Exam (elaborations)
CSP4801 Assignment 4 2024
- Course
- CSP4801 (CSP4801)
- Institution
- University Of South Africa (Unisa)
CSP4801 Assignment 4 2024 QUESTIONS WITH DETAILED ANSWERS
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CSP4801 Assignment4 2024
QUESTIONS AND ANSWERS
,CSP4801 Assignment 4 2024
1. Emotional intelligence is described as a skill that helps people understand
and manage their emotions and behaviours. It is therefore deemed important
that teachers help their learners understand and control their emotions
because “learning is likely to be more effective if educators help to minimise
stress and fear at school, teach students emotional regulation strategies, and
provide a positive learning environment that is motivating to students” (Hinton,
Miyamoto & Della-Chiesa, 2008). Lerato is a newly qualified Mathematics and
English First Additional Language teacher at an under resourced primary
school. Interested to understand the concept of emotional intelligence, Lerato
decided to explore her Grade 6 learners’ emotions by asking them to
complete tasks in Mathematics and English First Additional Language. She
observed her learners while doing their tasks and took some notes. The data
she gathered showed that some learners experienced positive emotions while
others experienced negative emotions during the task completion. The
negative emotions included frustration, boredom, annoyance, anger, lack of
interest in doing the task and some anxiety. The positive emotions included
pride and happiness. Using motivation and behavioural theories (and any
relevant model), design intervention strategies or guidelines to help Lerato
address the negative emotions the learners experienced. (25) Marking guide
Level Understanding and Application of Theories (25) 5 (Excellent)
Comprehensive understanding and exceptional application of EI, motivation,
and behavioural theories, with insightful connections. Innovative, well-thought-
out, detailed, and highly relevant strategies that are feasible and likely to be
, effective. 4 (Good) Good understanding and solid application of EI, motivation,
and behavioural theories, with some insightful connections. Well-designed
and detailed strategies that are relevant, feasible, and likely to be effective. 3
(Satisfactory) Satisfactory understanding and adequate application of EI,
motivation, and behavioural theories, with basic connections. Adequately
designed strategies that are relevant and feasible but may have minor
effectiveness issues. 2 (Needs Improvement) Limited understanding and
weak application of EI, motivation, and behavioural theories, with weak
connections. Poorly designed strategies with significant gaps in relevance,
feasibility, or effectiveness. 1 (Poor) Minimal understanding and poor
application of EI, motivation, and behavioural theories, with no clear
connections. Strategies are not relevant or feasible and unlikely to be
effective.
To design intervention strategies for Lerato, the Grade 6 teacher, it's important
to integrate theories of emotional intelligence (EI), motivation, and behavioral
theories to effectively address the negative emotions her students
experienced during task completion. The following intervention strategies aim
to create a supportive learning environment and help students manage their
emotions:
Intervention Strategies
1. Creating a Positive Classroom Environment
o Theory Applied: Maslow's Hierarchy of Needs suggests that
students need to feel safe and valued before they can focus on
learning.
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