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:

(ħ/i) (dY/dt)
Y =
H
Where:

Y = resulting possible personal State Condition (teacher or student) Function

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

ħ = 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 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.

Theory and Discussion

Among fundamental considerations to take in the management of a school are the
awareness of the change of human behavior in different environments and the knowledge
of 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. To
control and manage those unceasing interactions in a manner to increase the efficiency of
teaching and learning during limited time, the school’s 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 parameters
influencing such existing interactions. The QTLM system bases itself on the following
probability function (Equation E-1):

HΨ = (ħ/i) (dY/dt) (E-1)

Where: Ψ = possible state function

H = energy operator of the system
ħ = momentum factor of the system
i = degree of state importance
t = time

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)

Diagram D-2 Diagram D-3

Operator Friends (HF): Operator Within Self (HW):

Committed to others (Ha) Visualize (Ha)
Deep friendship (Hb) Verbalize (Hb)
Self centered (Hc) Perform (Hc)
Superficial friendship (Hd) Simulate (Hd)

Diagram D-4 Diagram D-5

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They are called “Energy Operators” or symply “Operators” because actions taken within
the selected environment come from the potentiality of an individual. All energy
operators are evaluated through a set of questionnaires (see table T-1) relating for
example student to activities specific to the plateau in which he stand. Questions asked
relate mostly factors, which reveal the energy state of the teacher/student interactive
situations.
For example in questionnaires related to student’s home environment, emphasis is given
to the type of nutrition, relaxing time period, sleep duration and stress (if any) caused by
student-parents interactions.

Table T-1 Energy Operators and Corresponding Energy

Levels
Operators Energy Level Questionnaires
Relation with parents QMH-H-a
Home Nutrition QMH-H-b
Free time at home QMH-H-c
Daily hours of sleep QMH-H-d
Teacher knowledge level QMS-H-a
School Teacher flexibility level QMS-H-b
Teacher teaching experiences QMS-H-c
Teacher teaching abilities QMS-H-d
Committed to others QMF-H-a
Friend Deep friendship QMF-H-b
Self centered QMF-H-c
Superficial friendship QMF-H-d
Visualize QMW-H-a
Within Self Verbalize QMW-H-b
Perform QMW-H-c
Simulate QMW-H-d

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 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.

Table T-2 Momentum Factors and Corresponding Boxes and Questionnaires

Process Momentum Factor’s Boxes Questionnaires

First Second Third Fourth Fifth

Teaching-Learning Interaction
Potential to Introduce Audio-visualize Feed Back Evaluate/Review Encourage/Reward QMF-h-PT
Teach
Potential to Locate Explore Arrange Reinforce Enquire QMF-h-PL
Learn
Learning-Intelligence Interaction
Capability to Describing Recognizing Selecting Solving the Analyzing the QMF-h-CS
Solve Problems the subject main factors best problem results
solutions
Speed in Level of Mental process Decision to Solving the Analyzing the QMF-h-SR
Resolving knowledge arrangement select a path problem results
Problems
Capability in Introducing Picturing Recognizing Interacting with Perceiving the QMF-h-CA
Analyzing the subject subjects mentally subject the subject subject
Problems status
Capability to Selecting Exploring Selecting the Reinforce Enquire QMF-h-CR
Create New the subject interaction
Relations
Communication-Personalities Interaction
Interactive Accept the Recognize your Take advise Inner Be able to deal with QMF-h-SC
Stability in school friends from parent communication strangers
Communication
Moral strength-Stress Interaction
Capability to Low Stress Mind Excitation Selecting Programming Pursuing Target QMF-h-ST
Confront Stress Target Target

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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)

Degree of State Importance

In general, no human action is without style.
When somebody wants to drink water, he/she
may take the glass with either two hands or
one. He/she may drink the whole glass at
once 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 incomprehensibly
her style is definitely less important than
when she teaches passively and
comprehensibly.
In QTLM, the “Degree of State Importance”
is the grade given to human behavioral styles Diagram D-11
called. Diagrams D-11 shows different
teaching 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 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

Some examples on physical actions are:

1) Injective
A student cannot take a missed exam

2) Surjective
A student can take a missed exam but point will be deduced due to
its careless attitude
3) Bijective
A student can unconditionally take a missed exam.

1) Injective
A teacher is not willing to give any makeup classes

2) Surjective
A teacher is willing to gives makeup classes only for weak students
3) 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 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

Sample of Grading Sheets

Grading 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 set
according to its respective plateau and accompanied with a visual interpretation
(graphical interpretation) (see figure F_1 and F-2). The final result is calculated
simultaneously as the data are entered in the data sheet.
A visual basic program is linked to the spread sheet to get the value of dt by iteration.
The visual basic program has two subroutines, and the other to get the value of the total
state function (Ψ).
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 Ψ (see figure F-3).

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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

Elements Forming the Pilot System

To achieve improvement in student’s learning performance, many factors were to be
taking in consideration. Between these factors, the most important was to have a
psychologist 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 children
psychologist, head of parent-student association, scientific advisors, professional trained
teachers and the student as previously specified above. Diagram D-11 shows how the
main 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 data
interference in her case study. A feedback process (point 1) was setup between the school
principal and the Pilot study Controlling Body (PSCB), and direct individual checking
points (A) and (B) between teachers and students. An independent feedback process was
also set between the PSCB and teachers (2) as well as students (3).
Teachers-Students interference shown at point (4) is the teaching-learning activities
taking place in classes.

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:

• 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

Periodicals
To help the students to get throughout this program with ease the following periodicals
were 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 were

adapted to the applied system.

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):

Table T-3 Results of the Pilot Program

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

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 of
AAAI-88, 1988.
W. Heisenberg, “The Physical Principles of Quantum Theory,” University of Chicago
Press, Chicago, 1930. (Reprinted by Dover, New York)
Wakter Kauzmann, “Quantum Chemistry,” Academic Press Inc., New York, 1957.

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