edl 01 2012
TRANSCRIPT
The Educator as Leader, Manager & Administrator
EDLHODM
Assignment: 01Unique Number: 792853
Due Date: 12 March 2012
C.D. BellamyStudent No.: 32259603
11 Spanish CloseCambridgeEast London5247
CD Bellamy EDLHODM3225-960-3 12 March 2012
ContentsPAGE
Question 11.1. Write a paragraph in which you discuss the role of communication in creating a
sustainable positive atmosphere in your classroom. 11.2. Write a paragraph in which you discuss the importance of establishing positive
educator-learner relationships in the creation of a sustainable positive atmosphere in your classroom. 1
1.3. Discuss how you would promote learner participation in a multicultural classroom by creating a learning environment that supports socialising and intercultural interaction. 2
Question 22.1. Name five ways in which educators can improve learner motivation in the
classroom. 42.2. Draw up the following of a classroom policy: 42.2.1. Aims and objectives of our class. 42.2.2. Rules for our classroom. 42.2.3. Task division. 52.3. Define the following concepts: 52.3.1. Leadership 52.3.2. Control 52.3.3. Intrinsic motivation 52.3.4. Communication 52.3.5. Cooperative learning 52.4. Describe the autocratic and democratic styles of classroom management. 62.5. Explain how a message is conveyed by referring to the communication process
model. 6
Question 3 7
Bibliography 10
CD Bellamy EDLHODM3225-960-3 12 March 2012
Question 11.1. Write a paragraph in which you discuss the role of communication in creating
a sustainable positive atmosphere in your classroom.
Communication is the transmission of an idea by someone, the
sender, and the understanding thereof by another, the receiver.
Communication is important to the success of any relationship,
without it the relationship is doomed to fail. In order to increase the
quality of the relationship the communication needs to be effective.
Effective communication between the educator and the learners In
his/her class is essential in order to create and maintain a positive
atmosphere in the classroom.
1.2. Write a paragraph in which you discuss the importance of establishing positive educator-learner relationships in the creation of a sustainable positive atmosphere in your classroom.
A positive educator-learner relationship is important as it enables
both the educator and the learners to risk being honest with each
other, care about each other, it promotes interdependence, ensures
mutual needs are met and allows each individual to develop their
own individuality.
The creation of the above leads to trust between the educator and
learners and as such will result in a positive classroom atmosphere.
Creating a good educator-learner relationship involves the following
(Coetzee 2010:87):
Creating open, professionally appropriate dialogue with learners.
Systematically building better relationships with learners.
Maintaining a high rate of positive to negative statements.
Communicating high expectations.
Creating opportunities for personal discussion.
Guidelines that can be used to avoid the negative effects of educator
expectations are as follows (Coetzee 2010:87):
Use sensitive information on learners carefully.
Be flexible in your use of group strategies.
1
CD Bellamy EDLHODM3225-960-3 12 March 2012
Be careful how you respond to low-achieving learners during
class discussions.
Use materials that show a wide range of ethnic groups. Be fair in
your evaluation and disciplinary procedures.
Communicate to all learners that you believe that they can learn.
Involve all learners in learning tasks and privileges.
Monitor your non-verbal communication.
1.3. Discuss how you would promote learner participation in a multicultural classroom by creating a learning environment that supports socialising and intercultural interaction.
I would first read through all the learning materials for that given
subject in order to determine if there is any aspect of the work or
activities which may be culturally insensitive to any of the
learners in the class.
I am aware that cognitive learning styles are culturally dependent
and therefore will use a variety of teaching styles, methods and
strategies in my teaching of the class.
In order for the learners to participate and actively cooperate with
each other it is necessary to be aware of any instances of
cultural insensitivity immediately and take action, a way to avoid
these situations, I could allow those members of different
cultures to explain about certain aspects of their culture to the
other members of the class. This way I as the educator and the
class will learn about other cultures.
I expect all the learners in my class to achieve to the best of their
ability as all people are able to learn provided they put in the time
and effort to do so. I am also aware that the academic and
learning ability of learners differ, so they at the beginning of the
academic year are required to set their own personal goals which
they then work towards. These goals set are at levels slightly
above what each learner believes they can achieve in order to
challenge them.
2
CD Bellamy EDLHODM3225-960-3 12 March 2012
When checking work done in activities the class needs to assist
the learner who is answering the specific question if they make
an error in order to correct it, if they are unable to detect or
correct the error, I as the educator assist in guiding them to the
correct answer.
Question 23
CD Bellamy EDLHODM3225-960-3 12 March 2012
2.1. Name five ways in which educators can improve learner motivation in the classroom.
a) Make the learning task more challenging.
b) Place less emphasis on teaching and grades.
c) Move from extrinsic to intrinsic motivation.
d) Have high expectations of each learner.
e) Increase the learners’ perception that they control the learning
situation.
2.2. Draw up the following of a classroom policy:2.2.1. Aims and objectives of our class.
Class Aims:To achieve our academic and intellectual potential through hard
work as a cooperative group, while promoting the acceptance of
others and respect for others.
Individual Objectives:Each individual sets their own goals to achieve at the end of the
year (long-term) in order to contribute to the overall class aim.
In order to achieve their own end of year goals the learners set
shorter term goals in order to assist them in achieving their long-
term goals.
2.2.2. Rules for our classroom.
1) We must respect ourselves, others and the educator.
2) We must be on time.
3) We must enter the class quietly, and get ready to work.
4) We need to bring all our stationary and books to class.
5) We must raise our hands to ask questions in class.
6) We must not eat nor drink in class
7) We must never disrupt another learner’s work.
8) We don’t leave litter on the floor, we put it in the bin.
2.2.3. Task division.
Educator:
4
CD Bellamy EDLHODM3225-960-3 12 March 2012
Always prepared and punctual.
Provide assistance to learners.
Manage the classroom appropriately.
Discipline learners fairly
Learners:
Ensure all work is completed on time.
Maintain a clean learning environment.
Respect one another.
Make sure all learning materials are brought to class.
2.3. Define the following concepts:2.3.1. Leadership
The ability of an individual to influence other individuals or a group
to achieve goals.
2.3.2. Control
Assessment of work done and where necessary to realign and
correct work done which is incorrect or not up to standard.
2.3.3. Intrinsic motivation
An inner desire to be successful at a certain task (self-motivation)
2.3.4. Communication
The transmission of an idea by someone, the sender, and the
understanding thereof by another. Communication can be verbal or
non-verbal.
2.3.5. Co-operative learning
A team approach to learning where each member of the group is
dependent on the other members to accomplish a specific learning
task on an assignment.
2.4. Describe the autocratic and democratic styles of classroom management.
Autocratic leadership style:
5
CD Bellamy EDLHODM3225-960-3 12 March 2012
Autocratic leadership is an educator-centred approach to the
classroom which is characterised by the strong leadership role of the
educator. The main focus of this type of leadership is on the
completion of tasks and the learners’ ability to listen, work and do. The
advantages of this type of leadership include the promotion of good
order and an established routine in which some learners feel more
secure. The drawbacks of this type of leadership include one-way
communication, rigid discipline, passive learner participation, a more
reserved and unapproachable educator and little room for creative
thinking.
Democratic leadership style:This leadership style is characterised by educators that have good
subject knowledge, who are good natured, helpful, fair, and warm.
Educators who practice this management style encourage learner
participation. The advantages of this type of leadership include learner
confidence to participate in classroom activities, a relaxed positive
atmosphere and learners constantly being involved in learning
activities.
2.5. Explain how a message is conveyed by referring to the communication process model.
In order for there to be communication there first needs to be a purpose for communication or a message to be conveyed. This message is then encoded by the sender and passed onto the receiver via a communication medium. The message is then decoded by the receiver. This results in a transfer of meaning from the sender to the receiver, who then may give feedback back to the sender.
Question 3
6
CD Bellamy EDLHODM3225-960-3 12 March 2012
‘A delict is an unlawful, culpable (intentional or negligent) act (or omission)
committed by a person, which infringes the rights of another or causes him
or her harm.’ (Coetzee 2010:188)
“To constitute delict, one person must have caused harm or damage to another by his or her action or conduct. The conduct must be voluntary human action and may be either a positive action or an omission.”
In terms of this element of delictual liability the school can be held liable as
they failed to remove the piece of steel or at least clearly demarcate the
area around the piece of steel, in order to make people aware of it. The
coach, knowing that there is a possibility that players could fall during the
warm up due to the nature of the sport, could also be held responsible as
the teams were responsible for choosing a warm up area and the coach
should as such have checked the area for any objects that could cause
harm to team members.
“The act which causes harm must be wrongful, that is, it must be legally reprehensible or unreasonable in terms of the legal convictions of the community. To test for unlawfulness, the boni mores principle is applied. The question here is whether the harm caused was unjustified in the circumstances. In the absence of wrongfulness a defendant may not be held liable.”
The school can be held liable as they should have taken all precautions to
help to prevent an injury of this nature to any person on their school
grounds. Knowing that they were hosting a basketball tournament they
should have removed any objects that could cause injuries to any players
or clearly demarcate the areas where there could be concerns over the
player’s safety. The coach in being responsible for the safety of his team
should have thoroughly inspected the area chosen for the warm up for any
dangerous objects.
“The act must be the result of fault in the form of intent (dolus) or negligence (culpa). Fault refers to blameworthy attitude or conduct of someone who has acted wrongfully.”
7
CD Bellamy EDLHODM3225-960-3 12 March 2012
The coach of the team was negligent as he should have inspected the
area for any danger to the players, if he had done so he would have seen
the piece of steel and then either have chosen a different warm up area or
at least warn the players to either avoid that area or be careful around it.
The school could be seen to be negligent for failure to remove the piece of
steel or clearly demarcate the area around the piece of school.
“There is a casual relationship between the conduct of the perpetrator and the harm suffered by the victim. In general, it should be shown that the person’s injury did result from the actions of the person charged with negligence. In other words, there must be a clear casual relationship between the act and the injury. A person cannot be held liable if he or she has not caused any damage.”
The school’s negligence in not removing the piece of steel or demarcating
the area around it resulted in the injury to the player, as such they can be
held liable. The coach for not thoroughly inspecting the area in which the
players would warm up could also be held liable.
“A delict is a wrongful and culpable act which has harmful consequences. Damages in the form of patrimonial loss or non-patrimonial loss must be present. There must be a connection between the negligent conduct and the injury (physical or mental). To receive an award for damages, a plaintiff must have suffered an injury as a result of the defendant’s negligent conduct. The plaintiff must prove that some damage occurred. Although the injury or damage does not need to be substantial for an award to be ordered, the injury must be real rather than be imagined. The courts are generally reluctant to award damages where there is not some form of injury.”
Damages are present which are due to the negligent conduct on the part
of the school, not removing the piece of steel or demarcating the area
surrounding the piece of steel, and coach, for not thoroughly inspecting
the area on which his players will be using to warm up.
Contributory fault is where a learner does not show the degree of care
normally expected form someone of his or her age, knowledge and
experience. If this is present the educator will not be solely liable for any
damages resulting from an injury by his or her act. In the case in question,
8
CD Bellamy EDLHODM3225-960-3 12 March 2012
if the basketball tournament is for a junior age group (ie. under 15’s) or a
senior age group (ie. under 18’s) will determine if there is contributory fault
on the part of the learner’s. Under 18 learners’ can reasonably be
expected to be responsible enough to check themselves for any danger on
the warm up area chosen. Whereas the under 15 learners’ cannot
reasonably be expected to check for any danger.
BIBLIOGRAPHYCoetzee, SA, Van Niekerk, EJ & Wydeman, JL. 2010. An Educator’s
Guide to Effective Classroom Management. Revised 3rd impression.
Pretoria: Van Shaik.
9
CD Bellamy EDLHODM3225-960-3 12 March 2012
UNISA Study Guide: EDLHODM. 2006. The Educator as Leader, Manager
and Administrator.
10