weighted quantum management for school teaching / learning program

8/14/2019 Weighted Quantum Management for School Teaching / Learning Program

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Weighted Quantum Management

For School Teaching/Learning Program

Elaheh Rabbani

Head Principal and founder of Rabbani Institute of Culture and Education, Iran

&Abbas Adl-Tabatabai

Director of Parents Teachers Association, Iran

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:

Where:

Y= resultingpossible personal State Condition (teacher or student) Function

H = energy operator for the system (teacher/student environmental condition)

= momentum factor (teacher/student state and manner of learning, teaching,specking, etc.)

i = degree of state of importance (degree of processing an action visually,logically, etc.)

t = activity duration(time consumed in teaching, learning, recreation, etc.)

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 ofthe 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.

(/i) (dY/dt)

HY =


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KeywordsWQM = Weighted Quantum ManagementIBS = Injective, Bijective, Surjective (used in grading system)

PSCB = Pilot Study Controlling Body

QTLM = Quantum Teaching/Learning Management

IntroductionToday 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/learningand adapting throughout life with ease and having at the same time the capacity andcapability 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 hergoals and success in life.

ObjectiveThe objective of this study was to combined teaching and management experiences of

Mrs. Elaheh Rabbani with quantum methods developed by Abbas Adl-Tabatabai, as toobtain 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 wantto take the universities competitive entrance examinations.

Theory and DiscussionAmong fundamental considerations to take in the management of a school are theawareness of the change of human behavior in different environments and the knowledgeof the interaction between the existing environments when overlapping and constituting

the entity of the school system. A school is a body formed by many environments, which

overlap each other and are continuously targeting in an interaction state with them. Tocontrol and manage those unceasing interactions in a manner to increase the efficiency of

teaching and learning during limited time, the schools system needed to rely on concrete

statistical data, which interprets and analyzed the matter without discrimination. To do so,and to cover those interactions simultaneously with time, a Quantum Teaching/Learning

Management was developed as an attempt to give a concrete weight to parametersinfluencing such existing interactions. The QTLM system bases itself on the followingprobability function (Equation E-1):

H = (/i) (dY/dt) (E-1)Where: = possible state function

H = energy operator of the system

= momentum factor of the system

i = degree of state importance

t = time

State FunctionsIn QTLM, possible state functions () are

defined plateaus in which an individual

(Teacher/student) chooses it as its dailyenvironment. An individual can stand in one

defined plateau during its daily routine activities,the plateau which was defined for each student as

its daily environment was limited to: 1) Home, 2)Diagram D-1


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School, 3) Friends and 4) himself/herself. Diagram D-1 shows such defined plateaus orenvironments.

State functions are associative and can repeat themselves daily. The result of each statefunction totalizes to a final state function t (Equation E-2)

t = 1 + 2 + 3 +4 (E-2)

Energy OperatorsFour 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):Relation with parents (Ha)

Nutrition (Hb)Free time at home (Hc)

Daily hours of slee (Hd)

Operator School (HS):Teacher knowledge level (Ha)

Teacher flexibility level (Hb)Teacher teaching experiences (Hc)

Teacher teaching abilities Hd)

Operator Friends (HF):Committed to others (Ha)

Deep friendship (Hb)

Self centered (Hc)Superficial friendship (Hd)

Operator Within Self (HW):Visualize (Ha)

Verbalize (Hb)

Perform (Hc)Simulate (Hd)

Diagram D-2 Diagram D-3

Diagram D-4 Diagram D-5


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They are called Energy Operators or symply Operators because actions taken withinthe selected environment come from the potentiality of an individual. All energy

operators are evaluated through a set of questionnaires (see table T-1) relating forexample student to activities specific to the plateau in which he stand. Questions askedrelate mostly factors, which reveal the energy state of the teacher/student interactive

situations.

For example in questionnaires related to students home environment, emphasis is given

to the type of nutrition, relaxing time period, sleep duration and stress (if any) caused bystudent-parents interactions.

Energy operators are additive (Equations E-1 trough E-7) and are expressed as:

For each operator ----

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)

For all the group -----

Ht = HH + HS + HF + Hw (E-7)

Momentum FactorsFor each operator, a set of processes are defined and evaluated through momentum

factors. They are called momentum factors, since most environmental process dealingwith 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.

Table T-1 Energy Operators and Corresponding Energy

Levels

Operators Energy Level Questionnaires

Relation with parents QMH-H-a

Nutrition QMH-H-b

Free time at home QMH-H-c

Home

Daily hours of sleep QMH-H-d

Teacher knowledge level QMS-H-a

Teacher flexibility level QMS-H-bTeacher teaching experiences QMS-H-c

School

Teacher teaching abilities QMS-H-d

Committed to others QMF-H-a

Deep friendship QMF-H-b

Self centered QMF-H-c

Friend

Superficial friendship QMF-H-d

Visualize QMW-H-a

Verbalize QMW-H-b

Perform QMW-H-c

Within Self

Simulate QMW-H-d


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Energy Operators operates through physical human potential path (process) comprised offive 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 specificaction 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.

In teaching, for example, five decisive steps form the teaching process, each governed bya 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. Thethird 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 thisfeedback 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, studentwhom attention and material readiness was noticeable get a reward.

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 becovered 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 tochoose 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 studentreinforces 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) iswhere 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 evaluateshis 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 tostudents communication skill when exposed to different environments on one hand andstudent 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 highstresses and futile factors affecting their potential of learning.

Diagram D-6

Diagram D-7


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Students and teachers should build good relationship as to avoid a decrease in efficiencyin learning as well as in teaching.

Momentum Factors used in the pilot plant study with Corresponding Boxes andQuestionnaires are listed in table T-2.

Table T-2 Momentum Factors and Corresponding Boxes and Questionnaires

Momentum Factors BoxesProcess

First Second Third Fourth Fifth

Questionnaires

Teaching-Learning Interaction

Potential to

Teach

Introduce Audio-visualize Feed Back Evaluate/Review Encourage/Reward QMF-h-PT

Potential to

Learn

Locate Explore Arrange Reinforce Enquire QMF-h-PL

Learning-Intelligence Interaction

Capability toSolve Problems

Describingthe subject

Recognizingmain factors

Selectingbest

solutions

Solving theproblem

Analyzing theresults

QMF-h-CS

Speed in

ResolvingProblems

Level of

knowledge

Mental process

arrangement

Decision to

select a path

Solving the

problem

Analyzing the

results

QMF-h-SR

Capability in

Analyzing

Problems

Introducing

the subject

Picturing

subjects mentally

Recognizing

subject

status

Interacting with

the subject

Perceiving the

subject

QMF-h-CA

Capability to

Create New

Relations

Selecting

the subject

Exploring Selecting the

interaction

Reinforce Enquire QMF-h-CR

Communication-Personalities Interaction

Interactive

Stability inCommunication

Accept the

school

Recognize your

friends

Take advise

from parent

Inner

communication

Be able to deal with

strangers

QMF-h-SC

Moral strength-Stress Interaction

Capability to

Confront Stress

Low Stress Mind Excitation Selecting

Target

Programming

Target

Pursuing Target QMF-h-ST

Diagram D-8

Diagram D-9

Diagram D-10


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Like other parameters of the state functions, momentum factors of each process areadditive and are expressed as follows:

t = a + b + c + d + e (E-5)

Degree of State ImportanceIn general, no human action is without style.

When somebody wants to drink water, he/shemay take the glass with either two hands or

one. He/she may drink the whole glass atonce or stepwise. These different types of

drinking define different styles of drinking

water.Styles involved in human actions have a

certain degree of importance. When a teacher

is teaching aggressively or incomprehensiblyher style is definitely less important than

when she teaches passively andcomprehensibly.

In QTLM, the Degree of State Importanceis the grade given to human behavioral styles

called. Diagrams D-11 shows differentteaching styles, where each one are graded with respect to their state of importance.

Teaching different subjects in class involved different styles; therefore, the degree of state

importance for each style may not be equal for all class subjects. When teaching math,for example, visual and logical style may get higher degree of state importance than when

teaching poetry where aural and physical style predominate.

In all momentum factors boxes stated in table T-2, a human action/reaction style grades

the importance of the process.Degrees of state importance are additive for the whole process but analyzed individually

for each specific style and expressed as:

it = ia + ib + ic + id (E-6)

Time RelationEach 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 arecommendation 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 SystemThe grading system in QTLM, relies on a specific logic developed by the author to fit the

quantum states function. Since the () function cannot be observed directly only itssquare can be measured in any experiment therefore to concretize human behavior aweight 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. Theaction 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-learningprogram. 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):

Diagram D-11


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1) Any action when inducing a displacement from one conditional state to another cannotbe reversed is an injective action and gets one (1) point

2) Any action when inducing a displacement from one conditional state to another, whenreversed 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, whenreversed does return to its original conditional state is called a bijective action and getsthree (3) points.

Some examples on physical actions are:

1) Injective A student cannot take a missed exam2) Surjective A student can take a missed exam but point will be deduced due to

its careless attitude3) Bijective A student can unconditionally take a missed exam.1) Injective A teacher is not willing to give any makeup classes2)

Surjective

A teacher is willing to gives makeup classes only for weak students3) Bijective A teacher is willing to gives makeup classes for all students

1) Injective A student has lost his time for study and cannot recuperate the timelost because he played to much the next day

2) Surjective A student has lost his time for study but recuperate the time lostby cutting from his pleasures time the next day

3) Bijective A student try to keep himself on schedule each daySample of Grading SheetsGrading is done by using an Excel spread sheet especially designed for this purpose and

which includes questions asked in all questionnaires. Each set of questionnaire is setaccording to its respective plateau and accompanied with a visual interpretation

(graphical interpretation) (see figure F_1 and F-2). The final result is calculatedsimultaneously as the data are entered in the data sheet.

A visual basic program is linked to the spread sheet to get the value ofdt by iteration.

The visual basic program has two subroutines, and the other to get the value of the totalstate function ().

The Excel spread sheet contains a hidden sheet that can be unhidden. This hidden sheet

includes tabulated data from which is possible to get the values dt and (see figure F-3).

Diagram D-12


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However using tabulated data might be very time consuming and cumbersome foroperators unfamiliar with quantum tables.

Figure F-1

Figure F-2


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Elements Forming the Pilot SystemTo achieve improvement in students learning performance, many factors were to be

taking in consideration. Between these factors, the most important was to have apsychologist in the team throughout the performance of the case study. The team forming

the system of the pilot study included the school principal, a professional childrenpsychologist, head of parent-student association, scientific advisors, professional trained

teachers and the student as previously specified above. Diagram D-11 shows how themain elements to manage the whole system were setup.

The school principal had to be in full control of the study in order to impede wrong datainterference in her case study. A feedback process (point 1) was setup between the schoolprincipal and the Pilot study Controlling Body (PSCB), and direct individual checking

points (A) and (B) between teachers and students. An independent feedback process wasalso set between the PSCB and teachers (2) as well as students (3).

Teachers-Students interference shown at point (4) is the teaching-learning activitiestaking place in classes.

Diagram D-13

Figure F-3


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Consideration Applied During the StudyMany considerations were taken during this pilot study as to get an optimum result inteaching-learning program management. Within these considerations, we can name the

following interest and concerns:

Taking interest about student nutrition Taking interest about student stress Taking in consideration student status at home, at school, with friends and within

self

Taking in consideration student environment in class during teaching Taking in consideration student-parents attitudes Taking interest about student-student friendship Taking interest about student-teachers interactions

PeriodicalsTo help the students to get throughout this program with ease the following periodicalswere issued during this case study:

Nutrition in a learning environment (Periodical 1) How to improve your memory (Periodical 2) Managing High Stress (Periodical 3) How to Learning Efficiently (Periodical 4)

Periodical 3 is attached as an appendix to this document as to show how materials wereadapted to the applied system.

ResultsThe program did not involved only students questionnaires but also questionnaires fromthe 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):

Table T-3 Results of the Pilot Program

Students

Output (%)Subject

Good Average Mediocre

Sample

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 beginningof the program. However the speed to adaptation increased after the second periodical

examination results. Many students start even to compete within themselves after theyrealized 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 collaboratewas very satisfactory.

ConclusionLearning 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 ofteaching.

The most effective effect was to the school management system, which not only builds asense 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 scaleand its impact to the overall school management system.

References

G. DeJong. AAAI workshop on Explanation- Based Learning. Sponsored by AAAI,1988.R. Greiner and C. Elkan. Measuring and Improving the Effectiveness of

Representation, In Proceedings of IJCAI-91, 1991.S. and E. S. Sokolinof, Higher Mathematics for Enginers and Physicists, McGraw-Hill,Ney York, 1934.

T. Dean and M. Boddy, An analysis of time-dependent planning, In Proceeeding ofAAAI-88, 1988.

W. Heisenberg, The Physical Principles of Quantum Theory, University of ChicagoPress, Chicago, 1930. (Reprinted by Dover, New York)Wakter Kauzmann, Quantum Chemistry, Academic Press Inc., New York, 1957.

weighted quantum management for school teaching / learning program

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