Beautiful Paintings

Painting Bamboo

The Beauty of the Outdoors, With Bamboo Shades

Go on a trip to a state or national park. Enjoy the beauty of the trees, the fresh air, the beautiful sounds. When you go home, you do not need to leave that all behind. There is so much beauty in nature that you can bring some of it home with you, and install it in your windows. The beauty of nature is the true presence of woven wood bamboo shades, and when using natural bamboo, this is not only a beautiful product, but also an ecologically friendly window treatment.

Bamboo is a natural product, the result of one of the fastest growing trees in the world. The bamboo used in real woven bamboo shades will have been selected from trees that can grow as much as four feet or more each month. This rapid growth allows consumers of bamboo shades to feel ecologically right while bringing some of this natural beauty into their homes.

The natural stylings of bamboo shades comes from, among other sources, the fact that the pieces are woven together in a traditional style. The process is not much different from the actual weaving of fabrics, but the bamboo shades use full bamboo sticks as the fill, so the “fabric” is a random looking assortment of various colored bamboo reeds and tubes to make a real fresh from the jungle look.

Another element that helps make bamboo shades look natural is the manner in which they are stained. Many wood products are stained or colored in an attempt to make every piece look identical. Bamboo shades, on the other hand, are prepared and stained in order to preserve the true nature of them. The rough edges, the hard bamboo grain, and the large bumps and joints all lead to an inconsistent finish, and make the sticks unable to accept a uniform coating of the colorants. This means that every stick will have an entirely unique color and appearance.

The actual production of bamboo shades, the fabrication, creates a final product that has the look of a custom crafted hand made product. Do not get this wrong to think that you will see horrible flaws and defects, and that there will be glue dripping all over. On the contrary, these will all be captured and cleaned, and the end product will be a unique customized design, and this uniqueness of the bamboo shades is what you are seeking. However, you will need to be willing to have a tolerance for many of these defects. Bamboo shades will often have a twist, a bump, or irregular folding. This is minor, and not unattractive, but just enough to help one perceive the custom crafted, mountain cabin style of the natural shades that are bamboo shades.

Of course, the sales of the designs, and the taste of the consumers are fully related. Consumers have voted their tastes with bamboo shades through their choices in colors. While there are a few white patterns available in bamboo shades, these happen to be the lowest selling colors in the category of woven wood shades. As white is the most important color range in shutter, shades, and particularly wood blinds, it is among the lowest in popularity for bamboo shades. Consumers are choosing these shades for their beauty and their natural appearances, as evidenced by the inverted sales of more dark colors than light paints, as compared to other products in this product group.

We should revisit, given that we have focussed on the natural look, what it means to take these beautiful trees and mill them into attractive bamboo shades. Unlike most other wood based products, the raw material used here is rapidly renewing. The fact that a bamboo tree can grow four feet in a month is only part of the story. These trees grow very aggressively, and new trees become available for harvest quickly. So, while you may feel that you are hurting nature to bring it inside, it is just not the case. Bamboo is nearly a miracle wood in natural resources. The wood in each bamboo shade is replaced quicker than it is used, and there are new techniques being developed to grow more bamboo, even in non native habitats.

Relax in nature, enjoy the hike, the beauty and the sensation of being out there, “in it.” That is what a bamboo shade will help you do when you design your home spaces. These incomparable shades can allow you to decorate and bring in the great out doors, ming that back to nature look real. At the same time, the transplant of that outside beauty to the inside, will not hurt the environment, so consumers will not have extra “eco-guilt” when they choose bamboo shades.

About the Author

Judith Persit works from home in a design studio and writes about bamboo shades. Learn aboutshades at her website.

Has anyone painted bamboo fencing?

I was thinking of getting bamboo to cover our old ugly timber fence it comes in sheets you attach to fence and bamboo is about the thickness of your thumb.But I've heard it goes grey after a few years,can you spray paint bamboo when it goes grey or loses it's colour,if so how long does the repaint last and will it peel.thanks Nancy

I live in Florida and have put up 4 of these bamboo fences..2 for myself, and two for other friends..they will turn grey way before a few years..one season or less..and they will not hold a stain for they come with a lacquer/varnish type finish the start with..the hollow ends at top bring water in at an exceptional rate..so they grey and weather from the inside first..same as the bottom..they are hollow open reeds and suck the moisture right up....They will also become brittle and start to rot after a full season, become brittle and break..the wire holding them together is so fine they soon start to break..our solution..we simply bought new bamboo rolls every season and put right over the old...If you are going for a long lasting fence..this is not your best choice..I am also a 37 year experienced painter (check out my profile) so i know my sealing products well...If you do TRY to use a seler(clear or stain) you will have to use an OIL BASE..as someone suggested not to here..for the finish on them already is a solvent based product..a water base product will peel right off..even if simply a stain..for it will not penetrate the finsih already on it..believe me..you have to put a new fencing over it anually if you dont want it to show grey..simply covering it up is the option that you must choose if this is what you want...

silk painting bamboo, sorry again

Edition Aaa Giclee

Top Quality

Iso9000 - Quality Management and the Quick Drop in the Economy

You may have read the title of this article as being relevant to the introduction of the new ISO 900 standard [ISO9001:2008], whereas the intention is to try to protect the integrity of audit and quality management in a time of economic downturn.

While business is prospering there is always a tendency to over populate an organisation, or put another way to find reasons to support activities that might otherwise be considered to be of doubtful value. I guess there may be readers who respond with 'if only', but regardless of any specific meanness of spirit by specific management teams, the generality of the assertion remains true. But then come the lean times, whether general as now, or organisation specific. Ignoring the unfortunates who simply go out of business, the normal response of management faced with reduced business is to reduce costs.

Unfortunately the simplest costs to recognise and decrease rarely achieve the objective of improving the business performance. Staff cutbacks result in decreased output, but the overhead expenses don't change. Travel, for those who remain employed is severely cut back, so sales and marketing efforts are reduced just as more, not less, orders are needed. And then there is the selection of staff to 'let go'. Here my concern is for the impact on the organisation's performance and reputation through the reduction of staff loosely defined as 'Quality function' people.

For many if not the majority of organisations the Quality function is percieved as a required overhead. Overhead because it doesn't produce anything tangible, while being seen to hemorrhage money that could be used more profitably, and is at the same time required because of its perceived value in the retention of a registration believed to have significant marketing value. While in part these perceptions are true, as ever they are only partly so, and are so because of a lack of management interest in changing the manner in which the business is structured.

These times of economic downturn could be the time for a management team to grasp the nettle of change to rethink and permanently alter its attitude to quality management and its own responsibilities. There is no reason for any organisation to have either a Quality department, or a Head of Quality and the costs that go with it, unless they actually want to do so for their own corporate reasons. Ask any executive why they have a senior manager for Quality, and almost always the response will include considerations on ISO9001 retention, internal audit, and customer interface difficulties. What they mean is they don't understand ISO9001, and over time the Quality function has taken on responsibilities from other functions and become semi-indispensible, often acting as a local guardian of what itself believes to be the company interest. So what could we do differently?

Quality, meaning doing things well - is surely the responsibility of all managers a business. In a manufacturing unit the managers of manufacturing don't claim to be 'not responsible' for the quality of their products. Similarly 'procurement responsibility' includes buying the right items of acceptable quality. For both of these, as for others in the organisation it is common to find the Quality function interfering with both the operation and the authority of local managers. So what can be done to improve this administrative and cost anomaly, without prejudice to the operation and its outward appearance?

The solution is simple. Discard any Quality department that relates to my typical case, managers, staff and position in the organisation's hierarchy structure. Transfer any technical staff masquerading as Quality Engineers to the functions they purport to serve and ensure that the receiving managers understand their new role and responsibilities as being totally responsible for the performance of their unit of business. They have the staff they have the responsibility.

There remains only the basic role of a quality function - the administration of the registered management system. A suitable description of this might be Systems Integrity. It is not necessary to have a manager for this activity, neither is it a full time task. Only Internal Audit remains, and for this the clear answer is to devolve responsibility for that to those competent to deliver results acceptable to the business managers.

Outsourcing the internal audit provides an effective method of generating useful audit outcomes, and a cost lower than any similarly competent local staff could deliver, and free of local bias or distraction.

A good question to ask - "would I have a Quality department' manager and staff if I was starting this company again with my own money"? For me the answer is NO!

About the Author

Ed Bones is the sole founder and senior partner of Meon Consulting. Ed's extensive experience includes technical and senior management positions with big players in the engineering and defence industries located in the UK, Europe and North America. Meon Consulting supplies support for ISO Standard management system development and maintenance, including interim engineering and management resources. The Meon web site can be found at http://www.rent-an-auditor.co.uk

82% of items are regular and 77% of regular items are of the top quality.?

82% of items are regular and 77% of regular items are of the top quality. What is the probability that a randomly picked regular item is of the top quality?

82.420 percent

Top Quality - Magnum Opus

Art Composition Viii

Role of Teacher as Classroom Manager

Introduction

It is universally recognized that the teacher is the key person in an education system. He/She enjoys the high esteem and prestigious status sometimes denied to kings and emperors and he/she plays pivotal role. Around him, whole system of education revolves.

According to Lemlech (1988) classroom management is the linchpin that makes teaching and learning achievable. The author further defines the classroom management using the key components that affect success in the classroom:

Classroom management is the orchestration of classroom life: planning curriculum, organizing procedures and resources, arranging the environment to maximize efficiency, monitoring student progress, anticipating potential problems.

Classroom management

According to Honeyford (1982) a major limiting factor in any classroom is the teacher not only do his character, personality and competence play a large part in determining the atmosphere of the lesson, the sort of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teacher also performs a key role in influencing the pupils’ view of himself and the sort of progress he/she makes.

Successful classroom management has been defined as producing a high rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).

To some considerable degree teachers control their instructional effectiveness in the classroom. The passive teacher simply relies on the same old teaching techniques day after day. However, the active teacher who varies his/her day planning different teaching strategic and techniques tends to achieve more success in teaching. Not only does this practice of different teaching techniques provide change for the teacher, it also serves as a motivation for students (Dhand, 1990).

Good managers also carefully arrange their classrooms to minimize disturbances and make sure that instruction can proceed efficiently; they set up their rooms according to the following principles:

i. Teachers should be able to see all students at all times.

ii. Teaching materials and supplies are readily available.

iii. High – traffic areas should be free of congestion.

iv. Students should be able to see instructional presentations.

v. Procedures and routines should be actively taught in the same way that academic content is taught.

Well-managed classrooms did not result from magic, but that carefully established and maintained procedures were at work (Sadker and sadker, 1997).

Time management skill

Academic learning time in the classroom has emerged as an important variable. Studies have shown that the amount of on-task behaviour can vary as much as 40 percent from one classroom t the next.

Even how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how efficiently you have your lessons, how long you take to get started, how you handle digressions, off-task behaviour, discipline and how you handle transitions will have an effect on student learning(Walberg,1988).

Students soon learn the importance of putting on a good face in order to protect their privacy. As a result of these and other factors, time is an important necessary condition but far from the whole story. In measurement terms the efficient use of instructional time has been an impact equal to 38 percent of one standard deviation. Basically, academic achievement was moderately affected by the efficient use of time (Sprinthall et al., 1994).

Student who spends more time pursuing academic content learn more and receive higher achievement scores. Although it is obviously important to allocate adequate time to academic content, making time on the schedules is not enough. How this allocated time is used in the classroom is the real key to student achievement. In order to the study use of classroom times, researchers have developed the following terms to allocated time, engaged time, and academic learning time.

Allocated time is the amount of time a teacher scheduled for a subject for example, 30 minutes a day for mathematics. The more time allocated for a subject, the higher student achievement in that subject is likely to be.

Engaged time is that part of allocated time which students are actively involved with academic subject matter (really listening to a lecture, participating in the class discussion, writing a composition, and working on mathematics problems).

Academic learning time is engaged time with a high success rate. Many researchers suggest that students should get 70 to 80 percent of the answers right when working with a teacher. New studies are demonstrating that a high success rate is positively related to student achievement. How effectively teachers provide for and manage academic learning time in their classrooms in the key in determining student achievement.

Effective classroom managers are nearly always good planners. They do not enter a room late, after noise and disruption have had a chance to build. They are waiting at the door when the children come in. starting from the very first day of school, they teach the rules about appropriate student behaviour. They do this actively and directly, sometimes they actually model the procedures for getting assistance, leaving the room, going to the pencil sharpener, and the like, the more important rules of classroom behaviour are written down, as are the penalties for not following them (Sadker and Sadker, 1997).

Seating arrangement

Activity structures vary in the extent to which they elicit and sustain cooperation. Similarly, arrangements of space and furniture in ways that bunch students together or obstruct the teacher’s view make it more difficult for a teacher to detect behaviour task initiations early (Duke and Rehage, 1979).

Seating arrangement must depend on type of lesson to be taught, and the type of classroom furniture. Whether using traditional serried ranks or desks of less formal group tables, each teacher needs to establish who sits where. Not only does this avoid an undignified scramble to sit nearest to or further from a particular child, the possession of a seating plan helps the teacher to learn names more rapidly (Laslett and Smith, 1984).

Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arranged so that students are oriented to the primary source or sources of information (e.g., the teacher, audio-visual materials), while at the same time having access to other sources are activities (e.g., work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989).

According to Anderson (1991) desks, chairs and tables can be arranged in a variety of ways; light and temperature can be increased or decreased. Paint wall coverings, art work and plants can be used to enhance or detract from the attractiveness of the physical classroom environment.

Discipline in the classroom

Callahan (1996) explains that the best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to create an atmosphere conducive to learning.

Effective planning for classroom control begins with an analysis of the individual students that compose the group to be taught. At the level of thought not at all level of action, the teacher must examine the causes of behaviour in the unemotional light of reason. Then he can plan intelligently how to forestall disciplinary infractions before they occur. When infractions do happen, as they inevitably will, appropriate steps can be taken so that as little injury as possible is done to the learning process.

A teacher establishes classroom rules either with his or her students or before the school year begins. There is no research that one approach is better than the other. Rules are best if they are few in number, simple and easy to understand, and fair.Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the first day of school.

According to Arif (2003) in order to create a classroom environment with maximum productive time utilization, the teachers must establish and maintain it through following teaching and managing practices so that instances of student disruptive behaviour are reduced. They remain mostly involved in learning oriented actions and activities.

(i) Keep students motivated by keeping the students motivated in learning, teachers set the stage for creating positive class environment. Motivating students is the first step toward preventing discipline problems in classrooms because a student involved in learning is not usually involved in clash with others at the same time.

(ii) Meet basic needs. Teachers must try to meet students’ basic as well as age related needs. Make students feel physically comfortable, safe, welcome, socially accepted and valued. Otherwise, they more likely to face learning difficulties and disruptively.

(iii) Exercise moderate degree of control. The degree of class control must be moderate. Student learning is great in classroom where teachers exercise neither too much nor too less control. Too much control may be effective on memory tasks but it is harmful for learning involving critical and creative thinking.

(iv) Empower the students make them responsible for their own learning through group and individual learning activities so that they ultimately become independent learners. This is one of the purposes of good classroom management.

(v) Keep instruction at the student level. Keep instruction at the students’ development level so that they neither experience discouragement nor boredom. Otherwise, they might behave disruptively.

(vi) Develop healthy and professionally sound relationship with all the students by being friendly with them. Learn their names and some positive information about each to greet them.

(vii) Communicate interest in all the students and show concern for each of them. The interest and concern is communicated through brief eye contact with all and through supporting gestures and facial expressions while teaching.

(viii) While instructing, ensure physical closeness with all the students by roaming around the class.

(ix) Avoid labeling the students with negative adjectives, which are likely to lower their self-esteem. Labeling influences teachers’ quality of interaction with the students, which further influences students’ expectations and actions negatively.

(x) Describe the behaviour of the misbehaving student, not characterize the student. Instead of saying, “you are rude” say “your comment was rude”. By criticizing the personality of the students, he is less likely to change his behaviour.

(xi) Increase the “engaged time” by keeping the students involved in the learning tasks through, wittiness, overlapping, smooth transitions and group focus.

(xii) Teach role and routines to the younger students in academic fashion with a lot of explanation, examples and practices during initial classes.

(xiii) Develop a set of few general classroom rules applicable to variety of situations. These rules should be displayed in the class.

(xiv) Be assertive, rather than passive or aggressive, in enforcing discipline. Apply the rule forcefully fairly, consistently and calmly.

(xv) Create business like climate in the classroom. Where students understand that they and the teacher have a commonly shared goal of accomplishing such activities that promote learning.

In order to handle misbehaving student, the following suggestions may prove helpful:

(i) Deal with the present, current problem immediately, not with the past instances of the student misbehaviour.

(ii) Talk to the student directly, instead of talking about him with others.

(iii) Don’t be harsh and provoked. Stay calm and address firmly. Anger, empty threats and physical handling must be avoided.

(iv) If the student is hostile, defuse and diffuse his hostility by responding with concern in calm, soothing tone. The feeling of the students must be acknowledged in order to calm him down.

(v) If the student’s misbehaviour is blocking the teacher in teaching, “1- statements” be used by explaining to the student why you are upset by his behaviour.

OBJECTIVES OF THE STUDY

The objectives of the study were:

1. To investigate the competencies of secondary school teachers in classroom management.

2. To indicate the strength and weakness in the competencies of secondary school teachers in classroom management.

3. To suggest measures.

RESEARCH METHODOLOGY

Population and Sampling

The population of the study consisted of 4459 heads of secondary schools, 20479 teachers at secondary level and 2796824 students at secondary level in public sector in the province of Punjab the 800 head teachers, 4000 secondary school teachers and 4000 secondary level students were considered as the sample of the study.

Research Tool Development and Data Collection

Since the study was descriptive in nature, therefore, survey approach was considered appropriate to collect the data. For the purpose, a thirteen item questionnaire on five-point (Likert) scale was developed

Administration of Research Tool

The questionnaires were administered on head teacher, secondary school teachers and secondary level students and responds were received.

Data Analysis

The data collected through questionnaire were coded and analyzed through Ms- Excel in terms of Chi Square and mean scores. Scale values assigned to each of the five responses was as

Scale Values

Level of Agreement Scale value

Highest (Hi) 5

High (H) 4

Moderate(M) 3

Low(Lo) 2

Lowest (L) 1

To calculate the mean score, following formula was used.

Mean Score = å (FHix5+ FHx4+ FMx3+ FLox2+ FLx1)

N

Where

FHi = Frequency of Highest Responses.

FH = Frequency of High Responses. .

FM = Frequency of Moderate Responses.

FLo = Frequency of Lower Responses.

FL = Frequency of Lowest Responses.

The findings from the data analysis are presented below.

FINDINGS

Data collected through the questionnaire was analyzed in terms of chi square and mean score. The findings drawn out from the data analysis are given below.

Table No: 1

Teachers come and leave the classroom in time.

Category Highest High Moderate Low Lowest Total Mean

Heads 186 135 284 116 79 800

3.31

Teachers 778 1145 1385 647 45 4000

Students 779 475 1443 1177 126 4000

Total 1743 1755 3112 1940 250 8800

Percentage 19.80% 19.94% 35.36% 22.0% 2.8%

Above table reveals that 75% respondents had responded for highest, high and moderate, while 25% respondents responded for low and lowest, while mean score is 3.31. This shows that mostly teachers come and leave the class in time.

Table No: 2

Teachers come to class well prepared.

Category Highest High Moderate Low Lowest Total Mean

Heads 138 179 165 302 16 800

3.72

Teachers 1135 1070 1135 647 13 4000

Students 1271 1419 1029 233 48 4000

Total 2544 2668 2329 1182 77 8800

Percentage 28.90 30.32 26.47 13.43 0.88

Above table reveals that 86% respondents responded for highest, high and moderate, while 14% responded for low and lowest, the mean score is 3.72. This shows that mostly teachers come to class well prepared.

Table No: 3

Teachers take care of class cleanliness.

Category Highest High Moderate Low Lowest Total Mean

Heads 131 399 107 133 30 800

3.8

Teachers 1315 1485 613 559 28 4000

Students 1327 1243 658 719 53 4000

Total 2773 3127 1378 1411 111 8800

Percentage 31.51 35.53 15.66 16.03 1.26

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.8, which supports the statement. Hence the statement “Teachers take care of class cleanliness” is accepted and it is concluded that mostly teachers take care of cleanliness in classroom.

Table No:4

Teachers take care of students seating arrangement.

Category Highest High Moderate Low Lowest Total Mean

Heads 155 285 137 188 35 800

3.70

Teachers 1261 1079 957 559 144 4000

students 1278 1382 611 639 90 4000

Total 2694 2746 1705 1386 269 8800

Percentage 30.61 31.20 19.38 15.75 3.06

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.8, which supports the statement. Hence the statement “Teachers take care of students seating arrangement” is accepted and it is concluded that mostly teachers take care of seating arrangement in classroom.

Table No: 5

Teachers maintain the discipline in the class.

Category Highest High Moderate Low Lowest Total Mean

Heads 109 311 205 123 52 800

3.72

Teachers 1012 1458 1036 428 66 4000

Students 1221 1389 783 575 32 4000

Total 2342 3158 2024 1126 150 8800

Percentage 26.61 35.89 23.00 12.80 1.70

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.72, which supports the statement. Hence the statement “Teachers maintain the discipline in the class” is accepted and it is concluded that mostly teachers maintain the discipline in the class.

Table No: 6

Teachers apply educational psychology in the classroom.

Category Highest High Moderate Low Lowest Total Mean

Heads 121 168 81 265 165 800

2.49

Teachers 118 797 965 1062 1058 4000

Students 262 948 221 1518 1051 4000

Total 501 1913 1267 2845 2274 8800

Percentage 5.69 21.73 14.40 32.33 25.84

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 2.63, which supports the statement. Hence the statement “Teachers apply educational psychology in the classroom” is accepted and it is concluded that normally teachers apply educational psychology in the classroom.

Table No: 7

Teachers improve attitude, work habits and skills of the pupils.

Category Highest High Moderate Low Lowest Total Mean

Heads 37 133 155 228 247 800

2.88

Teachers 631 564 1115 1165 525 4000

Students 712 333 1363 1312 280 4000

Total 1380 1030 2633 2705 1052 8800

Percentage 15.68 11.70 29.92 30.74 11.95

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 2.88, which supports the statement. Hence the statement “Teachers improve attitude, work habits and skills of the pupils.” is accepted and it is concluded that mostly teachers improve attitude habits and skills of the pupils.

Table No: 8

Teachers give individual attention to students.

Category Highest High Moderate Low Lowest Total Mean

Heads 119 201 207 253 20 800

3.48

Teachers 1035 1055 973 748 189 4000

students 1068 1362 387 1003 180 4000

Total 2222 2618 1567 2004 389 8800

Percentage 25.25 29.75 17.80 22.77 4.42

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.48, which supports the statement. Hence the statement “Teachers give individual attention to students.” is accepted and it is concluded that mostly teachers give individual attention to students.

Table No: 9

Teachers have developed self-confidence.

Category Highest High Moderate Low Lowest Total Mean

Heads 193 222 241 133 11 800

3.75

Teachers 1289 1208 1042 357 104 4000

students 1206 1328 714 732 20 4000

Total 2688 2758 1997 1222 135 8800

Percentage 30.55 31.34 22.69 13.89 1.53

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.75, which supports the statement. Hence the statement “Teachers have developed self-confidence” is accepted and it is concluded that mostly teachers have developed self confidence.

Table No: 10

Teachers use variety of methods during teaching.

Category Highest High Moderate Low Lowest Total Mean

Heads 158 117 203 212 110 800

3.14

Teachers 829 605 1097 1443 26 4000

students 979 403 1085 1205 328 4000

Total 1966 1125 2385 2860 464 8800

Percentage 22.34 12.78 27.10 32.50 5.27

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.14, which supports the statement. Hence the statement “Teachers use variety of methods during teaching” is accepted and it is concluded that mostly teachers use variety of methods during teaching.

Table No: 11

Variation in pitch of voice of the teachers is focused on teaching

points.

Category Highest High Moderate Low Lowest Total Mean

Heads 127 219 135 295 24 800

3.20

Teachers 740 771 1015 1365 109 4000

students 942 401 1488 1018 151 4000

Total 1809 1391 2638 2678 284 8800

Percentage 20.56 15.81 29.98 30.43 3.22

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.20, which supports the statement. Hence the statement “Variation in pitch of voice of the teachers is focused on teaching points” is accepted and it is concluded that mostly variation in pitch of voice of the teachers is focused on teaching points.

Table No: 12

Test developed by teachers is reliable.

Category Highest High Moderate Low Lowest Total Mean

Heads 55 188 107 301 149 800

2.38

Teachers 172 950 158 1295 1425 4000

students 167 1059 352 1153 1269 4000

Total 394 2197 617 2749 2843 8800

Percentage 4.48 24.97 7.01 31.24 32.30

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 2.38, which supports the statement. Hence the statement “Test developed by teachers is reliable” is accepted due to the value of chi square. Otherwise negative responses are more and mean is also less than 2.5, which indicated those tests develop by teachers are not reliable.

Table No: 3

During examination the teachers perform well.

Category Highest High Moderate Low Lowest Total Mean

Heads 178 195 212 202 13 800

3.51

Teachers 966 1012 981 989 52 4000

students 1157 1061 882 760 140 4000

Total 178 195 212 202 13 8800

Percentage 26.15 25.77 23.58 22.17 2.33

Above table reveals that the chi square value is greater than the table value at 0.05 significant level and the mean is also 3.51, which supports the statement. Hence the statement “During examination the teachers perform well” is accepted and it is concluded that mostly teachers performed well during examination.

Discussion

The results of the study indicate that all the respondents were of the view that the secondary school teachers were aware of national goals and objectives and they properly manage the classrooms, efficiency in management skills is very important for secondary school teachers. Management skills not only maintain the discipline in the classroom but also make the teaching an interesting activity. So majority of the respondents reported that secondary teachers were found fully equipped with management skills and they are playing their role as classroom managers. Effective teachers must be highly competent in planning and organizing instruction as well as in managing in classroom environment, if their students are to be academically successful (Dilworth, 1991). It was reported that teachers did not apply educational psychology in the classrooms. It was also reported that secondary school teachers were found very weak in test construction. The reason is very obvious that they were not properly trained in the area of measurement and evaluation; therefore, their competency in test development was reported to be very weak. The course on measurement and evaluation be enriched and made compulsory in all teacher training programmes (especially in B.Ed).

Conclusion

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About the Author

My Entry for Luxurious Nails First Contest - Kandinskij's Composition VIII Nail Art TUTORIAL

Peter Max Heart

Hi have another related question!!! So Help me, Help me!!!!!!!!!!!!additional?

Hi again My question how is should I marry Max or not. Here is some additional information:

My problem is that I found out I am pregnant. So my question is simpale should I have an aborsion or what?

My Max said that he would marry me if I chose to keep it and if I don't he will still marry me!!!Oh I will tray to be I could mother if keep it. Also I'm will love it with all my heart(well what ever is left)!!!!!!!!!!!!!

Hi I'm 19 turning twenty in june. I already care For my 1mounth old neice called Dimond and my 6 year old twin brother and sister called Peter and Ruby.

I had to look after them after owe mother and farther died and we don't have any living reletives.

Why are you even considering an abortion? You are killing a human being that didn't ask to be born. Now be responsible and take care of your responsibilities. If you were mature enough to spread your legs without using protection, or birth control, and without being married, then you need to buck up and take care of this child.

Why are you asking Y!A for your life changing decision? You need to grow up and start taking responsibility for your actions, and quit asking life changing and possible murder questions here. Take care of your responsibility.

A thumbs down? Why cause you want to commit murder? You're mind is already made up I guess, so why are you asking us?

Taylor Swift Portrait by World Famous Artist Peter Max