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TAM2601 Assignment 1 2020
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TAM2601 Assignment Unique No. 678904TAM2601
Assignment : 1
Due Date: 11 September 2020
Student Number:
Name:
Unique Number: 678904
1|Page
,TAM2601 Assignment Unique No. 678904
Table of Contents
Cover Page……………………………………………………………………………………………………1
Declaration…………………………………………………………………………………………………..2
Table of Contents………………………………………………………………………………………...3
Question 1:
1.1 Identify the type of classrom management
approachs…………………………...4
1.2 Differences between intinsic and extrinsic motivation (Examples
included)…………………………………………………………………………………………………4
1.3 Basic model of parental
involvement………………………………………………………5
1.4 Positive results that an Emotional Intelligent educator has on
classroom
management…………………………………………………………………………………….….6
1.5 Levels of classroom planning and all the elements in a classroom
programme…………………………………………………………………………………………….7
Bibliography…………………………………………………………………………………………………8
2|Page
, TAM2601 Assignment Unique No. 678904
QUESTION 1:
1.1) Identify the type of a classroom management approach from each of the following [5]
descriptions:
1.1.1) Business academic approach
1.1.2) Success approach
1.1.3) Assertive approach
1.1.4) Acceptance approach
1.1.5) Behavioural modification approach
1.2) Discuss the difference between extrinsic and intrinsic motivation in the [10]
classroom and give examples on how each maybe applied to assist learning.
Motivation is a “general desire, need or want that generates the energy required for someone to
behave in a particular way.” This shows us that there are actually reasons behind all decisions
and actions. There are two main types of motivation, extrinsic and intrinsic motivation.
Extrinsic motivation is motivation that arises from outside stimuli or sources. This type of
motivation refers to an individual’s behaviour and how it is driven by external rewards such as
money, fame, grades, praise or to avoid punishment. Extrinsic motivation can be useful for
persuading someone to complete a given task. The following are examples of how extrinsic
motivation can occur in the classroom:
- The teacher gives verbal praises to their students that do well in tests and assignments.
An extrinsically motivated student would strive to get good grades in all their
assessments as they are motivated by the praise from the teacher. Praise from the
teacher is an extrinsic motivation.
- A foundation or intermediate phase teacher could use stickers to motivate their students
into getting the wanted behaviour. Learners will know that good behaviour, accurate
school work and neatness will result in them receiving a sticker. Teachers could have a
“star” charts in the classroom, young students would be extrinsically motivated to
receive stickers to put on their chart.
- During the course of a lesson, a teacher could reward any participation in the lesson.
They could reward correct answers, thoughtful questions and students that are paying
attention. Small sweets or chocolates could be used as an extrinsic motivation to
encourage the learners to participate in the lesson.
Intrinsic motivation is motivation that arises from within the individual to ultimately get
personal satisfaction from the process. This type of motivation is the act of doing something
without any obvious external reward, source or stimuli. An individual completes a task or
reaches a goal because it is enjoyable or interesting to them. Extrinsically motivated characters
do not use outside incentives or pressure as the reason to complete tasks. The following are
examples of how extrinsic motivation can occur in the classroom:
- Students are learning to speak Isizulu or French at school because of their interest in
exploring new things, not because it is a requirement of as a school subject.
- Pursuit of knowledge. Knowledge elevates a student’s confidence and self-esteem.
Learners want to be knowledgeable, so they can talk about a specific subject and be
well enough informed to carry on a conversation.
- Personal goal setting. Students who are able to set their own learning goals typically
achieve better grades than when they are doing work to achieve goals set by their
teachers.
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