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TPS3704 Assignment 2 2026 (Answer Guide)
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2026
Contents
TPS3704 ASSIGNMENT 02 ............................................................................................................3
QUESTION 1................................................................................................................................3
1.1 Identification and Analysis of Three Ethical or Professional Breaches .......................3
1.1.1 Publicly Shaming and Indirectly Humiliating a Learner ...........................................3
1.1.2 Breach of Confidentiality ..............................................................................................4
1.1.3 Inappropriate Use of Social Media ..............................................................................4
1.2 Application of the Code of Professional Ethics ...............................................................5
1.2.1 Conduct Towards the Learner .....................................................................................5
1.2.2 Conduct Towards the Teaching Profession ..............................................................6
1.3 Proposed and Justified Ethical and Professional Actions .............................................7
1.3.1 Engage in a Private, Supportive Conversation with the Learner ............................7
1.3.2 Avoid Public Comments and Use Constructive Feedback Strategies ...................7
1.3.3 Maintain Confidentiality When Discussing Learner Information ............................8
1.3.4 Exercise Professional Judgment on Social Media Use ............................................8
1.4 Critical Reflection on Balancing Academic Standards and Empathy ...........................9
QUESTION 2 ................................................................................................................................. 10
2.1 Identification and Analysis of Three Classroom Management Challenges ................ 10
2.1.1 Disruptive Behaviour During Instruction ................................................................. 10
2.1.2 Inconsistent Classroom Expectations Regarding Cell Phone Use ....................... 11
2.1.3 Poorly Managed Group Work and Learner Conflict ................................................ 11
2.2 Critical Analysis of the Teacher’s Response ................................................................. 12
Strength 1: Immediate Intervention to Restore Order...................................................... 12
Strength 2: Attempt to Use Collaborative Learning ......................................................... 12
Weakness 1: Reliance on Authoritarian Tone Rather Than Preventative Strategies... 13
Weakness 2: Lack of Clear Structure for Group Work .................................................... 13
2.3 Strategies to Enhance Classroom Interaction and Learner Engagement .................. 13
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2.3.1 Establish Clear Classroom Rules and Consistent Behavioural Expectations .... 14
2.3.2 Use Positive Behaviour Support and Constructive Communication.................... 14
2.3.3 Structure and Scaffold Group Work Effectively ...................................................... 15
Conclusion for Question 2 .................................................................................................. 15
References .................................................................................................................................... 16
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TPS3704 ASSIGNMENT 02
QUESTION 1
1.1 Identification and Analysis of Three Ethical or Professional Breaches
The extract presents several ethical and professional concerns that conflict with the
expectations of responsible teaching practice, particularly within the South African
context governed by the South African Council for Educators (SACE). Below, three key
ethical breaches are identified and analysed.
1.1.1 Publicly Shaming and Indirectly Humiliating a Learner
One significant ethical breach occurs when the student teacher makes the general
remark that learners who fail to submit work “lack discipline and commitment.” Although
Lerato is not named directly, the context makes it clear to the class that the comment
refers to her, as classmates laugh and look in her direction.
This conduct is ethically problematic because it undermines the learner’s dignity and
emotional well-being. According to the SACE Code of Professional Ethics, teachers
must treat learners with respect and must not humiliate or intimidate them (SACE,
2018). Even indirect comments that single out learners can cause emotional harm and
create a hostile classroom environment.
From a professional perspective, teachers are expected to foster a supportive learning
climate where learners feel safe to participate (DBE, 2011). Publicly associating
academic struggles with personal failure contradicts inclusive education principles and
ignores socio-economic barriers that may affect learner performance. In this case,
Lerato’s lack of access to data is a contextual challenge rather than a reflection of poor
discipline.
The consequence of this breach is evident in Lerato’s withdrawal during the lesson and
her declining academic performance. Emotional distress can significantly affect
cognitive engagement and learning outcomes, especially in adolescent learners.
TPS3704 Assignment 2 2026 (Answer Guide)
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2026
Contents
TPS3704 ASSIGNMENT 02 ............................................................................................................3
QUESTION 1................................................................................................................................3
1.1 Identification and Analysis of Three Ethical or Professional Breaches .......................3
1.1.1 Publicly Shaming and Indirectly Humiliating a Learner ...........................................3
1.1.2 Breach of Confidentiality ..............................................................................................4
1.1.3 Inappropriate Use of Social Media ..............................................................................4
1.2 Application of the Code of Professional Ethics ...............................................................5
1.2.1 Conduct Towards the Learner .....................................................................................5
1.2.2 Conduct Towards the Teaching Profession ..............................................................6
1.3 Proposed and Justified Ethical and Professional Actions .............................................7
1.3.1 Engage in a Private, Supportive Conversation with the Learner ............................7
1.3.2 Avoid Public Comments and Use Constructive Feedback Strategies ...................7
1.3.3 Maintain Confidentiality When Discussing Learner Information ............................8
1.3.4 Exercise Professional Judgment on Social Media Use ............................................8
1.4 Critical Reflection on Balancing Academic Standards and Empathy ...........................9
QUESTION 2 ................................................................................................................................. 10
2.1 Identification and Analysis of Three Classroom Management Challenges ................ 10
2.1.1 Disruptive Behaviour During Instruction ................................................................. 10
2.1.2 Inconsistent Classroom Expectations Regarding Cell Phone Use ....................... 11
2.1.3 Poorly Managed Group Work and Learner Conflict ................................................ 11
2.2 Critical Analysis of the Teacher’s Response ................................................................. 12
Strength 1: Immediate Intervention to Restore Order...................................................... 12
Strength 2: Attempt to Use Collaborative Learning ......................................................... 12
Weakness 1: Reliance on Authoritarian Tone Rather Than Preventative Strategies... 13
Weakness 2: Lack of Clear Structure for Group Work .................................................... 13
2.3 Strategies to Enhance Classroom Interaction and Learner Engagement .................. 13
,2|Page
2.3.1 Establish Clear Classroom Rules and Consistent Behavioural Expectations .... 14
2.3.2 Use Positive Behaviour Support and Constructive Communication.................... 14
2.3.3 Structure and Scaffold Group Work Effectively ...................................................... 15
Conclusion for Question 2 .................................................................................................. 15
References .................................................................................................................................... 16
, 3|Page
TPS3704 ASSIGNMENT 02
QUESTION 1
1.1 Identification and Analysis of Three Ethical or Professional Breaches
The extract presents several ethical and professional concerns that conflict with the
expectations of responsible teaching practice, particularly within the South African
context governed by the South African Council for Educators (SACE). Below, three key
ethical breaches are identified and analysed.
1.1.1 Publicly Shaming and Indirectly Humiliating a Learner
One significant ethical breach occurs when the student teacher makes the general
remark that learners who fail to submit work “lack discipline and commitment.” Although
Lerato is not named directly, the context makes it clear to the class that the comment
refers to her, as classmates laugh and look in her direction.
This conduct is ethically problematic because it undermines the learner’s dignity and
emotional well-being. According to the SACE Code of Professional Ethics, teachers
must treat learners with respect and must not humiliate or intimidate them (SACE,
2018). Even indirect comments that single out learners can cause emotional harm and
create a hostile classroom environment.
From a professional perspective, teachers are expected to foster a supportive learning
climate where learners feel safe to participate (DBE, 2011). Publicly associating
academic struggles with personal failure contradicts inclusive education principles and
ignores socio-economic barriers that may affect learner performance. In this case,
Lerato’s lack of access to data is a contextual challenge rather than a reflection of poor
discipline.
The consequence of this breach is evident in Lerato’s withdrawal during the lesson and
her declining academic performance. Emotional distress can significantly affect
cognitive engagement and learning outcomes, especially in adolescent learners.
