Head teachers’ opinions on the future of school education ...
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Transcript of Head Teachers Training Manual.pdf
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 140
Government Primary Schools Head
Teachersrsquo Training
Training Guide
Supporting Primary Schools through Food and other Education-based
Incentives for the Vulnerable Populations of NWFP Sindh and Balochistan
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Introduction
This short head teachers training course needs to be understood under the bigger
picture of the project The WFP-UNESCO joint program has been designed to provide
food and non-food assistance in 20 severely affected districts of NWFP Balochistan andsome districts of Arid Zone of Sindh as an effort in support of the GoP safety net
activities The Joint Program will adopt a two-pronged approach ie i) to ameliorate the
effect of the food crisis through the provision of a 36 liter tin of edible oil (4 litredistributed per month for 9 months in a school year)and 150 Kg of wheat per family( 50
kg distributed on a quarterly basis 3 times in a school year) during a one year period
(2008-09) for each student who would enroll in primary school (grades 1-5) or attendclasses in the aforementioned grades for a minimum of 20 days per month ii) Through
the provision of non-food incentives in the form of IEC material for the parents of school
children containing useful awareness raising messages to foster their support in theschooling of their children (through enrollment attendance and retention) even during the
crisis-ridden circumstancesThe point to be communicated is that sending messages to parents to send their
children is one part of the process The other part is improving schoolsrsquo internalconditions to make teaching and learning happen in a conducive environment In order to
strengthen collaboration from various stakeholders for effective implementation of the
joint program the non-food incentives involves orientation training workshops andcapacity building at the provincial and district levels and training of head teachers to
improve school internal conditions and organize 3 ldquoschool daysrdquo per school per year for
distribution of food items and IEC material messages in the selected 5400 primaryschool for girls
This training course is designed to meet the requirements of the head teachers to
make their schools as affective as possible for student attendance and learning for thestudents This course includes Classroom Management School Management Health andHygiene Use of Teaching and Learning Kit ensuring attendance and reducing drop out
community involvement celebration of School Day in the overall Child Rights
perspective Besides this training each school will get a School Improvement Booklet published by UNESCO All these materials will help you in planning for your school
improvement
It is therefore our personal and professional obligation to implement in ourschools whatever we learn in the workshop
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983105 983106983137983139983147983143983154983151983157983150983140
Head teachers are the most important facilitators of school improvement The Head
Teachers are also change managers who plan for the betterment of their schools onregular bases Also the Head Teacher is a bridge between the school the community andthe education authorities To manage the school in a context in which an increasing
amount of responsibility is delegated to head teachers requires new skills and knowledge
In Pakistan most of the government primary schools are in multi-grade situation Inmajority of schools there is a single teacher concept In such situation the head teachers
are responsible of school management as well as teaching the students Keeping the needs
and interest of the schools UNESCO has designed a 2-daysrsquo training program includingthe essential aspects of school and classroom management child right health and
hygiene and orientation to School Feeding Programme This training component aims at
providing the necessary training and skills for Head Teachers to use their responsibilities
well Moreover this training has been designed in line with the Strengthening TeacherEducation in Pakistanrsquos (STEP) generic teachersrsquo training standards
This training programme consists of a total seven sessions Each of these sessionsattempts to address the current needs of the government primary schools of Pakistan
particularly in NWFP Sindh and Balochistan
This manual clearly outlines the training sessions with interactive learning activities
Including to this training manual a workbook has been designed to help participants to
acquire the learning materials required and work on it during and after the sessions
983106 983119983138983146983141983139983156983145983158983141983155
The in-service training program objectives are as follows
bull To introduce to the head teachers about child rights to education barriers to
enrollment effective classroom management in multi-grade situation andimportance of food for education programme in increasingmaintaining school
enrolment
bullbullbullbull To train head teachers in effective utilization of teaching and learning material intheir classrooms and in the schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene and to increase community involvement in the school improvement
processes
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school management andeffective school documentation including budgeting and record keeping
The above interventions have been designed in line with the generic professional
standards for teachers of Pakistan It will address some of the professional standards set
8132019 Head Teachers Training Manualpdf
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under STEP which includes knowledge of pedagogy teaching method learning
approaches and human development reflective practice and collaborative partnership
983107 983107983151983150983156983141983150983156 983151983142 983156983144983141 983124983154983137983145983150983145983150983143
The content of the workshop is very ambitious therefore the trainers are requested not togo into details rather follow the simple activities suggested against each topic
bullbullbullbull Child Rights to education and barriers to enrolment and learning
bullbullbullbull Strategies for effective classroom management in multi-grade setting
bullbullbullbull Promotion of school health and hygiene education
bullbullbullbull Strategies to promote community involvement PTCsSMCs
bullbullbullbull Purpose of food distribution and its impact on studentsrsquo learning achievement
bullbullbullbull Effective monitoring system of enrolment and attendance and its documentation
983108 983124983154983137983145983150983145983150983143 983117983141983156983144983151983140983151983148983151983143983161The training will be interactive and participatory The participants will be exposed to
varieties of approaches to experience alternatives teaching methods They will also be
exposed to new knowledge and skills that can help them to develop as effective head
teachers This will not only provide them an opportunity to reflect critically on their present practices also to work on alternative strategies to develop their action plans for
bringing about improvement in their schools The following methods have been
suggested to employ in the training 1) Debates 2) role-play 3) presentations 4)demonstrations 5) presentations as group pair and individual work
983124983144983141 983156983154983137983145983150983145983150983143 983142983137983139983145983148983145983156983137983156983151983154983155 983137983154983141 983154983141983153983157983141983155983156983141983140 983156983151 983138983141 983139983154983141983137983156983145983158983141 983137983150983140 983157983155983141
983149983141983156983144983151983140983155 983156983144983137983156 983138983141983155983156 983142983145983156983155 983137 983155983145983156983157983137983156983145983151983150983086 983120983148983141983137983155983141 983149983145983160 983156983144983141 983149983141983156983144983151983140983155 983137983150983140
983156983144983141 983155983151983139983145983137983148 983155983141983156983156983145983150983143983155 983148983145983147983141 983156983144983141983154983141 983155983144983151983157983148983140 983150983151983156 983138983141 983151983150983148983161 983143983154983151983157983152 983159983151983154983147 983151983154
983151983150983148983161 983152983137983145983154 983159983151983154983147983086 983113983150 983156983144983141 983155983137983149983141 983159983137983161983155 983151983150983148983161 983140983145983155983139983157983155983155983145983151983150983155 983137983150983140
983152983154983141983155983141983150983156983137983156983145983151983150 983159983145983148983148 983149983137983147983141 983156983144983141 983152983137983154983156983145983139983145983152983137983150983156983155 983148983151983151983155983141 983156983144983141983145983154 983145983150983156983141983154983141983155983156 983145983150
983156983144983141 983155983141983155983155983145983151983150983086
983109 983112983151983159 983156983151 983157983155983141 983156983144983141 983149983137983150983157983137983148983103
983124983144983145983155 983149983137983150983157983137983148 983145983155 983137 983143983157983145983140983141983148983145983150983141 983151983142 983144983151983159 983156983151 983139983151983150983140983157983139983156 983156983144983141 983112983141983137983140 983124983141983137983139983144983141983154983155
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8132019 Head Teachers Training Manualpdf
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983123983139983144983151983151983148 983108983137983161 983137983154983141 983158983141983154983161 983145983149983152983151983154983156983137983150983156 983145983142 983161983151983157 983142983141983141983148 983137983150983161 983140983145983142983142983145983139983157983148983156983161 983145983150 983156983144983145983155
983154983141983143983137983154983140983155 983152983148983141983137983155983141 983139983151983150983156983137983139983156 983125983118983109983123983107983119 983154983141983152983154983141983155983141983150983156983137983156983145983158983141 983145983150 983161983151983157983154 983154983141983143983145983151983150983155983086
8132019 Head Teachers Training Manualpdf
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Day-ITime Themes sessions
800-830 Session 1Introductory session- Introduction of the training
- Introduction of the participation
830-850 - Sharing objectives of the workshop to the participants
- Setting ground rules
850-1040 Session-2 Introduction to Child Rights to education
- Role of schoolsrsquo in addressing child right
- Analysis of enrolment barriers
1040-1100 Tea Break
1100 -12001200-100 Session-3 a)Effective classroom management b) Classroom management in multi-grade situation
100-200 Lunch and Prayer Break
300-400 c) Developing lesson plan for multi-grade situation
400-430 d) Demonstration of teaching and learning material
Day-II
800-815 Reflection on pervious dayrsquos session
815-1030 Session-4 Promotion of health and hygiene education
- Promotion of hygiene
- Techniques of teaching hygiene
1030-1100 Tea Break
1100-1200 Session-5 Overview of food crises and purpose of food distribution and
educational intervention in child education
1200-100 Session-6 Ways of developing linkages with community and parentsRole of PTCSMC to assist the school
100-200 Lunch and Prayer Break
200- 4 30 Session-7 a) Action Plan ( School Development plan) b) Celebration of School Day
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1 983113983150983156983154983151983140983157983139983156983151983154983161 983123983141983155983155983145983151983150
Objectives By the end of this session the participants will be able to
bull Get to know each other
bull Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatlyo Pre-prepared flipchart with ldquocontentmethodologyrdquo written on it
12 Introduction
Welcome the participants and introduce yourself other team members and your background being chosen a trainer After official opening tell them that it is important for
all the workshop participants to become familiar to each other Ask the participants to
stand in a circle Explain them to throw the role of thread to each participant whileholding one end of the thread In this way everyone has got an end of thread Once the
participants got the thread they will say their name position and reason to attend this
workshop and make a web Once everyone has got the thread the facilitator will probe
from the participants that what does it means The say it means interaction sharingrespecting each others experiences openness and so on
13 983107983151983157983154983155983141 983151983157983156983148983145983150983141 983137983150983140 983119983138983146983141983139983156983145983158983141983155
This is a 2-days training-to train head teachers in developing skills of effective classroommanagement effective monitoring and documentation making links between
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
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ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
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Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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8132019 Head Teachers Training Manualpdf
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
8132019 Head Teachers Training Manualpdf
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
8132019 Head Teachers Training Manualpdf
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2040
b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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Introduction
This short head teachers training course needs to be understood under the bigger
picture of the project The WFP-UNESCO joint program has been designed to provide
food and non-food assistance in 20 severely affected districts of NWFP Balochistan andsome districts of Arid Zone of Sindh as an effort in support of the GoP safety net
activities The Joint Program will adopt a two-pronged approach ie i) to ameliorate the
effect of the food crisis through the provision of a 36 liter tin of edible oil (4 litredistributed per month for 9 months in a school year)and 150 Kg of wheat per family( 50
kg distributed on a quarterly basis 3 times in a school year) during a one year period
(2008-09) for each student who would enroll in primary school (grades 1-5) or attendclasses in the aforementioned grades for a minimum of 20 days per month ii) Through
the provision of non-food incentives in the form of IEC material for the parents of school
children containing useful awareness raising messages to foster their support in theschooling of their children (through enrollment attendance and retention) even during the
crisis-ridden circumstancesThe point to be communicated is that sending messages to parents to send their
children is one part of the process The other part is improving schoolsrsquo internalconditions to make teaching and learning happen in a conducive environment In order to
strengthen collaboration from various stakeholders for effective implementation of the
joint program the non-food incentives involves orientation training workshops andcapacity building at the provincial and district levels and training of head teachers to
improve school internal conditions and organize 3 ldquoschool daysrdquo per school per year for
distribution of food items and IEC material messages in the selected 5400 primaryschool for girls
This training course is designed to meet the requirements of the head teachers to
make their schools as affective as possible for student attendance and learning for thestudents This course includes Classroom Management School Management Health andHygiene Use of Teaching and Learning Kit ensuring attendance and reducing drop out
community involvement celebration of School Day in the overall Child Rights
perspective Besides this training each school will get a School Improvement Booklet published by UNESCO All these materials will help you in planning for your school
improvement
It is therefore our personal and professional obligation to implement in ourschools whatever we learn in the workshop
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983105 983106983137983139983147983143983154983151983157983150983140
Head teachers are the most important facilitators of school improvement The Head
Teachers are also change managers who plan for the betterment of their schools onregular bases Also the Head Teacher is a bridge between the school the community andthe education authorities To manage the school in a context in which an increasing
amount of responsibility is delegated to head teachers requires new skills and knowledge
In Pakistan most of the government primary schools are in multi-grade situation Inmajority of schools there is a single teacher concept In such situation the head teachers
are responsible of school management as well as teaching the students Keeping the needs
and interest of the schools UNESCO has designed a 2-daysrsquo training program includingthe essential aspects of school and classroom management child right health and
hygiene and orientation to School Feeding Programme This training component aims at
providing the necessary training and skills for Head Teachers to use their responsibilities
well Moreover this training has been designed in line with the Strengthening TeacherEducation in Pakistanrsquos (STEP) generic teachersrsquo training standards
This training programme consists of a total seven sessions Each of these sessionsattempts to address the current needs of the government primary schools of Pakistan
particularly in NWFP Sindh and Balochistan
This manual clearly outlines the training sessions with interactive learning activities
Including to this training manual a workbook has been designed to help participants to
acquire the learning materials required and work on it during and after the sessions
983106 983119983138983146983141983139983156983145983158983141983155
The in-service training program objectives are as follows
bull To introduce to the head teachers about child rights to education barriers to
enrollment effective classroom management in multi-grade situation andimportance of food for education programme in increasingmaintaining school
enrolment
bullbullbullbull To train head teachers in effective utilization of teaching and learning material intheir classrooms and in the schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene and to increase community involvement in the school improvement
processes
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school management andeffective school documentation including budgeting and record keeping
The above interventions have been designed in line with the generic professional
standards for teachers of Pakistan It will address some of the professional standards set
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under STEP which includes knowledge of pedagogy teaching method learning
approaches and human development reflective practice and collaborative partnership
983107 983107983151983150983156983141983150983156 983151983142 983156983144983141 983124983154983137983145983150983145983150983143
The content of the workshop is very ambitious therefore the trainers are requested not togo into details rather follow the simple activities suggested against each topic
bullbullbullbull Child Rights to education and barriers to enrolment and learning
bullbullbullbull Strategies for effective classroom management in multi-grade setting
bullbullbullbull Promotion of school health and hygiene education
bullbullbullbull Strategies to promote community involvement PTCsSMCs
bullbullbullbull Purpose of food distribution and its impact on studentsrsquo learning achievement
bullbullbullbull Effective monitoring system of enrolment and attendance and its documentation
983108 983124983154983137983145983150983145983150983143 983117983141983156983144983151983140983151983148983151983143983161The training will be interactive and participatory The participants will be exposed to
varieties of approaches to experience alternatives teaching methods They will also be
exposed to new knowledge and skills that can help them to develop as effective head
teachers This will not only provide them an opportunity to reflect critically on their present practices also to work on alternative strategies to develop their action plans for
bringing about improvement in their schools The following methods have been
suggested to employ in the training 1) Debates 2) role-play 3) presentations 4)demonstrations 5) presentations as group pair and individual work
983124983144983141 983156983154983137983145983150983145983150983143 983142983137983139983145983148983145983156983137983156983151983154983155 983137983154983141 983154983141983153983157983141983155983156983141983140 983156983151 983138983141 983139983154983141983137983156983145983158983141 983137983150983140 983157983155983141
983149983141983156983144983151983140983155 983156983144983137983156 983138983141983155983156 983142983145983156983155 983137 983155983145983156983157983137983156983145983151983150983086 983120983148983141983137983155983141 983149983145983160 983156983144983141 983149983141983156983144983151983140983155 983137983150983140
983156983144983141 983155983151983139983145983137983148 983155983141983156983156983145983150983143983155 983148983145983147983141 983156983144983141983154983141 983155983144983151983157983148983140 983150983151983156 983138983141 983151983150983148983161 983143983154983151983157983152 983159983151983154983147 983151983154
983151983150983148983161 983152983137983145983154 983159983151983154983147983086 983113983150 983156983144983141 983155983137983149983141 983159983137983161983155 983151983150983148983161 983140983145983155983139983157983155983155983145983151983150983155 983137983150983140
983152983154983141983155983141983150983156983137983156983145983151983150 983159983145983148983148 983149983137983147983141 983156983144983141 983152983137983154983156983145983139983145983152983137983150983156983155 983148983151983151983155983141 983156983144983141983145983154 983145983150983156983141983154983141983155983156 983145983150
983156983144983141 983155983141983155983155983145983151983150983086
983109 983112983151983159 983156983151 983157983155983141 983156983144983141 983149983137983150983157983137983148983103
983124983144983145983155 983149983137983150983157983137983148 983145983155 983137 983143983157983145983140983141983148983145983150983141 983151983142 983144983151983159 983156983151 983139983151983150983140983157983139983156 983156983144983141 983112983141983137983140 983124983141983137983139983144983141983154983155
983156983154983137983145983150983145983150983143983155 983145983150 983156983144983141 983152983154983151983146983141983139983156 983140983145983155983156983154983145983139983156983155983086 983123983145983150983139983141 983156983144983141 983155983141983155983155983145983151983150983155 983137983154983141 983139983137983154983141983142983157983148983148983161
983152983148983137983150983150983141983140 983145983156 983154983141983153983157983145983154983141983155 983156983144983141 983142983137983139983145983148983145983156983137983156983151983154983155 983156983151 983149983137983147983141 983152983154983141983152983137983154983137983156983145983151983150983155 983159983141983148983148
8132019 Head Teachers Training Manualpdf
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983138983141983142983151983154983141 983156983144983141 983155983141983155983155983145983151983150983155983086 983105983148983148 983142983151983154983149983137983156983155 983150983141983141983140983155 983156983151 983138983141 983152983154983145983150983156983141983140 983151983157983156 983152983154983141983085
983152983154983141983152983137983154983141983140 983139983144983137983154983156983155 983154983141983137983140983161 983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983149983137983156983141983154983145983137983148983155 983154983141983137983140 983137983150983140
983157983150983140983141983154983155983156983151983151983140983086 983120983148983141983137983155983141 983157983155983141 983156983144983141 991260983123983139983144983151983151983148 983113983149983152983154983151983158983141983149983141983150983156 983106983151983151983147983148983141983156991261 983142983151983154
983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983145983150 983159983144983145983139983144 983125983118983085983107983122983107 983137983154983156983145983139983148983141983155 983137983154983141 983137983148983155983151 983149983141983150983156983145983151983150983141983140983086
983124983144983141 983137983139983156983145983158983145983156983145983141983155 983137983154983141 983140983141983155983145983143983150983141983140 983157983155983145983150983143 983149983141983156983144983151983140983155 983151983142 983137983140983157983148983156 983148983141983137983154983150983145983150983143 983155983151983152983148983141983137983155983141 983142983151983148983148983151983159 983156983144983141 983152983137983156983156983141983154983155 983155983157983143983143983141983155983156983141983140 983145983150 983156983144983145983155 983149983137983150983157983137983148983086
983123983151983149983141 983155983141983155983155983145983151983150983155 983148983145983147983141 983151983154983145983141983150983156983137983156983145983151983150 983151983150 983156983144983141 983152983154983151983146983141983139983156 983137983150983140 983107983141983148983141983138983154983137983156983145983151983150 983151983142
983123983139983144983151983151983148 983108983137983161 983137983154983141 983158983141983154983161 983145983149983152983151983154983156983137983150983156 983145983142 983161983151983157 983142983141983141983148 983137983150983161 983140983145983142983142983145983139983157983148983156983161 983145983150 983156983144983145983155
983154983141983143983137983154983140983155 983152983148983141983137983155983141 983139983151983150983156983137983139983156 983125983118983109983123983107983119 983154983141983152983154983141983155983141983150983156983137983156983145983158983141 983145983150 983161983151983157983154 983154983141983143983145983151983150983155983086
8132019 Head Teachers Training Manualpdf
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983110 983124983113983117983109 983124983105983106983116983109 983119983110 983124983112983109 983112983109983105983108 983124983109983105983107983112983109983122983123991257 983124983122983105983113983118983113983118983111
Day-ITime Themes sessions
800-830 Session 1Introductory session- Introduction of the training
- Introduction of the participation
830-850 - Sharing objectives of the workshop to the participants
- Setting ground rules
850-1040 Session-2 Introduction to Child Rights to education
- Role of schoolsrsquo in addressing child right
- Analysis of enrolment barriers
1040-1100 Tea Break
1100 -12001200-100 Session-3 a)Effective classroom management b) Classroom management in multi-grade situation
100-200 Lunch and Prayer Break
300-400 c) Developing lesson plan for multi-grade situation
400-430 d) Demonstration of teaching and learning material
Day-II
800-815 Reflection on pervious dayrsquos session
815-1030 Session-4 Promotion of health and hygiene education
- Promotion of hygiene
- Techniques of teaching hygiene
1030-1100 Tea Break
1100-1200 Session-5 Overview of food crises and purpose of food distribution and
educational intervention in child education
1200-100 Session-6 Ways of developing linkages with community and parentsRole of PTCSMC to assist the school
100-200 Lunch and Prayer Break
200- 4 30 Session-7 a) Action Plan ( School Development plan) b) Celebration of School Day
8132019 Head Teachers Training Manualpdf
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983108983105983129 983085983113
1 983113983150983156983154983151983140983157983139983156983151983154983161 983123983141983155983155983145983151983150
Objectives By the end of this session the participants will be able to
bull Get to know each other
bull Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatlyo Pre-prepared flipchart with ldquocontentmethodologyrdquo written on it
12 Introduction
Welcome the participants and introduce yourself other team members and your background being chosen a trainer After official opening tell them that it is important for
all the workshop participants to become familiar to each other Ask the participants to
stand in a circle Explain them to throw the role of thread to each participant whileholding one end of the thread In this way everyone has got an end of thread Once the
participants got the thread they will say their name position and reason to attend this
workshop and make a web Once everyone has got the thread the facilitator will probe
from the participants that what does it means The say it means interaction sharingrespecting each others experiences openness and so on
13 983107983151983157983154983155983141 983151983157983156983148983145983150983141 983137983150983140 983119983138983146983141983139983156983145983158983141983155
This is a 2-days training-to train head teachers in developing skills of effective classroommanagement effective monitoring and documentation making links between
8132019 Head Teachers Training Manualpdf
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
8132019 Head Teachers Training Manualpdf
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2 983123983141983155983155983145983151983150 983113983150983156983154983151983140983157983139983156983145983151983150 983156983151 983107983144983145983148983140 983122983145983143983144983156983155 983137983150983140 983138983137983154983154983145983141983154983155 983156983151
983141983150983154983151983148983149983141983150983156 983137983150983140 983148983141983137983154983150983145983150983143
ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
21 983107983144983145983148983140 983122983145983143983144983156 983145983150 983113983155983148983137983149 983137983150983140 983107983144983145983148983140 983122983145983143983144983156983155 983107983151983150983158983141983150983156983145983151983150
Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
8132019 Head Teachers Training Manualpdf
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Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 1440
Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
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A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
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Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
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Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
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----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
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8132019 Head Teachers Training Manualpdf
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8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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983105 983106983137983139983147983143983154983151983157983150983140
Head teachers are the most important facilitators of school improvement The Head
Teachers are also change managers who plan for the betterment of their schools onregular bases Also the Head Teacher is a bridge between the school the community andthe education authorities To manage the school in a context in which an increasing
amount of responsibility is delegated to head teachers requires new skills and knowledge
In Pakistan most of the government primary schools are in multi-grade situation Inmajority of schools there is a single teacher concept In such situation the head teachers
are responsible of school management as well as teaching the students Keeping the needs
and interest of the schools UNESCO has designed a 2-daysrsquo training program includingthe essential aspects of school and classroom management child right health and
hygiene and orientation to School Feeding Programme This training component aims at
providing the necessary training and skills for Head Teachers to use their responsibilities
well Moreover this training has been designed in line with the Strengthening TeacherEducation in Pakistanrsquos (STEP) generic teachersrsquo training standards
This training programme consists of a total seven sessions Each of these sessionsattempts to address the current needs of the government primary schools of Pakistan
particularly in NWFP Sindh and Balochistan
This manual clearly outlines the training sessions with interactive learning activities
Including to this training manual a workbook has been designed to help participants to
acquire the learning materials required and work on it during and after the sessions
983106 983119983138983146983141983139983156983145983158983141983155
The in-service training program objectives are as follows
bull To introduce to the head teachers about child rights to education barriers to
enrollment effective classroom management in multi-grade situation andimportance of food for education programme in increasingmaintaining school
enrolment
bullbullbullbull To train head teachers in effective utilization of teaching and learning material intheir classrooms and in the schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene and to increase community involvement in the school improvement
processes
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school management andeffective school documentation including budgeting and record keeping
The above interventions have been designed in line with the generic professional
standards for teachers of Pakistan It will address some of the professional standards set
8132019 Head Teachers Training Manualpdf
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under STEP which includes knowledge of pedagogy teaching method learning
approaches and human development reflective practice and collaborative partnership
983107 983107983151983150983156983141983150983156 983151983142 983156983144983141 983124983154983137983145983150983145983150983143
The content of the workshop is very ambitious therefore the trainers are requested not togo into details rather follow the simple activities suggested against each topic
bullbullbullbull Child Rights to education and barriers to enrolment and learning
bullbullbullbull Strategies for effective classroom management in multi-grade setting
bullbullbullbull Promotion of school health and hygiene education
bullbullbullbull Strategies to promote community involvement PTCsSMCs
bullbullbullbull Purpose of food distribution and its impact on studentsrsquo learning achievement
bullbullbullbull Effective monitoring system of enrolment and attendance and its documentation
983108 983124983154983137983145983150983145983150983143 983117983141983156983144983151983140983151983148983151983143983161The training will be interactive and participatory The participants will be exposed to
varieties of approaches to experience alternatives teaching methods They will also be
exposed to new knowledge and skills that can help them to develop as effective head
teachers This will not only provide them an opportunity to reflect critically on their present practices also to work on alternative strategies to develop their action plans for
bringing about improvement in their schools The following methods have been
suggested to employ in the training 1) Debates 2) role-play 3) presentations 4)demonstrations 5) presentations as group pair and individual work
983124983144983141 983156983154983137983145983150983145983150983143 983142983137983139983145983148983145983156983137983156983151983154983155 983137983154983141 983154983141983153983157983141983155983156983141983140 983156983151 983138983141 983139983154983141983137983156983145983158983141 983137983150983140 983157983155983141
983149983141983156983144983151983140983155 983156983144983137983156 983138983141983155983156 983142983145983156983155 983137 983155983145983156983157983137983156983145983151983150983086 983120983148983141983137983155983141 983149983145983160 983156983144983141 983149983141983156983144983151983140983155 983137983150983140
983156983144983141 983155983151983139983145983137983148 983155983141983156983156983145983150983143983155 983148983145983147983141 983156983144983141983154983141 983155983144983151983157983148983140 983150983151983156 983138983141 983151983150983148983161 983143983154983151983157983152 983159983151983154983147 983151983154
983151983150983148983161 983152983137983145983154 983159983151983154983147983086 983113983150 983156983144983141 983155983137983149983141 983159983137983161983155 983151983150983148983161 983140983145983155983139983157983155983155983145983151983150983155 983137983150983140
983152983154983141983155983141983150983156983137983156983145983151983150 983159983145983148983148 983149983137983147983141 983156983144983141 983152983137983154983156983145983139983145983152983137983150983156983155 983148983151983151983155983141 983156983144983141983145983154 983145983150983156983141983154983141983155983156 983145983150
983156983144983141 983155983141983155983155983145983151983150983086
983109 983112983151983159 983156983151 983157983155983141 983156983144983141 983149983137983150983157983137983148983103
983124983144983145983155 983149983137983150983157983137983148 983145983155 983137 983143983157983145983140983141983148983145983150983141 983151983142 983144983151983159 983156983151 983139983151983150983140983157983139983156 983156983144983141 983112983141983137983140 983124983141983137983139983144983141983154983155
983156983154983137983145983150983145983150983143983155 983145983150 983156983144983141 983152983154983151983146983141983139983156 983140983145983155983156983154983145983139983156983155983086 983123983145983150983139983141 983156983144983141 983155983141983155983155983145983151983150983155 983137983154983141 983139983137983154983141983142983157983148983148983161
983152983148983137983150983150983141983140 983145983156 983154983141983153983157983145983154983141983155 983156983144983141 983142983137983139983145983148983145983156983137983156983151983154983155 983156983151 983149983137983147983141 983152983154983141983152983137983154983137983156983145983151983150983155 983159983141983148983148
8132019 Head Teachers Training Manualpdf
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983138983141983142983151983154983141 983156983144983141 983155983141983155983155983145983151983150983155983086 983105983148983148 983142983151983154983149983137983156983155 983150983141983141983140983155 983156983151 983138983141 983152983154983145983150983156983141983140 983151983157983156 983152983154983141983085
983152983154983141983152983137983154983141983140 983139983144983137983154983156983155 983154983141983137983140983161 983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983149983137983156983141983154983145983137983148983155 983154983141983137983140 983137983150983140
983157983150983140983141983154983155983156983151983151983140983086 983120983148983141983137983155983141 983157983155983141 983156983144983141 991260983123983139983144983151983151983148 983113983149983152983154983151983158983141983149983141983150983156 983106983151983151983147983148983141983156991261 983142983151983154
983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983145983150 983159983144983145983139983144 983125983118983085983107983122983107 983137983154983156983145983139983148983141983155 983137983154983141 983137983148983155983151 983149983141983150983156983145983151983150983141983140983086
983124983144983141 983137983139983156983145983158983145983156983145983141983155 983137983154983141 983140983141983155983145983143983150983141983140 983157983155983145983150983143 983149983141983156983144983151983140983155 983151983142 983137983140983157983148983156 983148983141983137983154983150983145983150983143 983155983151983152983148983141983137983155983141 983142983151983148983148983151983159 983156983144983141 983152983137983156983156983141983154983155 983155983157983143983143983141983155983156983141983140 983145983150 983156983144983145983155 983149983137983150983157983137983148983086
983123983151983149983141 983155983141983155983155983145983151983150983155 983148983145983147983141 983151983154983145983141983150983156983137983156983145983151983150 983151983150 983156983144983141 983152983154983151983146983141983139983156 983137983150983140 983107983141983148983141983138983154983137983156983145983151983150 983151983142
983123983139983144983151983151983148 983108983137983161 983137983154983141 983158983141983154983161 983145983149983152983151983154983156983137983150983156 983145983142 983161983151983157 983142983141983141983148 983137983150983161 983140983145983142983142983145983139983157983148983156983161 983145983150 983156983144983145983155
983154983141983143983137983154983140983155 983152983148983141983137983155983141 983139983151983150983156983137983139983156 983125983118983109983123983107983119 983154983141983152983154983141983155983141983150983156983137983156983145983158983141 983145983150 983161983151983157983154 983154983141983143983145983151983150983155983086
8132019 Head Teachers Training Manualpdf
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983110 983124983113983117983109 983124983105983106983116983109 983119983110 983124983112983109 983112983109983105983108 983124983109983105983107983112983109983122983123991257 983124983122983105983113983118983113983118983111
Day-ITime Themes sessions
800-830 Session 1Introductory session- Introduction of the training
- Introduction of the participation
830-850 - Sharing objectives of the workshop to the participants
- Setting ground rules
850-1040 Session-2 Introduction to Child Rights to education
- Role of schoolsrsquo in addressing child right
- Analysis of enrolment barriers
1040-1100 Tea Break
1100 -12001200-100 Session-3 a)Effective classroom management b) Classroom management in multi-grade situation
100-200 Lunch and Prayer Break
300-400 c) Developing lesson plan for multi-grade situation
400-430 d) Demonstration of teaching and learning material
Day-II
800-815 Reflection on pervious dayrsquos session
815-1030 Session-4 Promotion of health and hygiene education
- Promotion of hygiene
- Techniques of teaching hygiene
1030-1100 Tea Break
1100-1200 Session-5 Overview of food crises and purpose of food distribution and
educational intervention in child education
1200-100 Session-6 Ways of developing linkages with community and parentsRole of PTCSMC to assist the school
100-200 Lunch and Prayer Break
200- 4 30 Session-7 a) Action Plan ( School Development plan) b) Celebration of School Day
8132019 Head Teachers Training Manualpdf
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983108983105983129 983085983113
1 983113983150983156983154983151983140983157983139983156983151983154983161 983123983141983155983155983145983151983150
Objectives By the end of this session the participants will be able to
bull Get to know each other
bull Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatlyo Pre-prepared flipchart with ldquocontentmethodologyrdquo written on it
12 Introduction
Welcome the participants and introduce yourself other team members and your background being chosen a trainer After official opening tell them that it is important for
all the workshop participants to become familiar to each other Ask the participants to
stand in a circle Explain them to throw the role of thread to each participant whileholding one end of the thread In this way everyone has got an end of thread Once the
participants got the thread they will say their name position and reason to attend this
workshop and make a web Once everyone has got the thread the facilitator will probe
from the participants that what does it means The say it means interaction sharingrespecting each others experiences openness and so on
13 983107983151983157983154983155983141 983151983157983156983148983145983150983141 983137983150983140 983119983138983146983141983139983156983145983158983141983155
This is a 2-days training-to train head teachers in developing skills of effective classroommanagement effective monitoring and documentation making links between
8132019 Head Teachers Training Manualpdf
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
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983141983150983154983151983148983149983141983150983156 983137983150983140 983148983141983137983154983150983145983150983143
ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
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Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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983109983142983142983141983139983156983145983158983141
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Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
8132019 Head Teachers Training Manualpdf
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
8132019 Head Teachers Training Manualpdf
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
8132019 Head Teachers Training Manualpdf
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
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A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
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Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
8132019 Head Teachers Training Manualpdf
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
8132019 Head Teachers Training Manualpdf
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2940
o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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under STEP which includes knowledge of pedagogy teaching method learning
approaches and human development reflective practice and collaborative partnership
983107 983107983151983150983156983141983150983156 983151983142 983156983144983141 983124983154983137983145983150983145983150983143
The content of the workshop is very ambitious therefore the trainers are requested not togo into details rather follow the simple activities suggested against each topic
bullbullbullbull Child Rights to education and barriers to enrolment and learning
bullbullbullbull Strategies for effective classroom management in multi-grade setting
bullbullbullbull Promotion of school health and hygiene education
bullbullbullbull Strategies to promote community involvement PTCsSMCs
bullbullbullbull Purpose of food distribution and its impact on studentsrsquo learning achievement
bullbullbullbull Effective monitoring system of enrolment and attendance and its documentation
983108 983124983154983137983145983150983145983150983143 983117983141983156983144983151983140983151983148983151983143983161The training will be interactive and participatory The participants will be exposed to
varieties of approaches to experience alternatives teaching methods They will also be
exposed to new knowledge and skills that can help them to develop as effective head
teachers This will not only provide them an opportunity to reflect critically on their present practices also to work on alternative strategies to develop their action plans for
bringing about improvement in their schools The following methods have been
suggested to employ in the training 1) Debates 2) role-play 3) presentations 4)demonstrations 5) presentations as group pair and individual work
983124983144983141 983156983154983137983145983150983145983150983143 983142983137983139983145983148983145983156983137983156983151983154983155 983137983154983141 983154983141983153983157983141983155983156983141983140 983156983151 983138983141 983139983154983141983137983156983145983158983141 983137983150983140 983157983155983141
983149983141983156983144983151983140983155 983156983144983137983156 983138983141983155983156 983142983145983156983155 983137 983155983145983156983157983137983156983145983151983150983086 983120983148983141983137983155983141 983149983145983160 983156983144983141 983149983141983156983144983151983140983155 983137983150983140
983156983144983141 983155983151983139983145983137983148 983155983141983156983156983145983150983143983155 983148983145983147983141 983156983144983141983154983141 983155983144983151983157983148983140 983150983151983156 983138983141 983151983150983148983161 983143983154983151983157983152 983159983151983154983147 983151983154
983151983150983148983161 983152983137983145983154 983159983151983154983147983086 983113983150 983156983144983141 983155983137983149983141 983159983137983161983155 983151983150983148983161 983140983145983155983139983157983155983155983145983151983150983155 983137983150983140
983152983154983141983155983141983150983156983137983156983145983151983150 983159983145983148983148 983149983137983147983141 983156983144983141 983152983137983154983156983145983139983145983152983137983150983156983155 983148983151983151983155983141 983156983144983141983145983154 983145983150983156983141983154983141983155983156 983145983150
983156983144983141 983155983141983155983155983145983151983150983086
983109 983112983151983159 983156983151 983157983155983141 983156983144983141 983149983137983150983157983137983148983103
983124983144983145983155 983149983137983150983157983137983148 983145983155 983137 983143983157983145983140983141983148983145983150983141 983151983142 983144983151983159 983156983151 983139983151983150983140983157983139983156 983156983144983141 983112983141983137983140 983124983141983137983139983144983141983154983155
983156983154983137983145983150983145983150983143983155 983145983150 983156983144983141 983152983154983151983146983141983139983156 983140983145983155983156983154983145983139983156983155983086 983123983145983150983139983141 983156983144983141 983155983141983155983155983145983151983150983155 983137983154983141 983139983137983154983141983142983157983148983148983161
983152983148983137983150983150983141983140 983145983156 983154983141983153983157983145983154983141983155 983156983144983141 983142983137983139983145983148983145983156983137983156983151983154983155 983156983151 983149983137983147983141 983152983154983141983152983137983154983137983156983145983151983150983155 983159983141983148983148
8132019 Head Teachers Training Manualpdf
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983138983141983142983151983154983141 983156983144983141 983155983141983155983155983145983151983150983155983086 983105983148983148 983142983151983154983149983137983156983155 983150983141983141983140983155 983156983151 983138983141 983152983154983145983150983156983141983140 983151983157983156 983152983154983141983085
983152983154983141983152983137983154983141983140 983139983144983137983154983156983155 983154983141983137983140983161 983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983149983137983156983141983154983145983137983148983155 983154983141983137983140 983137983150983140
983157983150983140983141983154983155983156983151983151983140983086 983120983148983141983137983155983141 983157983155983141 983156983144983141 991260983123983139983144983151983151983148 983113983149983152983154983151983158983141983149983141983150983156 983106983151983151983147983148983141983156991261 983142983151983154
983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983145983150 983159983144983145983139983144 983125983118983085983107983122983107 983137983154983156983145983139983148983141983155 983137983154983141 983137983148983155983151 983149983141983150983156983145983151983150983141983140983086
983124983144983141 983137983139983156983145983158983145983156983145983141983155 983137983154983141 983140983141983155983145983143983150983141983140 983157983155983145983150983143 983149983141983156983144983151983140983155 983151983142 983137983140983157983148983156 983148983141983137983154983150983145983150983143 983155983151983152983148983141983137983155983141 983142983151983148983148983151983159 983156983144983141 983152983137983156983156983141983154983155 983155983157983143983143983141983155983156983141983140 983145983150 983156983144983145983155 983149983137983150983157983137983148983086
983123983151983149983141 983155983141983155983155983145983151983150983155 983148983145983147983141 983151983154983145983141983150983156983137983156983145983151983150 983151983150 983156983144983141 983152983154983151983146983141983139983156 983137983150983140 983107983141983148983141983138983154983137983156983145983151983150 983151983142
983123983139983144983151983151983148 983108983137983161 983137983154983141 983158983141983154983161 983145983149983152983151983154983156983137983150983156 983145983142 983161983151983157 983142983141983141983148 983137983150983161 983140983145983142983142983145983139983157983148983156983161 983145983150 983156983144983145983155
983154983141983143983137983154983140983155 983152983148983141983137983155983141 983139983151983150983156983137983139983156 983125983118983109983123983107983119 983154983141983152983154983141983155983141983150983156983137983156983145983158983141 983145983150 983161983151983157983154 983154983141983143983145983151983150983155983086
8132019 Head Teachers Training Manualpdf
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983110 983124983113983117983109 983124983105983106983116983109 983119983110 983124983112983109 983112983109983105983108 983124983109983105983107983112983109983122983123991257 983124983122983105983113983118983113983118983111
Day-ITime Themes sessions
800-830 Session 1Introductory session- Introduction of the training
- Introduction of the participation
830-850 - Sharing objectives of the workshop to the participants
- Setting ground rules
850-1040 Session-2 Introduction to Child Rights to education
- Role of schoolsrsquo in addressing child right
- Analysis of enrolment barriers
1040-1100 Tea Break
1100 -12001200-100 Session-3 a)Effective classroom management b) Classroom management in multi-grade situation
100-200 Lunch and Prayer Break
300-400 c) Developing lesson plan for multi-grade situation
400-430 d) Demonstration of teaching and learning material
Day-II
800-815 Reflection on pervious dayrsquos session
815-1030 Session-4 Promotion of health and hygiene education
- Promotion of hygiene
- Techniques of teaching hygiene
1030-1100 Tea Break
1100-1200 Session-5 Overview of food crises and purpose of food distribution and
educational intervention in child education
1200-100 Session-6 Ways of developing linkages with community and parentsRole of PTCSMC to assist the school
100-200 Lunch and Prayer Break
200- 4 30 Session-7 a) Action Plan ( School Development plan) b) Celebration of School Day
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983108983105983129 983085983113
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Objectives By the end of this session the participants will be able to
bull Get to know each other
bull Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatlyo Pre-prepared flipchart with ldquocontentmethodologyrdquo written on it
12 Introduction
Welcome the participants and introduce yourself other team members and your background being chosen a trainer After official opening tell them that it is important for
all the workshop participants to become familiar to each other Ask the participants to
stand in a circle Explain them to throw the role of thread to each participant whileholding one end of the thread In this way everyone has got an end of thread Once the
participants got the thread they will say their name position and reason to attend this
workshop and make a web Once everyone has got the thread the facilitator will probe
from the participants that what does it means The say it means interaction sharingrespecting each others experiences openness and so on
13 983107983151983157983154983155983141 983151983157983156983148983145983150983141 983137983150983140 983119983138983146983141983139983156983145983158983141983155
This is a 2-days training-to train head teachers in developing skills of effective classroommanagement effective monitoring and documentation making links between
8132019 Head Teachers Training Manualpdf
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
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ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
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Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
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A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
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Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
8132019 Head Teachers Training Manualpdf
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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983138983141983142983151983154983141 983156983144983141 983155983141983155983155983145983151983150983155983086 983105983148983148 983142983151983154983149983137983156983155 983150983141983141983140983155 983156983151 983138983141 983152983154983145983150983156983141983140 983151983157983156 983152983154983141983085
983152983154983141983152983137983154983141983140 983139983144983137983154983156983155 983154983141983137983140983161 983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983149983137983156983141983154983145983137983148983155 983154983141983137983140 983137983150983140
983157983150983140983141983154983155983156983151983151983140983086 983120983148983141983137983155983141 983157983155983141 983156983144983141 991260983123983139983144983151983151983148 983113983149983152983154983151983158983141983149983141983150983156 983106983151983151983147983148983141983156991261 983142983151983154
983137983140983140983145983156983145983151983150983137983148 983154983141983137983140983145983150983143 983145983150 983159983144983145983139983144 983125983118983085983107983122983107 983137983154983156983145983139983148983141983155 983137983154983141 983137983148983155983151 983149983141983150983156983145983151983150983141983140983086
983124983144983141 983137983139983156983145983158983145983156983145983141983155 983137983154983141 983140983141983155983145983143983150983141983140 983157983155983145983150983143 983149983141983156983144983151983140983155 983151983142 983137983140983157983148983156 983148983141983137983154983150983145983150983143 983155983151983152983148983141983137983155983141 983142983151983148983148983151983159 983156983144983141 983152983137983156983156983141983154983155 983155983157983143983143983141983155983156983141983140 983145983150 983156983144983145983155 983149983137983150983157983137983148983086
983123983151983149983141 983155983141983155983155983145983151983150983155 983148983145983147983141 983151983154983145983141983150983156983137983156983145983151983150 983151983150 983156983144983141 983152983154983151983146983141983139983156 983137983150983140 983107983141983148983141983138983154983137983156983145983151983150 983151983142
983123983139983144983151983151983148 983108983137983161 983137983154983141 983158983141983154983161 983145983149983152983151983154983156983137983150983156 983145983142 983161983151983157 983142983141983141983148 983137983150983161 983140983145983142983142983145983139983157983148983156983161 983145983150 983156983144983145983155
983154983141983143983137983154983140983155 983152983148983141983137983155983141 983139983151983150983156983137983139983156 983125983118983109983123983107983119 983154983141983152983154983141983155983141983150983156983137983156983145983158983141 983145983150 983161983151983157983154 983154983141983143983145983151983150983155983086
8132019 Head Teachers Training Manualpdf
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983110 983124983113983117983109 983124983105983106983116983109 983119983110 983124983112983109 983112983109983105983108 983124983109983105983107983112983109983122983123991257 983124983122983105983113983118983113983118983111
Day-ITime Themes sessions
800-830 Session 1Introductory session- Introduction of the training
- Introduction of the participation
830-850 - Sharing objectives of the workshop to the participants
- Setting ground rules
850-1040 Session-2 Introduction to Child Rights to education
- Role of schoolsrsquo in addressing child right
- Analysis of enrolment barriers
1040-1100 Tea Break
1100 -12001200-100 Session-3 a)Effective classroom management b) Classroom management in multi-grade situation
100-200 Lunch and Prayer Break
300-400 c) Developing lesson plan for multi-grade situation
400-430 d) Demonstration of teaching and learning material
Day-II
800-815 Reflection on pervious dayrsquos session
815-1030 Session-4 Promotion of health and hygiene education
- Promotion of hygiene
- Techniques of teaching hygiene
1030-1100 Tea Break
1100-1200 Session-5 Overview of food crises and purpose of food distribution and
educational intervention in child education
1200-100 Session-6 Ways of developing linkages with community and parentsRole of PTCSMC to assist the school
100-200 Lunch and Prayer Break
200- 4 30 Session-7 a) Action Plan ( School Development plan) b) Celebration of School Day
8132019 Head Teachers Training Manualpdf
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983108983105983129 983085983113
1 983113983150983156983154983151983140983157983139983156983151983154983161 983123983141983155983155983145983151983150
Objectives By the end of this session the participants will be able to
bull Get to know each other
bull Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatlyo Pre-prepared flipchart with ldquocontentmethodologyrdquo written on it
12 Introduction
Welcome the participants and introduce yourself other team members and your background being chosen a trainer After official opening tell them that it is important for
all the workshop participants to become familiar to each other Ask the participants to
stand in a circle Explain them to throw the role of thread to each participant whileholding one end of the thread In this way everyone has got an end of thread Once the
participants got the thread they will say their name position and reason to attend this
workshop and make a web Once everyone has got the thread the facilitator will probe
from the participants that what does it means The say it means interaction sharingrespecting each others experiences openness and so on
13 983107983151983157983154983155983141 983151983157983156983148983145983150983141 983137983150983140 983119983138983146983141983139983156983145983158983141983155
This is a 2-days training-to train head teachers in developing skills of effective classroommanagement effective monitoring and documentation making links between
8132019 Head Teachers Training Manualpdf
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
8132019 Head Teachers Training Manualpdf
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983141983150983154983151983148983149983141983150983156 983137983150983140 983148983141983137983154983150983145983150983143
ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
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Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
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A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
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Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
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Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
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Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
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Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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983110 983124983113983117983109 983124983105983106983116983109 983119983110 983124983112983109 983112983109983105983108 983124983109983105983107983112983109983122983123991257 983124983122983105983113983118983113983118983111
Day-ITime Themes sessions
800-830 Session 1Introductory session- Introduction of the training
- Introduction of the participation
830-850 - Sharing objectives of the workshop to the participants
- Setting ground rules
850-1040 Session-2 Introduction to Child Rights to education
- Role of schoolsrsquo in addressing child right
- Analysis of enrolment barriers
1040-1100 Tea Break
1100 -12001200-100 Session-3 a)Effective classroom management b) Classroom management in multi-grade situation
100-200 Lunch and Prayer Break
300-400 c) Developing lesson plan for multi-grade situation
400-430 d) Demonstration of teaching and learning material
Day-II
800-815 Reflection on pervious dayrsquos session
815-1030 Session-4 Promotion of health and hygiene education
- Promotion of hygiene
- Techniques of teaching hygiene
1030-1100 Tea Break
1100-1200 Session-5 Overview of food crises and purpose of food distribution and
educational intervention in child education
1200-100 Session-6 Ways of developing linkages with community and parentsRole of PTCSMC to assist the school
100-200 Lunch and Prayer Break
200- 4 30 Session-7 a) Action Plan ( School Development plan) b) Celebration of School Day
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983108983105983129 983085983113
1 983113983150983156983154983151983140983157983139983156983151983154983161 983123983141983155983155983145983151983150
Objectives By the end of this session the participants will be able to
bull Get to know each other
bull Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatlyo Pre-prepared flipchart with ldquocontentmethodologyrdquo written on it
12 Introduction
Welcome the participants and introduce yourself other team members and your background being chosen a trainer After official opening tell them that it is important for
all the workshop participants to become familiar to each other Ask the participants to
stand in a circle Explain them to throw the role of thread to each participant whileholding one end of the thread In this way everyone has got an end of thread Once the
participants got the thread they will say their name position and reason to attend this
workshop and make a web Once everyone has got the thread the facilitator will probe
from the participants that what does it means The say it means interaction sharingrespecting each others experiences openness and so on
13 983107983151983157983154983155983141 983151983157983156983148983145983150983141 983137983150983140 983119983138983146983141983139983156983145983158983141983155
This is a 2-days training-to train head teachers in developing skills of effective classroommanagement effective monitoring and documentation making links between
8132019 Head Teachers Training Manualpdf
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
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2 983123983141983155983155983145983151983150 983113983150983156983154983151983140983157983139983156983145983151983150 983156983151 983107983144983145983148983140 983122983145983143983144983156983155 983137983150983140 983138983137983154983154983145983141983154983155 983156983151
983141983150983154983151983148983149983141983150983156 983137983150983140 983148983141983137983154983150983145983150983143
ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
21 983107983144983145983148983140 983122983145983143983144983156 983145983150 983113983155983148983137983149 983137983150983140 983107983144983145983148983140 983122983145983143983144983156983155 983107983151983150983158983141983150983156983145983151983150
Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
8132019 Head Teachers Training Manualpdf
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
8132019 Head Teachers Training Manualpdf
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
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A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2040
b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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983108983105983129 983085983113
1 983113983150983156983154983151983140983157983139983156983151983154983161 983123983141983155983155983145983151983150
Objectives By the end of this session the participants will be able to
bull Get to know each other
bull Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatlyo Pre-prepared flipchart with ldquocontentmethodologyrdquo written on it
12 Introduction
Welcome the participants and introduce yourself other team members and your background being chosen a trainer After official opening tell them that it is important for
all the workshop participants to become familiar to each other Ask the participants to
stand in a circle Explain them to throw the role of thread to each participant whileholding one end of the thread In this way everyone has got an end of thread Once the
participants got the thread they will say their name position and reason to attend this
workshop and make a web Once everyone has got the thread the facilitator will probe
from the participants that what does it means The say it means interaction sharingrespecting each others experiences openness and so on
13 983107983151983157983154983155983141 983151983157983156983148983145983150983141 983137983150983140 983119983138983146983141983139983156983145983158983141983155
This is a 2-days training-to train head teachers in developing skills of effective classroommanagement effective monitoring and documentation making links between
8132019 Head Teachers Training Manualpdf
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
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983141983150983154983151983148983149983141983150983156 983137983150983140 983148983141983137983154983150983145983150983143
ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
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Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
8132019 Head Teachers Training Manualpdf
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
8132019 Head Teachers Training Manualpdf
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
8132019 Head Teachers Training Manualpdf
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
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communityparents and promotion of health education at the school level The themes of
the courses are
bull To introduce the head teachers child right to education barriers to enrollmenteffective classroom management in multi-grade situation and importance of food
for education programme in increasingmaintaining school enrolmentbullbullbullbull To train head teachers in effective utilization of teaching and learning materials
in their schools
bullbullbullbull To train head teachers in strategies to promote improved school health andhygiene
bullbullbullbull Increase community involvement through PTCSMCs
bullbullbullbull To enhance head teachersrsquo knowledge and skills for school improvement andeffective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session)
Make sure the participants are well informed about the methods to be used in the trainingThe core methodology will be interactive and participants centered Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion role-plays demonstrations and presentations
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students
Also set a ground rule for the workshop Tell the participants to write down these rules
for the workshop on the flip charts These rules could be punctuality listening andsharing in the sessions respecting each others and switching off mobile phones
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information Explain that this should be read on theirfree time as there is not enough time during the course to do this
8132019 Head Teachers Training Manualpdf
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2 983123983141983155983155983145983151983150 983113983150983156983154983151983140983157983139983156983145983151983150 983156983151 983107983144983145983148983140 983122983145983143983144983156983155 983137983150983140 983138983137983154983154983145983141983154983155 983156983151
983141983150983154983151983148983149983141983150983156 983137983150983140 983148983141983137983154983150983145983150983143
ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
21 983107983144983145983148983140 983122983145983143983144983156 983145983150 983113983155983148983137983149 983137983150983140 983107983144983145983148983140 983122983145983143983144983156983155 983107983151983150983158983141983150983156983145983151983150
Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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8132019 Head Teachers Training Manualpdf
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983109983142983142983141983139983156983145983158983141
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Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
8132019 Head Teachers Training Manualpdf
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
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A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
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Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
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Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
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In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
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specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
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Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
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2 What did you like from the training
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3 What particular learning will you implement How
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4 What are the suggestions to improve the training
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5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
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8132019 Head Teachers Training Manualpdf
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8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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2 983123983141983155983155983145983151983150 983113983150983156983154983151983140983157983139983156983145983151983150 983156983151 983107983144983145983148983140 983122983145983143983144983156983155 983137983150983140 983138983137983154983154983145983141983154983155 983156983151
983141983150983154983151983148983149983141983150983156 983137983150983140 983148983141983137983154983150983145983150983143
ObjectivesBy the end of the session the participants will be able to
bull Get well acquainted with the Child Protection and child right in Islamic context
bull Analyze the barriers to enrolment at the school home and family level
bull Implement child right to programme
Session-2 Introduction to child right to education and barriers to enrollment
Activity-1 Sharing Protection of Child Right 10 minutes
Activity-2 Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3 Implement child right to programme 25 minutes
Activity-4 Analysis of enrolment barriers 40 minutes
Total 135
Material required-
o UN CRC worksheetso flip chartso marker pens
o blackboardo grids of enrolment analysiso workbooks
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Activity-1Facilitator will write ldquoChild Rightsrdquo on the flip chart and elicit the participantsrsquo responses
of what this notion signifies Different responses will come from the participants which
will be listed around the statement Encourage more and more responses of the participants This is an opportunity to engage the entire participant to think and
contribute Once participantsrsquo responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran
Activity-2
The next step participants will comparatively look at Child Rights in Islamic United Nation Child Rights Convention and on their own context Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
8132019 Head Teachers Training Manualpdf
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2240
matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
8132019 Head Teachers Training Manualpdf
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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8132019 Head Teachers Training Manualpdf
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
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Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
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A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
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2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
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4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
8132019 Head Teachers Training Manualpdf
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
8132019 Head Teachers Training Manualpdf
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
8132019 Head Teachers Training Manualpdf
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
8132019 Head Teachers Training Manualpdf
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
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983109983142983142983141983139983156983145983158983141
983123983139983144983151983151983148
Objectives of child right atschool level
What teachers can do
Reaching
All Children
Article 28
Promoting rights of children within the
community Enrolling excluded children in
programmes Treating children within the child rights
Achieving
Child Centered
Environments
Article 29 30
Concerned about the health of the child
Learning activities develop the childrsquos
full potential Act in the best interest of the child
Safe and secure school environment
Including
All ChildrenArticle 23
983110983154983141983141 983141983140983157983139983137983156983145983151983150
Treat children fairly in school
Respect diversity Provide quality learning for all children
Needing
Effective Learning
Article 13 2829
Activity based co-operative learning
methods
Learning involves use of qualitymaterial cultural and local resources
Assessment and monitoring systems use
Being
Healthy and
Protective ofChildrenArticle 1719 23
39
Ensure a healthy safe hygienic
environment
Promote both the physical and the psycho-socio-emotional health of
teachers and learners Prohibit corporal punishment
Openly
Gender SensitiveArticle 282939
Girls and boys are in a non violentenvironment
Respect for girls and boys rights dignity
and equality encouraged Gender friendly environments
Involving whole
family andcommunity with
childrenArticle 14 27
Link school with familycommunity Children participate in all aspects of life Encourage parentscommunity involve
in school affairs
Parents send their children to school
8132019 Head Teachers Training Manualpdf
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
8132019 Head Teachers Training Manualpdf
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
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22 983105983150983137983148983161983155983145983155 983156983144983141 983138983137983154983154983145983141983154983155 983156983151 983155983139983144983151983151983148 983141983150983154983151983148983149983141983150983156
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels
1 Home and Community level2 School level
3 Policy and system level barriersThe participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below
Areas of analysis Possible
findings causes
Broad strategy Possible intervention
School Level
Example Poorquality
environment eg
- poor condition of
building- overcrowding
- lack of water
or sanitation- violence
(physical and
psychological)
Increasedlikelihood of non-
enrolment or non-
attendance and
dropping out afterenrolment
Provide support andtechnical assistance to
government and
communities to ensure
increased access forthose children who are
hardest to reach
School mapping toimprove planning and
targeting Child-
seeking Child Friendly
Schools
Home and Community level
Example- Directcosts of schooling
- school expenses- clothing
- books supplies
Advocacy for affordableeducation
Awareness-raising in
importance of childeducation
Incentive programmessuch as small
scholarships subsidies
food school supplies anduniforms
Policy Level
Example
Inadequate legalframework in such
areas as
- compulsoryeducation- child labour
- re-entry into
school
Education not free
and compulsory in principle or
practice
Increasedlikelihood thatchildren will fall
through the safety
net be unable totake examinations
or be forbidden re-
entry into school
Advocacy for
implementation ofcompulsory education
laws
Advocacy forimplementation of labourlaws
Advocacy for laws
allowing for continuedschooling for pregnant
girls or re-admission to
schools after pregnancy
Birth registration
campaignsAnalysis planning and
implementation of
policies supporting girlsrsquoeducation
8132019 Head Teachers Training Manualpdf
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
8132019 Head Teachers Training Manualpdf
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
8132019 Head Teachers Training Manualpdf
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
8132019 Head Teachers Training Manualpdf
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2740
Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2940
o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
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httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers This will be a rigorous exercise thereforethe facilitator must support and encourage each groups to work out the enrollment barrier
in the grid Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group Once all the presentation finished display thesecharts on the walls The participants will have an opportunity to look at each others work
and learn from each other
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
8132019 Head Teachers Training Manualpdf
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
8132019 Head Teachers Training Manualpdf
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
8132019 Head Teachers Training Manualpdf
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
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983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2040
b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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Activity-2 (15 minutes)After this exercise ask the participants write down all the issues related to classroom
management they face in their class This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other participants sitting near by The responses might be discipline sitting issues over
crowded class and so on They will also prepare them on the flip charts and facilitator
will display them on the wall
32 983108983145983155983139983157983155983155 983140983145983142983142983141983154983141983150983156 983140983145983149983141983150983155983145983151983150983155 983151983142 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156
Classroom organization is the key to managing teaching effectively Classroom
atmosphere is the key to managing the needs of the students Classroom planningassessment and record keeping are the keys to managing the curriculum learning
outcomes Classroom routines roles responsibilities relationships instructions and
positive praise are the keys to managing successful learning Planning is an essential management guideline so the next step of learning and most effective way to manage
resources can be decided Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning
Activity-3Facilitator will give his input about Classroom Management There are different
dimensions to the classroom management as mentioned in the table below The
participants will be divided into 8 pairs or groups depending to the size of the class Give
them themes of the Classroom Management with instructions (as mentioned below) the
participants will discuss and make suggestions under each headings
Organization How do you organize your class
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings
Planning What needs to be planned and how
Sharing responsibilities Decide roles for students
Safe and secure environment What points need to be considered
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors
Once the groups finished discussing in their themes groups they will then write those
points on the flip charts Next the facilitator will consolidate all the group work and
display around the classroom management
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
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-------------------------------------------------------------------
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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Discussion
At the end of the session summarize classroom management by using the information
below The facilitator will require summarized chart of classroom management and share
it with the participants Facilitator will also provide these readings to the participants to
read on their own time (Reading on Work Book)
33 983107983148983137983155983155983154983151983151983149 983149983137983150983137983143983141983149983141983150983156 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Since most of the government primary schools are in multi-grade situation we have to
keep in mined our classroom before teaching
ActivityAsk the participants to draw their classroom where the sitting may be
bull Classroom may be in different shape (triangle rectangle etc)
bull Sitting arrangement of mats or chairs (in lines circle u shape or in groups)
bull Number of doors windows ( if tents specify)
bull Location of black board and teachers desk
bull Location of teaching material
bull Displays of students work or chartsAfter the participants illustrate their classrooms they should display them on the wall
Facilitator will share the following classroom setting to encourage favourable learningenvironment
Classroom
Management
Organization
Lay out of
classroom
Atmosphere Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
8132019 Head Teachers Training Manualpdf
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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C-3
C-1 C-2
C-5C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
34 983120983148983137983150983150983145983150983143 983137983150983140 983154983151983157983156983145983150983141 983155983141983156983156983145983150983143 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
A multi-grade situation is where there are a number of students in a classroom who areclassified into different grades This situation is common in a village where the number
of children for an average class size is insufficient and the practical solution is to sit
them all together in one classroom The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of studentability needs or skills In the Government primary school are exam driven which
multiplies the challenges Effective planning and conscious effort can address this issue
Facilitator will show how to integrate lessons and set effective routines for their classes
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
8132019 Head Teachers Training Manualpdf
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
8132019 Head Teachers Training Manualpdf
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2040
b Vertical integration- Block planning and teaching
Select topics of different levels which have common purpose for example similar topics in
science social studies Language Islamiyat
Block Number Class-1 Class-2
1 science language Visit to zoo Animals
2 Science Cleanliness Prevention from diseases
3 Social studies My parents My family
35 983107983148983137983155983155983154983151983151983149 983124983145983149983141983156983137983138983148983141 983137983150983140 983122983151983157983156983145983150983141 983155983141983156983156983145983150983143
Develop a timetable for your classroom keep in mind the number of classes children
teachers classrooms and subjects See how best you can utilize the time available in a
working day
36 983109983142983142983141983139983156983145983158983141 983111983154983151983157983152983145983150983143
A multi-grade classroom needs students doing group work so careful management isrequired There will be a wide range of ages abilities attainments and interests
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary This grid shows teachersrsquo studentsrsquo activities duringa period with different group in multi grade situation
Period Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1 Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1 Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1 Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods The teacher must be very specific in
her planning stating what objectives will be taught what written work and type ofactivities will be done which should be monitored on a regular basis
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
8132019 Head Teachers Training Manualpdf
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
8132019 Head Teachers Training Manualpdf
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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Facilitator will explain ldquofor the multi-grade situation the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide herhis time with the different groups
37 983108983141983158983141983148983151983152983145983150983143 983148983141983155983155983151983150983155 983145983150 983117983157983148983156983145983085983143983154983137983140983141 983155983145983156983157983137983156983145983151983150
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2Facilitator will assist the participants in identifying topics of different classes with same
objectives For example in science take the topic ldquoplantsrdquo For class-1 students will have
to learn three main parts of tree (root stem and leaves) and for class-2 the students haveto learn more then three parts of tree The participants will identify similar topics in
sciences language social studies mathematics and Islamiyat and make and try to
integrate the lesson
For example
Action Session 1C- 1 Session 2C-2 Session 3C-3
Subject
Objective
Content
Materials
Activity
Evaluation
38 983125983156983145983148983145983162983137983156983145983151983150 983151983142 983124983141983137983139983144983145983150983143 983137983150983140 983148983141983137983154983150983145983150983143 983149983137983156983141983154983145983137983148
Facilitator will demonstrate to develop some teaching and learning materials and it willuse it in the classroom Heshe will explain teaching and learning material to the
participants how it supplements teaching
During demonstration the facilitator will make the following pointsAn interesting teachinglearning material makes learning easy for children Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support UNESCO teaching and learning material consists of range of subject
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
8132019 Head Teachers Training Manualpdf
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
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matters It encompasses all the curriculum subjects in an activity based child centred
approach
Children can visualise things easily especially when it involves their sense of learning
and sight The children gain lots of confidence when presenting or working in front of the
class The natural desire to move is fulfilled by the use of teaching and learningmaterials
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
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DAY-II
4 9831239831419831559831559831459831519831509830854 983120983154983151983149983151983156983145983151983150 983151983142 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983109983140983157983139983137983156983145983151983150
Objectives By the end of the session the participants will be able to
bull Acquire knowledge on principals of hygiene and healthy practices
bull Identify potentially harmful situations in schools regard to health
bull Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1 Principle of hygiene and healthy practices 10 minutes
Activity 2 Strategies to teach hygiene 20 minutes
Activity 3 Prevention and minimization of diseasesAction-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart papero marker pens
o tapeo Workbook for each of the
participants
41 983113983150983156983154983151983140983157983139983156983145983151983150 983120983154983145983150983139983145983152983137983148 983151983142 983112983161983143983145983141983150983141
In this session we will look at some physical health issues that occur because of thecondition under which people have to live while they rebuild their lives The WHO
defines health as a state of complete physical mental and social wellbeing and not merely
the absence of disease or infirmity Hygiene is defined as the principles and laws
governing the preservation of health and their practical application practice conducive togood health it may refer to keeping clean in order to prevent diseases and maintain health
Activity 1 Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)keeping the current situation of children in the primary schools
1 Wash hands with soap after using toilet and before eat meal2 Daily bath
3 Do not spit cover nose suppression
4 Use purified and boiled water keep water covered
5 Wash fruit before eating fruit
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
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ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
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After the participants listed the principle of hygiene the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants
42 983123983156983154983137983156983141983143983145983141983155 983156983151 983156983141983137983139983144 983144983161983143983145983141983150983141
Activity 2In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1 Wash hands
2---------------
3---------------
4---------------5---------------
Demonstration of hand washing with soap
------------------------------------------------------------------
------------------------------------------------------------------
Allow 15 minutes for this exerciseBring the groups back to plenary and put up the flip charts on the walls Ask people to
move around the room and read all the sheets Encourage people note down if any
strategies they like
Allow 5 minutes for questions and discussion
43 983120983154983141983158983141983150983156983145983151983150 983137983150983140 983149983145983150983145983149983145983162983137983156983145983151983150Activity-3Explain to the participants that while regular hygiene activities are necessary there are
specific diseases that my be spread more easily in situations of temporary shelter
contaminated water insufficient water and the other conditions under which people arestill living Ask the group to find one person with whom they would like to work Explain
that this activity will be completed as pair work However each person should fill in the
table in their workbook
Common
Health Proble
Risk condition Prevention minimization
intervention
Diarrhea
cholera
dysentery
Poor sanitation inadequate
water condition poor
personal hygiene
Sanitation facilities Water
purification Personal hygiene ORS
(treatment only) Effectivesurveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education raising awareness
about the risks of standing water
8132019 Head Teachers Training Manualpdf
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borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2640
ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
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o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
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scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
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Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2540
borne diseases(eg typhoid)
mosquitoes breedingCongested living conditions
increasing the possibility of
infection
Exposure to areas where
disease-transmittingorganism are more common
Increased population density promoting mosquito bites
use of mosquito nets understandingof symptoms of the disease etc
Advocates for measures for vector
control spraying for example
Effective surveillance systems by
health authorities
Respiratorytract
infections
(includingPneumonia)
Inadequate shelterPoor health care services
Overcrowding
Lack of food malnutritionRainy season
Improved shelter (especially fromwind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctorrsquosConsultation
Water borneDiseases
Contaminated water (garbagein
water source urinecontamination ndash animal orhuman)
Inadequately treated drinking
water (un-boiled orinsufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing anddrinking where possible Use water
purification tablets where possibleCare of immediate environmentin terms of covering water getting
rid of standing water ensuring that
clothes and bedding are well-aired Use of
antibiotics under medical
supervision
SkinInfections
Inadequate hygienePoor hygienic conditions in
Shelters
Regular washing with soap andwater
Thorough drying of skin Eliminationof vermin from the environment
Medication where necessary undermedical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available or soap and water) Cover
wounds with clean cloth orDressings Seek medical helpimmediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals dueto lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibioticsunder medical supervision
When the participants have completed the exercise ask for one or two examples that are
particularly relevant and possible to accomplish While the pairs are working movearound the room so that you can see any really good examples to discuss in plenary Now
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2640
ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2740
Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2840
Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2940
o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3140
o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
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Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2640
ask the participants to develop Health Action Plans for their school An example is shown
below
45 983105983139983156983145983151983150983085983120983148983137983150983085 983123983139983144983151983151983148 983112983141983137983148983156983144 983137983150983140 983112983161983143983145983141983150983141 983120983154983151983143983154983137983149983149983141
Health problems Interventions
What Who How When
Diarrhea cholera
dysentery
Water Teachers
andStudents
Clean water
Malaria Cleanenvironment
All Dustbins
ConclusionBasic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place In situations like NWFP Balochistan and Sindh (natural and man
made disaster at peak) it is important to reinforce the basic principles as people who areunder stress often neglect these basics and so children may not learn appropriately
5 9831239831419831559831559831459831519831509830855 983119983158983141983154983158983145983141983159 983151983142 983156983144983141 983142983151983151983140 983139983154983145983155983141983155 983137983150983140 983152983157983154983152983151983155983141 983151983142
983142983151983151983140 983140983145983155983156983154983145983138983157983156983145983151983150
Objectives By the end of this session the participants will be able to
bull Discuss the recent food crises and its impact on common people particularly onchildren
bull Purpose of food distribution to schools and what are the indirect impacts on childeducation
Time Allocation
Activity 1 discuss the recent food crises and high prices issue 10 minutes
Activity 2 purpose of food distribution to schools and its impact onchild education
20 minutes
Activity 3 food distribution project 20 minutes
Conclusion 05 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2740
Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2840
Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2940
o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
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o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
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Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
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Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
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training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
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to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
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ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
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Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
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Total 55 minutes
11 Materials required
o Flip chart paper
o marker penso tape
o workbook for each of the
participantso leaflets of food distribution
programme
IntroductionIntroduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities This programme can temporarily bridge food gapes infamilies and can be helpful in refocusing studentrsquos attention to the lessons This can also
be an incentive to increase the enrolment attendance and decrease dropout It is alsoassumed that this programme may increase the education quality improvement from
school to district level
Activity- 1
Facilitator will explain the following agendas of Food for Education The followingcatchphrase of school feeding programme will be written on flip chart and discussed
thoroughly
bull School feeding can decrease short-term hunger thereby increasing learningcapacity
bull School feeding and take home ration can improve school enrollment andattendance and decrease drop-out
bull Food assistance can encourage community participation in education
bull Involvement of district government education department can act as a lever for
school quality improvement
bull School feeding can improve nutritional status and hence improve school performance
bull School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below The participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives
Objectives and activities for school feeding programme
Objectives Activities
WFPUNESCO What school Can do
8132019 Head Teachers Training Manualpdf
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Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2940
o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3140
o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3340
Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2840
Increase enrollmentattendance retention and
completion
School ration (wheat and oil) Parents outreach
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-dayHead Teachersrsquo training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent IEC
campaign PTC training
Improve support to schools Management of ToT training
for head teachers
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2940
o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3140
o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3340
Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 2940
o Flip chart papero Marker penso Tape for sticking papers to the wallso Workbook for each participant
6 9831239831419831559831559831459831519831509830856 983107983151983149983149983157983150983145983156983161 983137983150983140 983120983137983154983141983150983156983155 983141983150983143983137983143983141983149983141983150983156 983145983150 983155983139983144983151983151983148Objectives By the end of this session the participants will be able to
bull Identify roles of PTCSMC in school
bull How to mobilize communityPTC in the school affairsbull What are their role in food distribution teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1 Need and response 40
Activity-2 ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required
IntroductionFacilitator will introduce community participation in education Community and parents
are best resources to be utilized In Pakistan SMCs PTCs representingcommunityparents have been initiated to assist the school
61 983105983139983156983145983158983145983156983161 1 983118983141983141983140983155 983137983150983140 983122983141983155983152983151983150983155983141983155
Divide the participants into small groups (3-4) Ask participants to open their workbooks
and list in the first column the 5 pressing needs of their schools Then the second columnthey should list one point for each need where SMCPTCs can assist The groups have 20
minutes for this exercise
Needs Assistance
Children not attending schools PTAsSMCs can advocate in the
community and support families to sendtheir children to school through provision of
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3140
o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3340
Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3040
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environmentHead teacher needs to build a good relationship with the community Know the
community develop co-operation communicate with them There are many ways of
connecting with the community as mentioned below
62 983127983137983161983155 983151983142 983149983137983147983145983150983143 983148983145983150983147983137983143983141983155 983159983145983156983144 983107983151983149983149983157983150983145983156983161983120983137983154983141983150983156983155
Some suggested ideas for information sharing below
letters Events like School Day parents day PTCSMCs and teachers meetings
community projects clean ups information promotions (heath and sanitation) the school as a centre for community activities and adult classes sharing School Improvement Booklet-awareness raising materials
7 9831239831419831559831559831459831519831509830857 983105983139983156983145983151983150983085983120983148983137983150
ObjectivesBy the end of this session the participants will be able to
bull Develop Action Plans to address the following School Improvement Indicatorso School attendance and enrollmento Improved School environment
o Health and hygieneo Utilization of teaching and learning resourceso Monitoring and recording wheat and oil rationo Activation of PTCSMC
Present Action plan format 10
Activity-1 design action plans for their schools 50
Activity -2 Presentations 20
Summing up 10
Total 1 30 minutes
Materials required
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3140
o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3340
Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3140
o Flip Charto Marker pens
o Action plan format
o School Day Charto Tape
o White Sheets
Introduction
The facilitator will share format of Action Plan to the participants Clearly explain how to
go about it Then ask the participants individually develop Action plan that will beimplemented in their schools The participants will also be informed that on the bases of
these Action Plans they will be monitored
What How Who When Comments
1 School
health
Providing
clean
water
HT
Teachers
PTCSMC
March 09 Head teacher in
collaboration with
PTCSMC will makesure there is a safe clean
water for students in the
school
2 Students
enrolment
Enrolment
campaignSchool
day
Visithomes
PTCSMC
HT
5t
Apr-09
3 School day
4 SMC
meeting
5 Improve
school
environment
The training participants will fill out this action plan according to their school needs and priority Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well
Objectives
By the end of this session the participants will be able too To develop an understanding of how a School Day is celebratedo Plan for their own schools of how they will celebrate the day
Present School Day Plan 10 minutes
Activity-1 Discuss in small groups how the day will be
celebrate
20 minutes
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3340
Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3240
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required
o Flip Chart
o Marker pens
o School Day Chart
o Tapeo White Sheets
School DayA lsquoSchool Dayrsquo is the day in the GOP-WFP-UNESCO project when parents teachers and projectofficials meet in the school premises to discuss ways to improve the school Several factorscontribute to school improvement School attendance and enrollment Retention of studentsSchool environment Health and hygiene of students Utilization of teaching and learning
materials PTACommunity involvement Nutrition and diet and use of oil and wheat rations Ona School Day the head teacher with the help of Social Mobilizer of the implementing partner willdiscuss the school improvement factors with the parents and children of the school
ActivitiesThe following activities are suggested to make the day useful and attractive to the children
parents and community members
Activity 1 Preparation of activities of the day
Send invitation to all parents at least a week before the ldquoSchool Dayrdquo through children verballyand also in writing (hand written notes would suffice) and also spread the message by word-of-mouth At least two days before the program send a reminder by writing the message on the
studentsrsquo copy books or paper slips and read it loudly and clearly in the classrooms Make surethat the children have understood the message by asking them to explain And if possible invite
the community members through telephone calls or by sending the school children to spread thenews Advance planning is the key to success
Activity 2 Follow the agenda
SN Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have
1 All parents children teachers head teacher supervisorADO and the PTASMC PTC are invited
2 A plan is ready for the day
3 Food items (wheat and oil) ready for distribution
4 Key messages and teaching and learning kits are available and are on display
5 Students prepared to show their talents to their parents and to the community members
6 Successes and areas needing improvements for discussion with parents and community
7 Constituted a committee for organization of the School Day
8 Informed the students that they should come neat and clean and in school uniform
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3340
Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3340
Notes for the Head Teacher Use the day to celebrate to celebrate the schoolsrsquo achievements Open the school gates for parents community members and social workers of the villag
Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff) Give children space to speak about their successes and problems at the school
If you have more than one teacher involve them in planning of the day Ask teachers to facilitate group discussions without dominating the discussion If teachers
are not available ask some literate volunteers from the village or NGO representatives if
available to help Decorate the school with childrenrsquos work and readymade displays and locally available
flowers and plants You have some of the resources available in your teaching andlearning kit
Have a positive focus Do not talk with parents about what their children can not dorather talk about what the children can do
Explore use of local resources
Take ideas from School Improvement Booklet (SIB) for the event Appreciate studentsrsquo successes and achievements with some rewards if possible Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day pray for the country and the people for their good health wealth peaceand prosperity and thank everyone for their participation
Actively follow up on the implementation of School Improvement Plan prepared on theSchool Day
3 Welcome address by PTAPTCSMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem song or some creative item from the students 20
6 Discussion on the key messages (what does the messages mean how it will be disseminated
in the village How to achieve it)
40
7 Discussion on the topics (use group work) followed by whole group open discussion
School attendance and enrollment School environment Health and hygiene Utilization ofTeaching and Learning materials PTACommunity Involvement Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP ) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When)
Note Please use short term and quickly doable plans like reducing absenteeism by students and teachers cleaningthe school planning trees (use School Improvement Book for more ideas)
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages As a concluding activity invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work
10
Activity 3 Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit
ADO circle or talka
1 For example student attendance has declined in the past two months
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3440
Course Evaluation
Note Please take a few minutes to complete the form and return to the facilitator
1 List out what have you learnt from this training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
----------------------------------------------------------
2 What did you like from the training
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
3 What particular learning will you implement How
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
4 What are the suggestions to improve the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
5 How do you rate the facilitator knowledge skills and attitude
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note 1 is the lowest and 5 is highest rate Please circle the number that you think
the facilitator has performed
6 Over all comments about the training
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3540
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3640
Reading Materials
Facilitator Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on
the Rights of a Child When training is based on these values then the child will be thecentre of all topics presented The teachers job is to provide opportunities theatmosphere and environment so the rights of the child are met in the place they willspend much of their waking hours The main educational rights involve in schools arebased from rights number 13 17 28 29 and 31
Important Rights to note childrens right to leisure and play childrens need for space to develop the need to take childrens opinions into account the need to involve children in the learning process
the need for policies and training to be in the best interest of the child the need for learning to be life skills relevant local roots and global connections the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly SchoolsUniversal AccessReference to the many million children still deprived of education many of whom aregirls many of whom finish primary school lacking essential knowledge skills attitudesand values
Role of Parents Teachers and Community
awareness of the role of teachers and trainers being imperative in realising the ideaof childrens rights basing training on interpreting the Convention on the Rights of the Child and
putting it into real practice having all the skills necessary to encourage and assist all in the learning process realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant supporting and rewarding trainers and teachers ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement fortheir children
Equal Opportunities an understanding of non-discrimination against girls special needs learning
difficulties children who are nomadic indigenous immigrant or are a linguisticminority
a realisation that every child has unique characteristics interests abilities needs
The Appropriate Quality Education Content
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3740
training of teachers and school learning being relevant to the child now and for thefuture
training sessions and consequently classroom and schools helping to developpersonalities talents mental and physical abilities to their fullest potential
Cultural roots and Global Values
the need to include respect for human rights in our learning environments an awareness of combination of learning to respect ones own nation and culture and
the culture of others the need to encourage tolerance and harmony for a better understanding of
minorities indigenous peoples refugees immigrants and gender equality
New Methods of Learning an agreement that learning is a combination of critical thinking and having fun that
passive listening and rote memorisation are less valuable than application andprocess to enhance understanding
the need for training workshops and classrooms to be participant friendly allowing for curiosity time to question receive answers to argue debate test andmake mistakes to create be spontaneous to be recognised and respected
Mutual Respect reflecting in training and inner life of a school the education message of vision
values human rights tolerance respecting dignity encouraging problem-solving skills allowing teachers to help children develop tools
for peaceful conflict resolution in all new learning situations the need to feel safe secure and totally trust our
teachersStudent Participation Opportunities for learners to express their points of view encouraging learners to
take personal responsibility for their studies Having a system of sharing responsibilities sharing ideas regular feedback and
learning evaluation Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also beconsidered as the school can play a vital role in ensuring they are addressed Thefollowing particularly relate to articles 19 23 24 29 and 31
educational policies in schools and classrooms must be in place to protect childrenfrom all forms of physical punishment mental violence injury abuse neglect ormaltreatment
that an effort be made to include mentally and physically disabled children in theschool and classroom programmes so they can enjoy a full and decent life whichpromotes dignity self reliance and participation in the school and community
that schools may assist in facilitating a child in health rehabilitation
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3840
to ensure basic medical assistance is given in school for first aid and thedevelopment of primary health care awareness
keeping health records and observing nutritional state of individual children providing clean water in schools to ensure the educational programmes support mental and physical development
a child has an opportunity at school to rest and leisure and playIn Pakistan there is higher infant mortality lower immunisation lower literacy rateslower school enrolment lower access to safe water and more severely underweightchildren Primary health care is vital on the long list of human development needs Allchildren have the right to the best health care that is availableThis area is of concern to all involved in teaching as the child entering the school cantake advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homesSchools also must ensure their primary role in health care so children can carry thelearning to other parts of the community The two concerns involve preventive orcurative methods
Ignorance polluted surroundings negligence in food care washing facilities animalsclose to living areas unsafe drinking water sanitation living surroundings seasonaldiseases communicable diseases personal hygiene girl children and their health andcommunicable diseases are all areas of concern The population growth rate isincreasing and many are deprived of basic Primary Health Care
When the population rate is more than the resources the situation can be extremelydifficult and expensive to remedy
In classroom and at schools areas of health can be addressed throughout the primaryyears so information is clearly disseminated with the help of the children Awareness of
healthy habits helps children build their self-esteem and learning to value your-self is animportant aspect of primary health care
The value of children learning aspects of Primary Health Care
they are very good and quick learners they share with others whatever they learn the learning in childhood is long lasting the teachers instructions or words are important words for a child children experience that is they do practical work and learn more school is the place where a childrsquos thought is effected for a practical life
Teachers and Community Role
recording weight height and skin colour observing health changes carefully observing and noting abnormalities and informing the parents having positive discussions with parents joyful learning lessons on primary health care making a health class and playground environment ensuring there is safe water in the school
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 3940
ensuring there are adequate male and female toilet facilities in the schools having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthyhygienic environment with clean safe water clean safe surroundings clean safepersonal habits clean safe food preparation Classroom Climate caring for the
emotional and physical well-being of children
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education
8132019 Head Teachers Training Manualpdf
httpslidepdfcomreaderfullhead-teachers-training-manualpdf 4040
Appendix-A
Ref Right of children in Islam What the teacher can do
Al Hadith In accordance with Islamic preceptldquochildrenrdquo means both male andfemaleldquoAcquisition of knowledge is obligatory
for all true believersrdquo
Ensure that both boys and girls haveaccess to schoolIf there is a mixed class of boys andgirls the girls should have as much
attention as the boys
Right to be brought up properlylooked after and provided for andeducated
The teacher is in loco parentis (in the place of the parents) and has theresponsibility to provide the same careas the parents
Al Quran666
Right to religious moral ethicalguidance provided with an
understanding of right and wrong
The teacher needs to know andunderstand the teachings of Islam so
as to provide the child with a good
education without bias and with agood ethical foundation
Al Quran5251
Children are given in trust to their parents ndash who will be held
accountableldquoEveryone of you is a caretaker andeveryone of you is answerable for hissubjectsrdquo
As teachers are in the place of parents ndash they too may be held accountable
Abu BakrRAA
Justice and equality Inequality isinjustice (forbidden in Islam)ldquoHe dieth not who takes to learning totreat children affectionately and to kiss
them are charitable actsrdquo
The teacher must be very sure that the treatmentof all children is equal and fair no favoritismno bias against certain children for whateverreason
This is especially important with regard to thosechildren who have been left as orphans ordisabled either as a result of the earthquake orfor any other reason
Al Hadith ldquoIt is a childrsquos right that his fathershould teach him how to read write
helliprdquo
Teachers have a responsibility to be professional in their teaching and also
to help parents and the community tounderstand their obligations about sending all
their children to school
Abu Daud ldquoWhoever has a girl under hisguardianshiphellip[and does not] treat herwith contempt nor gives preference to
his sons over her Allah will admit himto paradiserdquo
Teachers have an obligation to treatgirls equally and without bias and tohelp the parents and community to
understand their obligations in termsof helping girls to have an education