STUDENT ANTI-PLAGIARISM DECLARATION UNIVERSITY OF SOUTH AFRICA COLLEGE OF EDUCATION DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES I (full names) __Hlangani Hlulani________________________________________________ Student number _____11888989_____________________________________________ Subject/Module Code TAM2601 Declaration 1. I understand what plagiarism entails and am aware of the university’s policy in this regard. 2. I declare that this _____assignment_________________ (e.g. essay, report, project, assignment, dissertation, thesis, etc) is my own, original work. Where someone else’s work was used (whether from a printed source, the internet or any other source) due acknowledgement was given and reference was made according to departmental requirements. 3. I did not make use of another student’s previous work and submitted it as my own. 4. I did not allow and will not allow anyone to copy my work with the intention of presenting it as his or her own work. 1.1 Signature __________________________________ Date: _______8-07-2022___________ 7/8/2022 TAM2601 ASSIGNMENT 02 HLANGANI HLULANI 11888989 Hlangani Hlulani 11888989 Contents Question 1. .................................................................................................................................................... 4 Question 2 ..................................................................................................................................................... 7 References .................................................................................................................................................... 9 Question 1. 1.1. Mention five (5) typical barriers that impact parents’ involvement in the affairs of learners at you school and explain how your school went about addressing them. Did your school succeed in improving parental involvement? barriers that impact explain how the school went Did the school parents’ involvement in the about addressing them (the succeed in affairs of learners at you barriers) improving school parental involvement Time. Be flexible with The school moved their meetings Yes schedules, times and days of mostly to weekends and also allow the week. Move meetings to parents to send other person to venues that are more represent them during the meetings accessible to parents. if they are unavailable. Communication poor The school communicate with parent Yes communication is a using social media such as significant barrier that make WhatsApp, Facebook and twitter. parents to look at the school And also send children after school as less friendly, finding out to tell their parents about the about the meetings too late meeting schedule in a written paper. or inconsistent And when the meeting is near, they communication from the send the home reminders and phone school regarding the calls to those parents without smart meetings. Or parents phone. receiving the communication about their children’s progress report only after the major problem have risen. Cultural/ language barriers. During meetings the school use the No, because There may be difficulty with language that majority speaks at the parents who language or in school and sometimes use English speaks different communicating with schools, with the interpreter at place language are because life experiences and usually perspectives are so different. unavailable during meetings. Uncertainty. Parents are The school during meetings they Yes often uncertain about what to give parents to talk about their views do and about the importance on the matter of the meetings and of their becoming involved. allow them to go inside the classrooms to the environment and also show them the progress report of their children. They also involve parents in policy making and answer all parent’s questions. Lack of a supportive The school and community have Yes environment. Schools have employed people to do home visits not always tried to nurture and sometimes the principal visit families and low-income homes himself to check the parents in particular parent childrens home environment. Poor may need support if they are homes are given food parcels every 5.1 to become involved. These month end and at the end of school parents may need personal term, the school distribute the food attention, literature and left from feeding scheme to poor classes on parenting, and homes/children. perhaps even a resource center. 1.2. The attributes that the educator shows as a leader are determined by factors such as the educator’s view of the learners, whether the educator is task- and/or people-oriented, their personality, their level of knowledge and experience, and the expectations and trust with which learners are approached (Van Niekerk 2008; Masuku & Van Niekerk 2014; Van Niekerk 2016: 33-34). Mention and analyse the five (5) attributes or characteristics of an educator in his or her role. Five attribute/characteristics of an educator in his/her role • View of learners Teachers want students to come to class each day ready to learn. They want them to come prepared, focused, and motivated. They want students to enjoy the learning process and to be active participants in the learning process. Teachers want students to be respectful • Task orientation vs people Task-oriented places emphasis on the task at hand, orientation whereas people-oriented prioritises the individuals doing • Personality Knowledge and experience Expectations and trust it. Task-oriented leaders are more likely to impose a method on their team, whereas people-oriented leaders will work with them to decide on how things should be done. Some qualities of a good teacher include skills in communication, listening, collaboration, adaptability, empathy and patience. Other characteristics of effective teaching include an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning. An essential component of teachers' college programs is practice teaching. These practicum placements should occur early in the teacher preparation program. It is only by preparing lessons and delivering them that teachers can determine which methods they are most comfortable with and which ones are more likely to ensure student success. Teachers need to be lifelong learners and take advantage of the many professional development opportunities that are available for them to expand their repertoire of teaching strategies. Throughout their careers, excellent teachers constantly adjust and adapt their approach as they reflect on their past experiences and improve upon them. • Show students they care about them. • Engage students in the learning process. • Recognize students for the step-by-step progress they have made. • Believe students can learn. • Enjoy being with students in the classroom. • Teach students as individuals 7.1 Question 2 2.1. Name and describe the factors that may influence the classroom climate. Using your own practical examples, describe how such factors may be used to create a positive classroom environment. (10) Coetzee, et al. (2015) have explained the factors that influence classroom climate as the following: • • • • Ecology – the physical aspects of the classroom: space, furniture, equipment, etcetera Milieu – that part of the classroom that can be described as the “feeling" of the class Social system – the formal and informal rules that guide interpersonal relationships in the classroom Culture – the values, beliefs, systems and norms existing in the classroom describe how such factors may be used to create a positive classroom environment. (10) • • Ecology- students should have input in the arrangement and design of their classroom including desks and wall space to facilitate collaboration, discussion, and individual work. This type of environment fosters a sense of belonging and of feeling valued, competent, and safe. Milieu- Have class meetings. Class meetings provide a safe environment in which students can discuss with you and each other topics that are important to them. You and your students can get to know each other better and build relationships through open discussions on subjects like: Following Rules, How to Get Help, Including Others at Recess, Solving Playground Problems, etc. This helps create a positive classroom climate built on trust and respect • Social system- Pay attention to the social dynamics of your classroom. Do some students have trouble making friends? Do some students have trouble getting along with others? Who has a lot of friends? Who has few friends? Interviewing the students one-on-one can help you identify students that have stronger or weaker social connections. This can inform your seating arrangements, guide your grouping and pairing decisions, and assist you in helping students form new networks of friends. • Culture- Coetzee, et al. (2015) has explained that research has shown that serious cultural alienation and cultural discontinuity experienced by learners could lead to failing in school. The educator must therefore acknowledge and respect the different cultures and know about the learners’ cultural backgrounds (UNISA 2006: 49). To achieve this, educators need to know the following: - What significant questions need to be asked about the different cultures. How these differences are manifested in the classroom How and where answers can be found to these questions How the acquired knowledge can be used effectively to bridge any cultural differences 2.2. Briefly outline common elements of a successful parent-engagement programme, according to Bauer & Shea (2002:95). Also explain how you would follow enforce control measures during a parents’ meeting in the era of the COVID-19 pandemic. (10) Coetzee, et al. (2015) listed that the successful parent-engagement programmes have the following common elements: • • • • • They have written policies that address parental involvement. There is administrative support, which includes having a resource centre for parents and having one individual responsible for managing the programme. A partnership approach is followed, involving joint planning, goal-setting and other strategies to help parents develop a sense of ownership. Two-way communication is employed They involve regular evaluation activities, both at key stages and at the end of the school year How to enforce control measures during a parents’ meeting in the era of the COVID-19 pandemic. An educator must ensures that the parents adhere to the regulations that are placed to 8.1 minimize the rapid spread of the virus, they must Encourage parent to get into the practice of regularly washing their hands and applying hand sanitizers at key moments, such as entering and leaving the school premises; touching surfaces, and after using a tissue to blow their nose. When it comes to physical distancing, it is important that teachers establish some ground rules such as maintaining a distance of at least 1 metre between everyone present at school; Increase desk spacing (at least 1 metre between desks) and Limit the mixing of classes for school and after-school activities. Teachers must ensure cleaning and disinfecting school buildings, classrooms and especially water and sanitation facilities particularly surfaces that are touched by many people and use sodium hypochlorite at 0,5% for disinfecting surfaces and 70% ethyl alcohol for disinfection of small items. A teacher should designate a specific area in the school (i.e. near the entrance) as a waiting room where parent can wait. Ideally, this room should be well-ventilated. If there are school nurses available, it is recommended that they are designated staff in this waiting area. If parent feel ill or exhibit symptoms of COVID-19, they should wait in the designated room to be checked. Afterwards, the room should be cleaned, disinfected and sanitized. 2.3. Describe in detail the importance of the new information that is being applied in South African schools, using the SA-SAMS. It is important to note that the Department of education needed to make some adjustments to the system and this is what happened: The SA-SAMS version 21.1.1 has been released and it includes the 2021 Curriculum settings. This release differs from previous years as it was developed in complete collaboration with relevant Policy Owners which include Curriculum, and Examination Assessment. The South African School Administration and Management System (SA-SAMS), is designed for the South African Education Sector and is maintained by the Department of Basic Education (DBE), ensuring that it is aligned to education policies. It is freely provided to all school and aims to assist schools with their own school administration and reporting. SA-SAMS provides the only electronic platform to ensure efficient and standardised policy implementation and reporting across all provinces. The system is able to save on exhorbitant resources for the Sector by eliminating data duplication, since it is the source system to collect the National Senior Certificate (NSC) registration information. References Basic Education sets record straight on South African Administration and Management System | South African Government (www.gov.za) 9.1 Coetzee, SA, Van Niekerk, EJ, Wydeman, JL & Mokoena, SP. 2015. An educators guide to effective classroom management. Pretoria: Van Schaik Powered by TCPDF (www.tcpdf.org) Index of comments Powered by TCPDF (www.tcpdf.org) 1.1 Thank you for attaching the declaration. It is the reflection of taking pride in your academic work. 5.1 Well answered, good. 7.1 Please refer to pages 26-28 of your prescribed textbook. 8.1 Please do not copy verbatim from your sources. Plagiarism is a serious offence. You need to apply your mind when answering to show that you understand the content. 9.1 Thank you for writing the list of references. It shows how much you take pride in you academic work.
