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EDLHODMEXAM PACK
+27 81 278 3372
,UNIVERSITY EXAMINATIONS
May/June 2020
EDLHODM
EDUCATOR AS LEADER, MANAGER AND ADMINSTRATOR
100 Marks
Duration:36 Hours
This paper consists of 11 pages, which includes the declaration form to be
completed.
Instructions:
Important information
This is an open book examination
There are two sections.
Section A: Introduction to classroom management
Section B: Education Law
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, EDLHODM
2 17/06/2020
SECTION A: INTRODUCTION TO CLASSROOM MANAGEMENT
QUESTION 1
Read the case study below and answer the questions that follow.
Ms Y has a large class of 40 learners. When she started teaching them, she jotted
down all challenges posed by such a large class and experimented with various
solutions to these problems. In the end, she employed those strategies that worked
best to provide quality education in these circumstances.
She sharpened her verbal and non-verbal communication skills to get her
messages across in the most effective way. Thus, her class knew to immediately
calm down when her arms were crossed or keep absolutely quiet when she put
her arms on her hips. She believed that effective communication was a key to an
orderly and work-oriented class.
She constantly worked at creating an environment for socialising and intercultural
communication in her multicultural class. Every year she negotiated a classroom
policy with the new class following certain guidelines to set rules. This policy
regulated all learner behaviour and the learners willingly subjected them to it, as
they were a party to negotiating it. Therefore, learners could work in a focused
manner, and because she mostly applied the principles of intrinsic motivation to
keep her learners on task.
Ms Y extensively used the cooperative learning approach in her class. Her learners
knew exactly how to behave in their group work sessions, and each group member
knows how they should contribute to the success of the group. They sat in clusters
of four to facilitate their group work. She regularly used brain storming, buzz groups
and task groups as part of her cooperative learning approach.
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, EDLHODM
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She also believed that learners are gifted differently and therefore catered for the
different forms of intelligence prevalent amongst them and their different learning
styles. She has been an excellent leader right from the beginning of her career,
having followed a leadership model with long- and short-term dimensions suitable
for application in the teaching environment.
1.1 Based on your own experience or the experience of Ms Y (if you have not yet been
exposed to large classes), what challenges may arise as a result of 40 learners in
your/her class? Name at least two challenges. (2)
1.2. In your own words and by using examples, differentiate between the verbal- and non-
verbal communication strategies that Ms Y intends to use to get her message across to
her learners. (2)
1.3 How would you describe the importance of intercultural communication in a multicultural
classroom environment. (3)
1.4 Intrinsic motivation to Ms Y seems to be the perfect tool to keep her learners on task.
How would you as a teacher apply this principle to negotiate a classroom policy for
discipline with your learners? (5)
1.5 Effective classroom practice is a very important aspect of teaching. Suggest some
guidelines that classroom managers can put in place when applying a variety of
teaching styles? (5)
1.6 Ms Y clearly knows her students very well and believe that they are differently gifted.
How do you think teachers should cater for these different intelligences in a classroom
of 40 learners or more? (5)
1.7 Do you think Ms Y’s leadership model with long- and short-term dimensions is the ideal
application for any teaching environment? Give reasons for your answer. (3)
[25]
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