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Classroom Management (CMG3701)
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CMG3701
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,UNIVERSITY EXAMINATIONS
OCTOBER/NOVEMBER/2024
CMG3701
CLASSROOM MANAGEMENT
THIS IS AN OPEN-BOOK EXAMINATION
100 Marks
Duration: 3 Hours
Examiners :
Dr MT Lekalakala
Dr SKC Mataboge
Dr MR Mabusela
Dr K Prins
This paper consists of 9 (nine) pages including a declaration form to be completed.
Instructions:
• Scan the QR code for the Invigilator App
• Complete and sign the Honesty Declaration form at the end of the paper.
• Note that this is a open-book examination.
• Answer ALL the questions.
• There are two sections:
• Section A: Introduction to Classroom Management
• Section B: Introduction to Education Law
1. We accept you have studied and are familiar with the examination rules, but for your
convenience have attached it as Annexure A in case you need to check a rule.
2. Make sure you utilize the Invigilator App.
3. We prefer that you type your exam answers.
4. Indicate the module code and your student number on your answer file.
5. Upload your answer file as a single PDF document and not as a scanned image. Do not
password-protect your PDF file or uploaded as “read only” file. If you haven’t attended the training
or studied the student guidelines, see Annexure B.
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, 2 CMG3701
OCT/NOV/2024
8. If you experience technical challenges (note the queries which are regarded as outside Unisa’s
control in the Examination Rules), you can email the CEDU Support Team
(CEDUExams@unisa.ac.za) or the Student Communication Service Centre (SCSC) on 080 000
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, 3 CMG3701
OCT/NOV/2024
SECTION A: INTRODUCTION TO CLASSROOM MANAGEMENT
Meadowbrook Primary School has recently introduced a new teaching strategy aimed at enhancing
students’ willingness to learn and improving overall academic performance. However, the school
has observed that despite these new strategies, some students are still struggling academically
and exhibiting low levels of engagement in the classroom. The school’s management team, led by
the principal, Ms Adams, notices a concerning trend: students from certain families are not
participating in school activities, including parent-teacher meetings, and their academic
performance is below average compared to their peers. The school’s efforts to improve teaching
methods are not yielding the expected outcomes for these students. School initiative: Ms Adams
and her team decides to implement a series of workshops for parents to help them understand their
role in supporting their children’s education. These workshops include information on how to create
a conducive home learning environment, the importance of regular school attendance, and
strategies to assist with homework.
The school sends invitations to all parents, emphasising the benefits of their involvement in their
children’s education. They also provide incentives such as certificates of participation and small
rewards for families who actively engage in the workshops. Community involvement: The school
partners with local community organisations to provide additional resources and support for
families. This includes after-school tutoring programmes, parenting classes, and counselling
services. The school collects feedback from parents and teachers to assess the effectiveness of
the workshops and other initiatives.
They adjust their strategies based on the feedback, to better meet the needs of both parents and
students. One family, the Khudus, had been identified as not participating in school activities.
Attending the school’s parent workshops taught Mrs Khudu how to set up a dedicated study area
at home and become more involved in her child’s homework. She starts attending parent-teacher
meetings regularly and communicates more with her child’s teacher. As a result, her child, Thabo,
shows improved engagement in class, completes homework assignments more consistently, and
begins to perform better academically.
Extracts from “Without parents’ support and involvement, school alone cannot create an
appropriate learning environment to enhance children’s willingness to learn” (Sharma 2008,
72, cited in Segoe & Bisschoff 2019)
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