UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education
⋄
TEACHER AS MANAGER
Semester 1 Assignment 2 — 2026
⋄
Module Code: TAM2601
Module Name: Teacher as Manager
Assignment No.: Assignment 2
Due Date: 30 June 2026
Semester: Semester 1, 2026
Submitted in partial fulfilment of the requirements for Teacher as Manager (TAM2601)
at the University of South Africa.
,UNISA | TAM2601 Teacher as Manager – Assignment 2, 2026
Question 1: Integrating the Five Management Functions for a Cohesive Class-
room System
Effective classroom management is not a single act but a coordinated system built on several
interdependent management functions. According to Oluwuo (2021), as cited in Nwane et al.
(2025:158), management within the school setting involves overseeing pedagogical practices,
allocating resources, directing instructional processes, and coordinating teacher and learner
behaviours to achieve institutional objectives. When a teacher integrates planning, organising,
leading, monitoring, and coordinating into a unified approach, the classroom functions as a
purposeful learning community rather than a space governed by chance.
1.1 Planning as the Foundation of Classroom Management
Planning is the starting point from which all other management functions derive direction. A
teacher who plans effectively determines learning objectives in advance, selects appropriate in-
structional strategies, prepares resources, and anticipates potential disruptions. According to
Adzongo and Olaitan (2019), as cited in the IOSR Journal of Engineering (2024:14), a well-
designed lesson plan forms the foundation of effective classroom management, and the inabil-
ity of teachers to plan effectively contributes directly to poor learner achievement. In a South
African context, planning must account for curriculum requirements set by the Department
of Basic Education (DBE), including Annual Teaching Plans (ATPs) and the Curriculum and
Assessment Policy Statement (CAPS), ensuring that instruction is both purposeful and com-
pliant.
Without adequate planning, a teacher walks into the classroom without a clear road map.
This creates uncertainty in the learning environment, which learners quickly detect and exploit
through off-task behaviour. Planning therefore serves a preventive function: it reduces the like-
lihood of disruptions by keeping learners engaged with structured, meaningful tasks (Davis,
2017, as cited in Nwane et al., 2025:157).
1.2 Organising the Classroom Environment
Organising translates plans into operational structures. It involves arranging the physical en-
vironment, grouping learners appropriately, assigning roles and responsibilities, and manag-
ing classroom resources. The IOSR Journal of Engineering (2024:15) notes that the ability
Page 1 of 17
, UNISA | TAM2601 Teacher as Manager – Assignment 2, 2026
of teachers to organise classrooms and manage the behaviour of their students is critical to
achieving positive academic goals. Physical arrangements, such as seating configurations and
access to materials, directly influence learner behaviour and engagement.
A well-organised classroom reduces transition time between activities, minimises confusion,
and signals to learners that the teacher is prepared and in control. In South African schools,
where class sizes often exceed fifty learners, effective organisation is a prerequisite for inclusive
and equitable instruction (British Council South Africa, 2022:46).
1.3 Leading Learners Towards Engagement
Leading involves guiding, motivating, and inspiring learners to participate actively in the learn-
ing process. Nwane et al. (2025:158) describe the social environment of the classroom as be-
ing shaped by the leadership style demonstrated by the teacher, which may be authoritarian,
democratic, or laissez-faire. A democratic leadership style, where learners are heard and given
agency, tends to produce higher levels of engagement and intrinsic motivation.
Leading also entails modelling the behaviour and attitudes the teacher expects from learners.
When a teacher demonstrates punctuality, respect, and intellectual curiosity, these qualities be-
come part of the classroom culture. Third Space Learning (2026:1) notes that giving learners
responsibility, such as through classroom jobs or peer tutoring, empowers them to take owner-
ship of their learning and reinforces a sense of belonging.
1.4 Monitoring Progress and Behaviour
Monitoring is the function that keeps the teacher informed about what is working and what
is not. It encompasses formative assessment, observation of learner behaviour, and continuous
tracking of academic progress. According to Nwane et al. (2025:157), classroom management
includes planning, implementation, execution, monitoring, and evaluation as sequential but
interlocking activities. Without monitoring, a teacher cannot determine whether planned ob-
jectives have been achieved or whether learner behaviour has shifted.
Monitoring also serves a motivational function. When learners know that their teacher is at-
tentive to their progress, they are more likely to stay on task and meet expectations. Research.com
(2026:1) notes that incorporating digital tracking tools to monitor attendance, participation,
and incident reports gives teachers a comprehensive view of their management plan’s impact.
Page 2 of 17
College of Education
⋄
TEACHER AS MANAGER
Semester 1 Assignment 2 — 2026
⋄
Module Code: TAM2601
Module Name: Teacher as Manager
Assignment No.: Assignment 2
Due Date: 30 June 2026
Semester: Semester 1, 2026
Submitted in partial fulfilment of the requirements for Teacher as Manager (TAM2601)
at the University of South Africa.
,UNISA | TAM2601 Teacher as Manager – Assignment 2, 2026
Question 1: Integrating the Five Management Functions for a Cohesive Class-
room System
Effective classroom management is not a single act but a coordinated system built on several
interdependent management functions. According to Oluwuo (2021), as cited in Nwane et al.
(2025:158), management within the school setting involves overseeing pedagogical practices,
allocating resources, directing instructional processes, and coordinating teacher and learner
behaviours to achieve institutional objectives. When a teacher integrates planning, organising,
leading, monitoring, and coordinating into a unified approach, the classroom functions as a
purposeful learning community rather than a space governed by chance.
1.1 Planning as the Foundation of Classroom Management
Planning is the starting point from which all other management functions derive direction. A
teacher who plans effectively determines learning objectives in advance, selects appropriate in-
structional strategies, prepares resources, and anticipates potential disruptions. According to
Adzongo and Olaitan (2019), as cited in the IOSR Journal of Engineering (2024:14), a well-
designed lesson plan forms the foundation of effective classroom management, and the inabil-
ity of teachers to plan effectively contributes directly to poor learner achievement. In a South
African context, planning must account for curriculum requirements set by the Department
of Basic Education (DBE), including Annual Teaching Plans (ATPs) and the Curriculum and
Assessment Policy Statement (CAPS), ensuring that instruction is both purposeful and com-
pliant.
Without adequate planning, a teacher walks into the classroom without a clear road map.
This creates uncertainty in the learning environment, which learners quickly detect and exploit
through off-task behaviour. Planning therefore serves a preventive function: it reduces the like-
lihood of disruptions by keeping learners engaged with structured, meaningful tasks (Davis,
2017, as cited in Nwane et al., 2025:157).
1.2 Organising the Classroom Environment
Organising translates plans into operational structures. It involves arranging the physical en-
vironment, grouping learners appropriately, assigning roles and responsibilities, and manag-
ing classroom resources. The IOSR Journal of Engineering (2024:15) notes that the ability
Page 1 of 17
, UNISA | TAM2601 Teacher as Manager – Assignment 2, 2026
of teachers to organise classrooms and manage the behaviour of their students is critical to
achieving positive academic goals. Physical arrangements, such as seating configurations and
access to materials, directly influence learner behaviour and engagement.
A well-organised classroom reduces transition time between activities, minimises confusion,
and signals to learners that the teacher is prepared and in control. In South African schools,
where class sizes often exceed fifty learners, effective organisation is a prerequisite for inclusive
and equitable instruction (British Council South Africa, 2022:46).
1.3 Leading Learners Towards Engagement
Leading involves guiding, motivating, and inspiring learners to participate actively in the learn-
ing process. Nwane et al. (2025:158) describe the social environment of the classroom as be-
ing shaped by the leadership style demonstrated by the teacher, which may be authoritarian,
democratic, or laissez-faire. A democratic leadership style, where learners are heard and given
agency, tends to produce higher levels of engagement and intrinsic motivation.
Leading also entails modelling the behaviour and attitudes the teacher expects from learners.
When a teacher demonstrates punctuality, respect, and intellectual curiosity, these qualities be-
come part of the classroom culture. Third Space Learning (2026:1) notes that giving learners
responsibility, such as through classroom jobs or peer tutoring, empowers them to take owner-
ship of their learning and reinforces a sense of belonging.
1.4 Monitoring Progress and Behaviour
Monitoring is the function that keeps the teacher informed about what is working and what
is not. It encompasses formative assessment, observation of learner behaviour, and continuous
tracking of academic progress. According to Nwane et al. (2025:157), classroom management
includes planning, implementation, execution, monitoring, and evaluation as sequential but
interlocking activities. Without monitoring, a teacher cannot determine whether planned ob-
jectives have been achieved or whether learner behaviour has shifted.
Monitoring also serves a motivational function. When learners know that their teacher is at-
tentive to their progress, they are more likely to stay on task and meet expectations. Research.com
(2026:1) notes that incorporating digital tracking tools to monitor attendance, participation,
and incident reports gives teachers a comprehensive view of their management plan’s impact.
Page 2 of 17
