TPS3704 Assignment 02 Due Year 2026

UNIVERSITY OF SOUTH AFRICA
College of Education


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TPS3704: Teaching Practice

Assignment 02 — 2026

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TPS3704
Module Code:
Teaching Practice
Module Name:
[Your Full Name]
Student Name:
[Your Student Number]
Student Number:
Assignment 02
Assignment:
Ethics, Professionalism and Classroom Management
Topic:
2026
Academic Year:




Submitted in partial fulfilment of the requirements for TPS3704 — UNISA 2026

,UNISA | TPS3704 Assignment 02 — 2026



Contents


1 Question 1: Ethical Practice and Professionalism in Teaching 4

1.1 1.1 Three Ethical and Professional Breaches . . . . . . . . . . . . . . . . . 4

1.1.1 Breach 1: Public Humiliation and Violation of Learner Dignity . 4

1.1.2 Breach 2: Breach of Learner Confidentiality . . . . . . . . . . . . . 5

1.1.3 Breach 3: Unprofessional Use of Social Media . . . . . . . . . . . . 5

1.2 1.2 Evaluation of Conduct Against the SACE Code of Professional Ethics 6

1.2.1 Conduct Toward the Learner . . . . . . . . . . . . . . . . . . . . . . . 6

1.2.2 Conduct Toward the Teaching Profession . . . . . . . . . . . . . . . 7

1.3 1.3 Four Appropriate Ethical and Professional Actions . . . . . . . . . . . 7

1.3.1 Action 1: Private, Empathetic Communication with Lerato . . . 7

1.3.2 Action 2: Retract or Repair the Classroom Comment Immediately 8

1.3.3 Action 3: Maintain Strict Confidentiality Outside the Classroom 8

1.3.4 Action 4: Avoid Using Social Media to Express Classroom Frus-
trations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

1.4 1.4 Critical Reflection: Balancing Standards, Empathy, Confidentiality,
and Inclusivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.4.1 The False Dichotomy Between Standards and Empathy . . . . . . 9

1.4.2 Empathy as a Professional Competency . . . . . . . . . . . . . . . . 10

1.4.3 Confidentiality as Non-Negotiable in Diverse Classrooms . . . . . 10

1.4.4 Inclusive Practice as the Bridge . . . . . . . . . . . . . . . . . . . . . 10


2 Question 2: Classroom Management in the FET Phase 12

2.1 2.1 Three Classroom Management Challenges and Their Influence on Teach-
ing and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12




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, UNISA | TPS3704 Assignment 02 — 2026


2.1.1 Challenge 1: Learner Off-Task Behaviour and Disruption During
Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

2.1.2 Challenge 2: Disengagement and Learner Resistance Following a
Fear-Based Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

2.1.3 Challenge 3: Breakdown in Group Collaboration and Lesson Ob-
jectives Not Achieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

2.2 2.2 Critical Analysis of Ms Pete’s Response to Learner Behaviour . . . 14

2.2.1 Strength 1: Immediate Response to Disruption . . . . . . . . . . . 14

2.2.2 Strength 2: Attempted Learner-Centred Activity . . . . . . . . . . 14

2.2.3 Weakness 1: Reliance on Fear and Punishment Threats . . . . . . 15

2.2.4 Weakness 2: Insufficient Preparation for Group Work . . . . . . . 15

2.3 2.3 Three Effective Strategies to Enhance Classroom Interaction and Learner
Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2.3.1 Strategy 1: Establishing Co-Created Classroom Agreements at the
Start of Each Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2.3.2 Strategy 2: Scaffolding Group Work with Clear Roles, Tasks, and
Protocols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2.3.3 Strategy 3: Using Positive Reinforcement and Restorative Engage-
ment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16


Reference List 18




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