What Are The Good Qualities Of A School?

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What Are The Good Qualities Of A School
The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers.
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What are the qualities of a good prefect?

Introduction – Child participation in family, cultural and social life is a subject of debate among professionals and organisations working with children (Morojele & Muthukrishna, 2011). Child participation is one of the keys enshrined in the Convention on the Rights of the Child (United Nations International Children’s Emergency Fund, 1989).

  • Child participation means engaging children in decisions that affect their lives, their community and the larger society (Brady, 2007).
  • In schools, one form of child participation is through the school prefects.
  • A prefect is a student with leadership qualities; either selected by the school authority or elected by students, and given certain powers to control and guide other students (Kikuvi, 2004).

Kyungu (1999) concluded that prefects, as leaders, should have some leadership qualities that enable them to be in charge of a group; and capable of showing the ways and means of reaching a particular destination or goal. Leadership skills that should be possessed by prefects include driving others to achieve their own success (Dar, 2010).

  • Prefects, as leaders, have to find ways to pull others along with them (Fogleman, 2006).
  • Generally, it is imperative for leaders to have a thorough understanding of their organisations, their people, and themselves (Pruitt, 2017).
  • Leaders must possess communication skills; which include listening.
  • An effective leader listens more than talking and probes more than pushing (Otieno, 2001).

Effective leaders must be authentic; that is, they should be able to admit from their humanness and appropriate weaknesses (Critical Success Factors for Leadership Development, 2001). Leaders should be able to solve problems and creatively resolve issues.

  • Prefects, as leaders must be flexible with ideas; and open to a variety of solutions and viewpoints (Otieno, 2001).
  • Therefore, a prefect is an inspired leader who should have qualities such as respect, obedience, possess positive attitudes towards his or her duty, be optimistic and inspired to lead, be visionary and responsible; brave; but not forceful (Kyungu, 1999).

In developed countries, most schools have developed their own policies that help on criteria to nominate prefect candidates. The selection procedures for each school vary; some are democratic; where prefects are nominated by fellow pupils; while in other schools the nomination is made by the staff.

The head of the school, in consultation with the staff members has the final decision on students who get appointed (Kikuvi, 2004). Another alternative for selection of prefect is to involve older prefects to recommend those they think can make good prefects (Otieno, 2001). If the prefects are appointed by the head teacher, they become out-rightly unpopular with the students.

In cases where the prefects are elected by students, they tend to serve the electorate and not the school administration. Therefore, whether the prefects are appointed or elected; there must be a sense of direction and checks and balances to enable them to execute their duties effectively (Kyungu, 1999).

Individuals selected as prefects should be well-rounded young people; and leaders who can contribute positively to student life and to society as a whole (Gupta, 2018) According to the United African Student Association (2018), the first thing that is generally considered when selecting prefects is outstanding academic achievements,

Secondly, it is the pupil’s personal skills and aptitudes. The pupils must always be self-confident and be assertive. They must also possess the ability to speak in public, to students and adults. They must display team working skills, be organised, and resourceful.

  • Prefect candidates are expected to be polite, honest, reliable, punctual and hardworking at all times.
  • Another critical attribute of prefect candidates is accountability as they are ultimately responsible to the principal, deputy principal and teachers.
  • Prefects should also be disciplined and observe school rules (Kyungu, 1999).

They should have the ability to establish and nurture collaborative work and relationships with the staff and administration; have good interpersonal and communication skills; be self-confident; articulate; patient and empathetic; able to establish positive relationships; and create productive rapport with students (Gupta, 2018).

Being elected a prefect gives young people the opportunities and support to find their voices, to participate in decision-making, and understand their rights and responsibilities as active citizens (Yusuph & Obich, 2017). The roles of prefect’s involve actively seeking the views of all students under their charge, reporting back students concerns, suggestions and ideas (Gupta, 2018).

Thus, prefects should provide the link between the administration and students (Wambulwa, 2004). Prefects also lead by organising assemblies; setting an example; helping new students settle in; acting as mentors to those who need support; encouraging students to participate in school events, competitions and fundraising; and helping to create greater links with the community at large (Hui, 2008).

  • The prefects are entrusted with organising and running of co-curricular activities (Gupta, 2018; Otieno, 2001).
  • Prefects ensure that daily routines are adhered to, order is maintained in the halls of residence, dining hall and in the field during co-curricular activities (Kikuvi, 2004).
  • Yungu (1999) further opined that the prefects perform the following functions: giving directions to the students they lead; setting the pace of activities for other students every day; motivating and inspiring them; developing other students and themselves; and representing the students in areas of concern.
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Wambulwa (2004) concluded that the involvement of learners in the school governing body and co-operation in decision-making can result into school improvement. Prefects face many challenges as they execute their duties. Prefects are involved in assisting the administration in disciplinary issues; and giving information about the welfare (Hui, 2008); which sets them against the students (Kyungu, 1999).

Kibe (2005) noted that prefects become enemies; very unpopular, and are even called spies. Among indiscipline students, prefects are “enemies”, but to the disciplined and focused ones, they are people who sacrifice their time to serve others without expecting a reward. Kirera (2015) found that prefects were involved in resolving conflicts and promoting cohesion among students, to ensure a peaceful learning environment.

Gupta (2018) argued that prefects should detect any bullying alongside other small crimes which make them unpopular. Furthermore, Kikuvi (2004) found that sometimes the prefects were used by the headteachers to spy on teachers; and played the roles of teachers such as giving examinations to fellow students.

  1. Ikuvi further noted that prefects were sometimes referred to as “Directors”, because of the powers they had amassed, such as punishing their colleagues.
  2. At one point in time, prefects were so powerful that they overshadowed teachers and could even report teachers to the principal.
  3. Furthermore, Kosgey (2009) observed that prefects need to understand the challenges faced by all sorts of students, such as teen mothers.

Prefects need to provide support to drug and substance abusers (The National Agency for the Campaign against Drug Abuse, 2008). They need to support pupils who have experienced rape (NACADA, 2008). They are a target in student riot (Mutio, 2013). Prefects’ lives are endangered when carrying out their duties because they are empowered to administer punishments to their colleagues (Yusuph & Obich, 2004).

The duties of being a prefect is an added load on the personal and academic roles every prefect carries (William Edwards School, 2017). They suffer a negative students’ attitude towards learning, inadequate time for reading, heavy reading load, and lack of learning materials, yet they are expected to be role models (Okumbe, 2007).

In spite of these, prefects were not capacitated to discharge their duties (Kirera, 2015). Also, there is very little written on the vital topic of leadership by prefects (Otieno, 2001). In Eswatini, the ‘Guide to school regulations and procedures’ document stipulates that the School Prefects’ Committee should be one of the Consultative and Advisory Bodies in the schools (Ministry of Education, 1978).

  • Teachers are mandated to choose class prefects for each class in every school in Eswatini.
  • There is no clear policy that explains the criteria for nominating a prefect.
  • Paucity of information is available on the leadership skills needed by high school prefects in Eswatini.
  • Therefore, this study sought to find out the leadership skills needed by prefects in the Manzini region of Eswatini.

The purpose of the study was to find out the leadership skills needed by high school prefects in the Manzini region of Eswatini. The objectives of the study were to;

describe the prefects by their demographic characteristics and background information identify leadership skills needed by high school prefects in the Manzini region of Eswatini. identify roles of prefects in high schools of the Manzini region of Eswatini. identify challenges encountered by high school prefects in the Manzini region of Eswatini. describe the relationship between the dependent variable and independent variables. identify predictor and explanatory variables for prefect leadership in the Manzini region of Eswatini.

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What makes a conducive learning environment?

What to Look for in a Good Learning Environment – What Are The Good Qualities Of A School The primary factors that contribute to establishing an effective and positive learning environment are as follows. Let’s go over some of the most important aspects.

Stimulates the Senses: A conducive learning environment should include elements that engage all five senses and stimulate thought, open-ended outcomes, and creativity. For example, the learning environment should include toys and materials of various colours, textures, and scents. It promotes the use of the outdoors for learning and walks, both of which improve learning abilities. Being outside allows children to be more physically active, improves their motor skills, and strengthens their immune systems. Needs of Learners are Met: The same psychological needs that adults have for order and security, love and belonging, competence and personal power, novelty and freedom, and even fun, exist in learners as well. It’s critical to consistently address these needs, support students’ growth, and ensure a positive learning environment. Students are generally happier and more engaged in learning environments where teachers meet these innate needs. Less behavioural incidents occur, and the supportive learning environment encourages students to adopt a positive learning attitude and build strong relationships with their peers. Encourages Positive Frame of Mind: Praise is far more effectively received by students than punishment. In contrast to humiliation, which is extremely demoralising, appreciation is the secret of motivation. The ability to freely express one’s thoughts is something that learners value, and their attitude toward learning is also greatly influenced by the opinions of their peers. The greatest method to reduce disruptive conduct in a setting conducive to study is to start correcting it without putting students on the spot. Incorporates Fun in Learning: A learning platform that fosters robust connections and cooperative learning culture is beneficial. Non-competitive games and activities dismantle cliques within a classroom and provide new and timid pupils with a sense of community. Such activities foster cooperation among team members, encourage communication, and create cooperative learning environments. There are countless games and activities for groups that are employed in classrooms. These enjoyable activities pique students’ interest in coming to class and promote learning and advancement in a more welcoming setting. Safety is Prioritized: A good learning environment provides a secure platform for students. Students must feel safe both mentally and physically before they can be expected to succeed academically. While most schools implement physical safety measures, few learning platforms consider the mental safety of their students. Safety in the classroom extends beyond physical well-being. Also, they must feel supported, welcomed, and respected in order to maintain a safe learning environment for others as well. As a result, creating a positive learning environment is more about maintaining a healthy culture in which expectations are clearly communicated and learners are fully aware of the code of conduct.

The process of experiencing, reflecting, critically analysing, and constructing new knowledge visible through actions is referred to as conducive and effective learning. Happy English School aims at celebrating learning in a vibrant, safe environment that values each individual’s growth. What Are The Good Qualities Of A School Apply now for Admission Happy English School aims to provide a child with a holistic education that will prepare him or her to lead an empowered future life. A joyful and happy environment nurtures the child, exposes them to a variety of experiences, and allows them to acquire a plethora of skills that they can apply later in life.

  • The values they instill guide the students in the right direction.
  • Life at Happy English School stimulates the child’s desire to learn and ignites the mind to foster critical thinking.
  • Critical thinking learning stages gradually develop a rational mind that copes with all situations in life and analyses to make informed decisions when necessary.

At Happy English School, schooling is never a chore. Check Out: How to Keep your Child Safe while on the Internet What Are The Good Qualities Of A School This article has been reviewed by our panel. The points, views and suggestions put forth in this article have been expressed keeping the best interests of fellow parents in mind. We hope you found the article beneficial.
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What is positive mindset in a school?

Positive Mindset in the Classroom – International residential schools A positive mindset is essential in the classroom to boost children’s performance. Nowadays, even international residential schools feel like a burden to children. As a result, kids are filled with negative ideas.

  1. Negative thinking is like a massive barrier that seals you in.
  2. It prevents pupils from achieving their goals and from progressing in life.
  3. Negative ideas stymie a student’s ability to develop, study, or find enjoyment.
  4. Negative thinking might sometimes impede a kid from seeing things clearly.
  5. As a result, it is critical to keep students’ attitudes positive in the classroom.

However, the topic of how to keep a good outlook in the classroom emerges. Teachers and even parents may play a significant role in teaching kids how to think positively. Teachers must have the energy to keep a positive outlook among their pupils in order for them to be successful in life.

A Positive mindset provides a variety of mental, emotional, and physical advantages. A positive attitude can also help children cope with stress, enhance their overall health, and even boost their immune systems. Positive thinking has also been shown in studies to influence a student’s ability to solve problems and learn new skills.

A Positive mindset helps students feel more peaceful and happier, making it simpler to focus on tasks and learn new things. Teachers recognize the significance of providing a pleasant learning environment and will go to great lengths to ensure that their classrooms are places where students feel engaged and supported.

If students are unable to learn in the method in which their teachers instructed them then it becomes vital for teachers to teach in the manner in which students wish to. International residential schools are more than just a place to learn; they are also a place for kids to develop and express their personalities.

Maintaining a positive mindset all of the time may be difficult for students; indeed, it may be difficult for all of us; but this does not mean we should not strive harder to have a pleasant attitude. is one of the best CBSE schools in Dehradun and as a group of devoted educators, we work hard to develop the roots of creativity in our students by imparting education with a positive mindset in the most inventive manner.
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What is a positive attitude about school?

Being a successful learner starts with having a positive attitude towards learning – A positive attitude lets you relax, remember, focus and absorb information as you learn. You’re ready to welcome new experiences and recognize many different kinds of learning opportunities.

  • And when you can see opportunities, hope increases.
  • Take Eileen, for example.
  • Eileen has recently enrolled in college, even though it’s been 20 years since she wrote a paper or studied for an exam.
  • However, in the 15 years that she has stayed home to raise her children, Eileen has mastered stress and time management skills, teamwork skills, budgeting skills and more.

She has developed online skills, read a lot, chaired community committees and coached several soccer teams. Based on her experience, she knows she can polish up her report writing and study skills and do well in her program.
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How would you describe a perfect classroom?

A perfect classroom is student-centered, meaning that the teacher is the facilitator of learning built on student interests and abilities. The teacher rarely lectures or uses worksheets, but instead provides students with engaging, authentic learning opportunities.
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What is a prefect at school?

prefect, in English public (i.e., private, secondary, boarding) schools and in some U.S. private schools, an older student given official charge of the conduct and tutoring of several younger students in his residence hall. The prefectural system goes back to the 14th century; boys eligible to be prefects are the oldest in the school, having reached the sixth, or highest, form.
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What makes the best learning environment?

Summary – Specific characteristics of a good learning environment can vary depending on the context, the learners themselves and the content that is being taught. However, overall elements such as minimal distractions, a clear routine, a positive atmosphere and varied approaches and formats of teaching are all elements that have been proven to improve performance and facilitate effective learning.
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