MAY /JUNE 2017
The teacher as a facilitator
1.1 Aspects to be considered when providing support to the parents of a child who is experiencing
learning problems Sg page10
• periodic updates of class activities, assignments and expectations
• opportunities for parents to support their children • providing language assistance, should there
be a language barrier (home language vs language of teaching)
• providing examples of activities for parents to use with their children at home
• setting up teacher–parent meetings at school
• explaining the need for additional support to both the child and the parents
• discussing the rights of the child to additional support to enhance and support learning
• the importance of recognizing the needs of the child with regard to support
1.2 An outline of how to deal with a child who discloses abuse sg page 14
• Acknowledge the child’s statement.
• If possible, try to remain calm and not show any excessive shock.
• Reassure the child and refrain from any judgements.
• Ensure that you are discussing the issue privately.
• Always show the child that you believe what they are telling you.
• Try to avoid questions that involve “why”, as they sound as if you are assigning blame.
• Always reaffirm to the child that they are not to blame for what has happened and that they
did nothing to encourage it.
• Empathize with the child by showing them that you know how difficult it is for him or her to
discuss something like this.
• Reassure the child that you will be getting some help, but avoid false reassurances such as
“everything will be all right”.
• Make a note of everything the child tells you.
• Lastly, commend the child for having told you, for instance “I’m glad you told me this.”
After a child has disclosed the abuse to you, keep the following in mind:
• Explain to the that you need to involve other adults to help.
• Inform the principal. (In consultation with you, as the educator, and an experienced social worker,
the principal should decide at which stage and by whom the parent should be contacted.)
• Follow the school policy on child abuse.
• Contact the parent.
• Report/lay a “suspicion charge” at a welfare organization and/or CPU.
• Contact a social worker.
• Contact other resources, if necessary.
• Treat the child’s disclosure as confidential, while considering who needs to be told about the
abuse for the child’s wellbeing and safety to be secured.
• After the child has disclosed the abuse, make written notes on the content of what the child has
said and the demeanor of the child; keep these notes in a safe place.
, 1.3 In the light of the Bill of Rights, disciplinary measures are regarded as being unreasonable when
sg page 15
–they are excessive and administered in an irresponsible
manner –they cause physical or psychological pain and damage
–there is no clear reason for the punishment measure –they are
not age-appropriate
1.4 Values and general principles that ought to be applicable in order To deal with discipline in an
ethical manner are
–respect for fundamental human rights
–respect for educators
–acceptance of multiculturalism and diversity
–respect for the environment and school facilities
1.5 . If you regard learners from an internal frame of reference, you will
-Interpret all the information according to your own perceptions and convictions,
-fall into the trap of expressing value judgements towards learners.
-No acknowledgement is given to the frame of reference of the learner.
-This is disrespectful and leads to negating any problem-solving skills that the learner may have.
Question 2
Facilitating learning and development
2.1 Your list to assess the child’s functionality in the various domains should include the following
sg page 20 -21
Physical condition: Left-handedness or right-handedness; being left-eyed or right-eyed; being left-
footed or right-footed; visual ability, or near-sightedness and far-sightedness; eye control and
convergence; hearing; speech; physical impairment; laterality and sense of direction; spatial
orientation; sense of time; body orientation; tactile discrimination; general state of health; and
general appearance and physique
Visual perception: Spotting differences and similarities; visual memory; position in space; visual
sequence; visual closure; foreground–background identification; recognition of colors; analysis
and synthesis; and visual–motor integration
Attentive listening: auditory discrimination; auditory sequence; auditory short-term memory;
auditory association; auditory analysis; auditory synthesis; and auditory closure
Motor coordination: Gross motor coordination; fine motor coordination; visual motor
coordination (eye–hand coordination); auditory–motor coordination; balance; rhythm; and
muscle tone
The teacher as a facilitator
1.1 Aspects to be considered when providing support to the parents of a child who is experiencing
learning problems Sg page10
• periodic updates of class activities, assignments and expectations
• opportunities for parents to support their children • providing language assistance, should there
be a language barrier (home language vs language of teaching)
• providing examples of activities for parents to use with their children at home
• setting up teacher–parent meetings at school
• explaining the need for additional support to both the child and the parents
• discussing the rights of the child to additional support to enhance and support learning
• the importance of recognizing the needs of the child with regard to support
1.2 An outline of how to deal with a child who discloses abuse sg page 14
• Acknowledge the child’s statement.
• If possible, try to remain calm and not show any excessive shock.
• Reassure the child and refrain from any judgements.
• Ensure that you are discussing the issue privately.
• Always show the child that you believe what they are telling you.
• Try to avoid questions that involve “why”, as they sound as if you are assigning blame.
• Always reaffirm to the child that they are not to blame for what has happened and that they
did nothing to encourage it.
• Empathize with the child by showing them that you know how difficult it is for him or her to
discuss something like this.
• Reassure the child that you will be getting some help, but avoid false reassurances such as
“everything will be all right”.
• Make a note of everything the child tells you.
• Lastly, commend the child for having told you, for instance “I’m glad you told me this.”
After a child has disclosed the abuse to you, keep the following in mind:
• Explain to the that you need to involve other adults to help.
• Inform the principal. (In consultation with you, as the educator, and an experienced social worker,
the principal should decide at which stage and by whom the parent should be contacted.)
• Follow the school policy on child abuse.
• Contact the parent.
• Report/lay a “suspicion charge” at a welfare organization and/or CPU.
• Contact a social worker.
• Contact other resources, if necessary.
• Treat the child’s disclosure as confidential, while considering who needs to be told about the
abuse for the child’s wellbeing and safety to be secured.
• After the child has disclosed the abuse, make written notes on the content of what the child has
said and the demeanor of the child; keep these notes in a safe place.
, 1.3 In the light of the Bill of Rights, disciplinary measures are regarded as being unreasonable when
sg page 15
–they are excessive and administered in an irresponsible
manner –they cause physical or psychological pain and damage
–there is no clear reason for the punishment measure –they are
not age-appropriate
1.4 Values and general principles that ought to be applicable in order To deal with discipline in an
ethical manner are
–respect for fundamental human rights
–respect for educators
–acceptance of multiculturalism and diversity
–respect for the environment and school facilities
1.5 . If you regard learners from an internal frame of reference, you will
-Interpret all the information according to your own perceptions and convictions,
-fall into the trap of expressing value judgements towards learners.
-No acknowledgement is given to the frame of reference of the learner.
-This is disrespectful and leads to negating any problem-solving skills that the learner may have.
Question 2
Facilitating learning and development
2.1 Your list to assess the child’s functionality in the various domains should include the following
sg page 20 -21
Physical condition: Left-handedness or right-handedness; being left-eyed or right-eyed; being left-
footed or right-footed; visual ability, or near-sightedness and far-sightedness; eye control and
convergence; hearing; speech; physical impairment; laterality and sense of direction; spatial
orientation; sense of time; body orientation; tactile discrimination; general state of health; and
general appearance and physique
Visual perception: Spotting differences and similarities; visual memory; position in space; visual
sequence; visual closure; foreground–background identification; recognition of colors; analysis
and synthesis; and visual–motor integration
Attentive listening: auditory discrimination; auditory sequence; auditory short-term memory;
auditory association; auditory analysis; auditory synthesis; and auditory closure
Motor coordination: Gross motor coordination; fine motor coordination; visual motor
coordination (eye–hand coordination); auditory–motor coordination; balance; rhythm; and
muscle tone
