BTE ASSIGNMENT 4 ANSWERS.

BTE ASSIGNMENT 4 ANSWERS. Becoming A Teacher. Curriculum development in South African education during the period of apartheid was controlled tightly from the center. While theoretically, at least, each separate department had its own curriculum development and protocols, in reality curriculum formation in South Africa was dominated by committees attached to the white House of Assembly … So prescriptive was this system, abetted on the one hand by a network of inspectors and subject advisors and on the other by several generations of poorly qualified teachers, that authoritarianism, rote learning, and corporal punishment were the rule. These conditions were exacerbated in the impoverished environments of schools for children of color. Examination criteria and procedures were instrumental in promoting the political perspectives of those in power and allowed teachers very little latitude to determine standards or to interpret the work of their students. Curriculum development in South Africa after 1994 as was the case before 1994 is part of the national political process. Recommendations were made by a Ministerial Review Committee, appointed in 2000 and this committee suggested an extensive revision to the curriculum with the major function of making it more digestible with an all-inclusive, user friendly approach. In the process, ordinary interest groups within Babel of role player and stakeholder voices were able to make proposals, but not all were heard or were able to affect the Revised National Curriculum Statement, which features an orientation to rights and outcomes. In Chisholm's words, it was primarily those few voices with social power who constructed the overall score. Chisholm identifies the ANC, several bodies or associations in education and individual intellectuals as the dominant powers behind the eventual curriculum changes. In the transformation progress approach to History, for example, the emphasis was on historical skills and the diversity of voices in the making of South Africa's history. It was probably underscored that the path of the past, namely a dominant narrative of white progress, was not to be followed. 1.2. Effective communication skills 1.2.1. Students will develop knowledge, skills, and judgment around human communication that facilitate their ability to work collaboratively with others. Such skills could include communication competencies such as managing conflict, understanding small group processes, active listening, and appropriate self-disclosure. Students will be able to communicate effectively orally and in writing. 1.2.2. a) List three ways to manage conflict between two learners in your school. b) What are the key properties of small group? c) How do you effectively communicate orally in writing? d) Which is more effective way of communication oral or written? e) What are four examples of active listening? Downloaded by: asmayusuf257 | Distribution of this document is illegal This study source was downloaded by from CourseH on :02:05 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace 1.2.3. a) List three ways to manage conflict between two learners in your school. 1) Give students a chance to cool off and reflect on their feelings. Even if disputes occur in the middle of class, when you may not be able to discuss the situation with the students, you can provide students with a quiet space to calm down and focus on some reflection questions to prepare for a later discussion. 2) At an appropriate time, bring the students together, and with your help, ask them to share their feelings about the situation. This is often the most difficult step, especially for students who are not used to resolving conflict in this way. 3) Once students have shared their perspectives, it’s time to choose a solution. Depending on your students’ maturity and comfort-levels, you can either provide them with options, or you can work together to choose from their own proposed resolutions. Both students should feel comfortable with the solution, even if some compromise is required