, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1. Critically discuss how you, as a teacher, integrate the functions of planning, organising,
leading, monitoring, and coordinating to create a cohesive classroom management system, and
what would be the potential impact on learner behaviour and academic achievement if one of
these functions is weak or missing.
As a teacher, integrating the management functions of planning, organising, leading, monitoring, and
coordinating is not a linear process but a cyclical and interdependent one. These functions form the
backbone of a cohesive classroom management system, directly shaping learner behaviour and
academic achievement (TAM2601, Study Guide, 2020). A classroom manager must weave these
elements together seamlessly to create a positive, friendly, and productive learning environment
(Kayyali, 2025).
Integration of Management Functions
Planning: I integrate planning as the foundational function. This involves designing the
curriculum into "bite-sized chunks" and step-by-step approaches, as suggested for Millennial
learners who prefer structure (Coetzee et al., 2019, p. 8). My planning includes not only lesson
content but also proactive discipline strategies, classroom rules, and procedures for transitions,
group work, and resource management. This aligns with the view that planning lays the
foundation for all management efforts (Coetzee et al., 2019, p. 23).
Organising: Once planned, I organise the physical and human elements of the classroom. This
means arranging seating to facilitate visibility and accessibility, managing resources for
effective teaching, and creating a classroom policy. Crucially, it involves structuring learner
participation through cooperative learning models and clearly defined roles (e.g., using the
"rhino system" for group work) (Coetzee et al., 2019, p. 63). This transforms my planning into
an actionable structure.
Leading: Leading is where I translate plans and organisation into reality through influence and
motivation. Drawing on the long-term leadership model, I create a shared class vision,
communicate it effectively, and foster Ubuntu values like respect, caring, and mutual assistance
(Coetzee et al., 2019, p. 28). In the short term, I adapt my leadership style (autocratic,
democratic, or laissez-faire) based on the learners' readiness, the task structure, and the
situation (Coetzee et al., 2019, pp. 32-35). This builds a positive classroom climate where
learners feel safe and motivated.
Monitoring (Control): Monitoring is the ongoing assessment of whether learning and
behavioural goals are being met. This is not merely about grading but about using "control
mechanisms to check whether learning has been realised" (Coetzee et al., 2019, p. 24). I
monitor through formative assessments, observing learner interactions, tracking attendance,
and using the 20-step discipline model to gauge behaviour. The key principle is that control
aims at "correcting behaviour or improving ability – not finding fault" (Coetzee et al., 2019, p.
25).
Question 1
1. Critically discuss how you, as a teacher, integrate the functions of planning, organising,
leading, monitoring, and coordinating to create a cohesive classroom management system, and
what would be the potential impact on learner behaviour and academic achievement if one of
these functions is weak or missing.
As a teacher, integrating the management functions of planning, organising, leading, monitoring, and
coordinating is not a linear process but a cyclical and interdependent one. These functions form the
backbone of a cohesive classroom management system, directly shaping learner behaviour and
academic achievement (TAM2601, Study Guide, 2020). A classroom manager must weave these
elements together seamlessly to create a positive, friendly, and productive learning environment
(Kayyali, 2025).
Integration of Management Functions
Planning: I integrate planning as the foundational function. This involves designing the
curriculum into "bite-sized chunks" and step-by-step approaches, as suggested for Millennial
learners who prefer structure (Coetzee et al., 2019, p. 8). My planning includes not only lesson
content but also proactive discipline strategies, classroom rules, and procedures for transitions,
group work, and resource management. This aligns with the view that planning lays the
foundation for all management efforts (Coetzee et al., 2019, p. 23).
Organising: Once planned, I organise the physical and human elements of the classroom. This
means arranging seating to facilitate visibility and accessibility, managing resources for
effective teaching, and creating a classroom policy. Crucially, it involves structuring learner
participation through cooperative learning models and clearly defined roles (e.g., using the
"rhino system" for group work) (Coetzee et al., 2019, p. 63). This transforms my planning into
an actionable structure.
Leading: Leading is where I translate plans and organisation into reality through influence and
motivation. Drawing on the long-term leadership model, I create a shared class vision,
communicate it effectively, and foster Ubuntu values like respect, caring, and mutual assistance
(Coetzee et al., 2019, p. 28). In the short term, I adapt my leadership style (autocratic,
democratic, or laissez-faire) based on the learners' readiness, the task structure, and the
situation (Coetzee et al., 2019, pp. 32-35). This builds a positive classroom climate where
learners feel safe and motivated.
Monitoring (Control): Monitoring is the ongoing assessment of whether learning and
behavioural goals are being met. This is not merely about grading but about using "control
mechanisms to check whether learning has been realised" (Coetzee et al., 2019, p. 24). I
monitor through formative assessments, observing learner interactions, tracking attendance,
and using the 20-step discipline model to gauge behaviour. The key principle is that control
aims at "correcting behaviour or improving ability – not finding fault" (Coetzee et al., 2019, p.
25).
