TMN3703 EXAMINATION 2020.

TMN3703 EXAMINATION 2020. Guidance, Counselling And Life Skills Development. Aims of the life skills curriculum: - To guide learners to reach their full potential physically, personally, emotionally and socially. - To teach learners to practise their constitutional rights and responsibilities to respect each other’s rights. - To guide learners to make informed and responsible decisions about their environment and health. - To develop expressive, creative and innovative individuals. - To build skills such as self-awareness, problem-solving, intrapersonal relationships, leadership, decision-making and communication efficiency. - To expose learners to experiences and basic skills in drama, dance, music and visual arts including artistic literacy and the appreciation thereof. - To allow learners to enjoy the healthy benefits of exercise and develop social skills through participating in Physical Education. 1.2. Roles of the life skills teacher: - Resource provider – Teachers help their colleagues by sharing instructional resources, for example, websites, readings, materials etc. to use with their learners. - Instructional specialist – To help colleagues implement effective teaching strategies. This includes ideas for differentiating instruction or planning lessons in partnership with fellow teachers. - Curriculum specialist – Leads teachers to agree on standards, follow the adopted curriculum, use common pacing charts and develop shared assignments. - Classroom supporter – Works inside the classroom to help teachers implement new ideas, often by demonstrating a lesson, co- teaching or observing and giving feedback. - Learning facilitator – Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn from one another, they can focus on what most directly improves student learning. - Mentor – Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as a role model. Mentors make significant contributions to the development of a new professional. - School leader – Being a school leader means serving on a committee. A school leader shares the vision of the school, aligns their professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. - Data coach – Teachers have access to a great deal of data, but they often do not use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analysing and using this information to strengthen instruction. This study source was downloaded by from CourseH on :34:24 GMT -05:00 This study resource was shared via CourseH TMN3703 Liza-Mari Drummond - Catalyst for change – Teachers who take on this role feels secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning. - Learner – The most important role of a teacher. Learners model continual improvement, demonstrative lifelong learning, and use what they learn to help all students perform well. 1.3.1. attitudes - This concept is used to include the wide field of social norms, ethics, morality, beliefs, rights, community, tradition, spirituality and faith, and feelings towards oneself and others in the sense of life skills education. 1.3.2. knowledge - In many contexts, the words" knowledge "and" information "are used interchangeably, but" information "refers to what is conveyed about a specific fact or topic in discussions of life skills education, while" knowledge "refers to a state or condition of understanding that enables factual information to be linked to other information and knowledge, synthesized into broader concepts. 1.3.3. life skills - Life skills are described as adaptive and constructive behavioural psycho-social skills that enable individuals to cope effectively with demands. And the problems of daily life. They are loosely grouped into three broad categories of skills: cognitive skills for information analysis and use; personal skills for personal agency growth and selfmanagement; and interpersonal skills for successful communication and interaction with others. 1.3.4. life skills education - Life skills education is a structured program of participatory learning focused on needs and results that seeks to boost constructive and adaptive behaviour by helping people build and practice psycho-social skills that mitigate risk factors and enhance protective factors. Theoretical and evidence-based, learner-focused life skills education programs are implemented by qualified facilitators and adequately reviewed to ensure the continuous improvement of recorded outcomes. QUESTION 2 2.1. Two types of assessment namely informal assessment and formal assessment. Different forms of assessment: - Project: Any piece of work in which knowledge, skills and values can be a project, it is demonstrated that they lead to competence in the stated material. The assignment will include gathering, analysing and presenting results in a written product that the learners can report or execute. To perform the task outside of contact time, learners will collect data / resources / information. - Assignment: This form of assessment would make it possible to analyse knowledge, skills and values more holistically and apply them in various contexts.