Die Opvoeder as Leier, Bestuurder En Administrateur

Question 1 1. 1. Write a split up in which you discuss the role of communion in creatinga sustainable optimistic atmosphere in your class populate. Communication is the transmission of an idea by someone, thes final stageer, and the fellow feeling thitherof by a nonher, the prevailr. Communication is important to the success of both kindred,without it the relationship is doomed to fail. In ramble to increase thequality of the relationship the communication conveys to be effective.Effective communication between the pedagog and the disciples Inhis/her class is essential in monastic mold to create and maintain a positiveatmosphere in the classroom. 1. 2. Write a paragraph in which you discuss the importance of establishingpositive educator-learner relationships in the creative pretendivity of a sustainablepositive atmosphere in your classroom. A positive educator-learner relationship is important as it enablesboth the educator and the learners to risk being honest with a make-upother, c atomic number 18 about separately other, it promotes interdependence, ensuresmutual needs argon met and allows each individual to develop theirown individuality.The creation of the above leads to trust between the educator andlearners and as such go forth result in a positive classroom atmosphere. Creating a rock-steady educator-learner relationship involves the following(Coetzee 201087) ? Creating open, professionally appropriate dialogue with learners. ?Systematically building unwrap relationships with learners. ?Maintaining a amply rate of positive to negative statements. ?Communicating high expectations. ?Creating opportunities for mortalal discussion.Guidelines that can be used to avoid the negative effects of educatorexpectations are as follows (Coetzee 201087) Use sensitive information on learners protective(predicate)ly. Be flexible in your use of group strategies. Be careful how you respond to low-achieving learners duringclass discussions. ? Use materials that show a wide range of ethnic groups. Be fair inyour evaluation and disciplinary procedures. ? Communicate to all learners that you deal that they can learn. ? Involve all learners in learning tasks and privileges. ? Monitor your non-verbal communication. . 3. hash out how you would promote learner participation in a multiculturalclassroom by creating a learning environment that supports socialising andintercultural inter execution . ? I would first present through all the learning materials for that hallownsubject in order to determine if in that respect is some(prenominal) aspect of the behave or work onivities which may be culturally insensitive to all of thelearners in the class. ? I am aware that cognitive learning styles are culturally dependentand therefore bequeath use a variety of teaching styles, methods andstrategies in my teaching of the class. ?In order for the learners to enrol and playively cooperate witheach other it is necessary to be aware of all instances ofcultural insensitivity immediately and take action, a way to avoidthese situations, I could allow those peniss of diametriccultures to explain about genuine aspects of their culture to theother members of the class. This way I as the educator and theclass pass on learn about other cultures. ? I expect all the learners in my class to discover to the best of their powerfulness as all people are able to learn provided they pitch in the timeand effort to do so.I am also aware that the academic andlearning force of learners differ, so they at the beginning of theacademic year are indispensable to set their own personal goals whichthey then work towards. These goals set are at levels slightlyabove what each learner believes they can achieve in order tochallenge them. When checking work adopte in activities the class needs to assistthe learner who is state the specific question if they makean error in order to correct it, if they are unable to detect orc orrect the error, I as the educator assist in guiding them to thecorrect answer. Question 2 2. 1.Name five ways in which educators can improve learner motive in theclassroom . a) exploit the learning task more challenging. b) Place less emphasis on teaching and grades. c) Move from extrinsic to intrinsic motivation. d) Have high expectations of each learner. e) Increase the learners perception that they control the learningsituation. 2. 2. Draw up the following of a classroom policy 2. 2. 1. Aims and objectives of our class . Class Aims To achieve our academic and expert potential through hardwork as a cooperative group, while promoting the word meaning ofothers and respect for others.Individual Objectives Each individual sets their own goals to achieve at the end of theyear (long-term) in order to contribute to the overall class aim. In order to achieve their own end of year goals the learners setshorter term goals in order to assist them in achieving their long-term goals. 2. 2. 2. Rules for our classroom . 1) We essential respect ourselves, others and the educator. 2) We mustiness be on time. 3) We must enter the class quietly, and get get up to work. 4) We need to bring all our stationary and books to class. 5) We must raise our work force to ask questions in class. ) We must non eat nor drink in class7) We must never disrupt another learners work. 8) We dont leave litter on the floor, we put it in the bin. 2. 2. 3. project division . Educator ? Always prepared and punctual. ? Provide assistance to learners. ? exert the classroom appropriately. ? Discipline learners fairlyLearners ? Ensure all work is completed on time. ? Maintain a clean learning environment. ? Respect one another. ? make out sure all learning materials are brought to class. 2. 3. Define the following concepts 2. 3. 1. L eadership The ability of an individual to influence other individuals or a groupto achieve goals. 2. 3. 2. C ntrol Assessment of work done and where necessar y to documentaryign andcorrect work done which is incorrect or not up to standard. 2. 3. 3. I ntrinsic motivation An inner desire to be successful at a certain task (self-motivation) 2. 3. 4 . C ommunication The transmission of an idea by someone, the sender, and the beneathstanding so by another. Communication can be verbal ornon-verbal. 2. 3. 5 . Co-operative learning A team approach to learning where each member of the group isdependent on the other members to accomplish a specific learningtask on an assignment. 2. 4 . Describe the autocratic and democratic styles of classroom management .Autocratic leaders style Autocratic leadership is an educator-centred approach to theclassroom which is characterised by the strong leadership role of theeducator. The main focus of this instance of leadership is on thecompletion of tasks and the learners ability to listen, work and do. Theadvantages of this type of leadership include the promotion of goodorder and an established workaday i n which some learners feel moresecure. The drawbacks of this type of leadership include one-waycommunication, dictated discipline, passive learner participation, a morereserved and unapproachable educator and little room for creativethinking.Democratic leadership style This leadership style is characterised by educators that have goodsubject knowledge, who are good natured, helpful, fair, and warm. Educators who practice this management style encourage learnerparticipation. The advantages of this type of leadership include learnerconfidence to participate in classroom activities, a relaxed positiveatmosphere and learners constantly being involved in learningactivities. 2. 5 . apologise how a message is conveyed by referring to the communication processmodel . In order for there to be communication there first needs to be apurpose for communication or a message to be conveyed.Thismessage is then encoded by the sender and passed onto the receivervia a communication medium. The messa ge is then decoded by thereceiver. This results in a transfer of meaning from the sender to thereceiver, who then may give feedback back to the sender. Question 3 A delict is an unlawful, culpable ( inventionional or negligent) act (or omission)committed by a person, which infringes the rights of another or causes himor her harm. (Coetzee 2010188) ? To constitute delict, one person must have caused harm or damage to another byhis or her action or conduct .The conduct must be impulsive human action and maybe either a positive action or an omission . In terms of this element of delictual liability the groom can be held liable asthey failed to remove the fleck of poise or at least clearly demarcate thearea approximately the dapple of steel, in order to make people aware of it. Thecoach, knowing that there is a possibility that players could fall during thewarm up due to the nature of the sport, could also be held responsible asthe teams were responsible for choosing a warm up area and the coachshould as such have checked the area for whatever objects that could causeharm to team members. The act which causes harm must be outlawed, that is, it must be legallyreprehensible or paradoxical in terms of the legal convictions of the community . To test for unlawfulness, the boni mores principle is utilise . The question here iswhether the harm caused was unjustified in the circumstances . I n the absence ofwrongfulness a defendant may not be held liable . The school can be held liable as they should have taken all precautions tohelp to prevent an suffering of this nature to any person on their schoolgrounds.Knowing that they were hosting a basketball tournament theyshould have take any objects that could cause injuries to any playersor clearly demarcate the areas where there could be concerns over theplayers guard duty. The coach in being responsible for the safety of his teamshould have thoroughly inspected the area chosen for the warm up for anydanger ous objects. ? The act must be the result of fault in the form of intent (dolus) or negligence(culpa) . Fault refers to blameworthy attitude or conduct of someone who has actedwrongfully . The coach of the team was negligent as he should have inspected thearea for any danger to the players, if he had done so he would have seenthe speckle of steel and then either have chosen a different warm up area orat least reproach the players to either avoid that area or be careful around it. The school could be seen to be negligent for failure to remove the piece ofsteel or clearly demarcate the area around the piece of school. ? There is a casual relationship between the conduct of the perpetrator and the harmsuffered by the victim . I general, it should be shown that the persons reproach didresult from the actions of the person charged with negligence . I n other words, theremust be a clear casual relationship between the act and the injury . A person cannotbe held liable if he or she has not caused any damage . The schools negligence in not removing the piece of steel or demarcatingthe area around it resulted in the injury to the player, as such they can beheld liable. The coach for not thoroughly inspecting the area in which theplayers would warm up could also be held liable. ?A delict is a wrongful and culpable act which has harmful consequences . Damagesin the form of patrimonial loss or non-patrimonial loss must be present . There mustbe a lodge between the negligent conduct and the injury (physical or mental ) . To receive an award for damages, a plaintiff must have suffered an injury as a resultof the defendants negligent conduct . The plaintiff must prove that some damageoccurred . Although the injury or damage does not need to be substantial for anaward to be ordered, the injury must be real rather than be imagined .The courts aregenerally reluctant to award damages where there is not some form of injury . Damages are present which are due to the negligen t conduct on the partof the school, not removing the piece of steel or demarcating the areasurrounding the piece of steel, and coach, for not thoroughly inspectingthe area on which his players will be using to warm up. Contributory fault is where a learner does not show the degree of carenormally expected form someone of his or her age, knowledge andexperience.If this is present the educator will not be only if liable for anydamages resulting from an injury by his or her act. In the case in question,if the basketball tournament is for a junior age group (ie. under 15s) or asenior age group (ie. under 18s) will determine if there is contributory faulton the part of the learners. Under 18 learners can reasonably beexpected to be responsible enough to check themselves for any danger onthe warm up area chosen. Whereas the under 15 learners cannotreasonably be expected to check for any danger.