The Educator as Leader, Manager & Administrator EDLHODM

Assignment: 01 Unique Number: 792853 Due Date: 12 March 2012 C.D. Bellamy Student No.: 32259603 11 Spanish Close Cambridge East London 5247

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Question 1 1.1. Write a paragraph in which you discuss the role of communication in creating a sustainable positive atmosphere in your 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. 1.3. Discuss how you would promote learner participation in a multicultural classroom by creating a learning environment that supports socialising and intercultural interaction.
Question 2

2.1. 2.2. 2.2.1. 2.2.2. 2.2.3. 2.3. 2.3.1. 2.3.2. 2.3.3. 2.3.4. 2.3.5. 2.4. 2.5.

Name five ways in which educators can improve learner motivation in the classroom. Draw up the following of a classroom policy: Aims and objectives of our class. Rules for our classroom. Task division. Define the following concepts: Leadership Control Intrinsic motivation Communication Cooperative learning Describe the autocratic and democratic styles of classroom management. Explain how a message is conveyed by referring to the communication process model.

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Question 3 Bibliography

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Question 1 1.1. 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

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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. 2

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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.

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Question 2 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: 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.

2.2.1. Aims and objectives of our class.

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 longterm 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 learners work. 8) We dont leave litter on the floor, we put it in the bin. 4

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2.2.3. Task division. Educator:  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: The ability of an individual to influence other individuals or a group to achieve goals.

2.3.1. Leadership

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.

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2.4. Describe the autocratic and democratic styles of classroom management. Autocratic leadership style: 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.

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Question 3 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 players 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.

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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. 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 persons 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 schools 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 defendants 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.

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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, if the basketball tournament is for a junior age group (ie. under 15s) or a senior age group (ie. under 18s) will determine if there is contributory fault on the part of the learners. 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.

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BIBLIOGRAPHY Coetzee, SA, Van Niekerk, EJ & Wydeman, JL. 2010. An Educators Guide to Effective Classroom Management. Revised 3rd impression. Pretoria: Van Shaik. UNISA Study Guide: EDLHODM. 2006. The Educator as Leader, Manager and Administrator.

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