The same school wireless system, which falls into dormitories and teaching areas, has almost no strategy. These two regions have a completely different web population, time, and claims, with one set of rules that are inevitably wasted on one side. When we do projects, they are designed as two sub-programmes, and managed in one system.
Hostel areas: large traffic, long online and hard experience
The dormitory is a place where students live, watching videos, playing games, dropping information, traffic and time online, and being extremely sensitive to Caden. In the bill strategy, the dormitory area is generally free of charge, exceeding the back-soft speed limit rather than off the grid. We have seen that the dormitory area is too low.
Teaching areas: low delay, steady priority and preservation of teaching
The school area and the dormitory area are, on the contrary, stable and fast. Teachers drop their screens, test systems, and broadcast classes are afraid of cards.
How can you not fight?
The two areas share one exit, and the priority is a question of how to prioritize. We usually label the flow in the school area at a high priority level, which we agree is normal.
The billing cycle has different meanings in these two zones.
The boarding cycle follows the students’ lives, and at the end of the month it is fair to leave; there is little idea of a fee cycle in the teaching area because it is already free. We have seen schools that also set up a fee-rate cycle, which leads teachers find limited and awkward before they go to school.
Special time policy switch
Examination weeks, class days, residential areas and teaching areas exchange pressures. The school districts may be inundated with a large flow of lessons and the district of the weekly examination can increase dramatically due to refresher periods of late night use. We suggest that the system support a calendar-to-date shift strategy, which automatically adjusts parameters on special days.
One system, two books.
Technically, it is a billing system that should be managed in two accounts. The accommodation area looks at the amount of money distributed and the arrears; the teaching area looks at the guaranteed compliance rate and the delayed targets. We also give the school two views when we report, and the leader sees each side ' s health at first glance.
Remind us of that.
The difference between the strategies of the dormitories and the teaching districts is not a technical difficulty, but a cognitive difficulty. Many schools start by thinking about a set of rules to get through, and then they break up. We do this directly by designing the two districts as separate modules, avoiding back-to-work.
We need to separate the data from the two sectors.
The two books are the same as the reports. We make weekly reports to schools, on the one hand, for dormitories, for arrears and complaints, and on the other hand, for guaranteed standards and delays. Leaders can see which side of the problem they have to guess from their own mix. Sub-view reports are a natural extension of the management of the split books.
Don't use a template to cover all schools.
The dormitories and the school areas vary from one school to another. Some are homerooms that are the main force, some are very demanding. We do not set templates, but ask which side of the school is more sensitive and prioritizes and resources. The templates are easy to get different, but they can be easily used to keep the schools safe. This is a recognition that is more important than any functional list.
The strategy in the two districts needs to be adapted.
Newcomers, relocations of schools and changes in teaching patterns will change the network structure of dormitories and educational areas. We suggest that the bi-zonal strategy be reviewed every year, with one set of parameters to follow.
Leave an emergency route to the school area.
When you meet a highly sensitive scene like the school-wide live session, the exam is conducted, and the classroom can open an emergency route on a temporary basis. We set up this switch, which opens at a critical point.
The dorms are going to have regular student talk.
The housing policy is better. Students are more aware of it. We suggest that we do a light study every semester, asking students if they have an Internet card or enough.
The difference between the two sectors is to be included in the baseline of needs.
The difference in strategy between the dormitories and the teaching districts is not just at the implementation stage, but rather on a need-base document for school. We have seen schools change their carriers, and two regional strategies are mixed back into one another.
The two-district strategy has to follow the holidays.
The summer dormitory is almost empty, and the school can be suspended, and it's wasted in a term strategy. We suggest that two-district strategies are connected to the school calendar, that holidays are automatically reduced or suspended, and that schools start to resume.