Exam (elaborations)
EDHODM EXAM
- Course
- PGCE (EDHODM)
- Institution
- University Of South Africa (Unisa)
Exam of 17 pages for the course PGCE at Unisa (EDHODM EXAM)
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Annette VenterEDLHODM
EDUCATOR AS LEADER,
MANAGER AND ADMINSTRATOR
Student number: 62081950
18/06/2020
Marks: 100
Duration: 36 hours
,Table of Contents
SECTION A: INTRODUCTION TO CLASSROOM MANAGEMENT .........................................3
QUESTION 1 ..............................................................................................................................3
QUESTION 2 ..............................................................................................................................7
SECTION B: EDUCATION LAW SECTION ............................................................................. 11
QUESTION 3 ........................................................................................................................... 11
QUESTION 4 ........................................................................................................................... 12
QUESTION 5 ........................................................................................................................... 12
QUESTION 6 ........................................................................................................................... 15
References: ............................................................................................................................ 16
Declaration: ........................................................................................................................... 17
, SECTION A: INTRODUCTION TO CLASSROOM MANAGEMENT
QUESTION 1
Read the case study below and answer the questions that follow.
1.1 Based on your own experience or the experience of Ms Y (if you have not yet
been exposed to large classes), what challenges may arise as a result of 40 learners
in your/her class? Name at least two challenges.
A few challenges that may arise as a result of 40 learners in Ms Y’s classroom may be
Lack of purpose Use learning outcomes; Learner motivation and problems with
support of independence.
1.2. In your own words and by using examples, differentiate between the verbal-
and non-verbal communication strategies that Ms Y intends to use to get her
message across to her learners.
Verbal communication:
People communicate with each other most often by talking. Vocal or verbal
communication refers to the transmission or receiving of words/messages in sounds
and languages. Teachers can talk through verbal communication to one student or
the whole classroom.
For example: A teacher can ask a student to stand up and communicate verbally.
Non-verbal communication:
Research reveals that only about 40% of our way of communication is verbal. The
rest is made of facial gestures, movement of the body, physical structure, dress and
posture. Nonverbal communication is estimated to have a weight about five times
that of words.
For example: Crossing your arms when learners are misbehaving will make it look as
if you are closing yourself to communication and they will detect you are waiting for
order before you carry on with the lesson.
1.3 How would you describe the importance of intercultural communication in a
multicultural classroom environment.
I truly believe that a learning environment that supports positive intercultural
contact is very important in a multicultural classroom. Appropriate learning
environments should be developed that facilitate intercultural contact, as casual
interaction does not automatically contribute to better intercultural ties. For a
teacher to create an environment for socializing and intercultural interaction they
have to be vigilant against the labelling of learners from other cultures; a teacher
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