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Item Teacher's manual for English step 10 Punjab text book board(UMT, Lahore, 2006) Tasleem U1 HaqThe project (teacher's manual for class 10^) is designed to facilitate teachers in th ^ teaching English at 10 class. The ultimate aim of this manual is to improve the language teaching skills and to motivate students to learn the language in communicative way. This manual is developed in such a way that firstly the concept is introduced to the students. Then students are asked to pick out that particular concept from the given lesson. For vocabulary building, a vivid context has been given to the students in order to make them learn the meaning as well as the use of the word. In this project I have focused mainly on reading and writing skills. The approach behind this manual is communicative. By using this manual effectively, it will not only enrich teacher's teaching skills but will also help learners in their learning.Item Teacher's manual for English step 10 Punjab text book board(UMT, Lahore, 2006) Tasleein UI HaqThe project (teacher's manual for class 10^) is designed to facilitate teachers in th ^ teaching English at 10 class. The ultimate aim of this manual is to improve the language teaching skills and to motivate students to learn the language in communicative way. This manual is developed in such a way that firstly the concept is introduced to the students. Then students are asked to pick out that particular concept from the given lesson. For vocabulary building, a vivid context has been given to the students in order to make them learn the meaning as well as the use of the word. In this project I have focused mainly on reading and writing skills. The approach behind this manual is communicative. By using this manual effectively, it will not only enrich teacher's teaching skills but will also help learners in their learning.Item Investigating strategies for developing reading skills in English among students of elementary level(UMT, Lahore, 2006) WASEEMA AHMADThe purpose of the research was to investigate teachers' perception about the importance of reading among students of elementary classes. Whether they improvised strategies to improve this basic skill and was the overall goal of reading instruction to help each pupil to become able and diversified reader? Research was conducted using both qualitative and quantitative methods. Three schools of Lahore Garrison System were chosen and random sampling was used for collection of data. Instruments used were classroom observation checklist, questionnaire for teachers and students and teacher's individual and group interviews. Research indicated that reading in class at elementary level is stressed upon but due motivation or conducive atmosphere that makes children extensive readers is yet to be created. Realization among teachers to improve reading skill is present but their development programmes need to include professional training so that intervention strategies can be planned for improvement. Students must have easy access to books that have stories and events that relate to our culture so that their interest is easily capturedItem A comparative study of leadership styles of male and female principals in secondary schools of Lahore(UMT, Lahore, 2006) Mukhtar Ahmed QureshiThe study was conducted to highlight the leadership styles of male and female principals in secondary schools of Lahore. The objectives of the study were to identify and compare leadership styles of male and female principals of secondary schools of Lahore. Autocratic, bureaucratic, democratic, laissez faire, transformational, and cultural leadership styles were discussed in the study. Sixteen schools, situated in the limits of Lahore Cantonment and Gulberg Lahore, were selected. The data was collected through questionnaire consisted of sixteen statements. Statistical techniques of average^ weighed average and percentage were applied to analyze the fact. Data was presented in the form of tables. Although there are differences in leadership styles of male and female heads, but there are no limitations. The researcher concluded form the discussion with different school heads that a leader can be an autocratic, bureaucratic or democratic at times. Leaders, with respect to their styles, are always in gray area. Different situations demand different behavior form the leaders, so they act accordingly. During the comparison the researcher found the folio wings: □ That the male principals are more authoritative than their female counterparts. I □ That the female heads are more collaborative and flexible. They want more involvement of community people in school affairs. Hence are more democratic in their style than their male counterparts. □ That the most of the male heads fall into autocratic category whereas female fall into bureaucratic and democratic group of leadersItem A study of responsibilities of the head teachers of Chistian city at secondary level di private sector(UMT, Lahore, 2006) Abida KhalidAll the experts agree on this positive out-put of an institution depends mostly upon the way of impressive leadership and effective guidance of its leader that is why I have selected the topic for my research thesis. "A study of Responsibilities of the head teachers of Chishtian City at Secondary Level in private Sector." The purpose of this study was to enlist the functions and responsibilities of the Secondary School Headteacher Secondary to know the extent to which they performed their functions and responsibilities with special reference to the aspects Administrative Responsibilitiesy Academic Responsibilitiesy Financial Responsibilitiesy Social Responsibilitiesy Moral Responsibilities and Religions Responsibilities. The research worker planned to administer a questionnaire to the head teacher to get the required data. I tried to expose the areas to which the heads might have a clear perspective of their functions and responsibilities. The main findings of the research were majority of the headteachers of the high school in Chishtian Cityy check the staff attendance register daifyy a great majority of heads awarded prizes to those students who stood first in home examination. All the heads encouraged teachers to improve their academic and professional qualifications. A few of heads checked that the students know how to pray more than half of the heads called occasionally the parents of the students. The essence of this study is that the head of the institution is responsible for winning cooperation from the staff which is essential for an adequate and efficient educational program. For this purpose he should develop sound relationship with the staff member these relations are helpful to the heads in salving their educational and personal problems. It is recommended that heads should be more democratic. The feeling of love and sympathy will improve the educational program better than it is done by force or authority. All the heads should give more attention towards religious responsibilities and they should try their best to create Islamic spirit among the students. Islamic ideology and Quramic Concept should be introduced. I gained that a food administrator is one who does not plan for others but plan with others. A good headteacher takes his facility into confidence and does not bring things as the divine order. I am hopeful that this research study will enlighten the way for new researchersItem The role of teacher's interaction on students' performance at under graduate Eevee(UMT, Lahore, 2006) Zaib-un-Nisa SyedThis Research Is conducted for teachers, future teachers and teacher educators, in the hope that it will be useful to them as they consider how students and teachers together construct their lives in classrooms. It is centered on the interaction patterns, not the ones brought into classrooms from the outside world, by the teacher or the students but as created inside classrooms through the actions and interactions of teachers and students that take place every day. As I worked with the data I had collected, I understood more clearly the potential usefulness of the teacher's interaction on student's performance. In every classroom, whether or not the teacher is trying to share knowledge, experiences, control and authority with the students. Students participate with teachers in performing better and enhancing their skills therefore teachers are constantly held responsible for every outcome of classroom life. This concept has helped teachers perceive their classrooms as places in which they and the students are working together and are jointly responsible for outcomes. Therefore, teacher's interaction and attitudes play a vital role in language learning and development process of a student; and to investigate these attitudes with reference to different aspects of interaction is very important. This realistic basis for understanding classroom life can be helpful to teachers, and perhaps reduce some of the stress that comes from taking sole responsibility for what happens in their classrooms.Item Role of positive reinforcement in teaching effectiveness(UMT, Lahore, 2006) Nazia NajamItem Effective teaching strategies for developing reading skills(UMT, Lahore, 2006) Rabat EhsanItem Development of guidance program in secondary schools of the educators Lahore(UMT, Lahore, 2006) Zill-E-HumaThe Study was conducted on "Development of Guidance Program in Secondary School of The Educator Lahore". The main purpose of the study was: 1. 2. 3. To identify the guidance needs of secondary school students of The Educator Lahore. To identify the existing practices of guidance at secondary school level of The Educator Lahore. To develop a guidance program for secondary schools students of The Educator Lahore. Survey method was adopted and Questionnaire was used for data collection. Schools: Three boys and three girls secondary schools of The Educator were selected. From each school following respondences were selected as under: Head Teachers: Six (three male & Three female) one head teacher from each school. Teachers: Thirty (fifteen male & fifteen Female) five male & five female form each school. Students: sixty students (thirty boys & thirty girls) ten boys & ten girls form each school. Total Schools in population were twelve in numbers. Major Conclusions were as following: > Majority of the secondary School students of The Educator Lahore were facing problems. The mean score is 4.50 with SE is 0.065 and t-value is 23.04*. Results show that the intensity of the facing problem was very high. The results were same when data was analyzed by gender and age wise. ^ The secondary Schools of The Educator Lahore have no regular guidance program for students. The mean score is 2.33 with SE is .097 and t-value is 6.087*. The results were same when data was analyzed by gender and age wise. School teachers and Head teacher's responses about this issue were almost same. > Teachers who attended some refresher courses about students guidance were very few as the mean score was 2.39 with SE were .194 and t-value was -3.48*. But 11 none of the teachers have received any professional training in student's guidance. However they feel the need of student's guidance program, but none of the head teachers has launched any guidance course for their teachers, as there are no guidance program and physical facilities available in their school. So finally it is concluded that • All the secondary school students of The Educator Lahore face physical, domestic, social, educational psychological, emotional and personal problems and want to resolve them with someone's help. • No formal student's guidance program and facilities were available in secondary schools of The Educator Lahore. • The findings of the research have revealed the need to have a regular student's guidance program in the secondary schools of The Educator Lahore. An initial model have been developed with the help of study and keeping in view the available resources in our school system, only one post/ position of the guidance specialist is required to be added in the present vacancies/ posts of the secondary school of The Educator Lahore. The responsibility can also be assigned to any teacher having specialization in guidance and counseling with a master degree in psychologyItem Literature teaching at main stream secondary school Lahore(UMT, Lahore, 2006) Syed Kamran MaqboolItem A study of teacher's role in cognitive development of children at pre school level in private schools of Lahore(UMT, Lahore, 2006) Abida KhanThis iiuiiiiry is an attempt to look into the quality and standard of the iaeililies and oppDi liinilies heinp provided to determine the extent of the teachers" role in the cognitive development of 3-5 year olds in the private preschools of Lahore. Fifteen teachers of 5 private .schools offering pre school education, care and development in WAPDA 1 own, Lahore were interviewed in this regard. In addition the curriculum, teaching methodologies and resources used to teach, daily activities, class environment, routine classroom practices, as well as sources, frequency and uses of the assessment process of each school were observed in detail for over a period of 5 weeks and compared against the specified International Standards of Preschool Services. A descriptive analysis of the huge amount of qualitative data yielded by the study indicated that more than 50% of private preschool teachers were completely unaware oi the learning objectives and desirable outcomes of early childhood education and lacked awareness of the ways children learn and develop cognition. Some 30% oi them stumbled upon some good practices and only 20% teachers of private preschool teachers laeilitated cognitive development of the preschoolers. Suitability of the personnel supervising the kids, provision of facilities by the school and parental involvement needed lurther attention in all the preschools. All but one school were found lagging way behind the international standards in physical environment, curriculum planning, teaching methodologies, assessment and evaluation systems, as well as documentation and maintenance of records. The study showed that formal instruction in literacy and numeracy teaching was being directly and indirectly imposed upon 3 to 5 year olds, as the eurriculum and the teaching methodologies comprised mainly routine work that lacked creativity and haidly facilitated cognitive development in any way. Classroom practices also did not contiibute much to the use of thinking skills or intellectual faculty. A huge majority oi piivate preschool teachers were found to be following only the conventionally accepted methods of monotonous repetition, rote memorization, drill and practice on isolated academic skills, icachcr lecture, and repetitive seatwork (traditionally done elas,s-vvork). Teachers of private presehools were also found to be relying solely on making children learn things by rote, colour endlessly in worksheets, and generally being passive in most learning situations. Only one preschool owned a purpose built building and that too laeked adequate play spaee while only two presehools arranged (and continuously trained) elTective teachers to tap the huge potential of preschoolers. Moreover, the conventional assessment process of all the schools failed to observe children in ways that could help them overcome their problems or improve the delivery and design of the way they were laught and trained. The study recommended that children under the age of 5 must have separate lacilities and a different teaching approach from that of the older children specilically plaeing greater emphasis on active, practical and conceptual learning that leads to understanding as well as on acquisition of basic skills, meaningful and relevant learning e.Kperiences, interactive teaching, cooperative learning, and a broad range of relevant coiUenl. inlegraled across traditional subject matter divisions through play and \aii(Hi.s other activities