EDL 01 2012

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


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.

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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.

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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


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:

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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:

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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

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‘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.”

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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,

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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.

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UNISA Study Guide: EDLHODM. 2006. The Educator as Leader, Manager

and Administrator.

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EDL 01 2012

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