AIOU SOLVED ASSIGNMENT 2 CODE 8606 AUTUMN 2016


AIOU SOLVED ASSIGNMENT 2 CODE 8606 AUTUMN 2016 B.ED.

Aiou solved assignment 2 code 8606 autumn 2016. So B.Ed. students here is for you aiou solved assignment 2 code 8606 autumn 2016. Student of Open University of B.Ed. can now find their solved assignment of code 8606 on google with the following tags:- aiou solved assignment 2 code 8606 autumn 2016, solved assignment 2 code 8606 autumn 2016, aiou solved assignment 2 code 8606 spring 2017, aiou code 8606 solved assignment 2 autumn 2016, autumn 2016 b.ed code 8606 solved assignment 2.

The second assignment discussed the relationship between school and community, role of it in improving the school environment. So find it here with little bit soft, but you can find complete in hard copies too.

Q.2: DISCUSS THE RELATIONSHIP BETWEEN SCHOOL AND COMMUNITY. HIGHLIGHT DIFFERENT ROLES OF COMMUNITY IN IMPROVING SCHOOL ENVIRONMENT.
Answer:-
Community is a part of the society and education is the counterpart of both the above mentioned elements. School is the social institution where consciously designed learning experiences are provided with the objectives of achieving social aim at large, over a period of time. School is also defined as a subsystem of the larger system of the society. It has to functionally coordinate with its immediate environment, the community in which it is situated. The community is meant to employ a wider grouping of people located within fairly recognizable boundaries, and related to each other by socio-economic and civic activities which produce oneness among them sufficient to develop a recognizable identity as a group. The main group and agents involved in the dynamics of the relationship between school and community arc: school administration, teachers, non-teaching staff, students and parents, governing bodies and school board. Beyond immediate proximity with the schools are the local political authorities, governmental bodies and political parties as well as other public, social and cultural institutions. Parents are always in a constant touch with the school and arc proper channel of the procedure which is the part of the community.

Though parents meetings in a school is informal of the general ignorance of people in a village regarding keeping their immediate surrounding clean staff members can take up this as a serious mission. Hence, parents are a counterpart of the school subsystem.

AUTUMN 2016 AIOU SOLVED ASSIGNMENT 2 CODE 8606

Today’s school administrators are expected to be multi-talented in their approach to their jobs. First, within the context of instructional improvement, collective bargaining, budget issues, and other complex tasks facing administrators is the need to possess well-honed community relations skills. Second, is the recognition that administrators do not function in a monolithic community. Even the district which appears homogeneous is made up of diverse constituencies. Third, the expectations are that administrators will anticipate and prevent crises, increase communications between the school and the home, and respond to special interest groups. The consideration of these issues presents administrators with the understanding that they are an important link to our communities and that the development of appropriate skills is important to being a successful administrator.
There is no doubt that the roles and responsibilities of school administrators have undergone and will continue to undergo transformation. Initially it appears that the importance of school-community relations programs and skills is to relate the accomplishments of the school to the community so that the administrator of the school looks good. However, on further examination, it is apparent that one of the more profound implications of effective school-community relations is the recognition of the pluralistic nature of communities. Not only are they diverse in terms of race, ethnicity, and culture, but they are diverse in terms of neighborhoods, friendships, and ideology. It is incumbent on the effective administrator to be aware of those elements within the larger community. The transformation is from a view of the administrator/school being isolated from the community to one in which the school is seen as an integral part of a dynamic community.

AIOU CODE 8606 SOLVED ASSIGNMENT 2 AUTUMN 2016

Some of the more visible and tangible functions of today’s administrators are how crises are handled, how good home-school relations are facilitated, and how special interest groups are treated. These outward manifestations of good skills need to be built on a solid footing which recognizes school-community relations skills as an indispensable function of all administrators’ roles and which recognizes and values the diversity within our communities.
Here is an example of a community challenge to reinvent the school experience. I created the Reinventing School Challenge earlier this year to encourage discussion, empower youth, teachers and communities to design and facilitate change locally.
Reinventing school can mean lots of things such as redesigning classrooms, creating a community garden, creating an open and shared learning space, designing a course, changing the way students participate in decision making, you name it!
Using Stanford’s K12 lab Design Thinking for Educators a methodology, or process leading product and service designers use every day, participants collaborate to come up with ideas and learning experiences and then share them online for all to benefit from.
Much of what we learn as children and adults happens outside the classroom through real world experiences and from our peers, mentors or on the job.

AIOU SOLVED ASSIGNMENT 2 CODE 8606 AUTUMN 2016 FOR B.ED STUDENTS



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