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EDT305S EXAM PACK 2023
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EDT305S EXAMPACK 2023
QUESTIONS
AND ANSWERS
,
, EDT305S/201/1/2019
Dear Student
1 INTRODUCTION
The period in which you are preparing for the examination is a very important period. By this time,
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2 MEMORANDUMS FOR ASSIGNMENTS 01, 02 and 03
The answers of assignment 1 was sent to you with your results of assignment 01.
The answers of assignments 02 and 03 are found in the following sections of this tutorial
letter as well as your prescribed book.
MEMORANDUM - ASSIGNMENT 02
ASSIGNMENT 02
Question 1
Name and explain 10 techniques that McDaniels (2003) suggest for teachers to sharpen
their classroom discipline. (20)
● Focusing. Ensure that you have the attention of all your learners before
commencing with a lesson. The learners must sit still in order to hear what you
say.
● Direct instruction. Inform the learners of the expected outcomes of the
lesson/activity.
● Monitoring. Move around the classroom while the learners are working, and
check on their progress. This enables you to provide individual instruction and
assistance where required. Avoid making general announcements unless several
learners encounter the same difficulties.
● Modelling. Model desired behaviour, for example speak in a quiet voice as you
move around the classroom.
● Nonverbal cuing. This includes facial expressions, body posture and hand
signals. Explain how you want your learners to respond to your cues.
2
, EDT305S/201/1/2019
● Environmental control. Change the environment periodically so that you
maintain the learners’ interest.
● Low-profile intervention. Do not reward learners who misbehave by allowing
them to become the centre of attention. Intervene in misbehaviour in a quiet and
calm manner.
● Assertive discipline. Have clear rules and consistently enforce them.
● Assertive I-messages. Use clear descriptions of desired behaviour when
confronting a learner who is misbehaving. First focus the learner’s attention on you
as the educator; then say, “I want/need/expect you to ...”.
● Humanistic I-messages. Express your personal feelings, for example by saying,
“When you talk while I talk, I have to stop my teaching, which frustrates me”.
● Positive discipline. Use classroom rules that describe the desired/appropriate
behaviour and state them in a positive manner; for example “Please walk carefully”
instead of “Don’t run”. Acknowledge and reinforce desired/appropriate behaviour in
verbal and nonverbal ways (a nod, smile, a thumbs-up)
Question 2
Leaders are described as knowing the way, showing the way and going the way:
Discuss leadership with reference to the following fundamental ideas:
2.1 Leaders are achievers (2)
They set the example of growth and direction in their personal lives and
achieve their goals. Leaders know the next step to take, either by experience or
strategy, i.e. they most often know where they are going.
2.2 Leaders are team players (2)
They recognise that they cannot provide everything to everyone and do not
possess every skill. Leaders carefully select teams of successful people who
are each competent in their own way.
2.3 Leaders stretch themselves (2)
Leaders are never satisfied and continue to set higher goals when current ones
are achieved.
2.4 Leaders are people orientated (2)
They have genuine feelings and passion for people and do not just pay lip
service to this concept.
2.5 Leaders are tenacious (2)
They have mental toughness and discipline and do not fold under pressure.
They rise to a challenge and make sure they execute and practise important
key performance factors.
[10]
Question 3
Discuss the Montessori approach regarding the following:
3.1 Learning (5)
3
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