CMG3701/201/1/2022

Tutorial Letter 201/2/2022

Classroom Management

CMG3701

Year module

DEPARTMENT OF EDUCATIONAL
LEADERSHIP AND MANAGEMENT

IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.

CONTENTS
 Pages

1 INTRODUCTION TO CLASSROOM MANAGEMENT------------------------------------------------------- 3

2 FEEDBACK ON ASSIGNMENT 01------------------------------------------------------------------------------- 5

3 CONCLUSION------------------------------------------------------------------------------------------------------- 10

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 CMG3701/201

1 INTRODUCTION TO CLASSROOM MANAGEMENT

The purpose of this tutorial letter is to provide feedback on Assignment 01.

2 FEEDBACK ON ASSIGNMENT 01

2.1 General observations

• The majority of students were able to successfully identify and explain the pertinent data for
the two portions of the assignment in the recommended book. Most students find it very
difficult to learn the fundamentals of how to analyse and interpret questions, so we have
included Bloom's taxonomy in this tutorial letter for you to interact with as you get ready for
the upcoming examinations.

• Most students could successfully identify and discuss the correct information for the two
sections of the assignment in the prescribed book. The basis for understanding how to
analyse and interpret questions becomes a huge challenge for most of the students,
therefore we will attach Bloom’s taxonomy in this tutorial letter for you to engage with and
making preparations for the coming exams the concepts “principles of intrinsic motivation”,
“brain storming ”, “buzz groups” and “task groups” is provided in the prescribed book, but
there are also a multitude of other sources available on these themes of the assignment
question.

• Unfortunately, several students did not use the prescribed book and as a result did not
comprehend the important topics covered in the prescribed book, which left these students
unable to finish the task adequately. You had to study the subject matter and reference the
relevant sections of the prescribed book in order to effectively complete the assignment.

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• Unfortunately, some students did not use the prescribed book and subsequently did not
understand the relevant aspects discussed in the prescribed book, which meant that these
students were unable to complete the assignment sufficiently. To complete the assignment
successfully you had to study and refer to the relevant parts of the prescribed book as well.

• Despite the fact that some students presented knowledge from different sources in relation
to the two sections, they regrettably failed to apply it to their own classroom practice, which
would have improved and increased the value of their responses. Without this element, your
answers lacked coherence.

• Although some students provided information from various sources pertaining to the two
sections, they unfortunately neglected to apply it to their own classroom practice, which
would have made their answers more valuable and interesting. Your answers were not
complete without this aspect.

• Students who used multiple sources scored higher than those who only referred to the study
guide and the required book.

• Students who used more than one source obtained better marks than those who merely
used the study guide and the prescribed book as reference.

• Some students did not adhere to the length restrictions for this assignment. Because of the
vast number of students who are enrolled for this module, as well as the severe time
pressure to mark the assignments and provide timely feedback, we were only able to scan
through the excess material in the assignments that were too long and, therefore, did not
comment on all the material.

• Most students adhered to the guidelines provided on pp 18 of Tutorial Letter 101 and did
include a table of contents, an introduction, a conclusion and a bibliography in their
assignment.
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• In most cases assignments were neatly presented.

2.2 FEEDBACK FOR ASSIGNMENT 01

CMG3701 ASSIGNMENT 1 2022: CLASSROOM MANAGEMENT MEMO

Read the case study below and answer the questions that follow.
Mr Green firmly believed that learners would learn better when they were motivated to learn,
and in using both extrinsic and intrinsic motivation strategies to keep learners motivated. His
ideal was that his learners would display inherent motivation in setting their own targets and
striving to achieve them.
To create a disciplined and positive classroom atmosphere in which learners could work in a
motivated way, he elicited their participation in formulating a classroom discipline policy with
workable rules and procedures. He also worked hard to improve her characteristics as their
leader, focusing on how she viewed them and trusted them, attaining an emotionally intelligent
personality, and preserving a balance between a task-oriented and a people-oriented teaching
approach. These measures had a definite motivational effect on learners.

He furthermore paid attention to how he actually taught. He took the diversity of intelligences
such as visual or spatial, bodily or kinaesthetic, musical or rhythmic, interpersonal, intrapersonal,
verbal or linguistic, logical or mathematical and naturalist that learners displayed into account in
her lesson preparation, thereby arousing their interest in the theme of each lesson. He used
cooperative teaching strategies to enhance learner participation during lessons. Her
communication style was so enthusiastic and motivational that learners started emulating her,
resulting in them communicating better during group work.
He created better learning conditions by taking the following actions to improve learner
motivation: establishing inclusion; enhancing meaning; and engendering competence. Even the
physical environment was decorated in various ways to have an impact on learning and learner
motivation.
Needless to say, Mr Green was an exceptionally successful teacher throughout her long,
illustrious career.

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1.1 Define the concept, extrinsic motivation. (2)
Refers to being motivated by something external and can be originating outside a part and acting
upon the part.
1.2 Discuss how the following conditions such as establishing inclusion, enhancing
meaning and engendering competence in the learning environment can be created to
improve learner motivation. (6)
1.2.1 Establishing inclusion
Creating a learning atmosphere in which learners and educators feel respected by and
connected to each other.
1.2.2 Enhancing meaning
Creating challenging, thought-provoking learning experiences that include learner perspectives
and values.
1.2.3 Engendering competence
Creating an understanding that learners are effective at learning something they value.
(2 marks for the discussion)

1.3 Discuss how a teacher can enhance the physical classroom environment to enhance
learning and motivate learners better. (5)
The way an educator arranges a classroom communicates messages about his or her
expectations of how the room should be used. Careful use of the physical space could make a
considerable difference to classroom behaviour. When organising the physical layout of the
classroom, the educator must keep the following considerations in mind:
Visibility meaning the state of being able to see or be seen. (1)
Accessibility meaning the quality of being able to be reached or entered. (1)
Flexibility meaning the quality of bending easily without breaking. (1)
Comfort is a state of physical ease and freedom from pain or constraint. (1)
Aesthetics is a set of principles concerned with the nature and appreciation of beauty (1)

1.4 There is a debate about whether there are a single or multiple intelligences. However,
Howard Gardner (in Pettigrew & Ackhurst 1999:183) proposes a theory that suggests that
we have multiple intelligences such as visual or spatial, bodily or kinaesthetic, musical
or rhythmic, interpersonal, intrapersonal, verbal or linguistic, logical or mathematical and
naturalist. Of the eight multiple intelligences, discuss how you can use five intelligences
to enhance teaching and learning. (10) Intelligence Components.

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1.Linguistic- The capacity to use words effectively. It includes the ability to manipulate the
syntax or structure of language, the semantics and meanings of language and the practical uses
of language.
2.Logical/mathematical-The capacity to use numbers effectively and to reason well. It includes
sensitivity to logical patterns and relationships, statements and propositions, functions and other
related abstractions.
3.Spatial-visual -The capacity to perceive the spatial-visual world accurately and to perform
transformations on those perceptions. It includes sensitivity to colour, line, shape, form, space
and the relationships that exist between these elements.
4.Bodily/kinaesthetic-The capacity to use one’s whole body to express ideas and feelings and
facility in using one’s hands to produce or transform things. It includes physical skills such as
coordination, balance, dexterity, strength, flexibility and speed.
5.Musical -The capacity to perceive, discriminate, transform and express musical forms. It
includes sensitivity to rhythm, pitch or melody and the timbre or tone colour of a musical piece
6.Interpersonal- The capacity to perceive and make distinctions between the moods, intentions,
motivations and feelings of other people. It includes sensitivity to facial expressions, voice and
gestures; the capacity for discriminating among many different kinds of interpersonal cues and
the ability to respond effectively to these cues.
7.Intrapersonal- Self-knowledge and the ability to act adaptively on the basis of that knowledge.
It includes having an accurate picture of oneself; awareness of inner moods, intentions,
motivations, temperaments and desires; and the capacity for self-discipline, self-understanding
and self-esteem
8.Naturalist- Expertise in the recognition and classification of the numerous species – the flora
and fauna – of an individual’s environment. It includes sensitivity to other natural phenomena
and, in the case of those growing up in an urban environment, the capacity to discriminate
among non-living things like cars, music CD covers and clothing brands. (Two marks
discussing each)

1.5 Define “co-operative learning”. (2)

Cooperative learning can be defined as a team approach to learning where each member of the
group is dependent on the other members to accomplish a specific learning task or assignment.
Each member takes responsibility for a specific part of the task which will contribute to the overall
success of the group. (2)
[25]

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QUESTION 2

Answer all the following three questions (use the correct numbers provided):
2.1 Discuss how you would create an environment in your class that supports positive
intercultural contact that is conducive to learning. (10)

Encourage students to consider their own identities and cultures: For learners to build their
own cultural identities, self-reflection is critical. Encourage younger students to work on
constructing a family tree by conversing with older relatives. Hopefully, they will gain a new
perspective on their own background as a result of this task.

Think-pair-share in small clusters: Allow learners to reflect in small groups to learn about their
peers' different backgrounds. Hearing about the families and cultures of friends can help
students obtain new insights on the significance of cultural variety by placing it in the context of
something they are already familiar with.

Transform your classroom arrangement: To assist students form relationships with all of their
peers, I will consider shifting the classroom layout on a regular basis. This simple yet powerful
task aids in the creation of a welcoming learning atmosphere.
Include team-building activities in the lesson plans: Team-building activities are a great way
to foster a sense of community among my students. When students learn to trust others, they
create new methods to interact and collaborate with people of all types. Consider finding
activities that allow pupils to use their unique academic skills.
Interact with students from many nations and territories: Reach out to other classrooms in
various regions or even nations that may be working on a similar curriculum to mine. Set up an
online Skype class where students may observe and collaborate with other students while
working on homework.

2.2 What would you teach learners to enable them to become effective group members.
(5)
Openness: Group members are willing to get to know one another, particularly those with
different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the
variety of individuals present within the group. They listen to others and elicit their ideas.

Trust and self-disclosure: Group members trust one another enough to share their own ideas
and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-
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disclose and be honest yet respectful. Trust also grows as group members demonstrate
personal accountability for the tasks they have been assigned.

Support: Group members demonstrate support for one another as they accomplish their goals.
They exemplify a sense of team loyalty and both cheer on the group as a whole and help
members who are experiencing difficulties.

Respect: Group members communicate their opinions in a way that respects others, focusing
on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the
process section for more details.

Skills for an effective group process

Problem solving: Group members help the group to develop and use strategies central to their
group goals. As such, they can facilitate group decision making and deal productively with
conflict
Management and organisation: Group members know how to plan and manage a task, how
to manage their time, and how to run a meeting. For example, they ensure that meeting goals
are set, that an agenda is created and followed, and that everyone has an opportunity to
participate. They stay focused on the task and help others to do so too.

Knowledge of roles: Group members know which roles can be filled within a group (e.g.,
facilitator, idea-generator, summarizer, evaluator, mediator, encourager, recorder) and are
aware of which role(s) they and others are best suited for. They are also willing to rotate roles
to maximize their own and others’ group learning experience.
(1 mark for each answer given)

2.3 Write a paragraph on how you intend establishing a positive classroom climate with
reference to the application of the 20-step discipline model. (10)

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 The four themes of the 20-step discipline model can be discussed as part of your answer when
discussing establishing a positive classroom climate.
An example under each of the prevention, redirection, consequence and team-support steps
could also be given in order to illustrate with reference to actual classroom practice how each
could be used to establish an orderly and positive classroom atmosphere (2). For instance,
under the prevention steps providing effective instruction would definitely contribute towards the
creation of a positive classroom atmosphere, as this leaves no room for negative behaviour (2).
Under the redirection steps recognising desirable behaviour (2) and ignoring minor disruptions
could have the positive effect to redirect behaviour in desirable ways so that a good atmosphere
is preserved (2). Even hard measures under the consequence and team-support steps could
effectively be utilised to restore or build up a conducive classroom atmosphere (2). You could of
course also have referred to any individual steps of the 20 steps provided and thereby still obtain
the marks
TOTAL FOR SECTION A: [50]

3 CONCLUSION

Thank you for your dedicated studies of the MODULE CMG3701 this year. We certainly enjoyed
our part in preparing and empowering you as a future educator. If you would like to contact us,
you are reminded of our contact details provided in Tutorial Letter 101.
We trust that you will work hard and be well prepared for the examination, so that you will pass
with good marks. Please note that this is a module that students often struggle with, so make
sure that you are well prepared. We have excellent students in the PGCE and, therefore,
anticipate many distinctions.
We have great respect for students who obtain their PGCE (Post-graduate Certificate in
Education) through Unisa and wish you all the best for your studies and a successful career.

Regards
Your lecturers

Dr MT Lekalakala

Dr SKC Mataboge

Prof VP Mahlangu

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