TAM2601_exam2020

TAM2601_exam2020 Mentioning the activities and the Characteristics 1) The learners formed groups where they could work together. 1) The learners prefer working together in small groups which is teamwork where they can share information that they have learnt through Collaboration. 2) The learners took out their relevant gadgets to search for information on the web. 2) The learners rely on the internet and search engines to gather their information to complete the tasks. 3) After the educator completed writing on the board he checked progress of the learners by correcting and motivating them. 3) The learners always want feedback on their academic performance which Mr Maseko did by correcting them on their work. 4) Kopano managed to multitask by reading the newspaper, taking notes as well as cutting out useful articles. 4) Kopano managed to multitask and complete several tasks at the same time. 5) The two boys performed tasks without being told what to do where the one read magazines and the other read the newspaper and multitasked. 5) Millennials learn best by inductive discovery; the two boys got on with their work and were not told what to do but rather used their own initiative. Where in the scenario is there evidence of the digital divide? Give a reason. 1.2) Digital divide is when there are people who have access to technology devices and those that don’t have access, it is also the gap between the people who use the relative sources to gain knowledge and information to complete certain tasks and activities and those people who can’t use the technology to benefit them. There is evidence of the digital divide in the scenario. The evidence is when the learners are working together in their groups and access the internet and web by using their tablets and cell phones however the two boys Kopano and Katleho do not have access to technology which means they do not have access to the internet and the Activity Characteristic 5 | P a g e web to search information however they use magazines and the newspaper to gain their information. Since the students in groups have access to technology they can use the devices to their benefit by searching information where they gain knowledge and the necessary resources. However the two boys can’t use technology because they do not have access which means they cannot gain the technological knowledge as they do not have the devices to gain this knowledge. Some of the things Mr Maseko did resulted in positive classroom management. Mention what he did and then the positive result that matches that action. 1.3) Once Mr Maseko had finished writing on the board he checked the learner’s progress and this shows he wants the best for the learners and it also shows he is interested in his learners work and by doing this he was making sure that all the children were working at the same pace and were on the same level. The positive result is that the learners acknowledged what the educator was doing which made the students happy as they know Mr Maseko wants the best for his learners. Mr Maseko also ensured that the learners were not playing games on their gadgets which shows that he wants the learners to do their best. Mr Maseko came across two boys who did not have an electronic gadget that they could use to gain information from the internet. Mr Maseko then went out of his way to help the learners by providing magazines and newspapers which they could use to complete the activity. This had a positive result on the two boys because once they received their resources from Mr Maseko they had a smile on their face which may have shown a sign of thankfulness and gratefulness after that they took initiative and started working immediately by reading and cutting out articles that they could use for the activity. How would you use “assertiveness” to resolve conflict, as per Amos (1999). 1.4) As an emotionally intelligent educator I would use assertiveness to resolve conflict by, when disagreeing with an individual I will ensure that I remain calm, polite and open minded. I will remind myself that everyone has an opinion and not all opinions are the same therefore I will have to separate facts from opinions and be firm and control my emotions by remaining logic. I will make sure that when in a disagreement I will accept the other person’s opinion and not drag them down as everyone’s opinions matter. I will also ensure that before deciding on a decision I will ask questions to get clarity which will give me a wider outline that will help me make my decision, if I need more time to make a decision I will tell the person as this will prevent a mistake or a regret. When I decide on something and I have come to the conclusion of saying “no”, I will 6 | P a g e be honest with the person as to why I made that decision. I will thank the person for the opportunity so they know there are no hard feelings or regrets and it will also make them aware that I thought thinks thoroughly before I made the decision. Mention different steps that may be followed by an educator in the problemsolving approach for a good decision-making. 1.5) 1) The first step would be to know exactly what the problem is and how you are going to solve that problem. 2) One needs to ensure that they have relevant sources that will help them to understand the problem in the best possible way. 3) You need to ensure that you weigh up pros and cons before making the decision of which solution or choice you will decide on. 4) Once you have weighed up the pros and cons you need to choose which solution is best for you. 5) Once the decision has been made you need to implement it and carry out tasks to make it effective. 6) The last step is to Evaluate the chosen strategy. This will ensure that the process is working and that everything is on track. What kind of relationship does Mr Maseko have with the parents of Kopano and Katleho? 1.6) A Professional and Friendly relationship How do you think the following people can benefit from the parent-educator partnerships? 1.7.1) Kopano and Katleho can benefit by parent-educator partnership because they will most of the time complete their homework which will result in achieving better grades and good marks when it comes to a test. The two boys will have a high selfesteem, they will be motivated and disciplined to attend school which will result in them being positive and excited about new topics that will be taught. Since the boys have a positive outlook about school it will result in a positive and improved behaviour which in turn will decrease hearings and suspension that may have occurred in the past. 7 | P a g e 1.7.2) Mr Maseko can benefit from parent-educator partnerships as teachers understand families better, they understand different ways families may do things and this results in educators respecting parents and their abilities, what they can and cannot do. Educators also go on to respect parent’s time management and how they manage to do what they do. As the number of parents that are involved in the school increases the educator is able to experience positivity from those parents which creates a safe and warm working environment. It is not easy being an educator therefore receiving compliments from parents motivates educators to continue working hard which intern allows for interactions between the educator and the parents to improve. 1.7.3) The parents of Kopano and Katleho can benefit from parent-educator partnerships since parent interaction increases and this results in student performance to increase, parents will also be able to assist their child if the educator requests them to. Parents become confident in their job as a parent as they are able to assist their children if they struggle and this builds a well firm foundation between the parents and the child. Parents become encouraged and supportive towards the school as they want to become a part of the school which in turn increases parental involvement, and as the parents become aware of their child development it increases attention towards them and less punishment takes place. Explaining the five deterrents to effective interviews in managing an integrated approach to parental involvement as per Bauer and Shea (2003:75) 1.8) 1) Fatigue, particularly if the conference takes place after the day’s workThis meaning that if an interview takes place after working hours parents are physically tired and drained. Ones focus has shifted to home related issues which normally takes place after a day’s work, example thinking about preparing supper and completing children’s homework so therefore their mind will not be hundred present focused and present in the interview process. 2) Strong feelings, which can interfere with how participants perceive situationsNegativity from a parents side towards being interviewed by the educator can lead to negative results since the parent approaches the interview in a negative mood, frustration and irritation can lead to the parent being disinterested and can result in disagreements between the educator and parent. This more often than not strays off the topic and becomes personal. 3) The use of emotionally loaded words or phrasesThis can lead to the parent miss understanding the problem at hand and assume that the educator is belittling or finding fault with the child’s emotional state and wellbeing which will cause the parent to automatically switch to defensive mode to protect their child. This can lead to a hostile interview which in the long run can be detrimental to the relationship between the educator and the parent. 8 | P a g e 4) Educator talking to the extent that the parents participation is limitedThis can cause the parent to lose interest in what is being said and cause their mind to wonder and lose sight of the problem being discussed. This type of interview needs to encourage parental involvement and participation in order for it to be fruitful. One needs to encourage parental involvement during an interview to allow the educator to get a better understanding of the situation at home and the relationship between the child and their parents.