels

Effective communication within the organisation is essential for good Educational Management. Clear communication ensures that all stakeholders are aware of and aligned with the institution’s goals and objectives.

Encouraging a Collaborative Learning Environment

Promoting a collaborative environment motivates teachers and students to actively participate in the learning process. This approach enhances educational outcomes and supports the institution’s overall development.

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Conclusion

We hope you understand the importance of Educational Management. It is essential for both institutions and countries to help efficiently allocate and manage resources, track progress in real-time, and make informed decisions. Explore these top Educational Management systems to find the best fit for your needs and goals.

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Frequently Asked Questions

The first aspect of Educational Management is planning. This involves setting goals, defining strategies, and outlining the steps needed to achieve the institution’s objectives.

The major functions include planning, organising, directing, and controlling educational activities. These functions help achieve the institution’s goals and maintain high standards.

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Classroom management for learning

What do we mean when we talk about classroom management.

Classroom management refers to actions that an instructor takes to create and maintain a learning environment that is conducive to successful instruction. These actions include decisions about structure, organization, and course activities that support students by managing their expectations and behaviors. Effective classroom management can create a positive learning environment that:

Fosters an environment that supports academic, social, and emotional learning;
Facilitates a structured and organized environment where students can focus on learning; and
Builds trust and healthy relationships between instructor and students, and peer-to-peer among students.
Maintains attention and fosters motivation and engagement; and
Minimizes disruption and interference with learning.

Ecological Approaches to Classroom Management:

The classroom is a learning environment with particular purposes, features, processes, and dimensions. Classrooms are public places and yet each class can feel like a private sphere with shared stories, inside jokes, and particular comforts and discomforts. Each classroom can also have its own dynamics that are affected by the people in the room, the time of day, the physical space, and many other factors.

The instructor can have a big influence on the ecology of the classroom by attending to many of these factors through course and lesson planning. What works:

Being “with it”: scan the room and be aware of what is happening at all times
Overlapping: do more than one thing at a time, such as maintaining eye contact and using proximity to keep attention
Momentum: teach well-prepared and briskly paced lessons that keep students’ attention
Keep the group alert and accountable: use teaching techniques that keep students’ attention and reduce predictability
Offer varied and challenging assignments: different ways to use their minds at the right level of difficulty

Considerations:

Classroom management can often feel like a battle for control between students and instructors. If it starts to feel that way for you, it’s time to reflect on your approach.

Are your rules consistent with your larger purpose and learning outcomes? Do they promote or hinder student motivation? Are any of your rules or procedures unnecessarily rigid or punitive?
What degree of control do you need to have and in what areas? How should you balance control for maintaining a healthy group order with individual student needs for control over their own learning?
How can you promote individual and collective responsibility for learning? How are you building a community of learners?
How do outside factors (e.g. time of day, classroom location, weather, etc.) affect your class mood and behavior?
What will be more important for you to do in large classes vs. small classes, or lecture vs. lab/studio classes?
How do you show respect for yourself and your students in your respective roles?

Strategies for Starting and Ending Class:

Get off to a good start.

Come to class early, if possible, to set up everything you need and be available to chat with students.
Start class on time, every time.
Post a question or problem on the board/screen that they need to start working on right away; this can be related to their homework, a concept from the last session, or kick off a concept for that day’s session.
Use the intro activity to do a think-pair-share exercise with a peer; this gets them talking!
Connect what you will do today with the last class or place it in the bigger picture.
Activate prior knowledge by asking questions, doing a demonstration, or using a Student Engagement Technique .

End Class with Confidence

Leave time at the end of class to review what students learned that session and how it connects to the course or unit learning objectives; ask students to summarize.
Use a Classroom Assessment Technique (CAT) to find out what students learned and what was confusing.
Don’t ask for questions at the end of class; no one wants to hold up the class from leaving. Be clear about how and when is the best time to ask questions.
Give instruction and reminders for homework or upcoming deadlines.
Provide a preview of the next class and how it will connect.

10 Effective Classroom Management Techniques Every Faculty Member Should Know (Free report downloadable from Faculty Focus)

Classroom Management – University of Connecticut

Classroom Management Tips for New College Instructors

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Article contents

Educational management.

Richard Lynch , Richard Lynch Assumption University of Thailand
Poonpilas Asavisanu , Poonpilas Asavisanu Assumption University of Thailand
Kanog-on Rungrojngarmcharoen Kanog-on Rungrojngarmcharoen Srinakharinwirot University
, and Yan Ye Yan Ye Assumption University of Thailand
https://doi.org/10.1093/acrefore/9780190264093.013.701
Published online: 29 May 2020

Educational management is one of a trilogy of overlapping concepts, along with educational administration and educational leadership. These three concepts are related but nonetheless possess definitional differences depending on where the terms are applied.

The complexity of educational management as a concept is evidenced by its inclusion of related but subsidiary though important notions such as ethics, culture, and diversity within differing educational systems. The overall purpose of educational management is to effectively and efficiently create and maintain environments within educational institutions that promote, support, and sustain effective teaching and learning, but how those key objectives are set and the means by which they are attained may differ significantly depending upon education system or level and across educational cultures. In striving to accomplish these goals, educational managers, through thoughtful practical application of management principles, enlist and organize a society’s available resources to attain the educational goals that have been set by that society’s political leaders. As such, the various educational goals set by differing societies to which educational managers at all levels of the educational system must respond are by definition changeable along with changing socioeconomic conditions within a society and the disruption occasioned by the rapid development of digital technologies used as management tools. Educational management, while guiding planned change, must be responsive to unplanned, disruptive change created by rapid changes in both social structures and cultures as well as advances in digital technologies. This is where the element of educational leadership that directs and guides the entire process of educational management and administration takes on particular importance. Leadership includes both manager and teacher professional ethics and is expressed within a variety of theories of ethical leadership in education that respond to cultural imperatives in differing societies. Educational management must be responsive to both global and local changes due to technological developments that directly impact teaching and learning through changes in curriculum in terms of pedagogical and assessment practices. It is in how educational management as a discipline evolves to effectively meet the needs of educational systems contingent upon the challenges derived from technological, social, cultural, and economic changes sweeping the globe in the first decades of the 21st century that will determine the effectiveness and efficacy of management practices going forward. Effectively and innovatively managing change is the primary challenge facing educational management locally, regionally, and globally in the decades ahead.

educational management
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Educational Administration and Management by I. S. Sindhu

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Management of Schools (Activities and Approaches)

After reading this chapter, you will be conversant with:

Concept of an Ideal School

Characteristics of School Management
Principles of Democratic School Management
Institution of Democratic School Management
Planning of School Activities
Approaches to Management
Preparation of a Plan

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5 Need and Objectives of Education Management

1. Objectives

2. Concept of education management

3. Need of educational management

4. Objectives of educational management

1. Objectives

At the end of the module, the learner will be able to-

Explain the concept of education management
Describe the need of educational management
Identify the objectives of educational management

2. Concept- Education Management

Educational institutions operate in a dynamic environment. They therefore must constantly identify and implement improvements in their own setup. Educational Management is concerned with the internal operations of educational institutions.

The origin of the development of educational management as a field of study began in the United States in the early part of the twentieth century. Development in the United Kingdom came as late as the 1960’s. Educational management, as the name implies, operates in educational institutions.

Education: Education is a provision of series of learning experiences to students in order to impart knowledge, attitude and skills with the ultimate goal of making them productive members of the society.
According to Henry Fayol “To manage is to forecast and plan, to organize, to command, to co-ordinate, and to control.”

Fayol described management as a process of five functions such as planning, organizing, commanding, coordinating and controlling.

Thus, educational management is defined as that type of management which helps in the process of planning, organizing, directing and controlling the activities of an institution utilizing the human and material resources optimally to accomplish the functions of education in teaching, extension work and research.

Hence, educational management deals with the institutions (schools- colleges), human resources (Teaching and non- teaching staff, students, parents and other stake holders), Material resources (Infrastructure, equipment’s etc.), rules, regulations, policies, society etc. It helps to fulfill the educational goals and objectives.

3. Need of educational management

To continue and endure the changes brought in the educational system as a result of change in the Government in a democratic country like India it is necessary to have a proper management system in place to utilize the available resources. The educational institutions today are found to be too much in control of the regulatory bodies, examination and certification process. The management of education is needed to look into these aspects.

The system of education needs to be more dynamic to provide the society with human resources that has specialized expertise and skills, values, attitudes, professional ethics so as to sustain and enhance the national development.
The purpose of educational management at institutional level is to create a congenial environment for attainments of the aims and objectives of educational system. The institution should have such an environment which will keep the staff motivated and cheerfully willing to do the job we want them to do. Proper face to face communication will help to have better relationship among the members of the institution.
To make educational system more proactive by applying the techniques of management. The individuals involved in the process should be provided with adequate facilities for reaching the highest levels of achievement and for improving the professional growth to the maximum. In order to be effective and efficient, an educational institution has to ensure that there are right type of people with the right skills, in the right place and at the right time for carrying out the various jobs and services.
The knowledge of management will help to bring a qualitative change in the education system. With time, the needs and the goals of the society keep on changing. It is important for the education system to stay in tune with the needs of the society and bring changes in its system for betterment of the society.
To prepare the teachers to become efficient leaders and managers. Inherently, teachers have good command over their subject and are able to handle it well. But when it comes to other roles like being a manager, leader they are not so efficient in performing these roles. Thus, by training the teachers to manage and lead the group will add to their performance.
The education managers require specialized training to handle the admission process in today’s competitive world.
It is important to use scarce and dwindling resources optimally.
We need to have a forward look planning for our education system at institutional level.
To have more elite educational institutions in our country.
The relationship between the school and the community has to be maintained for better progress of the nation. This can be best strengthened by the teachers who are the change agents of the society.
To make the curriculum more relevant to life and needs of the changing society so as to realize the national goals.

4. Objectives of educational management

• Helps in achievement of institutional objectives: Educational management brings all the components of an educational programme into harmonious and fruitful relationship for the purpose of successfully achieving the underlined objectives. It helps to satisfy the individual goals of employees with the overall goals of the institution.

• To improve planning, organizing and implementing: Planning and controlling helps in better efficiency and needs to be taken care of at all levels in the institution. It helps in reducing the wastage of resources and brings order in the working of an institution. It is proactive rather than passive. Planning asks the following questions: What? When? Where? By whom? How? Planning includes the following a series of steps:

Defining Objectives (setting objectives or goals)

Determining the current status with respect to the objectives (being aware of opportunities)

Determining planning premises (analyzing the situation for external factors and forecasting future trends; generation of future scenarios)

Identifying alternative (best alternative to accomplish the objectives)

Choosing an alternative (selecting the course of action to be pursued)

Formulating support plans (arranging for human and material resources)

Implementing the plan (action stage which also involves evaluation)

Thus planning should be flexible. There should be enough scope to change in any unforeseen circumstances like availability of equipment’s and grants as expected. Organizing helps to create a better coordination among the various departments of an institution. It is the combination of necessary human and material resources coming together in a systematic and organized manner to achieve the desired results. The growth of an institution greatly depends upon how effortlessly and competently the activities are carried out.

Creating and maintaining a good public image of the institution: The mushrooming of educational institutions makes it imperative to create and maintain good image in the public as people today are more conscious of the brands and expect quality work for the money spent. The same philosophy is applied in the educational institutions. Bad public image may lead to less admissions.
Maximum utilization of human and material resources: There institutions who always face the dearth of teaching and non-teaching staff. In such situations, managing the available human resources becomes very crucial. The planning for spending the money, proper budgeting, and getting the optimum out of the finances available is one of the major aspects of the educational institutions. The quality of the equipment’s purchased and its maintenance has to be managed regularly.
Enhancing the efficiency of the institution: Survival in today’s competitive world necessitates to maintain and enhance the efficiency of the institution. Thus proper controlling is necessary which will be possible by combining the work which individuals or groups have to perform with facilities necessary for its execution such that the duties performed provide the best channels for efficient, systematic, positive and co-ordinated application of available effort. Controlling involves measuring and monitoring performance in accordance with plans and taking corrective action when required. It establishes performance standards based on the objectives, measures, and reports actual performance compares the two and takes corrective or preventive action as necessary. Thus, controlling indicates the degree of goals achieved, the extent of deviation from actual plans, generates accurate information and requisite feedback. Thus controlling focuses upon the difference between planned and actual performance. Controlling is needed in Institutional Budget (finance in terms of income and expenditure), Institutional Supplies (stationery and material equipment), Library (maintenance and up gradation), Teaching-learning Process, Accounts and School Records and Discipline (staff and students).
Prevents duplication of work: Specific duties need to be assigned to each and every unit in the institution so that there is no replication of the work done and at the same time proper utilization of time and energy. Activities are assigned to different people who are specialists in that area, so as to improve efficiency.
To manage interpersonal conflicts among the members: Usually, it is observed when people work as a team in the initial phase there happens to be some conflicts among the members with respect to their opinions and working style. Such conflicts if not resolved at the right time may lead to loss of productivity.
To understand the roles and responsibilities: Allocation of tasks is an important aspect of the educational management to ensure that the right person is in the right place. Proper roles and responsibilities will lead to less stress and chaos among the staff.
Job Satisfaction: By the end of the day one of the most important aspect for any employee is job satisfaction. If the employee is not satiated with the work environment and the rewards will definitely not look forward.

Educational management helps to enable the right pupil to receive right education from the right teachers at an affordable cost and take advantage by their learning experiences. It is being mainly a human endeavor should be properly planned without emphasizing the rigid application of mechanical and physical principles. It is fundamentally a social organisation where inter human relationships must play a major role. For success of educational management, there must be adequate freedom and flexibility on the one hand and necessary discipline and decorum on the other hand in the educational institution.

Deshmukh, A.V. & Naik, A.P. (2010).Educational Management, Mumbai: Himalaya Publishing House.
Kochhar, S.K. (1970). Secondary School Administration, New Delhi: Sterling Publishers Pvt. Ltd.
Pandya, S.R. (2006). Administration and Management of Education, Mumbai: Himalaya Publishing House.

Teaching & Learning

Examples of learning activities.

The teacher's fundamental task is to get students to engage in learning activities that are likely to result in achieving [the intended learning] outcomes. It is helpful to remember that what the student does is actually more important that what the teacher does. (Schuell, 1986, p.429)

Every learning activity in your unit should be intentional , meaningful and useful .

As noted on the Session Outcomes page , each learning activity in your unit should be aligned to the unit ILOs, as well as to the more specific learning outcomes of each session or module that you teach. The intent of the activity is then clear to both you and your students.

It is equally important that each activity is meaningful , and ensures student development and advancement through the unit. Activities should build on previous activities and avoid being repetitive, they should enable students to engage with and develop their skills, knowledge and understandings in different ways. Meaningful activities engage students in active, constructive, intentional, authentic, and cooperative ways.

Useful learning activities are ones where the student is able to take what they have learnt from engaging with the activity and use it in another context, or for another purpose. For example, students are able to directly apply the skills or knowledge they acquired to an assessment task, or to the next activity in your unit.

The activity types provided below are by no means an exhaustive list, but will help you in thinking through how best to design and deliver high impact learning experiences for your students in your unit.

Content Focus (and Interaction)

Whether the learning outcomes for a session or module include declarative or functioning knowledge, almost all of them will be supported in some way by the presentation of information to students.

Activities which involve student interaction with content can include listening to and/or watching a live or recorded talk, engaging with a written or visual text, engaging with multimedia, or a combination of these. Typically, students are more likely to retain information presented in these ways if they are asked to interact with the material in some way, which is why it is useful to ask or invite questions, or include another activity type after every 5 or 15 minute 'chunk' of information.

Example: Live Lectorial (Online or On campus)

Provide information orally, supported by slides, in 4 to 7 minute blocks, interspersed with interactions such as asking students to respond to a related question. For example, ask the students a question that requires them to apply, summarise, explain or identify etc. an important aspect of the information just presented. After asking the question, wait 10 to 15 seconds before asking for volunteers, or calling on a randomly selected student to respond. (It may be useful to provide a visual clue for students identifying that after posing the question you would like to them to consider a response and remain silent for the designated amount of time.) After a student has responded to the question, call on another student to summarise the first student's response. Alternatively, if the first response was not completely accurate, invite the second student to respond to the first student's answer (e.g., "[name] what do you think about that - would you agree?"). Alternatively, students might work through problems, case studies, calculations, etc, individually or in small groups following short sections of content delivery.

This activity would be particularly relevant for supporting student progress towards learning outcomes with declarative knowledge .

Example: Assigned Reading/text

Provide students with access to a text (e.g., journal article, blog, multimedia presentation). Accompany the text with a number of questions which will help guide students' focus as they engage with the text. The questions could be provided for personal reflection, they could be addressed further in a subsequent synchronous session (online or on-campus), they could be presented in the form of an online quiz (weighted or unweighted) or survey, or they could be required as part of an asynchronous activity (online) among other options and possibilities.

The questions posed, and how students are asked to respond to them will be dependent upon what the ILOs require students to do. For example, a unit with an ILO that requires students to ' identify ' might have questions that highlight the relevant aspects, or which require students to identify the key ideas in a reading. For a unit with an ILO for students to ' evaluate ', however, the questions might ask student to list advantages and disadvantages, or to compare and contrast different approaches noted in the text(s).

Example: Multimedia Content in MyLO

Use a MyLO Content File (HTML) to pose one to four questions, in text. Ask students to record their responses in a linked, editable MyLO survey. Below the questions and the survey link, embed a short video (from YouTube, MyMedia, Vimeo etc) that contains information answering the posed questions. Ask students to return to their survey answers (with a link) and update them with the new knowledge they have.

The questions posed will be dependent upon the unit and module/session learning outcomes. For example, ILOs that require students to ' identify ' might have questions that highlight the relevant aspects, or which require students to identify the key ideas in the video. For ILOs that require ' critical reflection ', however, the questions might ask students to complete SWOT components, or to present perspectives from a variety of stakeholders, fo example.

Interactivity (with Others) Focus

The 'social presence' of a student in a unit has been found to correlate positively with both their achievement of learning outcomes, and their perception of the learning in a unit (Richardson & Swan, 2003). Peer relationships, informal support structures, and teacher-student interactions/relationships all contribute to a student's social presence in a unit. Therefore, including learning activities that foster open communication and group cohesion (as ways of fostering social presence) as well as providing opportunities for active learning are important in every unit.

Activities that focus on or include interaction with others can support student development of a range of learning outcomes, inclusive of declarative and functioning knowledge. All of these examples could be used in either online or on campus environments.

Example: Facilitated synchronous discussion

A set of questions are provided to students for consideration prior to a scheduled session. In small groups of 10-20, the teacher facilitates student sharing of responses to the questions, and building upon those responses. Further questions for consideration might be introduced during the session, aimed at furthering the thinking and analysis generated from the discussion.

N.B., Facilitating the sharing of responses is most effective when done skillfully. Therefore, it is likely that familiarising yourself with literature about this will enhance the learning of your students.

Example: Jigsaw collaborative information sharing

A cohesive set of information is separated into 4 or 5 smaller parts. For example, a written article separated by its paragraphs, a report separated by each section, a video separated into shorter clips. Students are organised into small groups, and each one is provided with one of the smaller parts of information. Students work together to understand the information they are provided with. They also discuss and rehearse how to share this knowledge with others who do not have the information. Then, new groups are formed, each being made up of a single student from each of the original groups. In these new groups, each 'expert' student shares their knowledge with the rest of the group who may ask questions to clarify meaning.

The teacher may then pose questions for the groups to answer, ask groups to complete a task that demonstrates their understanding, provide their own summary, or take questions from the groups to help solidify understandings.

Example: Group Assignments

Students are organised into smaller groups of three or four for the entire semester, a week, a fortnight... Each group has an assigned task, and each member an assigned role. (The organisation of groups, and assignment of roles can be managed either by the teacher or the students.) Discussion boards are provided for each of the assigned roles (e.g., project manager, schedule and records manager, presentation manager, researcher) so that these students can share ideas and check understandings with one another to then take back to their group). Opportunities are provided for each group to share their product with the rest of the class, through, for example, an in-class presentation (using web conferencing for online presentation), or a peer-assessment activity (facilitated online or in-class) where each group assesses one another's work using a rubric.

Critical Thinking

Activities that provide students with opportunities to think about or use knowledge and information in new and different ways will support their development of critical thinking skills - one of the main selling points of a university education. Often critical thinking activities can follow on from other learning activities, after students have received feedback from the initial activity.

Example: Response to an assigned text

Students are initially asked to identify the key ideas in an assigned text (written, audio, video), and share their understanding with a sub-set of the class (e.g., during an on campus (or online) 'tutorial', or on a discussion board). To extend this to a critical thinking activity, once the initial discussion on the content of the text is completed, students are then asked to critique the text based on a provided set of criteria. The criteria could focus on the validity of the assertions made, and their relevance and applicability to other topics covered in the unit and specified situations and scenarios. The critiques could be presented and discussed orally, or initially posted to a discussion board for further analysis and use in subsequent learning activities.

Example: Digital story development

Students (as individuals, pairs, or in groups) are provided with a scenario or case study which they must analyse. They prepare a 5 minute digital story that explains what the relevant issues are, including the stakeholders, the options, the impacts and consequences etc (as relevant to your discipline and context). These digital stories are shared on MyLO, and used in subsequent sessions for class analysis, for peer-feedback or assessment, for oral advocacy where the author(s) of the digital story respond to questions about the content, defending and explaining their reasoning, or for formal assessment and feedback from the teacher, among other uses.

Asking students to produce something can be an effective way of assisting them to engage with ideas and concepts at the level you wish them to. It can be a way of facilitating 'deep' learning. Worth noting here, is that with the ubiquitousness of technology and its capabilities now, the requirement of production being predominantly written no longer exists, with the range of possible forms of production ever increasing, bounded only by your imaginations.

Example: Infographic

When students are learning about processes or procedures; dealing with statistics, numbers, and dates; learning about complex ideas with interactions on different levels; or something similar, you can ask students to produce an infographic to explain, describe, and visualise this information. The production of the infographic can be worked on by students outside of scheduled sessions, and should be shared with the whole class through MyLO. The infographics could also be used as a starting point for further analyses and/or discussions.

Example: Oral summary (+ written summary)

Students are each given a specific aspect of a topic, and asked to create a 4 minute oral explanation of it. The oral explanation is then shared with the other members of the class, either as a recording shared online, or through a live presentation during a scheduled session. This can work well when all the participating students are then asked to write a short summary of each of the aspects explained. These written summaries are then also shared with the class online. In addition to providing students with an opportunity to learn more about the aspects, this also provides you the teacher with useful feedback about the aspects which students have not understood as well as needed. This then enables you to plan for additional learning activities that focus on the less well understood concepts.

Example: One minute paper

During a lecture, or within a module on MyLO, ask students to stop and spend one minute (and no longer) responding to a key question about the topic being covered. Students then pass in their writing to the teacher.

The one minute paper can be written on a piece of paper, but works particularly well on campus when students are asked to submit it through the survey tool in MyLO. This makes the collection and reading of the papers easier for you the teacher, and makes it easier to analyse the responses and respond to them in the following scheduled session.

Problem Solving

Presenting students with a problem, scenario, case, challenge or design issue, which they are then asked to resolve, address, meet, or deal with provides students with a visible and clear reason for learning. If, in order to solve the problem, they are required to have knowledge, understandings and skills, that they don't currently have, they are likely to be motivated to gain them. The scale and extent of the problem, and the amount of scaffolding provided by you, the teacher, will need careful consideration and reference to the learning outcomes of the unit, module and/or session.

You may find John Savery's (2006) article Overview of Problem-based Learning: Definitions and Distinctions a valuable and useful read.

Example: Simulation

Students are provided with a scenario, and they then interact with people and/or machines who respond to their choices and actions as if in real life. After the simulation has ended, the student reflects on the consequences of their choices and actions, often in response to questions from their classmates or teacher(s).

Example: Case Study

Students, either individually or in groups, are provided with information about a person or organisation, and are assigned a role that is relevant to the case of the assigned person or organisation. The students must then analyse the case, and make recommendations to stakeholder(s), propose a solution, or present a design or plan related to the case.

What students are asked to do in relation to the case will depend on the discipline in which they are studying, and the unit's intended learning outcomes.

Example: Class Solution and Consequence

During a live lecture or tutorial, the teacher presents a scenario, and seeks responses from the class about possible approaches/responses to it. After collecting the responses (made verbally and recorded by the teacher, or sent using an audience response system such as MyLO surveys, clickers, or Lecture tools (which are currently in use across UTAS)), the teacher then asks for verbal responses about what the consequences might be for a selected answer. This continues as each of the main responses are analysed and the consequences considered.

Using effective questioning and discussion facilitation skills will enhance this sort of learning activity.

Reflection is an activity that supports the development of students' meta-cognition, that is, their understanding of how they think, learn, and understand. The process of reflection starts with the student thinking about what they already know and have experienced in relation to the topic being explored/learnt. This is followed by analysis of why the student thinks about the topic in the way they do, and what assumptions, attitudes and beliefs they have about, and bring to learning about the topic.

Stephen Brookfield has a number of useful publications about the use of reflection and reflective writing for learning and teaching which you may find useful, including: Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting (1987) ISBN 978-1-55542-055-0 , and Teaching for Critical Thinking: Helping Students Question Their Assumptions (2011) ISBN 978-0-470-88934-3 .

Example: Self-Assessment

After students have completed a learning activity or assessment task, provide them with a set of criteria to use to assess the quality of their work. Ask students to write down a comment about the quality of their work (process or product). Then, ask students to think about why they achieved that level of quality, and whether they could do something differently in the future to achieve a different/higher level of quality. Students may be asked to make a record of this reflection.

Example: Reflection on Learning

After students have received feedback on an early assessment task or learning activity, ask them to use the DIEP model (Boud, 1985) to write a reflection about their experience of completing the task or participating in the activity. Ask students to use the reflective writing process to assist them to replicate approaches that worked well for them, and/or to avoid approaches that did not help them to learn and perform well.

This focus would be most appropriate for students who are in their first year of study at university, and especially for those in their first semester.

Example: Prior Understanding

Towards the start of a new topic or module, present to students the name of the topic, and/or some key words of relevance to the new module. Ask students to reflect on what they currently think about this topic, how they feel about it, and why this might be the case. Ask students to predict what they will learn about, how they feel about that, and how they expect to feel about the experience of learning about it.

This can be useful to go back to towards the end of the module or topic, to ask students to reflect on if and how their feelings and understandings have changed.

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks 7 (1), 68-88.

Schuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research , 56 , 411-436.

13 Classroom Management Games Your Students Will Want to Play

Have you ever brought out the clay, paint, or papier-mâché, only to feel frustrated and devastated by students’ lack of respect for the materials? Have you spent hours planning the perfect lesson, only to provide instruction and see glazed-over eyes and confusion? We’ve all been there, and you are not alone!

With strong classroom management , teachers can do their job well, and students can maximize their learning experience. If you are considering revamping your classroom management strategy, keep reading to learn how games can make learning interactive and entertaining! Games also instill key skills like listening, following directions, cooperation, and camaraderie.

Check out these five aspects of classroom management and thirteen games to help you enforce them.

Rules and Procedures

The backbone of classroom management is establishing and enforcing rules and procedures. It helps avoid chaos and keeps students safe, but it also requires constant reinforcement throughout the year.

Check out these two games to encourage students to follow the rules and procedures.

1. Classroom Bingo

One way to reward students for following the rules and procedures is to have a classroom management BINGO game. You can make your own or download one here for free ! Laminate it, and every time students follow the correct procedures or go an entire class period without breaking a rule, they get to mark off a spot on the BINGO board. If the class gets BINGO, they get a reward.

If you play BINGO all the time, students will begin to think they don’t have to follow all the rules and procedures—just the ones to get them BINGO! Only pull it out when classes are really struggling. They’ll pay close attention to what rules and procedures are on the BINGO board. It reminds them of what they’re supposed to do without you having to give a lecture. For a different spin on BINGO and other classroom management games, check out the article 6 Exhilarating Classroom Management Games You’ll Want to Play in the Art Room !

Put a twist on the classic game of Jenga by setting up the wooden block of towers before class. If you notice something to correct, ask a volunteer student to make the correction and then remove one of the wooden blocks. The more corrections, the more blocks to remove, making the tower wobblier! If the tower falls down, students will receive a consequence. There isn’t a more dramatic visualization of a classroom failing to follow the rules and procedures than a whole tower of wooden blocks tumbling down!

Cleanup is a much bigger classroom management issue in the art room than it is for other subjects. The art room has more materials, supplies, and bulky projects. Letting up even a little on cleanup procedures can lead to a messy environment, which can stifle creativity.

Keep your classroom clean with these five cleanup games.

1. Supply Hospital

If you’re nearing the end of the class and something is still dirty, tell the class there is a supply emergency, and it needs to go to the supply hospital. Tell the class you need a doctor to save the supply! It conveys a sense of urgency, and your young “doctors” will rush over to make sure the supply doesn’t go into the supply graveyard.

2. Supply Graveyard

Unfortunately, you may find some supplies are past the point of revival. When paintbrushes aren’t cared for properly, they end up with hard, unusable bristles. Erasers fall victim to scissors, or markers get their tips smashed onto the tables. These supplies go to the supply graveyard. What happens when you add a supply to the graveyard is up to you! Students may lose access to certain supplies for a designated period of time or get extra cleanup time added to the end of class.

The supply graveyard can be a regular trash can, but it’s more effective to have a designated bucket. It gives students a constant visual reminder of what happens when they don’t take care of supplies. If you discover broken supplies after class, you can add them to the supply graveyard so students see them when they come to the next class.

3. Trash Toss

Trash toss is simple, requires no prep, and is bound to get students scouring the room for trash to collect. Students collect all the trash onto one table during cleanup time. If they finish all the other cleanup duties with time to spare, they get to take turns using the trash as basketballs to shoot them into the trash can. Up the stakes by rewarding students for making a certain amount of “baskets,” or let the game itself be the reward!

4. Recycled Airplanes

Similar to Trash Toss, students make paper airplanes out of recyclable trash. If they can fly their plane into the recycling bin, they win! A bonus is that this game teaches basic origami folding skills.

5. Power Tool Time

This one isn’t a game, but it does get students excited to clean! If you have a power drill, invest in a wire attachment tool. Be sure to review safety procedures before giving your students power tools. When your concrete floors or laminate countertops have dried paint or glue on them, students can remove them using the drill. Getting to use a drill makes students feel trusted and excited to clean. Warning: You may have students arguing over who gets to clean with the drill first!

Organization

You’ve spent hours carefully labeling your cabinets with the names and pictures of everything they contain. Surely it will be enough to keep your students from asking where supplies are and putting them back in the wrong places, right? All veteran teachers know the answer is “no.”

When you notice your perfectly organized classroom starting to devolve into disarray, try these two games to get things back on track.

1. Supply Scavenger Hunt

Students work individually or in small groups to find a list of commonly asked-for items. The first team to bring all the supplies back to their desk wins! Part two of the game includes having students practice putting all of the scavenger hunt items back where they belong. If students have electronic devices, snap a picture of the supply when they put it back in its place. This way, you can track each team and keep them accountable. The first team to put everything back correctly wins!

2. Hot Potato Classroom Organization

To reinforce classroom organization, create a simple drawing of your classroom and a list of commonly used supplies. Make sure the supply list is long and comprehensive so it doesn’t run out before the game ends. Divide students into small groups and set a one-minute timer. The group members take turns passing the list around. Each person labels one supply in the correct place on the drawing. Eliminate the person with the paper when the timer goes off. Play enough rounds to eliminate everyone except one person. The last person becomes the winner!

Team Building and Collaboration

The more collaborative projects you incorporate into your classroom, the more students will get to know one another. Incorporate small challenges throughout the year to ensure that students get to work with students outside of their friend group.

Here are two games to encourage team building in your classroom.

1. Fast Fashion

Students make a wearable piece of fashion using designated leftover materials in 15 minutes or less. It’s a great way to use leftover supplies if there aren’t enough for a full project. Dedicate the rest of the class period to a fashion show to show off the students’ creations. Have guest judges view the fashion show and vote for their favorite pieces. It’s not just a fun, collaborative game; it also helps free up space by getting rid of excess material and clutter.

2. Peer Directed Drawings

Peer Directed Drawings always get students laughing while working on communication skills! Divide the students into pairs. Give one student from each pair a sheet of paper with a simple line drawing. Remind them to make sure they don’t let their partner see what’s on the paper. Give the other students a blank paper and a pencil. The students with the line drawings guide their partners in replicating what’s on their paper. They aren’t allowed to tell their partner what the drawing is or give them any hints; they can only tell them how to move their pencil. The pair with the drawing most similar to the original wins the game!

For example, if the drawing is a simple flower, the student can give directions like these: “Start in the middle of the paper’s bottom edge. Make a line about two inches long going up toward the middle of the paper. Draw a circle on top of the line. Draw five ovals onto the outside of the circle.”

There are times when students don’t want to do what they’re supposed to. If students are giving you a lot of pushback, let them play a game to determine if they have to do the task. Even if they lose and have to do what you ask them to do, they’ll be less resistant because you gave them an “out.”

Save these two games for occasions when students are highly unmotivated.

1. Punch-A-Cup

Buy cheap or disposable cups. In all of the cups except one, put a piece of paper saying, “teacher wins.” In the one remaining cup, put a piece of paper saying, “students win.” Cover each cup with wax paper and secure it with a rubber band. Place the cups in the drilled holes.

Now comes the part where students have to earn “punches.” Ask them questions about what you’ve taught so far, or drill them on classroom rules and procedures. For each answer they get correct, they get a “punch.” One student gets to select a cup and punch through the wax paper. They get to keep playing until they run out of punches or until they get the cup containing the “students win” paper. Even if the students win, you also win because you snuck in a review game!

2. The Dice Decides

You can simplify the premise of Punch-A-Cup by using dice. Again, quiz the students on what you recently taught them. For each right answer, they earn a roll of the dice. Before rolling, the class determines the winning number. If the dice land on their choice, they get out of the task!

Games imply winners, and winning implies a reward. Manage student expectations by telling them upfront what they are playing for. Sometimes, playing the game is a reward in itself, and other times, students need to know they are playing for bragging rights. Don’t pressure yourself to create grand prizes or buy the rewards out of pocket. Keep it simple, and remember that you are incorporating games to make classroom management fun, not because you have to bribe your students to do the right thing! If you want more advice on implementing games in the art room, check out the Games in the Art Room Pack in PRO Learning .

A solid classroom management plan is one of the keys to success as an art teacher. It can be easy to fall into a rut of enforcing the plan through lectures. However, don’t write classroom management off as something to dread! There are plenty of games to play to keep the art room fun and entertaining for both you and your students. There are even games specifically designed for those moments of low student motivation. Give these games a try and witness the positive effects of your new classroom management approach!

Do you play classroom management games with your students?

What are your favorite ways to make classroom management fun?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Chelsea Solano

Chelsea Solano, a secondary art educator, is a former AOEU Writer. She is passionate about choice-based art education, fiber arts, and amplifying students’ voices in the classroom.

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Quality management of educational activities in higher education

2020, Revista Amazonia Investiga

The transformations that have taken place in education have led to the emergence of a new educational framework under whichmodern higher education institutions are actively adapting. The activity of educational organizations was rethought and teachers’ work acquired new features. Today institutions of higher education must build educational activities in such a way as to be able to satisfy changing needs of the state and society. Therefore, in higher education educational activities should be built at a high level. Thus, to achieve it, it is significant to ensure decent management of it. The purpose of the article is to revealgeneral features of management activities in a higher educational institution and, on their basis, to develop a model for managing them. The model of management of educational activities in higher education proposed by the authors is focused on new approaches to quality as the main component of quality management being a system object. The work achieved the goal of uncovering the general features of managerial activity in a higher educational institution and, based on them, developed a model for managing educational activities. The model of educational activity management in higher education that we have developed is focused on new approaches to quality as the main component of education management, it is a system object. The model, as the study showed, helps to improve the process of managing educational activities, to bring it to a new level. According to the study, the authors concluded that the model showed its effectiveness and contributed to educational management improvement.

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