EDLHODM

THE EDUCATOR AS LEADER, MANAGER AND ADMINISTRATOR

UNIQUE NUMBER: 875094

ASSIGNMENT NUMBER: 1

STUDENT NAME: RAMAWA AVHAATHU BRENDA

STUDENT NUMBER: 35984325

Lecturer Name: Prof EJ Van Niekerk

Due date: 15 March 2019

Contact details: 072 751 8332

Email Address: avhaathu.ramawa@absa.co.za

THE EDUCATOR AS A LEADR, MANAGER AND ADMINISTRATOR ASSIGNMENT: 1 Page 1

TABLE OF CONTENT

INTRODUCTION...............................................................................................................3

INTRODUCTION TO CLASSROOM MANAGEMENT......................................................3

INTRODUCTION TO SOUTH AFRICAN EDUCATION LAW...........................................7

CONCLUSION..................................................................................................................8

REFERENCES.................................................................................................................8

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INTRODUCTION

Management of classroom is very important and so does South African education law at any
institution or school. This work focuses on helping the educator on how to develop a positive
classroom environment by:

 Distinguishing the features of a classroom as a learning community

 Discussing the stages for building a positive classroom climate
 Reflecting on the classroom as a physical environment
 Managing resources for effective teaching
 Establishing a positive social motional classroom environment by focusing on
communication, educator, and learner relationship.
 Designing and applying a personal discipline strategy

This work further discusses the South African Education laws.

1. Introduction to classroom management

1. Ways to Motivate Your Learners
A. Reward Your Learners.
People are motivated by rewards. Figure out what type of reward you can give the learners and
then build that into the course. Sometimes the rewards can be timed challenges or reaching a
certain level of achievement. Other rewards could be actual merchandise, like winning an iPod.
It all depends on the course.
Rewards don’t have to be tangible items. They can be simple things like affirmation and
encouragement. The main point is to connect with the learners and find a way to have them feel
good about some sort of achievement in your course. Perhaps the reward is something as
simple as being able to test out of the course.

B. Make Sure Your Course Has Real Value.

Before your learners click on that first button, they want to know if the course has any value or
benefit. The truth is that most people who take elearning courses don’t see the real benefit and
because of that they either aren’t engaged with the course or they don’t complete it. If it happens
to be a mandatory course, then they’re just trying to figure out how to click through it as fast as
possible. That doesn’t have to be the case.
I used to work at an organization where any time we met with a certain executive, he’d ask about
our company’s performance metrics or last quarter’s earnings report. He wanted to make sure
we knew why we were working for him. Because he had this knack for putting you on the spot,
you were more motivated to pay attention to the organization’s goals and performance.

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In that case, each elearning course had meaning and implications to my job. This also had an
additional benefit. Not only did I have a heighten sense of awareness to previously "boring"
information, I always felt good (see the first point) when he called me out and I knew the answer.

C. Help Your Learners Perform Better.

This ties into the previous point. Your course needs to have value and it needs to be relevant to
what your learners do. People will be motivated to take your course and pay attention as they
know it will help them perform better.
Your job is to connect the learner to the course content. If I’m taking a site safety course, I’m
probably less motivated by clicking a button on a simple assessment than if I’m thrown into a real
life scenario where I am challenged to work through some issues similar to what I’ll face at work.
This type of approach connects me to the content, more so than screen after screen of bullet
point information.

D. Set Clear Expectations for the Course.

I’m amazed to see my children just click around on the computer screen to get what they want.
On the other hand, I’ve watched adults fearful of clicking a next arrow not sure what will happen.
People tend to be leery of things they don’t understand, or if they’re not quite sure where they’re
going. However, once they get a sense of what’s going on, they’re more apt to be responsive to
the course.

If you want your learners motivated, then a good way to get them there is to let them know what
to expect from the course that you want them to take. This all ties into the points above. You’re
asking the learners to spend some of their valuable time going through your course. They expect
clarity on what they’ll do, why, and what type of outcome to expect.

Along with clear expectations is to make sure that the learner knows how to navigate your
course. I’m not saying that you have to create an addendum course on how to click the "next"
button. Instead, what I’m saying is that you don’t want to create a frustrating learning experience
because the learner doesn’t know what to do with the course or how to get through it. One of the
best ways to de-motivate your learners is to make your course navigation so confusing that they
just leave and never come back.

E. Tell Them They’re Wrong.

Controversy gets our attention and is a good way to motivate. Challenge what a person
believes, or even tell him he’s wrong, and you’ll see a person motivated to prove you wrong. Of
course, this approach needs to be tempered with common sense.
However, there is a lot of value in challenging people and what they know. It’s just a matter of
knowing how to do it in a manner that is appropriate. When a person is challenged it puts them
at risk and they tend to pay more attention.

Create an environment where they can safely fail or make mistakes and you’ll challenge them
and keep them engaged.

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Arranging the physical environment of the classroom is one way to improve the learning
environment and to prevent problems behaviours before they occur. Research on the
classroom environment has shown that the physical arrangement can affect the behaviour of
both students and teachers. Therefore I will start by arranging the way I want my students to
sit in the classroom

This will range from seating in groups when it’s time for group discussions, and seating in
pairs when it’s time for normal class lessons.

I will encourage verbal communication with one other in a respectable way, and in order to
have a positive start people must greet each other and I will lead by example to my students.
Greeting them first with a warm welcoming smile before we start with business of the day.
Non –verbal communication which is facial expression and body language will also be
practiced

There will be classroom policy, in this case each and every student will be given a chance to
select a rule that they feel should be added on the list of the classroom rules. I will set some
few rules which will include:

 No cell phones allowed in class

 No late comers
 No talking in class unless in group discussion or a student raised had to answer
questions or as questions
 No eating in class while the lessons are on
 Whoever wants to be excused in class must get authority to do so.

2. Communication management with learners

Effective communication is essential for a well-run classroom. Although this sounds simple
and obvious, it requires much more than a teacher saying something out loud to student. I
will always encourage my students to practice respectful communication because respect is
the foundation of effective communication in the classroom.

I will always tell them to use tone that is honest and tactful, choosing words that are
appropriate.

Make eye contact and focussing on the speaker

Speak in turn and never speak or interrupt someone while they are speaking.

There are those students who don’t like to speak or participate by a way of communicating in
class. To avoid that in my class, each time when I’m teaching I will always check by asking
simple questions like ‘do you understand’ and calling them by names.

Verbal and non-verbal communication will be the key.

I will create tasks that will require group discussions. And have oral tasks that will be done
individually.

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In case of non-verbal communication. Everyone communicate non verbally through facial
expression and gesture effective communication in the classroom requires careful use of
those. As a teacher I will no roll eyes for a student’s question rather is will send a loud
message.

A disapproving stare can works wonders on a student who is off task.

3. Managing discipline in class

Discipline is a key component to effective classroom management. Classroom discipline

refers the strategies a teachers uses to manage student behaviours and attitude during
lessons time. Research done by nelson, Martella and Galand (cited in Marzano 2003:27)
indicates that the public consistently identifies the lack of discipline in school as the most
serious problem facing school today.

When it comes to discipline there are procedures that need to be followed and are as
follows:

Administration procedure

Each and every day there will be an attendance register in which all my students will sign to
mark their presents in class.

Learner movement

With the help of students we will nominate a leader in the class room who will control
unnecessary movements of students in class if it happens there is a free period or

House keeping

This is referred to keeping the class clean. I will provide a dust bin where all the waste
papers will be placed into and the boys will be in charge of taking the bin out on a daily
basis. Among the ladies there will be a time table that will rotate for them to clean the floor.

Routines for accomplishing lessons

Among the student I will nominate one who will be in charge of collecting assignments, home
works and class works for them to be marked.

Developing a positive classroom policy

The aim of classroom discipline policy is to establish a fair and consistent way of promoting
good behaviour and dealing with misbehaviour. Such policy usually consists of three parts:

-Rules that learner must follow:

These classroom rules or policy will not be drawn up by mealone; the students themselves
must take part so they don’t feel it’s unfair.

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  No cell phones allowed in class
 No late comers
 No talking in class unless in group discussion or a student raised had to answer
questions or as questions
 No eating in class while the lessons are on
 Whoever wants to be excused in class must get authority to do so.

-Consequences of breaking the rules

 For cell phones that rings in class, it will be taken away from him/her and will only be
given back after the final exam
 Late comers will have studies each and every day after school with the teacher
 Students who talks in class without permission will be given more tasks to do

-Rewards when they follow rules.

 There will be an award ceremony each and every month for best students who abide
by the class rules.

2. INTRODUCTION TO SOUTH AFRICAN EDUCATION LAW

1. factors that should be taken into account when arranging detention for a learner in a
school are:

 The seriousness of the offence

 The age of the learner
 The distance the learner has to travel home
 A religious requirements

2. Negligence is: would a reasonable person in the position of the defendant foresee the
possibility of his or her conduct causing damage to another person.
a. Test that can be used to determine negligence
 Duty: under the circumstances of the case ,does the relationship between the two
parties obligate the defendant to act in a certain way towards the plaintiff.
 Breach: if there was a duty between the two parties, did the responsible for
exercising it fail to do so?
 Cause: the person claiming harm must prove that the actions of the defendant
actually caused injury.
 Proximate cause: this is slightly more complicated, but basically, a defendant can
only be held responsible for harm they reasonably could have foreseen had they
were expected to do.
 Harm: were there actual damages suffered by the person making the claim.

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 3. The difference between discipline and punishment is that discipline is a positive method
of teaching a child self-control, confidence, and responsibility. The key to positive discipline
is teaching a child what behaviour is okay and what is not. The focus is on what children are
expected and allowed to do, it includes catching kids being good and encouraging
appropriate behaviour. It also includes modelling appropriate behaviour.

Where as punishment is quite different from discipline. Punishment may be physical as in

spanking, hitting, or causing pain. It may be psychological like in disapproval, isolation, or
shaming. Punishment focuses on past misbehaviour and offers little or nothing to help child
behaviour better in future.

4. Duty care is a legal obligation which is imposed on an individual requiring adherence to a

standard of reasonable care while performing any acts that could foreseeable harm others.

5. The term in loco parentis refers to the legal responsibility of a person or organizational to
take on some of the functions and responsibilities of a parents. It allows institutions such as
college and schools to act in the best interests of the students as they see fits, although not
allowing what would be considered violations of the students.

CONCLUSION

The importance of creating a positive classroom environment was discussed from the
discussion above. There are also many ways to establish a positive classroom climate. It
can also be learned that, from South African Education law perspective, that before school
management or educator take decision on students or learners they must firstly consult with
the policies and legislation.

REFERENCE

Hannah, R. (2013). The effects of classroom environment on student learning

S.A Coetzee. (2015). an educator’s guide to effective classroom management. Second

edition.

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