As an organization the school has following managing processes:

(1) Planning:

Planning is the most initial phase of a school. Without planning there is very little scope for intelligent and directed activity. As a teacher, we need to understand that there has to be a systematic, organized and an articulated scheme of working. Planning may not be a solution for all foreseeable and unforeseeable problems, it is an extremely useful exercise to be undertaken by all teachers.

Planning can be thought of at the beginning of the week or the day to list things that they have to do and spend some time to think about the actions to be taken, problems to be solved, decisions to be made, and the relative provisions that should be attached to these activities.

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For a teacher planning plays the following roles:

(i) Planning on what to teach and how to teach.

(ii) Lesson planning

(iii) Planning of co-curricular activities

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(iv) Allocation of emphasis to be given to unit/ topic/lesson

(v) Planning of house meetings.

(2) Organization:

School itself is an organization where work gets done effectively and efficiently. This means responsibilities have to be defined and relationships have to be developed. In the modern period, fluidity and flexibility have been becoming increasingly the norms for organization.

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It has the following basic elements:

(i) define the purpose and objectives

(ii) analyse and identify activities or tasks required to meet these objectives

(iii) allocate related activities to individuals

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(iv) group related activity logically

(v) provide for management and co-ordination of activities to each level of responsibility

(vi) establish a reporting and communication channel.

(3) Direction:

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Direction involves getting the work done through instructions and orders. Forgetting the work done individuals have to be supervised, motivated and communicated with. During this process adequate guidelines have to be provided to get the work completed in time. Providing the sense of direction is a key managerial task to which we also have to add motivation to ensure that people move towards the desired goals. Directions involved exercising leadership motivating people, determining accountability and developing guidelines for action.

(4) Motivation:

If we want people to move in the right direction and do what they are expected to do, this is basically motivation. If students are motivated, they arc diverted to their goal. A teacher has not only to motivate students who have a low level of interest but also has to nurture the interest of the already motivated learners. This can be achieved by a teacher by

(i) Adopting a positive attitude towards learners.

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(ii) Giving positive reinforcement.

(iii) Making academic and non-academic activities in a classroom relevant, meaningful and joyful.

(iv) Giving assignments and project work to students of different abilities and potentials so that they can work at their individual pace.

(v) Involving students in discussion and activities.

(vi) Responding to student queries and problems in an encouraging manner.

(vii) Making teaching a practical process.

(5) Controlling:

Controlling is a process which involves measuring and monitoring performance, comparing results with plans and taking corrective action when required. This indicates the goal achieving factor with the help of plans. The basis of control is measurement. It depends on accurate information and feedback regarding what is happening compared with what should be happening.

In order to exercise effective control teachers need to

(i) Plan what they aim to be achieved.

(ii) Measure regularly what has been achieved.

(iii) Compare actual achievements with the plan.

(iv) Take collective measures to ensure that deviations do not take place.

(v) Take action to improve performance.