PDP4804
ASSIGNMENT 1
DUE DATE: 30 APRIL 2026
, PDP4804 ASSIGNMENT 1 2026
DUE 30 APRIL 2026
Question 1
What key aspects should a teacher consider in classroom practice to foster
psychosocial, emotional and behavioural well-being among learners?
Adopting a positive psychology and asset-based approach
Rather than focusing only on problems, the teacher should identify and build on
learners’ strengths, talents and existing support networks. Positive psychology
emphasises cultivating competence, confidence and optimism, which give learners a
sense of control over their lives (Donald et al., 2014:58). An asset-based approach
looks for internal assets e.g., a sense of humour, perseverance and external
resources e.g. a caring grandmother, a church youth group that can be mobilised.
For example, a teacher who notices a learner’s artistic ability might ask the learner to
design a classroom poster, thereby boosting the learner’s self-worth and sense of
belonging.
Creating an inclusive, caring classroom climate
The physical, instructional and social aspects of the classroom all influence well-
being. A safe, welcoming space with accessible seating, positive displays, and clear
routines reduces anxiety. Instructionally, the teacher should use flexible, learner-
centred methods that accommodate different abilities and backgrounds, thereby
preventing feelings of failure and exclusion (Donald et al., 2014:151–157). Socially,
the teacher must model respect and empathy, and actively nurture a culture where
every learner feels valued. For instance, holding regular class meetings where
learners share concerns and solve problems collaboratively builds trust and reduces
conflict.
ASSIGNMENT 1
DUE DATE: 30 APRIL 2026
, PDP4804 ASSIGNMENT 1 2026
DUE 30 APRIL 2026
Question 1
What key aspects should a teacher consider in classroom practice to foster
psychosocial, emotional and behavioural well-being among learners?
Adopting a positive psychology and asset-based approach
Rather than focusing only on problems, the teacher should identify and build on
learners’ strengths, talents and existing support networks. Positive psychology
emphasises cultivating competence, confidence and optimism, which give learners a
sense of control over their lives (Donald et al., 2014:58). An asset-based approach
looks for internal assets e.g., a sense of humour, perseverance and external
resources e.g. a caring grandmother, a church youth group that can be mobilised.
For example, a teacher who notices a learner’s artistic ability might ask the learner to
design a classroom poster, thereby boosting the learner’s self-worth and sense of
belonging.
Creating an inclusive, caring classroom climate
The physical, instructional and social aspects of the classroom all influence well-
being. A safe, welcoming space with accessible seating, positive displays, and clear
routines reduces anxiety. Instructionally, the teacher should use flexible, learner-
centred methods that accommodate different abilities and backgrounds, thereby
preventing feelings of failure and exclusion (Donald et al., 2014:151–157). Socially,
the teacher must model respect and empathy, and actively nurture a culture where
every learner feels valued. For instance, holding regular class meetings where
learners share concerns and solve problems collaboratively builds trust and reduces
conflict.
