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Everything is indicated on the assignment document I have uploaded.
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Instructions: 1. Answer each question on a new page. No index page is needed; however, the assignment should have a cover page with your student details and a list of references after question 4 only. This is an individual assignment. 2. Not all questions can be answered by simply referencing the sources in the study guide. You will need to consult external sources as well. 3. In-text referencing and the final reference list must be formatted according to the Harvard method. 4. Wikipedia is not considered an appropriate source. Appropriate sources are journals, books, dissertations or theses – in other words, academic sources. 5. Please take note of the plagiarism policy of the University. A draft link will be available where you can check your similarity percentage. For the final submission, the similarity percentage should not exceed 20%. Assignments exceeding this percentage will be penalised accordingly or could result in failure of the assignment. EDUB 2724 UNIVERSITEIT VAN DIE VRYSTAAT UNIVERSITY OF THE FREE STATE HOOFKAMPUS / MAIN CAMPUS SCHOOL OF EDUCATION STUDIES SKOOL VIR OPVOEDKUNDE STUDIE KONTAKNOMMER / CONTACT NUMBER: 051 401 3456 NON -EXAMINATION MODULE END -OF -THE -YEAR 20 21 ASSESSOR(E) / ASSESSOR(S): Prof . C.Beyers Dr. R Kgothule Dr. Mukuna MODERATOR(E) / 1. MODERATOR(S): PUNTE/MARKS: 100 6. This is a non -examination module; therefore, no late submissions will be allowed. There is no second opportunity. The draft submission link will be open from 22 October 20 21 . The final submission link will open 1 November 2021 at 8 am and CLOSE on 9 November 20 21 at 12 pm (noon). Question 1  Sources: Prinsloo, I.J. 2013. Establishing harmonious relations in a school. In: Van Deventer, I. 2003. An educator’s guide to school management skills. Pretoria: Van Schaik Publishers. Purkey, W.W. & Stanley, P.H. 1991. Invitational teaching, learning and living. Washington: NEA Professional Librabry. Chapter 2 Zandvliet, D., Den Brok, P. & Mainhard, T. eds., 2014. Interpersonal relationships in education: From theory to practice. Rotterdam: Springer. Chapter 2 1.1 “What teachers accomplish in their profession is a function of the person they are” (Purkey & Stanley, 1991). Using your knowledge of the invitational model, analyse this statement and explain how you, as a teacher, would apply this model. (Max 450 words) (15) 1.2 Teachers are agents of change in modelling sound behaviour, inspire and encourage learners to reach their full academic potential, and motivate them to strive towards being the best person they can be. Discuss this statement by referring to any three attitudes and personality traits of teachers. Simultaneously demonstrate, with relevant examples, how a teacher will utilise these traits in the everyday course of pedagogy. (10) (Max 300 words) Question 2 (25) Sources: Babonea, A. & Munteanu, A. 2012. Towards positive interpersonal relationships in the classroom. AFASES, Brasov 24 -26. Purkey, W.W. & Stanley, P.H. 1991. Invitational teaching, learning and living. Washington: NEA Publishers. Chapter 4. Slides uploaded based on cultural and emotional intelligence. Zandvliet, D., Den Brok, P. & Mainhard, T. eds. 2014. Interpersonal relationships in education: From theory to practice. Rotterdam: Springer. Chapter 2 2.1 Critically discuss the importance of verbal and non -verbal communication between teachers and learners, as well as with all other stakeholders in the education environment in order to attain academic achievement. Refer to emotional and cultural intelligence as contributors towards interpersonal communication, as well as what the impact of a professionally invitational teacher can have on communication. (Max 700 words) (25) Question 3  Sources: Purkey, W. & Strahan, D. 2002. Inviting positive classroom discipline. Ohio: NEA Publishers. Chapters 4 and 6 Zandvliet, D., Den Brok, P., Mainhard, T. & Van Tarwijk, J. eds. 2014. Interpersonal relationships in education: From theory to practice. Rotterdam: Springer. Chapter 5 Read the following case study and answer all the questions: Mr Lavender is an educator in the secondary school phase, and most of his classes include boys and girls. He has always wanted to be a teacher. Although he really enjoys teaching and working with teenagers, he currently experiences a number of problems that he seems incapable of dealing with properly. This causes feelings of inadequacy and failure. His concerns are based on factors and situations such as the following: Some learners, particularly the boys, simply seem uninterested in the schoolwork. They adopt a ‘don’t care’ attitude towards the future and do not use their schooling opportunities to prepare themselves for a successful future. Some of these boys are much more interested in soccer and rugby, in girlfriends and in parties than in their schoolwork. The academic achievement of some of these learners has deteriorated over the past months. Some of the girls in the class have relationships with young men who are three to five years older than them and who have finished school already. Mr Lavender is particularly concerned about the effect this might have on their academic and social development. He feels that they might lose interest in school and in their peers. In his quest to find a solution, he has become withdrawn and suffers from insomnia. This is affecting the quality of his teaching and interpersonal relationships with colleagues and family members. Some learners do not respect authority. They often question his views and request reasons for his class rules and instructions. They try to make it difficult for teachers to maintain classroom discipline, behave in a disorderly manner and often try to ‘show off’. Such behaviour seems to earn them the admiration of some of their peers, which only strengthens this behaviour. This, in turn, results in an escalation of classroom conflict. Mr Lavender is also very concerned about the fact that a high percentage of his learners’ parents are not really involved in their children’s schooling. In spite of repeated requests to some parents to contact him, only a few have reacted. According to Frelin and Grannas (in Zandvliet et al., 2014), teachers are central when it comes to creating favourable social relationships in the classroom, especially regarding those associated with better student behaviour. Analyse the case study and provide specific suggestions to Mr Lavender on the following matters: 3.1 Suggest ways in which he can manage the mentioned conflicts positively. In your discussion refer to the classroom discipline strategies suggested by the invitational model. Support your discussion with in-text references. ( Max 350 words) (10) 3.2 Refer to the importance of ‘closeness’ as one of the keys of a positive teacher –student relationship and explain how Mr Lavender can navigate this proximal factor to attain professional closeness yet maintain professional distance. Support your answer with in-text references. (Max 350 words) (15) Question 4  Sources: Prinsloo, I.J. 2013. Establishing harmonious relations in a school. In: Van Deventer, I. 2003. An educator’s guide to school management skills. Pretoria: Van Schaik Publishers. Siyazama Secondary School, located in a township near Durban, has about 1 500 learners and 40 teachers. Most classes consist of about 50 students; the school and the local community have no formal sports facilities, but the school is situated on a large, well -kept field. While the school is generally neat in appearance, some classrooms need repair. The teachers are all qualified, but in most cases their initial training was inadequate. There are several young female teachers on the staff, but most of the management staff are older male teachers. Conflict has arisen over the years about a number of issues. This tends to relate to involvement in teacher unions and strike action, workload, conditions of service and a lack of professional responsibility. The staff seem to be divided between those who are committed to their work and those who do the minimum that is required. Mostly they feel unsupported by their principal. The way the school is governed is of particular concern. The SGB consists of the principal, one teacher, three parents and two members of the community. Decisions are generally taken by the principal with little to no consultation with staff. Although the tight management style has resulted in relatively good examination results, there is considerable dissatisfaction among both staff and learners with his approach. The principal is known for his lack of effective communication and positive interpersonal relationships. This has resulted in diminishing parent involvement. At the same time, ho wever, teachers are wary of greater parent involvement and have refrained from encouraging parent involvement. One of the biggest problems in the school is the poor school attendance and high drop -out rate. Some learners have returned to school after having dropped out. As a result, most classes have widely differing ages, and many of the older learners in the classes have educational needs that are not being met. On the positive side, the school has a gifted drama and music group that has developed a reputation in the local community for providing lively entertainment. There has also been some development in sports, especially soccer. The school has a number of soccer teams that are interacting with other schools in the district. 4.1 “The necessity for positive group interactions to attain educational goals are seen as non – negotiable ” (Squelch & Lemmer in Prinsloo, 2013). Re -examine the characteristics of successful groups and ascertain why the staff of Siyazama Secondary School cannot be considered a successful group. Use your knowledge of groups to improve their shortcomings and suggest options to strengthen team -building efforts. Your answer should be well supported with in-text references and should be applied to the scenario at Siyazama Secondary School. (Max 500 words) (25)