Inservice Teacher Training

Assignment 5: Entrepreneurship in School

Posted on | May 19, 2010 | 3 Comments

One of MKFC teacher training student Farhan Saeed has given his reflection about entrepreneurship at school level. He is working on Entrepreneurship in Country Public School Layyah. The students in this assignment were suppose to complete the following.

- Present own reflections and the learners
- Take out examples you find interesting and useful from material below
- Present the plan
- Use simple digital photos and text in a document

What makes entrepreneurship education distinctive is its focus on realization of opportunity, where management education is focused on the best way to operate existing hierarchies
This approach is called corporate entrepreneurship or entrepreneurships, and was made popular by author Gifford Pinchot in his book of the same name
A recent approach involves creating charitable organizations or portions of existing charities which are designed to be self-supporting in addition to doing their good works.
This is usually called social entrepreneurship or social venturing.
Even a version of public sector entrepreneurship has come into being in governments

School Education
Its broadest sense is any act or experience that has a formative effect on the mind, (1), character or physical ability of an individual. (2)
In its technical sense education is the process by which society deliberately transmits its accumulated knowledge and skills from one generation to another. (3).
Teachers in educational institutions direct the education of students and might draw on many Subjects, including Reading, Writing, and Listening.
This process is sometimes called Schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning
There is also education in fields for those who want specific vocational skills, such as those required to be a pilot.
In addition there is an array of education possible at the informal level such as in museums and libraries, with the Internet and in life experience.

Formal Education System
Education is a process in which students can learn something:
Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other forms.
Teaching refers to the actions of a real live instructor designed to impart learning to the student.
Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.
We must provide appropriate play activities and experiences for all children. Children’s play depends largely upon the play materials, equipment, and role models available to them.
Early exposure to appropriate play activities and materials is important and provides a sound basis for development.

I am working in Country Public School Layyah on Entrepreneurships in School
I am interesting to work on younger age Students on their Sports and Games in School
Young children are interested in colors, sizes, shapes, and sounds and enjoy working with table toys that encourage matching, ordering, and comparing.
They can recognize things that do not belong to a group.
Play with such equipment stimulates vocabulary and concept building.
Young children play with these materials by grouping them according to size, color, form, and texture.
Primary age children need plenty of opportunity to move and to engage in recreational activities such as recess, classroom breaks, group games, and physical education. Brain research confirms that physical activity–moving, stretching, and walking–can actually enhance the learning process
Children are interested in materials that help them understand spatial concepts, such as puzzles and blocks. In addition, cups, pans, and cans can be filled with sand or water to help develop a sense of volume.
Large blocks are first used to layout flat roads or outline buildings. Later, children fill in the spaces and, by primary age, build to great heights. Blocks with special pieces, such as tunnels or steeples, allow imagination to flourish. Sturdy transportation vehicles add realism and encourage dramatic play that develops concepts of distance and space. 
Imitative play is important to children’s development.
Children need opportunities to act and dress up like people they know. Equipment that encourages such play includes housekeeping furniture, dolls, dress-up clothes, utensils, blocks, vehicles, carpentry equipment, and musical instruments.
Freedom to use various paints, clay, water, and other art materials encourages imitation as well as conversation and creative expression of ideas and understandings
To build a broader basis for children’s expression through play, educators should provide access to information and ideas that go beyond children’s immediate environment. A good collection of children’s books is essential.
Field trips and media also provide play experiences that are unavailable in the immediate environment. 

In later childhood and early adolescence, children enjoy developing their skills through team and individual sports, games with increasingly more complex rules, and specialized club and youth activities. Such group endeavors provide them with an arena for refining their social, decision-making, and problem-solving skills.
We must provide safe and inviting environments for all children.

Group games also can provide opportunities to consolidate social and cognitive skills.
On the playground or in the gym, games that require skill with balls, ropes, running, and jumping may be organized into relays or exercises.
All children need safe and inviting environments in which to play.
Materials and equipment that are safe, durable, and take into consideration the age, ability, and cultural background of the children should be
Culturally reflective materials help children understand the social and ethnic values of their communities. Stereotypes must be avoided in all materials, including books. 
Equipment and toys that can be adapted to different age and ability levels will be more useful, even in a classroom for one age, since developmental differences across one year can be great.
Equipment that encourages use of both large and small muscles, as well as independent activity and social interaction, is of greatest benefit.

We must provide appropriate, planned outdoor play environments.

Outdoor play provides many benefits for children large bridge play, often impossible or impractical indoors, provides children with opportunities to expand their range of activity.
To encourage curiosity and creativity, playground environments should allow children to explore, build, climb, hide, and move about.
While some commercial equipment may be useful, material such as tires, lumber, telephone poles, railroad ties, cable spools, scrap pipe, barrels, and boxes can be used to build suitable play structures.
Equipment that allows increasingly complex use is most functional.
Children should be able to build temporary structures on the playground. 
Playgrounds should include a sloping area, large sand areas, and areas for digging.
While climate may restrict some outdoor activity, playgrounds should be planned for utilization throughout the year.
Water play should be encouraged in warm weather and snow activities in cold weather.
If space permits, gardening and animals add an important dimension to children’s outdoor play activity 

when possible, location of play areas near classrooms permits props and play to move freely from one area to another
School programs should recognize this truth and build upon the interrelatedness of all aspects of a child’s development.
To do so, teachers and administrators must ensure a balance among the cognitive, physical, and affective areas of the curriculum.
Play has a central role in achieving this balance.
Professionals must help parents understand that a curriculum that incorporates play strengthens and supports children’s intellectual development. Many play activities enable children to gain perspectives on the world and to practice culturally sensitive skills that will allow adequate functioning in the global world in which they live.
Notable curriculum planning provides for this sensitivity and skill development through play.

Health and Physical Education
Health and Physical are my subject.
When most people think about health they conjure up images that are related to physical health. Physical health is anything that has to do with our bodies as a physical entity.
It has been the basis for active living campaigns and the many eat right fads that have swept our country. With so much information about physical health it is often difficult to determine what is current and relevant. This web page will attempt to provide you with accurate relevant information to empower you to enhance your physical health.
The objectives of the Health, Physical Education and Recreation are to provide the following;
1) The professional preparation of skilled teachers of physical education and health, as well as qualified persons in the allied areas of coaching, athletic training, and the fields of leisure and sport management;
2) Preparation for the student to pursue graduate studies;
3) The opportunity for the student to experience both the learning of theory and the discovery of application through practical extracurricular experiences
4) The opportunity for certification in first aid, CPR, lifeguard training and water safety instruction;
5) Wholesome health and fitness attitudes and knowledge for all students so that they may have the opportunity to discover and to choose healthy life styles.
Prospective elementary and secondary teachers of health and physical education must student teach at both levels for state certification.
Education courses offered through the Education Department for teacher certification are required.
Consultation may be secured through the Education Department.
A student may receive a B.A. in physical education without teacher certification.
As a general school requirement, all students are required to take Pe 115, Wellness for Life and one fitness activity course.
A maximum of one hour of activity credit may
We must assume responsible parent/teacher roles.
Adults have a major responsibility in fostering children’s play.
Parents and teachers provide stimulation, attitudes, and insight that support the development of each child’s potential.
With the youngest of children
The adult is totally responsible for providing materials and playing with the child. As a child’s attention span increases and interest in the world emerges, provision of materials and experiences takes on new meaning.
Teachers must be aware of each child’s needs and know when and how to match materials and activities with the child’s interests.

ICT Technology in School Education
Technology is an increasingly influential factor in School education.
Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education
This gives students the opportunity to choose what they are interested in learning.
The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students;
Technology is being used more not only in administrative duties in education but also in the instruction of students.
Information and communication technologies (ICTs) are a diverse set of tools and
Resources used to communicate, create, disseminate, store, and manage information
These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings.
ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries
The use of computers and the Internet is in its infancy in developing countries,
If these are used at all, due to limited infrastructure and the attendant high costs of access
Usually, various technologies are used in combination rather than as the sole delivery mechanism
The term computer-assisted learning (CAL) has been increasingly used to describe the use of technology in teaching.
Many national, regional or local policies have been developed to support entrepreneurship both generally and in specific industries related to information and communication technology (ICT). Five perspectives on the meaning of entrepreneurship are considered, as: a function in the economy (with a three-stage model); a new business start-up; an owner-manager of a small business; a set of personal characteristics; and, a form of behavior. These perspectives have differing implications for policies to promote entrepreneurship. These policies include: predominantly macro-level policies such as economic stability, taxation and regulations; micro-level policies focusing upon advice, training, finance, technology transfer, markets access, physical infrastructure and the characteristics of the locality; and creating an entrepreneurial culture
The societal diffusion of information and communications technologies (ICTs) remains starkly uneven at all scales. It is in the contemporary city that this unevenness becomes most visible. In cities, clusters and enclaves of ‘super connected’ people, firms and institutions often rest cheek-by-jowel with large numbers of people with non-existent or rudimentary access to communications technologies. In such a context, this paper has two objectives, reflected in its two parts.
The first part of the paper seeks to demonstrate that dominant trends in ICT development are currently helping to support new extremes of social and geographical unevenness within and between human settlements and cities, in both the North and the South. The paper’s second part aims to explore the prospect that such stark ‘urban digital divides’ might be ameliorated through progressive and innovative policy initiatives, which treat cities and electronic technologies in parallel. It does this using a range of illustrative exemplars from a variety of contexts. (4)

Classroom Leadership
It is a unique approach to traditional management programs. It provides educators an opportunity to clarify their beliefs and thinking about classroom management, while becoming consciously competent about their current skills. In addition, the rational for each new skill forms the foundation for a multidimensional framework approach that provides options to meet various teaching styles as well as learning needs of students.
The goal of this workshop is to empower a school staff with strategies to create a learning environment that invites and develops intrinsic motivation in today’s students.

Problem Solving Strategies
By the end of the fourth session and follow-up classroom visit, the participants will be able to use problem solving strategies with individual students and with groups, inviting them to take responsibility and to become involved in creating constructive solutions. This is the essence of leadership

References:

1. http://en.wikipedia.org/wiki/Mind
2. http://en.wikipedia.org/wiki/Character
3. http://en.wikipedia.org/wiki/Skills
4. http://www.acei.org/playreferences.htm

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Comments

3 Responses to “Assignment 5: Entrepreneurship in School”

  1. Alexa Stewart
    July 5th, 2010 @ 7:47 pm

    i always participate in youth activities because it is good for socializing with other people.’;`

  2. Julia Mason
    August 3rd, 2010 @ 6:11 pm

    youth activities are always centered on enjoying the day and socializing with other teens`”-

  3. Alamdar
    August 5th, 2010 @ 9:49 am

    Thanks for your comments. I think these activities not only increase the creative thinking in students but social skills too.

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