Define the following concepts:
Communication: Communication can be described as the transmitting of an idea by someone (the
sender) and the understanding thereof by another (the receiver).
Delegating: Entrust (a task or responsibility) to another person, typically one who is less senior than
oneself.
Cooperative learning: Cooperative learning can be defined as a team approach to learning
whereby each member of the group is dependent on the other members to accomplish a specific
task or assignment.
Self-management in the education context: Self-management within the education context
pertains to the success with which educators do things to help them achieve work objectives.
Parent: The concept “parent” refers to the person who is legally entitled to custody of the learner.
Millennial Generation: It is the generation of children born approximately between 1981 and 1995.
They are the first ubiquitous cohort of learners raised on and confirmed as experts in the latest,
fastest, coolest, greatest, newest electronic technologies on the planet.
Intrinsic Motivation: Intrinsic motivation means that a person works because of an inner desire to
be successful at a certain task.
Extrinsic motivation: Extrinsic motivation means that a person is motivated by something external.
Team: For educators this means working alongside others in the school – colleagues,
administrators, learners and parents – to help set school- wide expectations and gain clarity of
purpose and actions.
Self-image: The idea one has of one's abilities, appearance, and personality. Knowledge about
oneself is called self-image.
Self-esteem: Confidence in one's own worth or abilities; self-respect. Self-esteem is the evaluation
of self on a scale that can range from negative to positive.
Discipline: “Discipline” refers to the system of rules imposed on people to maintain control or order.
It has to do with ensuring a safe and valuing environment so that the rights of people are respected,
vindicated and safeguarded.
Punishment: Punishment is defined as a corrective measure or penalty inflicted on an offender who
has to suffer the consequences of misconduct in order to maintain the orderly society of the school.
Power: Power must be earned. Although educators may be given the authority to make certain
educational decisions, they cannot be given the power to make learners comply with these
decisions. An educator uses authority to assign a task to learners, but he or she will have to use
power to get them to do it. Authority is of little consequence without power.
Authority: Authority can be defined as “the right to make decisions that affect the choices available
to other people”. It is conferred. The Department of Education and the SGB delegate the
responsibility of educating learners to educators, and grant them the authority to act in accordance
with this responsibility.
,Attractive power: Also called referent power. This is the power educators have because they are
likable and know how to cultivate human relationships.
Expert power: This power accrues to an educator who is an expert in his or her field of study. Such
educators usually have a great enthusiasm for their subject and this is contagious, compelling
learners to get involved.
Reward power: This power is based on the skill of recognising, appreciating and rewarding the
accomplishments of learners, in so doing affecting the behaviour of learners.
Coercive power: This is the power to mete out punishments when a learner does not comply with
a request or demand.
Legitimate power: This power emanates from the learner’s belief that the educator has the right to
manage the learning environment.
Planning: Planning is a process for accomplishing a purpose.
Decision making: The action or process of making important decisions.
Leadership: Leadership involves the function that the manager performs to enable others to carry
out their tasks effectively. Leadership describes the influential relationships that you have with others
and the skills, knowledge and experience you bring to these interactions.
Control: Control refers to all the measures that an educator takes to determine whether learners
have acquired the desired learning effectively. (Practical examples may include: setting the
standards, observing and measuring work, evaluating work and performance, remedial work.)
Internal Control: This is administrative control (non-judicial control) exercised by the education
administration itself (e.g. in the school or department).
External Control: This is judicial control exercised by the courts (judiciary) outside the education
structure. Judicial control of administrative action is performed by the courts (the judiciary) and is
therefore obviously of a judicial nature.
Conflict: A serious disagreement or argument, typically a protracted one. A state of mind in which
a person experiences a clash of opposing feelings or needs.
Encoding: Encoding refers to converting a communication message into a symbolic form. When
the source encodes the thought, four conditions may affect the encoding of messages (skill,
attitudes, knowledge and sociocultural system).
Decoding: Decoding is the retranslating of a sender’s communicated message by the receiver. The
receiver’s decoding is affected by his or skills, attitudes, knowledge and sociocultural position, as is
the case with the encoding by the sender.
Classroom Management: Classroom management refers to the wide variety of skills and
techniques that educators use to keep learners organised, orderly, focused, attentive, on task and
academically productive during a lesson.
Organising: Organising means bringing plans and resources together for effective implementation.
, Being assertive: Being assertive means being aware of your needs, opinions, feelings, and beliefs
and expressing yourself appropriately, calmly, clearly, directly, and honestly so that you help
yourself and others to keep your/their dignity and self-respect.
Vision: The vision of the teacher as a leader in the classroom includes encouraging the
development and implementation of the vision in cooperation with the learners.
Verbal communication: People communicate with each other most often by talking. Verbal
communication can be of two types: face-to-face and by telephone. Face-to-face communication is
affected by visual and vocal elements, and also by the active listening skills of the receiver.
Telephone communication is affected only by vocal elements, while the role of active listening is
much more important for successful communication.
Non-verbal communication: Non-verbal communication refers to facial expressions, body
movements, physical appearance, clothing, and posture. Group: A group refers to individuals
working together in such a way that together they can achieve more than they are capable of
individual.
Preferred learning styles of “millennial generation” learners:
Generation Y, also known as the “Millennial Generation” describes those individuals born between
1977 and 1998 (approximately 70 million people). This generation possesses an intuitive
understanding of technology owing to the environment in which they have grown up. They also bring
a more creative and innovative approach to solving problems than any generation before them.
Identify and discuss the preferred learning styles of “Millennial Generation” learners. (8)
Experimental activities: Millennial generation learners prefer kinaesthetic and visual learning
styles. They opt for active learning rather than learning by traditional transmission or lecture learning.
These learners favour learning experiences which engage them to act and they construct their own
learning by doing rather than by being told. They also prefer multi- sensory media, such as diagrams,
graphs, video and flow charts, to text.
Technology: These learners have a practical knowledge of technology and relate to the flexibility
and convenience of online teaching. They engage better with material that is meaningfully anchored
in their own experience. It is not technology per se that makes learning engaging, but the learning
activity that is active, social and learner centred.
Structure: Millennial learners prefer supportive learning which structures the teaching and learning
process. Presenting material in bite-size chunks or by means of a step-by-step approach makes a
large body of text more manageable and easier to process. Feedback and monitoring by instructors
still fulfil an important motivational role.
Teamwork: They prefer activities that promote peer or social interaction. These learners often opt
for group-based approaches to study and activities that encourage cooperative learning. The
prevalence of online gaming encourages collaboration among players and provides a context for
the emergence of learning communities.
