Exam (elaborations)
EDT305S EXAM PACK 2023
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- University Of South Africa (Unisa)
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EDT305S EXAMPACK 2023
UPDATED
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,
you have to know the following:
● Unisa has received, marked and returned your assignments to you. If you have
submitted your assignments but did not get feedback, it is your responsibility to
contact me and enquire if you can resubmit your assignment. Please keep copies
of all your assignments in case you need to resubmit an assignment. Even if you
take a full page photo of each page of your assignment on your phone and you
can email it to me, it will be accepted. You can also make photo copies of each
page of your assignment, scan the copies and email it to me.
● You have checked myUnisa that you have marks for all compulsory assignments.
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.
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, 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)
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, EDT305S/201/1/2019
With regard to learning, she believed that education begins at birth, that the early
years of a child are the most important ones and that they need stimulation by using
their senses. She identified sensitive periods in which the brain of a young child is
very much alert for learning to take place, and teachers must take advantage of these
sensitive periods. According to Montessori, learning content and curriculum should be
adapted to address the needs of the young child and not the other way round. Her
theory of how children learn focused on the belief that any daily task should be
broken down into a series of small steps, for example dressing. Group work and
group instruction are not used as learning is seen as an individual experience
(Gordon & Browne 2011: 366–367).
3.2 Learning materials (5)
Manipulative learning materials made of wood and designed to stress the theory of
learning through the senses are still used today. The colour, texture and quality of
craftmanship of the materials invite the young child to touch and visually appreciate
them. The puzzle pieces are smooth and oval. Another characteristic of the learning
materials is that they are self-correcting because the pieces fit together.
young children can immediately experience success if they link them correctly.
Furthermore, learning materials are presented in a sequence, from easy to more
complicated. In other words, they are designed to guide the learning assignments
through a series of steps that need to be conducted in a prescribed sequence. On the
other hand, the programme offers freedom for children in selecting learning materials
and to “work” – the word that refers to their learning activity – at their own pace
(Gordon & Browne 2011: 367).
3.3 Learning environments and learning activities (5)
Child-sized furniture and equipment are viewed as important. For example, low
shelves are stacked with materials in an orderly manner to motivate children to be
active independently. Montessori schools also offer freedom for children in selecting
learning activities, which must be based on practical life situations. Most common
learning activities are interwoven into music, art, movement and some group games.
Children must complete the task they started, including the replacing of the materials
they used, before commencing with another activity.
3.4 The value and meaning of the Montessori approach for current ECD prac-
tice (5)
Today the majority of Montessori schools are private early childhood preschools and
child-care centres that cater for two- to six-year-olds. The South African Montessori
Association (SAMA) is an association where pre-primary schools can affiliate. The
association was constituted with the aim of uniting Montessori schools in South
Africa, uplifting the Montessori image and establishing standardised quality criteria.
Through the years, modification has taken place regarding Montessori programmes
in the form of small changes and adjustments. Positive aspects are the emphasis on
early intervention, learning through the senses, structured activities, a child-centred
approach, self-motivation, and learning activities based on practical life situations.
Educational philosophers in early childhood education agree that one of the most
outstanding negative aspects of Montessori is the fact that play as such is not one of
the Montessori teaching and learning principles. However, when imitating adult
activities such as food preparation, there are aspects of dramatic play. Another
negative aspect is the limited intervention of the teacher. More teacher interaction,
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