The logistics may demand such varying arrangements since a school also need to be seen from the point of view of economic and education viability one upper primary schools may be sufficient to enrol all the primary      

Out of school Learning and education concept first proposed by lauren Resnick in the 1987 in the presidential address consits of curricular and non curricular learning experience  for pupils and students outside the school environment the poilt of our of schools Learning is to overcome learning disabilities development of talents strengthen extra learning opportunities in the real world in a study performed by the UCLA National centre for Research on Evaluation standards and students testing CRESST it was proven that out of school Learning increases the interest in education and school itself. Our of schools Learning is typically not coordinated by the school itself out of school experience are organised with community.

Inquiry based instruction is a teaching techniques in which teachers create situations in which students are to see lve problems. Lessons are designed so that students make connections to previous know ledge bring their own questions and design ways to try out their ideas such investigations may extend over a long period of time students communicate through journal writing oral presentions drawing graphing charting etc. Students then revise their experience as they learn this technique is particularly popular in science instruction Discovery learning is a type of inquiry based instruction which was developed primarily by the psychologist Jeroms Bruner.

At first these new roles and structure may seem unfamiliar and uncomfortable to both students and adults in the school traditionally students have most often been rewarded for competing rather than cooperating with one another Teachers are not after called upon for collaborative work either. Teaching has traditionally been activity carried out in isolation from one peers behind closed doors. Principals used to the traditional hierarchical structure of school often do not know how to help their teachers constitute self managed work teams or how to help Teachers coach students to work in c9perative teams. 

&n

Experiential education informs many educational practices underway in schools formal eduction and out of school informal eduction programmes. Each of the following teaching methods relies on experiential education to provide context anndd framework for learning through action. Outdoor education uses organised learning activites occurring in the outdoors utilising environmental experiences as a learning tool. Service learning is a combination of community service with stayed learning goals relying on experience as the foundation to provide meaningful experience in service. Cooperative learning alters heterogeneous grouping in order to support diverse learning styles and needs within a group active learning a term popular in US education circles in the 2980 places the responsibilty of learning on learners themselv rs requiring their experience in education are efforts to educate learners about relationships  within the natural environment and how those relationships are interdependent. The experience of being outdoors and learning through doing makes this learning relevant to students. Experiential eduvation.

One other group of low achievers some of whom enther the portal of colleges is the slow learning. Slow learners and under achievers have many common characteristics and in reality many a wider achiever is categorised as slow learning. However the major difference is in the that an under achievers potential capacity is high but he she is not achieving that level and a slow learning is slow in specific areas in addition to having in all probability a low IQ 80-90.TQ between the mentalallt who can larener well by rote but haver low reason in power could enter thebtertiary level classes and continue.

So

Similar to mastery learning is Keller plan which has been developed mainly from skinnerrian principles of operant conditioning this approach has been adopted widely. Keller plan combines mastery learning approach with the programmed instruction concepts of learner control self. Pacing and contingency contracting at the beginning of a course students haver a contract agreement with the teacher regarding what work will be done and then they proceed at their own pace and initiation the teacher is available for tutorial assistance or small group discussions thus giving general feedback and guidance. Since this approach depends on the learners to manage their own learning the students should be mature and have self discipline to manage their own learning.

Peer relationships among learners are largely determinant of the outcomes of schools. Methods including cooperative group work and diverse group interactions. Teacher Relationship.       The relationships teachers have with students also affect         school Management.      Teaching for social justice in this sense parent teacher relationships are central as are access to information and resources for all students understanding the role of youth adult partnerships in the classroom and teachers actually learning about students. It is also important for students to understand equity issues in their classrooms.                            Classrooms.                 The number of specific classroom issues that affect teaching for social justice are almost countless. Understanding the affects of teachers on student learning is vital and a teacher cannot teach under the assumption that equal means the same students come from numerous cultures languages lifestyles and values and a monocultural framework will not suit all student needs. Additionally teachers need to be cilritically conscious and offer students well planned units and lessons that develop know ledge of a wide range of groups.

Teaching for social Justice is an educational philosophy that proponents argue provides justice and equity for all learners in all educational setting the practice extends across all grade levels and academic settings often challenging educators themselves as well as students. Herbert kohl argues that teachers may often teach against their conscience do a sloppy job of teaching limit their methodolgy and focus too much on being a good teacher either being a good citizen. Overcoming these prospects is the crux of what he andany other educators prospects is the crux of what he and many other educators call teaching for social justice other popular educators who have explored the practice of teaching for social justice include john Dewey who may have been. The first advocate for teaching for social justice .

Schools Management has two dimensions ( i ) efforts made by headmasters of the schools and by other administrative authorities and ( ii ) the support received by the School from the community the support from PTAa is rather limited except in Malappuram. The VEC focus more on issues related to primary education and therefore VEC have not yet become effective mechanisms of community support at the upper primary level of education. The headmasters do not have much control in the selection of teachers. The is true in schools under any management teacher selection is goverment schools is a responsibility of the public service commissions it is the responsibility of the school management in aided and unaided primary schools this showed that headmaster in upper primary schools can only re organise the human resources already provided to them a considerable amount of time of the head master is spent on non teaching activities similarly.