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Campus Management Ways Simplified With a Technical System

Managements of schools and educational institutions often have to struggle in controlling and managing a large number of students. On the other hand, expectations of parents from the institution are always high. As such, the simplest way to assure parents and have a secure campus management system is to opt for a technology that will keep a watch on students by providing a secure and comfort feeling. Many institutions now opt for high end technology that will offer security and mental peace to school authorities and parents alike.

What does such technology offer?

The best part of having a technical system for managing security is the assurance factor that is installed at every level. Students are assigned a customized card that is used to identify them at school bus pickups and droppings, classrooms, school gate and other departments. Certain companies also offer the world class biometric authentication technology that uses the face detection technology to identify and verify students at various points. The school management can keep a track for all the movements of a student for a particular day. Also, in case, the student is absent for a day, the system alerts the parents about the same, and thereby, inducing a promptness in action. Apart from attendance, this kind of technical system can be implemented at all levels like admission, fee system, staff information, payroll, time table generation, accounts department, examinations, results and library management.

The benefits to the school

The management of the school can have better access to data, which is stored in a systemized manner. Since all the data gets feed in a central system, it saves large costs of paper, stationers, and manual work for maintaining records. The attendance system is highly regularized with reports on every student created separately for evaluation and cross checking. The performance of students can be appraised at individual and group levels, and that in turn, eases the process of reporting to parents.

The benefits of time based, technical system, can be reaped at all departmental levels. It allows the admin department to make flexible reports based on recorded and trusted data on an accurate system. The data gathered by the campus management can be easily used to present as graphs and tables. In fact, this system allows management to represent the income and expenditure on an unquestionable platform. Since such systems are designed for schools and similar institutions therefore, the administrators can easily customize the system according to practical needs.

As for parents, they can employee instant SMS service to keep track of each movement of their students. This includes SMS on boarding bus, attendance, emergencies and all other relevant notifications.

Since, such systems uses biometric authentication they are a trustworthy proven system to record all data and attendance factors ant therefore, can prove to be a powerful tool for representing the true facts of an institution. The investment in such software does yield fruitful results for the management as well as for parents and other regulatory institutions, who are interested in security of students and well taken care of responsibility of the school.

Schools’ Targets For Behaviour Standards Are Wrong!

We live in an age of targets — doesn’t seem to matter what the real outcome of professional activity is as long as something’s happened to enable a box to be ticked!

Doesn’t seem to matter that the targets are pretty pointless either…

What’s this to do with the world of managing children’s challenging behaviour in school? Plenty…

A couple of weeks after starting to work with a child, there’s a meeting with school and parents to see how they think things are progressing. Any concerns are discussed and all the parties can air their views. There has been close contact with school during these initial weeks to check daily on the child’s behaviour in school so any problems can be addressed immediately. This is essential to avoid any delay in addressing a problem. The children have to realise the adults are communicating and are aware of what’s going on…

At this first review meeting we discuss the child’s IEP (individual education plan), a document schools produce and update each term. On the form, targets for problem areas are identified and the steps to be taken in an attempt to rectify the situation. This is largely a pointless exercise — yet another instance of form filling in and box ticking. Why? Because of the way schools are advised to determine the targets, particularly when related to managing challenging behaviour.

Schools often ask what targets they should include — sorry, but they’re asking the wrong person! The fact is that the advice schools are given about how to gauge appropriate targets for individual children are totally at odds with the real world — especially when dealing with behaviour problems!

Schools are advised to adopt a step by step approach to dealing with problem behaviour but managing challenging behaviour just doesn’t work that way. It’s no surprise that schools are so frustrated when dealing children’s behaviour!

So, what are schools advised to aim for when dealing with children’s behaviour problems?

An example may see a child may have a problem with swearing — not an uncommon problem. Some language heard in schools would make your eyes pop out!

Schools are advised to make the target for reducing swearing to perhaps — ‘for the child to be in class for half an hour and limit swearing to no more that 3 times…’

Oh dear me! It’s practically saying that swearing 3 times is fine. Don’t think so!

How about if a child’s problem is related to putting insufficient effort into their work in class?

Then the aim would maybe read, ‘to concentrate on work for 10 minutes’. No way is this realistic for any child. If that’s all you expect, then that’s all you’ll get!

Of course, these low expectations of behaviour and effort are always justified with the endless excuses, ‘Well, he can’t help swearing’, or ‘He doesn’t like writing’.

You don’t say…

There’s too much tolerance from teachers and head teachers who make endless excuses for bad behaviour and lack of effort with school work. Teachers should have the highest expectations of achievement and effort from children both in class work and behaviour.

How can children know what they can achieve if they’re constantly excused from adhering to what’s considered (or should be considered) normal standards of behaviour in society? Children must also be encouraged to experience that wonderful feeling achieved when they know they’ve done well — how can this happen if nobody ever expects them to aim towards their highest level?

Why should 3 instances of swearing be tolerated? Of course he can help swearing and should be expected not to swear at all!

He’s not going to like writing if he’s constantly excused from not doing work to his highest standard. How can a child improve their level of learning if they’re not expected to make an effort?

Managing children’s behaviour is unlike other areas of school work. When learning to read or to do arithmetic, progress is gradual because you can only learn a limited amount at a time and you need time to practise the skills. But behaviour isn’t like that. Teachers have to expect the highest standards from the start — it shouldn’t be gradual. The best has to be expected from the outset — nothing else will do!

What’s the answer to the swearing problem? It’s simple — swearing isn’t allowed and if you break the rule there will be an immediate warning followed by a consequence if further swearing is heard.

What do you do about the problem with the writing tasks? This is slightly different. Writing is a learning area and work should be differentiated. But, at an appropriate level, any child should be expected to do their work as independently as possible and at their highest level of effort. Refusal should lead to an instant warning that they’ll make up time wasted during breaks. Children have to know that you mean what you say. Don’t threaten anything you don’t follow through. Children should also be told that if their writing isn’t as good as it could be they’ll be repeating the task, again in their own time. Children very quickly get the message and before long they only need a warning — plus of course, acknowledgement and encouragement when they comply.

Ideally, you have to have the highest standards right from your first experience of dealing with a child or class. Plus, there has to be a great deal of encouragement, acknowledgement of effort and positive comments as deserved.

Having the highest standards and expecting children to achieve their best is a vital part of teaching and the successful management of children’s behaviour.

3 Ways to Help Your Teen Manage School Stress

Most teens (83%) of teens say that school is a significant source of stress in their life. Here’s how you can help your teen manage school stress.

Help your teen manage school stress

For teens, stress looks like this:

- Getting to school late
- Feeling irritable
- Feeling tired a lot
- Crying a lot… or snapping at you
- Leaving things until the last minute, and then panicking

If you’re like most parents, you want to help your teen manage school stress… but sometimes you’re not sure how. Or you have some ideas about what might help, but your teen isn’t listening.

Laying bricks and a shift in perspective

For most teens, school stress is about grades, tests, and applying for college. Teens worry about keeping up with schoolwork, managing deadlines, feeling unprepared, or disappointing a parent. Only a small part of teen stress is social — about 9% according to a recent survey.

The school stressors aren’t going to go away. So how can parents help teens shift their response to stress?

I’m reminded of a story about a traveler who asked three bricklayers about what they were doing.

“I’m laying bricks,” the first man responded. “It’s hard work and I get home exhausted.”

“I’m building a wall,” the second said. “It’s not that exciting, but it pays my bills.”

The third man, however, looked happy and energized. “I’m building a cathedral,” he said.

Same work, different perspective… and different result.

Parent Strategy #1: Model Perspective

A shift in perspective can create a sense of purpose. Stress isn’t about the events of the day. It’s about perspective. As William James said, “The greatest weapon against stress is our ability to choose one thought over another.”

It would be nice if you could just tell your teen to change their perspective on homework, but of course that doesn’t work.

What you can do is to shift in your own perspective — from stress about their homework… to calm.

Stress is contagious. Teens pick up on parent stress, amplify it, and send it back. Pretty soon we’re stressed about their stress, and the evening spirals into chaos. They can’t concentrate on homework. We can’t concentrate on anything. Perspective is lost.

If you’re like most parents, learning to stay calm when your teen is stressed-out is an ongoing project. You might want to check out some quick stress management tools that can help.

Strategy #2: A Twinkle In Our Eye

“The primary goal… ought to be the relationship, not conduct or behavior,” says Gordon Neufeld, author of Hold Onto Your Kids. This suggests another useful strategy: before diving into problems with schedules and homework, spend time connecting.

Connection is one of the best ways to manage stress. Neufeld says that “a twinkle in our eye and a warmth in our voice” create a tangible presence that kids, even teens, can hold on to.

With that in mind, here are some possibilities:

Spend time. Have dinner together, often, and talk about the events of the day. Spend time at their soccer games, school plays, art shows, and cross-country meets. Be a driver, snack-provider, or car pooler. Spend time in any way that works.

Share your thoughts. Talk about dilemmas you’re facing, and ask what your teen would do. Invite your teen to do something with you, even if it’s something “for them.” Maybe it’s worth eating junk food at Panda Express if it means an hour of uninterrupted conversation.

Share your delight. Smile when they walk in the door. Let them know you’re glad to see them.

Be on their side. When they share a problem, start with empathy. You don’t have to agree. Just acknowledge how difficult the situation is for them. Later, if they’d like some advice, you can help them sort through the problem.

Strategy #3: Solve Problems

If you’re like most of the parents I work with, this is your forte.

It comes last though, because teens need perspective and connection in order to work with you to find a solution.

At this point, the problems are more straightforward (although by no means easy). Your teen might need, a tutor, an academic coach, a classroom accommodation, or a teacher conference.

The fundamental shift: help your teen manage school stress

If your teen seems frazzled, grumpy, or tired too often, she is not alone. Most teens are stressed, and most of that stress is about school. The good news is that as a parent, you can help your teen manage school stress.

Here’s the key to managing school stress: it isn’t about homework, the upcoming test, or even the grade. Like the two bricklayers, teens can see a task in front of her in two ways. They can focus on the stress — the “boring” reading, or the potential “bad grade” on tomorrow’s test.

Or you can help your teen manage school stress with a shift in perspective. You can get to calm yourself, share the twinkle in your eye, and take a new look at solving the problem. With practice, your teen can become one of the 17% of students who enjoy school.