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EDA201W-2013-10-E-1 Past Exam Paper
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EDA201W/102/3/2015Tutorial letter 102/3/2015
CLASSROOM MANAGEMENT
EDA201W
IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
, CONTENTS
Pages
1 PURPOSE AND OTCOMES ........................................................................................................ 3
2 CHAPTER : 1 THE MILLENNIAL GENERATION UNDERSTANDING AND ENGAGING
TODAY’S LEARNERS.................. ............................................................................................... 4
3 CHAPTER : 2 SELF MANAGEMENT FOR THE EDUCATOR ............................................... 9
4 CHAPTER : 3 INTRODUCTION TO CLASSROOM MANAGEMENT TASKS ...................... 21
5 CHAPTER : 4 PLANNING EFFECTIVE CLASSROOM MANAGEMENT ............................. 26
6 CHAPTER : 5 THE EDUCATOR AS LEADER ..................................................................... 29
7 CHAPTER : 6 MANAGING THE CLASSROOM ENVIRONMENT........................................ 41
8 CHAPTER : 7 MANAGING LEARNER PARTICIPATION IN THE CLASSROOM ................ 50
9 CHAPTER : 8 MANAGING PARENTAL AND COMMUNITY INVOLVEMENT..................... 59
10 CHAPTER : 9 MANAGING THE CLASSROOM THROUGH EFFECTIVE ADMINISTRATION
AND TEAM WORK .................................................................................................................... 68
11. CHAPTER 10 : ESTABLISHING YOUR OWN CLASSROOM MANAGEMENT PLAN .......... 72
2
, EDA201W/102
1 PURPOSE AND OTCOMES
Purpose
This module is about the educator‟s role as a leader, administrator and manager. One of
the key competences a person needs to fulfil this role is effective management of classroom
teaching in different educational contexts. All educators need good classroom management
skills to be able to cope with the increasing demands of education and instructional practice.
How will this module enable you to meet these expectations?
The purpose of this module is to guide your intellectual, scientific and professional
development through training in selected aspects of classroom management so that you may
experience meaningful task fulfilment. The module builds on the discussions about being a
teacher and the modules on social contexts and the education system. It also explores issues
that will be critical to the successful design and execution of effective learning programmes.
However, your professional development as an educator cannot be achieved based on the
theoretical content alone – you should supplement your knowledge with practical
implementation, in other words, you must integrate theory and practical experience.
Outcomes
After completing this module, you should have
theoretical knowledge of aspects of classroom managementreflexive competence so that
so that tutorial letter:
The arrow indicates the learning outcomes for a particular chapter. Learning
➪ outcomes cover what you should know and be able to do after you have
studied the specific chapter. If, after having studied the chapter, you are still
unsure whether you have achieved the given outcomes, you should study the
chapter again.
‼ The exclamation marks indicate important issues that we wish to emphasise.
The pencil indicates an activity. You are expected to participate actively in the
✎ discussions by explaining important concepts, answering questions and
applying your knowledge. If you struggle to complete an activity, read the
preceding section again and reflect once more on the relevant subject matter.
3
, The question mark signals that you should reflect on the most important
? themes related to the particular subject. The questions or instructions in the
boxes also give you an indication of typical examination questions and
instructions.
The prescribed book for this module is as follows:
Coetzee, SA, Van Niekerk, EJ, Wydeman, JL & Mokoena, SP. 2015. An educator’s guide
to effective classroom management. Pretoria: Van Schaik. (ISBN 9780627031267)
2 CHAPTER : 1 THE MILLENNIAL GENERATION UNDERSTANDING AND
ENGAGING TODAY’S LEARNERS
The content for this chapter can be found in chapter 1 of the
prescribed book.
INTRODUCTION
This chapter examines the unique characteristics of the Millennial Generation and explains
how educational expectations and needs of the Millennial Generation differ from those of their
Generation X parents and Baby Boomer grandparents.
‼
Please note that the discussion in the prescribed book focuses on the emergence
of the Millennial Generation, learning styles of the Millennial Generation and
understanding and engaging learners in the 21st century.
➪ Learning outcomes:
After you have studied this chapter, you should be able to
describe the emergence of the Millennial Generation
describe the learning styles of the Millennial Generation
describe strategies on how to engage and motivate the Millennial Generation inside or
outside the classroom
4
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