EDA201W – Assignment 01 595453 C. Thompson - 56068484
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Classroom Management
EDA201W – ASSIGNMENT 01 – 595453
By: Christopher John Thompson (56068484)
On: 03 September 2015
Table of Index
Page Description
1 Cover Page
2 Question 1.1
3 Question 1.2
3-4 Question 1.3
5 Question 1.4
5–6 Question 1.5
6 Question 1.6
6-7 Question 1.7
7-8 Question 1.8
9 Appendix A
10 Declaration form
Page 1 of 10
, EDA201W – Assignment 01 595453 C. Thompson - 56068484
Question 1.1
The old chalk board doesn’t boast the same depth and intensity as digitally animated logos
and flashing buttons and understandable fails to inspire today’s ‘high-tech’ and ‘off the wall’
generation. Teachers striving to inspire their learners to engage in classroom activities and
enjoy the learning process face new challenges that need to be recognised and understood.
A key Strategy to consider when engaging the so called ‘millennial learners’ and to motivate
and inspire these them is learner-centred learning. This involves developing a deep
understanding of and commitment to learners as well as engaging or connecting learners to
learning content as well as to each other.
The educator whom is considered in-tune with this type of learner is not only energetic,
enthusiastic and flexible, but also friendly and approachable. This will help educators form
the relationship needed to gain trust and understanding of their learners as well as respect
and further participation in classroom activities. It is also important for the educator to
address learners in the correct way, using their names appropriately as this will personalise
the often sterile classroom and demonstrate to learners that you as the educator care about
them as people and not just another statistic.
The key elements to learner-centred learning lies within connecting the learner with the
learning material. By recognising the characteristics of this millennial generation and
applying them to teaching and learning, many new and exciting channels or bridges become
apparent. For example, this new type of learner appreciates the quick, anytime access of
information as a result of internet search engines and ever quickening technologies and
devices. Therefore, educators can make use of more than just the traditional text books and
the stuck in worksheets, but also digital information in the form of pod casts, videos and
other forms of multimedia. All of these resources can be accessed anytime once uploaded to
the internet or school network.
Another characteristic which is clearly made visible by the explosion in social media
platforms is that learners want to connect with each other. By providing the framework for
constructive communication related to learning activities and content, new possibilities are
available when trying to engage learners and stimulate meaningful involvement and
contributions. The use of social media platform such as Facebook can quickly connect
specific groups of learners to each other and allow them to share relevant knowledge
through informal and formal cooperative learning activities, while being guided, monitor and
assisted by the educator.
The risks involved are to be carefully considered by the educator when incorporating
external platforms such as Facebook and YouTube and relevant school policies and
agreements related to such practices must be made perfectly clear to each participating
learner. This being said, group work and fun classroom activities, along with group projects
that involve challenging problem solving is also a fun and inspiring way for learners to come
together and achieve that which is required from them in order to succeed through their
education career. Either way, the educator is there to facilitate the development of each
learner to the best of his or her ability.
Reference: 1.3 Understanding and engaging today’s learners, page 8 - 9 of
prescribed text book: An educator’s guide to effective classroom management,
second edition.
Page 2 of 10
Image Source: http://3.bp.blogspot.com/-yKqzrzz0Fks/UiORV61AU2I/AAAAAAAAAZU/bAfVGK3IVa0/s1600/reveal12.jpg [Internet. Accessed on 02 September 2015 at 10:20]
Classroom Management
EDA201W – ASSIGNMENT 01 – 595453
By: Christopher John Thompson (56068484)
On: 03 September 2015
Table of Index
Page Description
1 Cover Page
2 Question 1.1
3 Question 1.2
3-4 Question 1.3
5 Question 1.4
5–6 Question 1.5
6 Question 1.6
6-7 Question 1.7
7-8 Question 1.8
9 Appendix A
10 Declaration form
Page 1 of 10
, EDA201W – Assignment 01 595453 C. Thompson - 56068484
Question 1.1
The old chalk board doesn’t boast the same depth and intensity as digitally animated logos
and flashing buttons and understandable fails to inspire today’s ‘high-tech’ and ‘off the wall’
generation. Teachers striving to inspire their learners to engage in classroom activities and
enjoy the learning process face new challenges that need to be recognised and understood.
A key Strategy to consider when engaging the so called ‘millennial learners’ and to motivate
and inspire these them is learner-centred learning. This involves developing a deep
understanding of and commitment to learners as well as engaging or connecting learners to
learning content as well as to each other.
The educator whom is considered in-tune with this type of learner is not only energetic,
enthusiastic and flexible, but also friendly and approachable. This will help educators form
the relationship needed to gain trust and understanding of their learners as well as respect
and further participation in classroom activities. It is also important for the educator to
address learners in the correct way, using their names appropriately as this will personalise
the often sterile classroom and demonstrate to learners that you as the educator care about
them as people and not just another statistic.
The key elements to learner-centred learning lies within connecting the learner with the
learning material. By recognising the characteristics of this millennial generation and
applying them to teaching and learning, many new and exciting channels or bridges become
apparent. For example, this new type of learner appreciates the quick, anytime access of
information as a result of internet search engines and ever quickening technologies and
devices. Therefore, educators can make use of more than just the traditional text books and
the stuck in worksheets, but also digital information in the form of pod casts, videos and
other forms of multimedia. All of these resources can be accessed anytime once uploaded to
the internet or school network.
Another characteristic which is clearly made visible by the explosion in social media
platforms is that learners want to connect with each other. By providing the framework for
constructive communication related to learning activities and content, new possibilities are
available when trying to engage learners and stimulate meaningful involvement and
contributions. The use of social media platform such as Facebook can quickly connect
specific groups of learners to each other and allow them to share relevant knowledge
through informal and formal cooperative learning activities, while being guided, monitor and
assisted by the educator.
The risks involved are to be carefully considered by the educator when incorporating
external platforms such as Facebook and YouTube and relevant school policies and
agreements related to such practices must be made perfectly clear to each participating
learner. This being said, group work and fun classroom activities, along with group projects
that involve challenging problem solving is also a fun and inspiring way for learners to come
together and achieve that which is required from them in order to succeed through their
education career. Either way, the educator is there to facilitate the development of each
learner to the best of his or her ability.
Reference: 1.3 Understanding and engaging today’s learners, page 8 - 9 of
prescribed text book: An educator’s guide to effective classroom management,
second edition.
Page 2 of 10
