Edlhodm Assignment
Table of Contents
QUESTION 1 2
1.1 Role of communication 2
1.2 Positive educator-learner relationships 2
1.3 Learner participation in a multicultural classroom 2
QUESTION 2 3
2.1 Improve learner motivation in classroom 3
2.2 Draw up the following of a positive classroom policy: 3
2.2.1 Aims and objectives of our class 3
2.2.2 Rules of our classroom 3
2.2.2 Task division 3
2.3 Define the following concepts: 3
2.3.1 Leadership 3
2.3.2 Control 3
2.3.3 Intrinsic motivation 3
2.3.4 Communication 4
2.3.5 Cooperative learning 4
2.4 Autocratic and democratic styles 4
2.5 Conveying message 4
QUESTION 3 5
Introduction 5
Five elements of delictual liability 5
1. Act or conduct 5
2. Wrongfulness 5
3. Fault 5
4. Causation 6
5. Harmful consequence 6
Contributory Fault 6
Conclusion 6
REFERENCES 7
QUESTION 1
1. Role of communication
Any relationship, without communication would collapse. To create a positive atmosphere in classroom – communication has to occur. What is communication? Coetzee, van Niekerk and Wyderman (2008: 82) describe communication as the transmitting of an idea by someone (the sender) and the understanding thereof by another (the receiver). Thus, the educator must be understood by the learner and learner must be understood by educator when conversing. Role of communication involves creating an understanding by the setting of ground rules, creating open professional dialogue with learners, holding personal discussions and creation of better relationships with learner. For the above responsibilities to be of impact, the educator involved need to adhere and fully commit him or herself into achieving each task profoundly.
1.2 Positive educator-learner relationships
According to Pianta (1999:1), positive educator-learner relationships are characterized by open communication, as well as emotional and academic support that exist between learners and educators. Positive educator-learner relationships become particularly important during early adolescence,
QUESTION 1 2
1.1 Role of communication 2
1.2 Positive educator-learner relationships 2
1.3 Learner participation in a multicultural classroom 2
QUESTION 2 3
2.1 Improve learner motivation in classroom 3
2.2 Draw up the following of a positive classroom policy: 3
2.2.1 Aims and objectives of our class 3
2.2.2 Rules of our classroom 3
2.2.2 Task division 3
2.3 Define the following concepts: 3
2.3.1 Leadership 3
2.3.2 Control 3
2.3.3 Intrinsic motivation 3
2.3.4 Communication 4
2.3.5 Cooperative learning 4
2.4 Autocratic and democratic styles 4
2.5 Conveying message 4
QUESTION 3 5
Introduction 5
Five elements of delictual liability 5
1. Act or conduct 5
2. Wrongfulness 5
3. Fault 5
4. Causation 6
5. Harmful consequence 6
Contributory Fault 6
Conclusion 6
REFERENCES 7
QUESTION 1
1. Role of communication
Any relationship, without communication would collapse. To create a positive atmosphere in classroom – communication has to occur. What is communication? Coetzee, van Niekerk and Wyderman (2008: 82) describe communication as the transmitting of an idea by someone (the sender) and the understanding thereof by another (the receiver). Thus, the educator must be understood by the learner and learner must be understood by educator when conversing. Role of communication involves creating an understanding by the setting of ground rules, creating open professional dialogue with learners, holding personal discussions and creation of better relationships with learner. For the above responsibilities to be of impact, the educator involved need to adhere and fully commit him or herself into achieving each task profoundly.
1.2 Positive educator-learner relationships
According to Pianta (1999:1), positive educator-learner relationships are characterized by open communication, as well as emotional and academic support that exist between learners and educators. Positive educator-learner relationships become particularly important during early adolescence,
References: Basson JAA & Loubser MM 2001. Sport and the Law in South Africa. Butterworths, Durban. In: Rossouw, J.P. 2004. “Where education law and sport law meet: the duty of care of the educator-coach in South African schools” North-West University, Potchefstroom Campus. SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Coetzee, SA, van Niekerk, EJ & Wyderman JL. 2008. “An educator’s guide to effective classroom management”. Pretoria: Van Schaik. McInnes-Wilson Lawyers. In: Rossouw, J.P. 2004. “Where education law and sport law meet: the duty of care of the educator-coach in South African schools” North-West University, Potchefstroom Campus. SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Pianta, R.C., 1999.Enhancing Relationships between Children and Teachers. Washington, D.C.: American Psychological Assn. In “Forming positive student-teacher relationships” [Online] Available: http://www.cedu.niu.edu/~shumow/itt/StudentTchrRelationships.pdf Rossouw, J.P. 2004. “Where education law and sport law meet: the duty of care of the educator-coach in South African schools” North-West University, Potchefstroom Campus. SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Smith F 2002. Liability for coaches and school authorities in school spo rt. MW Education Update. Brisbane: Tom. S. 2008. “Motivate Your Learners with These 5 Simple Tips” [Online] Available: http://www.articulate.com/rapid-elearning/motivate-your-learners-with-these-5-simple-tips/