The Department of management Case analysis

Done by group 4 Esha-09 Rahim-25 Arif-19 Snehal-12 Shayeesta-26

Core problem
Disinterested & indiscipline in students:The students were not interested in serious studies. There were many problems such as low level of participation, lack of preparation for the classes, indiscipline, and misbehavior, copying in assignments & examination, cynical comments on faculty, noisy behavior in the hostels among the students. Parties in the hostels where alcoholic drinks were served, taking drugs, plans to rag the junior students increased number of trips to town in the evenings were also some of the other problems because of the indiscipline in the studnets.

PERIPHERAL ISSUES FROM THE CASE From teachers point of view: Low level of participation. lack of preparation for the classes. Indiscipline. Misbehavior. Copying in assignments & examination. Cynical comments on faculty. Noisy behavior in the hostels.

From Students Point of View: The students complained about the teaching method adopted by some of the teachers & also the competence of some of them. The students think that the faculty members are not bothered about the students. THE CUASES BEHINDE THE PROBLEM
Students were passive and lacked enthusiasms. Issue on the death of peters. Teaching method adopted by the teacher.

Suggestions

Frame proper policy to maintain discipline amongst the students. Take strict actions against the students who break the rules. In order to handle the situation incurred by the death of Peter the management should apologize the students & try to convince them.

Motivational Techniques: To get the interest of the students back teachers can do following things:-

Turn Their Weaknesses Into Strengths

Work with what you've got. Middle-scholars flourish in herds -- it's the nature of the beast. Group projects and an abundance of lunch-hour and after-school clubs will meet those students' need to be part of a group. Create projects that tap into their innate desire to make a difference in their world. Check out the a few of the many Service Learning Web Resources available or connect learning themes to such social justice topics as famine, child labor, and children's rights. This generation loves to interact. Capitalize on that by integrating instant messaging (MSN) and online bulletin boards into your assignments. They'll be so busy writing that they won't even realize they're learning!

Engage Students in Participation

Enlist students' opinions whenever possible. Involve them in the creation of assignment rubrics. Frequently seek their feedback concerning what is happening in your classroom. Provide plenty of opportunities for student choice in the way they learn and in the ways they are allowed to demonstrate what they know. That will encourage them to take more ownership of their learning. Acquaint yourself with Howard Gardner's work in multiple intelligences and be open to project work that goes beyond

Reward Them

Create a bulletin board headlined "Great Moments in S.Y.B.B.A." If you see a student doing something thoughtful or kind, write it down on an index card and hang it up on the board. Create a bulletin board that shouts "Stupendous Students." Let students choose the work they are most proud of to display.

Make Sure Structures Are in Place

Communicate clear, reachable expectations. Routinely provide benchmarks and rubrics at the beginning of an assignment, so students know what they have to do to achieve.

Do whatever you have to do to help students meet your learning expectations for them. If reading 100 minutes a week at home is a turn-off for a disinterested student, start with 50 minutes and work up gradually. Students will be encouraged to make an effort if they know you are willing to work with them.

Meet Their Emotional Needs

Consider publishing student work online. Nothing seems to motivate students quite as much as knowing their work will have an extended audience. Encourage administrators to make a special effort to work with troublesome students. They can offer extra love and support, a sincere "How are you doing?" in the morning, an extra hug when they need a time out, maybe even a trip to McDonald's at the end of a successful week. Ensure that learning is meaningful to the student. Whenever possible, make connections between the curriculum and their lives. Doing so will enhance their interest and make the learning (and teaching) easier. Teacher energy and enthusiasm can be significant to getting disinterested students engaged in learning. Nothing is quite as captivating as a teacher who is continually on the brink of new learning discoveries -- students can't help being enticed to jump on board for the learning ride ahead. Give frequent, early, positive feedback that supports students' beliefs that they can do well. Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community.

Make it real In order to foster intrinsic motivation, try to create learning activities that are based on topics that are relevant to your students' lives. Strategies include using local examples, teaching with events in the news, using pop culture technology (iPods, cell phones, YouTube videos) to teach, or connecting the subject with your students' culture, outside interests or social lives. Provide choices Students can have increased motivation when they feel some sense of autonomy in the learning process, and that motivation declines when students have no voice in the class structure. Giving your students options can be as simple as letting them pick their lab partners or select from alternate assignments, or as complex as "contract teaching" wherein students can determine their own grading scale, due dates and assignments.

Balance the challenge Students perform best when the level of difficulty is slightly above their current ability level. If the task is to easy, it promotes boredom and may communicate a message of low expectations or a sense that the teacher believes the student is not capable of better work. A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Scaffolding is one instructional technique where the challenge level is gradually raised as students are capable of more complex tasks. Seek role models If students can identify with role models they may be more likely to see the relevance in the subject matter. In some cases, you can be a role model but it's unlikely that you will connect on that level with everyone in the class due to differences in gender, age and social circles. However there can be many sources of role models, such as invited guest speakers, fellow students or other peers. Use peer models Students can learn by watching a peer succeed at a task. In this context, a peer means someone who the student identities with, not necessarily any other student. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age. Establish a sense of belonging People have a fundamental need to feel connected or related to other people. In an academic environment, research shows that students who feel they 'belong' have a higher degree of intrinsic motivation and academic confidence. According to students, their sense of belonging is fostered by an instructor that demonstrates warmth and openness, encourages student participation, is enthusiastic, friendly and helpful, and is organized and prepared for class. Adopt a supportive style A supportive teaching style that allows for student autonomy can foster increased student interest, enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints and encouragement, being responsive to student questions and showing empathy for students. Strategize with struggling students When students are struggling with poor academic performance, low self-efficacy or low motivation, one strategy that may help is to teach them how to learn. That is, to outline specific strategies for completing an assignment, note-taking or reviewing for an exam.