TAM2601 ASSIGNMENT 2 2026
DUE 30 JUNE 2026
Question 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.
Effective classroom management is not a single action but a cohesive system built on
the interrelated management functions of planning, organising, leading, monitoring
(control), and coordinating. As a teacher-manager, integrating these functions is
essential for creating a productive learning environment where both learner behaviour
and academic achievement can flourish (Coetzee et al., 2020, p. 18). The foundation of
this system lies in the fundamental management tasks: planning, organising, leading,
and control
(Coetzee et al., 2020, p. 18).
Integration of Management Functions:
Planning: Planning is the point of departure. I would begin by using curriculum
documents to plan termly, weekly, and daily lessons, setting clear learning
objectives (Coetzee et al., 2020, p. 23). Crucially, my planning would include
establishing classroom rules and procedures collaboratively with learners, which is a
proactive step for preventing disruptive behaviour. For example, a lesson plan would
,not only state "learners will solve quadratic equations" but also outline the procedure
for group work, which is part of planning for organisation (Coetzee et al., 2020, p.
50).
Organising: Organising is the creation of a mechanism to implement the plan
(Coetzee et al., 2020, p. 24). This involves arranging the physical space to support
learning e.g.,creating a quiet reading corner, arranging desks for collaborative work,
allocating resources e.g. assigning textbooks, managing technology, and structuring
learner groups. It means organising a classroom where materials are accessible and
the layout facilitates both individual and cooperative tasks, I minimise downtime and
reduce the potential for off-task behaviour, thereby creating an environment
conducive to learning (Coetzee et al., 2020, p. 37).
Leading: Leading involves inspiring and influencing learners to willingly work towards
the lesson's goals (Coetzee et al., 2020, p. 23). This moves beyond giving
instructions. As a leader, I would focus on long-term leadership by establishing a
shared vision for the class and promoting values such as respect and empathy,
drawing from the Ubuntu philosophy of humanness and caring to build a positive
classroom culture (Coetzee et al., 2020, p. 28). In the short term, I would adopt a
participative leadership style, encouraging learner input and fostering a sense of
ownership, which intrinsically motivates learners to cooperate (Coetzee et al., 2020,
p. 36).
Monitoring (Control): Control is the final function in the management cycle, used to
check whether planned learning has been realised (Coetzee et al., 2020, p. 24). I
would integrate control continuously, not just at the end of a term. This includes on-
the-spot monitoring during lessons e.g asking questions, observing group work and
formative assessments like quizzes and homework. The data gathered is used to
adjust teaching strategies, provide timely feedback, and correct misconceptions,
, ensuring that all learners are progressing towards the learning outcomes (Coetzee
et al., 2020, pp. 24-25).
Coordinating: Not always listed separately, coordination is the glue that binds the
other four functions. It involves harmonising all the activities, resources, and people
within the classroom (Study Guide, p. 2). For example, coordinating a group project
would involve planning the task, organising the teams, leading the discussion on
roles, and monitoring their progress to ensure the group works as a cohesive unit
rather than as separate individuals. It ensures that the administrative tasks (register,
filing) support the instructional goals rather than compete with them (Coetzee et al.,
2020, p. 89).
Potential Impact of a Weak or Missing Function:
If one of these functions is weak or missing, the entire classroom management system
becomes vulnerable:
Weak Planning: Without a clear plan, instruction becomes haphazard. Learners are
unsure of expectations, leading to confusion, boredom, and increased off-task
behaviour. Academic achievement suffers as lessons lack coherence and clear learning
objectives (Coetzee et al., 2020, p. 23).
Weak Organising: A disorganised classroom with poor layout and unavailable resources
leads to wasted time and frustration. This chaotic environment naturally invites
disruptive behaviour as learners struggle to focus. Effective teaching cannot occur if the
physical and resource environment is not organised (Coetzee et al., 2020, p. 24).
Weak Leading: If a teacher fails to lead, the classroom lacks direction and purpose.
Learners are not inspired or motivated, and there is no positive classroom culture built
on mutual respect. This vacuum of leadership is often filled by learner-led power
struggles, resulting in higher levels of conflict and disengagement (Coetzee et al., 2020,
p. 28).
DUE 30 JUNE 2026
Question 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.
Effective classroom management is not a single action but a cohesive system built on
the interrelated management functions of planning, organising, leading, monitoring
(control), and coordinating. As a teacher-manager, integrating these functions is
essential for creating a productive learning environment where both learner behaviour
and academic achievement can flourish (Coetzee et al., 2020, p. 18). The foundation of
this system lies in the fundamental management tasks: planning, organising, leading,
and control
(Coetzee et al., 2020, p. 18).
Integration of Management Functions:
Planning: Planning is the point of departure. I would begin by using curriculum
documents to plan termly, weekly, and daily lessons, setting clear learning
objectives (Coetzee et al., 2020, p. 23). Crucially, my planning would include
establishing classroom rules and procedures collaboratively with learners, which is a
proactive step for preventing disruptive behaviour. For example, a lesson plan would
,not only state "learners will solve quadratic equations" but also outline the procedure
for group work, which is part of planning for organisation (Coetzee et al., 2020, p.
50).
Organising: Organising is the creation of a mechanism to implement the plan
(Coetzee et al., 2020, p. 24). This involves arranging the physical space to support
learning e.g.,creating a quiet reading corner, arranging desks for collaborative work,
allocating resources e.g. assigning textbooks, managing technology, and structuring
learner groups. It means organising a classroom where materials are accessible and
the layout facilitates both individual and cooperative tasks, I minimise downtime and
reduce the potential for off-task behaviour, thereby creating an environment
conducive to learning (Coetzee et al., 2020, p. 37).
Leading: Leading involves inspiring and influencing learners to willingly work towards
the lesson's goals (Coetzee et al., 2020, p. 23). This moves beyond giving
instructions. As a leader, I would focus on long-term leadership by establishing a
shared vision for the class and promoting values such as respect and empathy,
drawing from the Ubuntu philosophy of humanness and caring to build a positive
classroom culture (Coetzee et al., 2020, p. 28). In the short term, I would adopt a
participative leadership style, encouraging learner input and fostering a sense of
ownership, which intrinsically motivates learners to cooperate (Coetzee et al., 2020,
p. 36).
Monitoring (Control): Control is the final function in the management cycle, used to
check whether planned learning has been realised (Coetzee et al., 2020, p. 24). I
would integrate control continuously, not just at the end of a term. This includes on-
the-spot monitoring during lessons e.g asking questions, observing group work and
formative assessments like quizzes and homework. The data gathered is used to
adjust teaching strategies, provide timely feedback, and correct misconceptions,
, ensuring that all learners are progressing towards the learning outcomes (Coetzee
et al., 2020, pp. 24-25).
Coordinating: Not always listed separately, coordination is the glue that binds the
other four functions. It involves harmonising all the activities, resources, and people
within the classroom (Study Guide, p. 2). For example, coordinating a group project
would involve planning the task, organising the teams, leading the discussion on
roles, and monitoring their progress to ensure the group works as a cohesive unit
rather than as separate individuals. It ensures that the administrative tasks (register,
filing) support the instructional goals rather than compete with them (Coetzee et al.,
2020, p. 89).
Potential Impact of a Weak or Missing Function:
If one of these functions is weak or missing, the entire classroom management system
becomes vulnerable:
Weak Planning: Without a clear plan, instruction becomes haphazard. Learners are
unsure of expectations, leading to confusion, boredom, and increased off-task
behaviour. Academic achievement suffers as lessons lack coherence and clear learning
objectives (Coetzee et al., 2020, p. 23).
Weak Organising: A disorganised classroom with poor layout and unavailable resources
leads to wasted time and frustration. This chaotic environment naturally invites
disruptive behaviour as learners struggle to focus. Effective teaching cannot occur if the
physical and resource environment is not organised (Coetzee et al., 2020, p. 24).
Weak Leading: If a teacher fails to lead, the classroom lacks direction and purpose.
Learners are not inspired or motivated, and there is no positive classroom culture built
on mutual respect. This vacuum of leadership is often filled by learner-led power
struggles, resulting in higher levels of conflict and disengagement (Coetzee et al., 2020,
p. 28).
