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Abstract
In this paper, a weighted managing quantum teaching/learning system is used to
increasing the quality of schoolteachers’ teaching and students learning. This
weighted management system is based on a time dependent adapted quantum
formula, which takes in consideration both the schoolteachers’ personal state
condition as well as that of the students.
Two 11th grade classes (24 pupils each) were selected as a pilot to conduct the
Weighted Quantum Management case study. The adapted quantum formula is
defined as follows:
(ħ/i) (dY/dt)
Y =
H
Where:
Data for above parametric values were obtained via questionnaires and were
evaluated according to a special newly developed system called the ISB system to
fit the state condition function Y.
Environments were selected very carefully as to fit the management conditions of
the school with special attention given to teachers/students and parents/students
interaction.
The results of this study indicated an 85% performance improvement in
teaching/learning management.
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Keywords
WQM = Weighted Quantum Management
IBS = Injective, Bijective, Surjective (used in grading system)
PSCB = Pilot Study Controlling Body
QTLM = Quantum Teaching/Learning Management
Introduction
Today teachers/students are entering an era that offers an unlimited choice of
opportunities and where virtually all things are possible. Therefore, their future will
depends on the ability to new concepts, make new choices, and go on teaching/learning
and adapting throughout life with ease and having at the same time the capacity and
capability to stretch time for their personal leisure. To do so each teachers/student must
learn how to deal methodically with time and take it as utensil for the benefit of his or her
goals and success in life.
Objective
The objective of this study was to combined teaching and management experiences of
Mrs. Elaheh Rabbani with quantum methods developed by Abbas Adl-Tabatabai, as to
obtain a higher improvement in teaching/learning school management system and in
order to reduce the load and stress in students in general and especially to those who want
to take the universities’ competitive entrance examinations.
State Functions
In QTLM, possible state functions (Ψ) are
defined plateaus in which an individual
(Teacher/student) chooses it as its daily
environment. An individual can stand in one
defined plateau during its daily routine activities,
the plateau which was defined for each student as Diagram D-1
its daily environment was limited to: 1) Home, 2)
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School, 3) Friends and 4) himself/herself. Diagram D-1 shows such defined plateaus or
environments.
State functions are associative and can repeat themselves daily. The result of each state
function totalizes to a final state function Ψt (Equation E-2)
Ψt = Ψ1 + Ψ2 + Ψ3 + Ψ4 (E-2)
Energy Operators
Four type of energy operators were set for the school and each correspoding respectively
to the following quantum states (see diagrams D-2 trough D-5):
Operator Home (HH): Operator School (HS):
Relation with parents (Ha) Teacher knowledge level (Ha)
Nutrition (Hb) Teacher flexibility level (Hb)
Free time at home (Hc) Teacher teaching experiences (Hc)
Daily hours of slee (Hd) Teacher teaching abilities Hd)
Energy operators are additive (Equations E-1 trough E-7) and are expressed as:
HH = Ha + Hb + Hc + Hd (E-3)
HS = Ha + Hb + Hc + Hd (E-4)
HF = Ha + Hb + Hc + Hd (E-5)
HW = Ha + Hb + Hc + Hd (E-6)
Ht = HH + HS + HF + Hw (E-7)
Momentum Factors
For each operator, a set of processes are defined and evaluated through momentum
factors. They are called momentum factors, since most environmental process dealing
with human behavior, are vulnerable to many external factors (stress for example) which
can give a negative or positive momentum to the whole proces by changing their speed,
effect and path.
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Energy Operators operates through physical human potential path (process) comprised of
five successive dynamic “active boxes” in a row, where the central box (the third in the
row) act as a pivot. Decision for changes, evaluation and feedback during a specific
action in a quantic momentum process is done during actions taking place in the third box
(pivotal box). Examples of process’ boxes are given in diagrams D-6 through D-7.
Diagram D-6
In teaching, for example, five decisive steps form the teaching process, each governed by
a momentum factor (diagram D-6). During class hours, the first box introduces the
material to be covered and the second box audio-visualizes the selected material. The
third box is a pivotal box that means during a class period, the teacher feeds back the
material by questioning the pupils and getting back an answer from them. Through this
feedback communication, the teacher will decide (box four), if the presented material has
to be re-evaluation and reviewed or the material can proceed. Before class ending, student
whom attention and material readiness was noticeable get a reward.
Diagram D-7
Teaching and learning process usually go in pair. In learning process (diagram D-7),
when studying a book or a chapter, the student is encouraged to locate the subject be
covered in class as concrete as possible (first box). After locating the subject, the pupil
must explore the chapter and captivate the essential material that constitutes the subject
(second box). Before proceeding further to the pivotal box, the student is encouraged to
choose and arrange the material in a way that it will use as tools for its reinforcement
action (taking notes, using card index, etc.), (third box). In the fourth box, the student
reinforces the material he has taken knowledge of by rehearsing it (a tape recorder can be
used) or writing it down in a piece of paper (recommended). The last box (fifth box) is
where the inquiry action takes place. In this process’ stage, the student compares his
written material (or recorded voice) with the material covered in the lesson and evaluates
his standing. If the standing was satisfactorily, he can stop the process, if not he has to
repeat the activities set in the fourth box until he gets satisfaction.
Diagrams D-8 and D-9 show respectively similar momentum processes with respect to
student’s communication skill when exposed to different environments on one hand and
student’ procedure of what to do when exposed to mild stress on the other hand. Concern
stress, it can have, depending on the type, a positive or negative impact to an individual
(see diagram D-10). Momentum factor from negative stress is deduced from the total.
Both communication and stress are important factors in a learning environment.
Giving maximum comfort and trust to students will clean their environment from high
stresses and futile factors affecting their potential of learning.
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Students and teachers should build good relationship as to avoid a decrease in efficiency
in learning as well as in teaching.
Diagram D-8
Diagram D-9
Diagram D-10
Momentum Factors used in the pilot plant study with Corresponding Boxes and
Questionnaires are listed in table T-2.
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Like other parameters of the state functions, momentum factors of each process are
additive and are expressed as follows:
ħt = ħa + ħb + ħc + ħd + ħe (E-5)
it = ia + ib + ic + id (E-6)
Time Relation
Each energy operator runs with its own time. Time spent in school (classes), time spent to
study, time spent to eat, time spent to sleep, and time spent for other activities (movies,
sport, etc.) are more or less planned and scheduled in advance. A time schedule is given
to students to follow the time routines at home. The given schedule is just a
recommendation and not obligatory, but however, the more the student follows strictly
his/her schedule, the higher will be his/her performances and success during school year.
Grading System
The grading system in QTLM, relies on a specific logic developed by the author to fit the
quantum states function. Since the (Ψ) function cannot be observed directly only its
square can be measured in any experiment therefore to concretize human behavior a
weight has to be given to normalize the function. Therefore, three conditional boundaries:
1) Injective, 2) Surjective and 3) Bijective for a committed action were set to do so. The
action can be arisen from the decision of an individual or by any other external operator
(stimulant) such as a medicine, a physical factor such as stress or a teaching-learning
program. All actions are at the end related to time as to optimize their duration.
Conditions describing the boundaries of an action are as follows (diagram D-12):
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1) Any action when inducing a displacement from one conditional state to another cannot
be reversed is an injective action and gets one (1) point
2) Any action when inducing a displacement from one conditional state to another, when
reversed does not return to its original conditional state is a surjective action and gets
two (2) points.
3) Any action when inducing a displacement from one conditional state to another, when
reversed does return to its original conditional state is called a bijective action and gets
three (3) points.
Diagram D-12
1) Injective A student has lost his time for study and cannot recuperate the time
lost because he played to much the next day
2) Surjective A student has lost his time for study but recuperate the time lost
by cutting from his pleasure’s time the next day
3) Bijective A student try to keep himself on schedule each day
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However using tabulated data might be very time consuming and cumbersome for
operators unfamiliar with quantum tables.
Figure F-1
Figure F-2
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Figure F-3
Diagram D-13
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Consideration Applied During the Study
Many considerations were taken during this pilot study as to get an optimum result in
teaching-learning program management. Within these considerations, we can name the
following interest and concerns:
Periodicals
To help the students to get throughout this program with ease the following periodicals
were issued during this case study:
Results
The program did not involved only students’ questionnaires but also questionnaires from
the teaching staff. In this paper emphasis is given to students questionnaires as to show
more clearly the procedures involved.
From a sample of 48 students the following results were obtain (table T-3):
Students
Subject Output (%) Sample
Good Average Mediocre
Learning performance 85 12 3 48
Speed of adaptation to the program 55 35 10 48
Willingness to collaborate 91 7 2 48
Students-Teachers interaction 88 10 2 48
Response to continue the program 90 9 1 41
As table T-2 indicates the lowest result comes from the speed of adaptation to the
program. Almost half of the students had difficulty to adapt themselves at the beginning
of the program. However the speed to adaptation increased after the second periodical
examination results. Many students start even to compete within themselves after they
realized the benefit and efficiency of the program, especially within those who were
willing to take the universities’ competitive entrance examinations.
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Even though the speed of adaptation was low, nevertheless the willingness to collaborate
was very satisfactory.
Conclusion
Learning performance was more than that expected.
Collaboration between students and teachers was very good; however at the beginning of
the program, the teacher had difficulties to accept some changes in their method of
teaching.
The most effective effect was to the school management system, which not only builds a
sense of confidence between teacher and students but also between teachers and school
principal which eased the teaching system and improves the class performance.
The system should be expanded to other classes as to see the efficiency in a larger scale
and its impact to the overall school management system.
References
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