Using_Classical_Approach_in_Coteaching

Chapter I: Introduction 1-Background of the Study The role of management is to guide organizational toward goal accomplishment. All organizations exist for certain purposes or goals, and managers are responsible for combining organizational resources to ensure that organization achieve their purpose. Management in all business and organizational can be defines as the act of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively. Management is considered a process because it involves a series of interrelated functions. The management process includes planning, organizing, influencing and controlling functions and all of these functions are contained within each other. In the last century, management has undergone systematic investigation, acquired a common body of knowledge, and has become a formal discipline of study Probably, the most important influence on management was the Industrial Revolution. It began in the late eighteenth century in Great Britain, where machine power was being substituted for human power. Thanks to this movement, there was the development of big organizations. that would require formalized management practices. The roots of modern management lie within a group of practitioners and who gave their contributions to management which we call the classical approach. We can divide it into two subcategories: 1. Scientific management theorists: It's the theorists that looked at the field from the perspective of how to improve the productivity of operative personnel. 2.comprehensive analysis of management: They were concerned with the overall organization and how to make it more effective. Using scientific management techniques, Taylor was able to define the one best way for doing each job. Then, he could select the right people for the job and train them to do it precisely in this one best way. Another associate of Taylor was an engineer named Henry L. Gantt. Gantt is most noted for creating a graphic bar chart that could be used by managers as a scheduling device for planning and controlling work.. Fayol developed the admenstrative theory, the elemnts of management he outlined planning, organizing, commanding, coordinating and controlling.. Fayol argued that management was an activity common to all human undertakings in business, in government, and even at home. He stated fourteen principles of management which are fundamental or universal truths that could be applied to management activities in all human endeavors. Despite that the classical approaches were developed from many years ago, they are still valid and to some extent reliable based on the way they would be applied. Classical approaches could be used in different ways and in different organization. As for example: Classical approaches can be practiced inside the vocational school by instructors and even students. Co-teaching is the most significant teaching method in which it used to deliver the knowledge to the students in vocational school in Bahrain. Co-teaching is designed to ensure that all students are held to the same standards and are required to meet the same learning objectives. The presence of two educators in one classroom allows teachers to provide added support to the students who need it and thus will make students get grater retention of content and skills and it will improve their interpersonal skills. Also, co-teaching will help teachers to provide attention to all individual students, participate in different teaching methods and it will give the teachers the ability to learn with and from colleagues. Once the co-teaching was implemented in the vocational classes in Bahrain, many problems occurred inside the vocational classrooms and simulation rooms in which it affected negatively on the students educational outcomes and on the teaching and learning process. Students couldn’t understand the purpose of the existence of two teachers inside the classroom. The students confused to who should be listened and referred and who is in charge of the classroom. Also, they were afraid from the way they would be assessed. On the other hand, co-teachers struggled to find time for co-planning and for creating appropriate curriculum and using the available resources efficiency in order to create tools to assess students on their employability skills. Some co-teachers in vocational school enter the class without discussing what they are going to do and, thus will result in poorly instructional practices and the students interaction will be week. 2-Problem Statements: - What are the best steps to be followed to practice co-teaching in vocational school in Bahrain' - What is the best method to get all required tasks from the co-teachers to be completed by the time dated' 3-Objectives of the study: The objectives of this study is to identify the best method to organize and complete the tasks required from the co-teachers in the vocational schools in Bahrain due time date fixed using time and other available resources in efficient and productive way. Also, specify the steps that should be followed before entering the class in order to practice co-teaching in best manner. 1. 4-Significance of the Study: Co-teaching is a teaching method that are implemented recently in the vocational school in Bahrain. Teachers are involved in teaching in the vocational school without having a background about how to apply the co-teaching method inside the classes. After finishing vocational educational training program. Most of the co-teachers tried to focus on applying co-teaching inside the classes, but instead of that they divide the material contents between them and then put a schedule. This schedule indicate which one of the co-teachers should explain the specific content to the students on the selected date and the role for the other co-teacher in the class is to distribute paper activities or participate in correcting the homework and class activities. Obviously, they don’t practice the co-teaching methods. The teachers in vocational programs are overload with tasks, some of these tasks are: creating project plan, assessment plan, lesson plan and weekly plan. In addition, creating curriculum and creating the tools and activities to ass students on their employability skills, making research to make educational material based on the given occupational standard and many other tasks related to the Ministry of Education and Quality Assurance Department. Thus, co-teachers lack the time that allow them to meat and to set together to discuss their teaching plans and methods, students handouts and paper activities. Their communication together is weak and always depending on emailing and despite the struggling to complete the required tasks, completing one task will always be over the account of another task. The importance of this study is to find the steps that should be followed in order to provide best co-teaching practicing and to use the time efficiently to complete all tasks on the required time. For achieving these goals, Fayol and Gantt theories are suggested to be practiced. The following Fayol's principles of management are considered to be followed: - Division of work: Divide teachers for instruction to save time. That is, have each teacher take the lead for preparing materials for different lessons, making enough copies for all involved. Davison of work will also be inside the class. For example when one teacher is giving the instruction orally, the other teacher is going to write the instruction on the board. - Unity of direction: co-teachers are agreed to create a plan in order to organize the flow of teaching inside the class. - Equity. Teachers should have the same weight of tasks. - Initiative. Co-teachers think in creative way to deliver knowledge to the students - Esprit de corps: both co-teachers should have team work spirit in order to perform their work in effective and efficient manner. On the other hand, Gantt chart is an appropriate methods in scheduling tasks. Basically this chart provides co-teachers with an easily understood summary of what task was scheduled for specific time period and how much of this work has been completed and by whom it was done. Gantt chart can help teachers in organizing their tasks ans an creating and applying their plans. Many software are available in which they apply the concept of Gantt chart. 5-Definition of Terms: • Vocational education: prepares trainees for jobs that are based on manual or practical activities, traditionally non-academic, and totally related to a specific trade. • Employability skills: refers to a person's capability of gaining initial employment. • Co-teaching: is defined as the collaboration of two professionals who jointly deliver substantive instruction to a diverse group of students (Cook & Friend, 1995) 6-Limitations of the Study: this study will only be carried on the female vocational teachers in Bahrain, so the results cannot be generalized to all populations and the reliability for the study is limited to year 2011. Chapter II: Literature Review In a study to focus on ways in which students with disabilities accessed the core curriculum in general education classrooms, Fisher and Frey (2001) found that when general and special educators were able to meet to discuss lessons it resulted in a, “consistently and improved content and instructional delivery process for all students.” The observations by Fisher and Frey led them to the conclusion that “schools that want to implement inclusive schooling practices would be well advised to ensure that general and special education teachers have access to planning time if they expect innovations in curriculum to take hold.” Chapter III: Research Methodology 1. Research Design Researcher is going to distribute a questionnaire. the researcher will create the questionnaire then the questionnaire will be taken to expert in order to modify it. 2. Study Population Teachers who are involved in vocational school in Bahrain. 3. Sampling Procedure Researcher will select non-probability sampling from Hoora Secondary Girls' School. Because all teachers in this school are just involve in co-teaching methods and their information about co-teaching is fresh. 4. Scale Validity and Reliability The questionnaire will be distributed to the selecting sample and after they response to it, the researcher will gather the questionnaire paper and after two weeks the researcher will distribute the questionnaire again in order to measure the reliability. 5. Data Collection Procedures The researcher will personality collect the questionnaire. 6. Data Analysis Researcher will use JPP software to analyze the questionnaire. List of References Austin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education 22(4), 245-255. Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16. Fisher, D. & Frey, N. (2001). Access to the Core Curriculum: Critical Ingredients for Student Success. Remedial and Special Education, 22(3), 148-`57. FundMurawski, W.W. & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, Vol. 36,(5), pp. 52-58. Gately, S.E. & Gately, F.J. (2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-47. Graue, E., Hatch, K., Rao, K. & Oen, D. (2007). The wisdom of class-size reduction. American Educational Research Journal, 44(3), 670-700. Murawski, W. W. & Dieker, L. A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58. National Center for Educational Restructuring and Inclusion. (1995). National study on Pence Co-teaching ----------------------- PRACTICING CLASSICAL MANAGEMENT APPROACH IN CO-TEACHING BY ZAINAB AHMED EBRAHIM Master in Business Administration General Management Organization and Business Management Arab Open University 2011