Micromanagement is an entrenched problem most societies face today. Usually, the term is associated with the workplace atmosphere. But the virus is spreading, still, and finding its way into the classroom; to disrupt the teacher-student relationships. Being a student, this post is about what I think of micromanagement in education.
There are three bases to an institutional effort; educational, commercial, and welfare. An educational institution is a formal arrangement of educators, children, and parents to create an effective learning environment for children. The educational environment aims to target all aspects of learning; knowledge dissemination, morale improvement, character building, and like.
What is Micromanagement in Education?
Micro-management in teaching can be defined as: Managing or controlling learners with excessive attention to minor details and providing rapid criticism on mistakes, over and over.
Micromanagement kills the intrinsic motivation of learners. That is why, self-motivated and self-regulated learners are absent in a micro-driven setup, unfortunately. Micromanagement disregards the significance of cooperation during learning. As a result, teamwork, leadership, and synergy are dilapidated, eventually. Micromanagement fails to respect the self-esteem of every learner of the institute. Subsequently, frustration becomes commonplace among students. Micromanagement fails to recognize the latent talents of learners and focuses on goals only, disregarding means. And so, it fails to address learners’ passion and discipline, properly.
Micromanagement on Curiosity & Creativity
Curiosity and creativity are essential elements for achieving excellence in human life. Technically, curiosity is a strong desire to learn something while creativity is an imaginative ability to create something. The two elements find their groundwork at the individual’s dominant area of thinking or intelligence. For example, some minds excel in logical reasoning, some in emotional and artistic depictions, etc. Generally speaking, every individual is curious and creative by nature.
Education is the name of providing knowledge, imparting wisdom, and preparing students for practical life. Curiosity is inquisitiveness for knowledge and understanding while creativity is the birthplace of wisdom and innovation. Educational institutions play a major role in motivating curiosity and encouraging creativity in students considering their respective intelligence. The presence of micromanagement in the education system overlooks curiosity of learners, gradually, and suppresses their creativity, ultimately.
Sources & Aftermath of Micromanagement
Failure to meet the pre-planned expectations or goals in the educational institute can provoke micromanagement in the administration or teachers of that institute. Failing to discover where the problem truly lies, the supervising bodies begin to reproach students for poor performance. As a result, they find refuge in a rigid approach to teaching, such as micromanagement. As far as their failure to meet expectations and goals is concerned, the issue might be in the very scheme and structure of the education system, and not inside learners. Sometimes, teachers express a micro approach towards management, unknowingly, simply due to ignorance of quality education.
Micromanagement can direct, slowly but surely, the system towards corrupt management – the worst type of management. It is destructive for all: affiliated public, learners, and the economy.
It is prerequisite for developing a fruitful environment in class that educators are aware of the true meaning of education and the proper way of teaching. The path of micromanagement leads to alternative or conventional teaching methods. These methods or techniques are not productive, even unfavorable, in the long-run.
For instance, knowledge of books is given excessive attention such that concomitant objectives of learning, such as capacity building, physical education, intelligence, and insight are overlooked. Consequently, students, who are adaptive to their elders’ way of discernment, can disregard the importance of such objectives and activities. Sometimes, rote learning is massively imparted to gain quick results. The incentive to teach in order to gain appreciation from management and parents on account of outstanding class performance doesn’t serve the purpose of education.
A true teacher understands this and prepares the learners not only for the annual evaluation to come, but also for their practical life.
Quality Education & Management
The disciplinary counseling of students may require, sometimes, timely and comprehensive consulting by teachers and parents. But other missions of an educational institute demand, without exception, absence of micromanagement altogether and implementation of Quality Education. The quality approach of teaching introduces numerous possibilities and constructive influences for students.
Quality education or teaching aims for the inner gusto of learners. As a result, more and more self-motivated students emanate, undoubtedly, with new ideas and solutions. Quality teaching recognizes the importance of cooperation and pays special attention to synergistic learning, teamwork, and leadership. Quality teaching never fails to respect each and every knowledge-seeker. The system is able to address students’ issues and requirements in a timely manner. Quality teaching acknowledges the cause-effect duality and focuses on both – goals and means – for proper empowerment of learners.
It is noteworthy that self-regulated and self-directed learners will become the leaders, scientists, entrepreneurs and teachers of the next generation. Therefore, the success of educational institutes, which is possible by the quality way of teaching, is a precursor to the emergence of innovation and good leadership in any society.