Edlhodm

Table of ContentsIntroductionQuestion 1How to manage learner participation in the classroom1.1 Learner Motivation1.1.1 Theories of Motivation1.1.2Extrinsic and Intrinsic Motivation2.Group work3.Cultural Diversity4.Multiple intelligences4.1.1 Linguistic intelligence4.1.2 Logical Mathematical Intelligence4.1.3 Spatial Intelligence4.1.4Bodily Kinaesthetic intelligence4.1.5 Musical Intelligence4.1.6 Interpersonal intelligence4.1.7 Intrapersonal intelligence4.1.8 Naturalist Intelligence5.Teaching and learning style5.1.1 Teaching Styles5.1.2Relationship between Teaching andLearning StylesConclusionQuestion 22.1Delictual Action2.2 Misconduct and sanctions imposed upon when found guilty2.3 Tests for Negligence |

INTRODUCTION
Participation is an important element for learning since students learn better and retain more when they are active participants. Learning is an active process requiring kids to be hands on so that they are able to learn successfully. If educators do not know how to get learners involved in learning, their efforts are wasted. In an attempt to motivate learners and ensure that different styles of learning are catered for and different needs are met I will be examining five factors to manage learner participation in the classroom. These are Learner motivation, Group work, Cultural diversity, Multiple intelligences and Teaching and Learning style.
1.1 Learner Motivation
Motivation is something that energises, directs and sustains behaviour, it gets learners moving, points them in a particular direction and keeps them going. All students are motivated in some aspect possibly socially, extracurricular, academics. However, motivation is not necessarily something that learners bring to school it can also stem from environmental factors at school. According to Wlodkowski and Ginsberg (Jones & Jones 1998:180) suggest that learner motivation is improved when the learning environment is based on establishing inclusion, developing attitude, enhancing meaning, engendering competence. For educators to create appropriate learning environments conducive to motivation, they must have knowledge of applicable motivational theories.

1.1.1 Theories of Motivation
1.1.2 Extrinsic and Intrinsic Motivation
Quite simply extrinsic motivation refers to the external sources that motivate a person. On the other hand, intrinsic motivation means that a person works because of an inner desire to be successful at a task. Extrinsic and intrinsic motivation exists in most classrooms but most classroom practices promote extrinsic motivation (Spaulding 1992:5). Due to the outcomes-based education system, the onus is on learners to learn. As a result, much more attention should be given to supporting learners to develop their own intrinsic motivation to be successful in school activities. If learners learn through their own desire and yearning to achieve them learning will be sustainable.
There are two concepts that explain the functioning of intrinsic motivation: the perceptions of “personal competence” (self- efficacy) and “personal control” (self determination). Intrinsic motivation results when perceived competence and perceived control are experienced simultaneously. When learners do not perceive themselves to be competent in a given academic environment, opportunities to be self-determined actually lead to a decrease in their motivation (Spaulding 1992:8). In other words if a learner feels as though they are not capable of a certain task they will have no desire to try it due to a lack of motivation. Therefore it is necessary to utilize the following principle to advance the development of intrinsic motivation (Unisa 2006:37): * Provide predictable learning environments * Create a balance between easy and challenging tasks * Provide instructional support * Model activities learners are supposed to do * Sub-goaling: break larger assignments into smaller tasks * Task-sharing break larger tasks into smaller tasks and allow peers or the educators to do some of the tasks * Promote control opportunities-advance learner participation in decision making * Avoid social comparison of learners
2. Group work
Group work is a form of cooperative learning. Co operative learning is a team approach to learning where each member of the group is dependent on the other members to accomplish a specific learning task or assignment. The group’s success is dependent on each member learning all parts of the lesson. This sense of interdependence and teamwork leads to increases in academic achievement and also has the added benefit of providing opportunities for learners to improve their socialization skills and become more aware and sensitive to cultural diversity among learners (Unisa 2006:18). For effective group functioning to take place there are three aspects that must be in place: * A supportive group atmosphere. * An effective environment * Being a participative group member

3. Cultural diversity
Culture is a very complex human phenomenon with many different facets. It can be defined as the sum total of how we live and what differentiates us from others; it is what we see as important (values), what we believe in (religion) and how we do things (norms)pg 118. As a result it would be ineffective to treat all learners the same. Educators and Educational institutions need to recognize and acknowledge that: there are differences amoung learners, that such differences could have an impact on how individuals learn and lastly, they should make place for these differences by planning and implementing learning experiences (classroom management) that would respond to these differences.

4. Multiple Intelligences
It is necessary to integrate all intelligences into the classroom. However it is impossible to cover each of the multiple intelligences without manipulating the classroom environment to help stimulate the various intelligences to some degree. The following are examples of how each of the multiple intelligences can be catered for by adapting the total learning environment in the classroom.
4.1.1 Linguistic intelligence
Is the capacity to use words effectively. Linguistic intelligence is the ability to manipulate the syntax or structure of language. Due to the vast majority of educational materials and learning-teaching activities being linguistic by nature, this intelligence is catered for.
4.1.2 Logical Mathematical Intelligence
It involves the capacity to use numbers effectively and to reason well. Educators could use graphic organizers and flow charts indicating the relationship between the various activities and different parts of the lesson to ensure that this intelligence is catered for.
4.1.3 Spatial Intelligence
The educator can display pictures and posters around the room relating to the topic thus manipulating the environment.
4.1.4 Bodily Kinaesthetic intelligence
This intelligence focuses on allowing learners who need this type of stimulation to physically move around during a work period.
4.1.5 Musical Intelligence
It has been indicated that playing certain kinds of music (specifically baroque music) when learners are learning improves the learning experience.

4.1.6 Interpersonal intelligence
Is incorporated into the entire cooperative work-group concept.
4.1.7 Intrapersonal intelligence
This intelligence can be addressed by making sure that there is a portion of each project that allows learners to work alone.
4.1.8 Naturalist Intelligence
By manipulating the physical environment, these kinds of learners are allowed to do some of their work outside in nature, as this may stimulate them to be more creative and successful in their learning.

5. Teaching Methods and Learning Styles
Educators need to be aware of the different learning styles, as their preferred classroom management style may benefit certain learners more than others. Since everyone has a particular learning style and no particular one is better or worse than any other style. As a result not all learners in a diverse classroom will benefit from the educator’s preferred teaching style. Knowledge of one’s own teaching style and instructional preferences as well as applying a variety of teaching styles, will improve learners’ classroom behavior and academic achievement. There are two teaching strategies that have proved effective in a diverse classroom; “mastery learning” and “cooperative learning.” In mastery learning the learning content is divided into consecutive units. Successful learning of a unit (mastery) is a precondition for proceeding to the next unit. Cooperative learning implies group activities where each member contributes to the learning success of the group.

The following guidelines are suggested for effective classroom practice in applying a variety of teaching styles ( Unisa 2006: 52). Educators should: * Learn to recognize and accommodate learners learning styles. * Become aware of their own learning and teaching styles. * Be flexible in their choice of teaching approaches, methods and strategies. * Use global and analytical approaches when introducing new content. * Use a multisensory approach to teaching. * Use cooperative, as well as competitive teaching strategies.

5.1.1Learning styles
A learning style can be defined as those educational conditions under which a student is most likely to learn. Thereby making the focus not on what they learn but on how they prefer to learn. The learning environment is made up of categories that include environmental factors, emotional factors, sociological factors, physical factors and psychological factors. Whilst research has indicated that there are two general categories of learning styles: Field-dependent learners prefer a more global, holistic and relational approach to learning (also known as right-brain learning). Field-independent learners prefer a more analytical, verbal and sequential learning style (also known as left-brain learning)(Coetzee, Niekerk, Wydeman 2008:124-125).

5.1.2Relationship between teaching and learning styles

Teaching style is not a method but refers to the educators consistent personal approach to teaching irrespective of the media, method or content used. Teaching styles can also be classified as field dependent and field independent. Field independent teachers are more content oriented and prefer to use more content teaching methods, focusing on less student involvement and more structured class activities. Field dependent teachers encourage cooperation and development of a group feeling, focusing on learning outcomes.

Conclusion
It is necessary for educators to be able to engage learners effectively and continuously in learning tasks. However, learning is an ongoing process occurring over a period of time and delivered by a variety of educators, with a variety of teaching styles, suggesting that learners need to adjust their cognitive styles.

Question 2: (Introduction to South African Education Law)
2.1 The Law of Delict
In the case of the protection of the learner, an educator is expected to foresee the reasonable possibility of danger or injury to the learner and to take steps to prevent it. As a result of Mr X’s negligence, Z’s parents would be able to institute delictual action. Due to the fact that a delict, is an unlawful act committed by a person that violates the rights of another person. In this particular incident Mr X’s failure to consider the safety of the learners during playtime, resulting in a student’s injury.
It would be unrealistic to expect an educator to supervise learners every minute of the day; however it is of the utmost importance that educators supervise learners on the playground and ensure that equipment is packed away safely. Educators who act in loco parentis have an obligation to take good care of the children placed in their care. Mr X failed to do so when he left the javelins unattended. The accident most certainly being foreseeable and as a result preventable.
2.2 Misconduct and sanctions imposed upon when found guilty
Misconduct can be defined as ‘a breakdown in the employment relationship.’ In this incident Mr X in the course of his duty endangered the lives of others by disregarding set safety rules or regulations. If an educator is found guilty of misconduct, the employer may take the following actions (South Africa 1998a: S 18(3)): * Counselling * A verbal warning * A written warning * A final written warning * A fine not exceeding one month’s salary * Suspension without pay for a period not exceeding 3 months * Demotion * A combination of the sanctions referred to on paragraphs a) to f) * Dismissal, if the nature and extent of the misconduct warrants dismissal
2.3 Tests for Negligence
Negligence can be defined as the failure to exercise the necessary degree of care for the safety and well being of others (Unisa 2006:153). The test used to determine negligence is the reasonable person test. The law regards a reasonable person as being an average person who has a certain minimum knowledge and certain mental capacities that enable him or her to appreciate the dangerous potential of certain actions or behaviours ( Neethling et al.2002:131)
Thus the test for negligence rests on two pillars: reasonable foreseeability and reasonable preventability.

2.3.1 Reasonable Foreseeability
As an educator it is your responsibility and duty of care to foresee potential dangers and risks that may harm children. As in this case, Mr X being a reasonable person, was certainly able to foresee the danger of leaving javelins, which are extremely dangerous even for people who know how to use them, unattended at playtime. The possibility that kids would play with the javelins and be injured should have been foreseen by Mr X.

2.3.2 Reasonable Preventability
This involves establishing whether the individual acted in a reasonable manner and took all the necessary steps to prevent accidents or injury from occurring. In this incident it should have been relatively easy for Mr X, as a reasonable person to anticipate a possible injury when leaving unattended javelins during playtime.
According to contributory negligence it could be said that Y failed to exercise the degree of care usually expected of a person of his age, knowledge and experience. In my opinion, this is what happened, two teenage boys came across unsupervised javelins and started throwing them around. As a result of Y’s inexperience he injured Z. In addition there should also have been other teachers supervising the grounds during playtime therefore Mr X is still liable.

Bibilography
1. Unisa 2008: The Educator as Leader, Manager and Administrator, EDLHODM, only study guide
2. S.A Coetzee, EJ van Niekerk, JL Wydeman 2008: An Educator’s Guide to Effective Management