Exam (elaborations)
ETH305V EXAM PACK 2023
- Course
- Eth305v
- Institution
- University Of South Africa (Unisa)
ETH305V EXAM PACK 2023
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ETH305VEXAM
PACK
2023
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1. Define the following concepts and give an example:
Prejudice-
⦁ Prejudice encompasses the unreasonable feelings, opinions or a tudes, especially of
a hos le nature, directed against a group other than your own.
⦁ Example: “I don’t like Indians because they are shrewd”
Mul cultural educa on
⦁ Mul cultural educa on is a broad concept that encompasses ethnic studies,
mul ethnic educa on and an racist educa on.
⦁ It consists of educa onal reform that is designed to recast the school environment
so that many different kinds of groups, including ethnic groups, women and learners
with special needs will experience educa onal equality and academic parity.
Discrimina on
⦁ This is the differen al treatment of individuals or groups based on categories such as
race, ethnicity, gender, social class or excep onality.
⦁ Example: “Woman cannot enroll for engineering programmes:
Stereotypes
⦁ A stereotype is a simple, rigid and generalized descrip on of a person or group.
⦁ When a stereotyped descrip on is a ached to a racial, cultural or na onal group,
there is o en the group’s implica on that the characteris cs are gene cally
determined and so cannot be changed.
⦁ Stereotypes influence people’s percep ons of and behavior towards different groups.
⦁ Example: “Fat people are lazy”, “Boxers are dumb”, The Japanese are intelligent”.
Racism
⦁ Racism is the belief that one’s own race is superior to another.
⦁ This belief is based on the false premise that physical a ributes of a racial group
determine intellectual characteris cs as well as social behaviour.
⦁ Example Only white people can be scien sts
Culture
⦁ Culture is a learned, socially transmi ed heritage of artefacts, knowledge, beliefs
and norma ve expecta ons that provides the members of a par cular society with
tools of coping with recurrent problems.
⚪ Shared pa erns of informa on that a group uses in order to generate
meaning.
⚪ Associated with material goods and artefacts or with obvious visual aspects
such as food and dress. Example: The Zulu, the Xhosa culture etc.
2. Discuss the kinds of expecta ons that teachers can have of learners (4)
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Behavioural expecta ons
⦁ These include expecta ons or predic ons about self-control, leadership and social
behaviour, e.g. teachers may expect some learners to display noisy and disrup ve
behaviour, and others to be quiet and shy.
Performance expecta ons
⦁ These involve expecta ons about intelligence, work effort, capabili es and
mo va on.
⦁ These expecta ons are not only limited to scholas c abili es but include judgments
about the learner’s talents in other areas such as sport, music and drama.
3. Discuss the strategies teachers can use in the forming of expecta ons (4)
⦁ Believe that every learner can succeed
⦁ Praise learners, especially those with limited ability or who are discouraged
⦁ Be inclusive
⦁ Establish trust so that learners feel safe to express feelings
⦁ Use language carefully, words can and do hurt
⦁ Encourage coopera on
⦁ Use teachable moments by being good listeners
4. How does cultural knowledge about groups help teachers work more effecvely in the
classroom (2)
⦁ Knowledge about cultural groups help teachers to structure their classrooms, design
effec ve teaching strategies and devise crea ve ways of learning about culturally
diverse groups of pupils in the classroom.
⦁ It also helps a teacher suppressing cultural isola on, cultural erosion and conflict
arising from misunderstanding.
5. How would you go about dealing with material in your mulcultural school’s
curriculum that s ll contains stereotypes and omissions (4)
The teacher must be able to evaluate the curriculum and appropriate material to determine
whether they meet the criteria for a mul cultural society and to determine what changes
are needed.
⦁ Are there posi ve role models presented in the material with whom the learners
from the various cultural groups can iden fy?
⦁ Are the customs, lifestyles and tradi ons of people presented in a way that helps to
explain the value, meaning and role of customs in their lives?
⦁ Is the material free from terms and images deemed insul ng and degrading by
people of cultural minority groups?
⦁ Is the role of women and their impact on society adequately presented?
⦁ Is the material presented from the standpoint of a mul cultural society?
⦁ Does the material provide a balanced representa on of cultural groups?
⦁ Any other relevant ques ons.
6. Discuss 4 obstacles when learners are assessed by means of test in a mul cultural
classroom (4)
Pupils’ percep ons
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⦁ Not all learners recognise the role of tests and examina ons. Learners need to be
taught the significance, value and purpose of tes ng and evalua on.
Language and cultural reference
⦁ O en the language is inappropriate in terms of the level of readability and
comprehension.
Teacher expecta ons
⦁ Teachers, who consciously or unconsciously convey messages to pupils that they are
not bright, are incapable of doing well in tests and always fail, only generate feelings
of inadequacy and self-doubt.
Teacher bias
⦁ When evalua ng and interpre ng test and examina on results, a teacher’ own bias
towards an individual or group might prevent him/her from being fair and
reasonable.
7. Discuss 4 methods to promote posi ve behavior (4)
⦁ Model the right behavior
⦁ Draw up a code of conduct for the school which will promote discipline
⦁ Establish clear rules in the classroom which should be worded as posi ve instruc ons
⦁ Offer rewards as it is an effec ve tool for encouraging appropriate behavior
⦁ Praise learners as they respond be er to praise than cri cism
⦁ Be inclusive as leaving learners out can contribute to poor behavior
⦁ Involve parents in all aspects of discipline
⦁ Show learners how to take responsibility by providing opportuni es to develop
8. What are the implica ons of diverse learning styles for teaching?(2)
⦁ The performance, a tude and behaviour of pupils can be enhanced when teaching
accommodates learning styles.
⦁ Teachers o en have a stereotyped idea of the ideal learner based on an image.
⦁ This is to a disadvantage of the learners with an atypical learning style.
⦁ A successful teacher has a flexible teaching style when he has developed the ability
to accommodate the diverse learning styles and needs of his students .
9. Name 4 guidelines for effec ve classroom prac ce for diverse learning styles (4)
Teachers should:
⦁ learn to recognise and accommodate pupils’ learning styles
⦁ become aware of their own learning and teaching style
⦁ become flexible in their choice of teaching strategies
⦁ use global and analy c approaches when introducing new learning content
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