You have been sected as a prefect of your school . Describe your feelings when you receive the information and state what you would do to improve discipline in school and maintain harmony among students and teachers
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Answers
hi mate,
Answer: I feel as if all these memories, some dim, some elusive and some clear as crystal, tell me that school is so much more than just grades, uniform, discipline and assignments. I vividly remember the conversation with the Principal on the day I was elected the head boy. He was very happy and appreciated me for my privileged post; I also thanked him for the election format.
I would also like to share some life lessons which I follow and also wish that my juniors to follow them:
• Life is the one which runs fast, so enjoy it to the fullest….
• Try everything, so that later in your life you do not regret that ‘I could have done that…..’
• Always try to do some good work like giving food to the needy, helping an specially abled person and so on, I assure you you’ll feel so blessed….and remember that good deeds give sweet fruits.
Now, I could definitely say that I have enjoyed and experienced my school life to its fullest and am taking 8 Nationals and more than dozen of state championships, with those trips, fun, and so many joyful memories with me. And, being elected as a head boy of this prestigious institution is an icing on the cake. At last, I would just like to say,
“Be yourself, because you are unique and different”.
i hope it helps you.
Answer:
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Explanation:
Our context is one of rapid growth in scientific and medical discoveries, technology, including
information communications technology (ICT), and the world’s population. But it is also a context of
growing unevenness in such developments in different parts of the world and/or within individual
countries. The consequences of this situation include a blurring of boundaries, growing gaps between
people, groups and countries and the end of certainty including a diminution of credibility of traditional
knowledge and authority of expertise, especially in professions such as education.
This context and its consequences are forcing particular issues onto national and international agendas.
Foremost among these issues are: economic competitiveness and market share; sustainability; identity
within globalisation (including of information, commerce and people and their cultures); equity; and,
increasingly, the role of public institutions, including for education, in helping make the most of the
concomitant challenges. In fact, “Education has moved up the political agenda … [and] is seen as the
key to unlocking not just social but also economic problems.” (OECD, 2001b, p. 48)
The society we have, including the identity and cohesion within that society and its understanding and
acceptance of other societies, is seen to be largely created in our schools. Schools are one of the few
remaining institutions to offer partnerships to families in socialisation and investment through learning.
School education helps people make sense of the changes as well as fostering sustainability, including
through lifelong learning. The creation, acquisition, communication and wise use of knowledge are of
particular importance. In brief, society’s most important investment is increasingly seen to be in the
education of its people - we suffer in the absence of good education: we prosper in its presence.
In this situation of high expectations of each country’s educational provision, those leading schools
have an enormous responsibility. It is no wonder that the “school improvement movement of the past 20
years has put a great emphasis on the role of leaders.” (OECD, 2001b, p. 32) Fullan (2002, p. 15) has
gone as far to conclude that, “Effective school leaders are key to large-scale, sustainable education
reform.”
Not only are school leaders important but also they are generally seen to be taking on more and more
roles. Leithwood et al’s (2002) review of the empirical literature on effective leadership in accountable
school contexts identifies 121 school leadership practices. (See appendix 1) Competency lists for school
leader professional development programmes or school leader standards can be just as long. These ever
longer lists of practices, competencies or standards prompt a concern that school leaders are not only
being pulled in many different directions simultaneously but that they may be being asked to do too
much.
Tyack and Cuban (1995, p. 14) point out in their prize-winning book Tinkering towards Utopia, that
those responsible for schools need to be careful because education can easily shift “from panacea to
scapegoat.” Despite generally strong local support for their schools, this shift will be fuelled, for
example, not only by higher and higher expectations but also by growing international
interdependencies and improved communication making global diffusion of ‘best practice’ increasingly
efficient.
How have these broader developments in society and in education been reflected in the roles,
recruitment and development of school leaders? In what follows, this paper will:
• examine how different approaches to school governance have resulted in changed roles for
school leaders (Section 2). Because of these changes, and in some cases in spite of the
changes, evidence shows that school leaders clearly remain of crucial importance for
continually improving education.