TPS3704 Assignment 2 (COMPLETE ANSWERS) 2026 - DUE August 2026

You are a student teacher completing your teaching practice at a public secondary school, where you teach a Grade 11 Economics class with learners from diverse socio-economic backgrounds. One of your students, Lerato, often submits incomplete assignments and frequently arrives late to class. During a lesson on Demand and Supply, you ask the learners to work in pairs. Lerato struggles to participate and quietly tells you that she sometimes does not have access to data at home because she has to share a phone with her siblings. Later in the lesson, you make a general remark that learners who fail to submit their work “lack discipline and commitment.” You do not name Lerato specifically, but you notice several classmates laughing and looking in her direction. You soon realise that your comment has embarrassed her, and she withdraws for the rest of the lesson. After class, you discuss Lerato’s academic difficulties with another student teacher in the corridor, not noticing that some learners could overhear your conversation. Later that evening, you post on social media, expressing your frustrations: “Some Grade 11 learners expect teachers to lower standards instead of putting in more effort,” and include a photo from the classroom showing learners, though no names are mentioned. The following week, you observe that Lerato’s academic performance has declined even further. Shortly after, her parent contacted the school, expressing concerns that Lerato feels humiliated, unsupported, and anxious about attending your class. Identify three challenges related to classroom management that are apparent in the extract. Describe how each challenge influences teaching and learning in FET phase classrooms. Critically analyse the teacher’s response to learner behaviour in the extract. Discuss two strengths and two weaknesses of the teacher’s actions. Suggest ten effective strategies that the teacher could implement to enhance classroom interaction and boost student engagement in upcoming lessons. Motivate you’re your answer. Ms Pete is a student teacher teaching a Grade 10 class during her teaching practice at a public secondary school. The class consists of learners with varied academic abilities and behavioural needs. During a lesson, she notices that several learners are talking while instructions are being given, and a small group at the back of the classroom is using their cell phones. Ms Pete addresses the class by raising her voice and warning that learners who continue to disrupt the lesson will be punished. The class becomes quiet, but some learners appear disengaged and reluctant to participate. One learner challenges her authority by questioning why cell phones are not allowed when other teachers permit them. Later in the lesson, Ms Pete introduces a group activity, but some learners refuse to work with others and start arguing among themselves. Time runs out before the lesson objectives are fully achieved. After the lesson, Ms Pete feels frustrated and uncertain about how effectively she managed classroom interaction and learner behaviour. Identify and analyse three ethical or professional breaches evident in the extract. For each, explain why it is ethically problematic in the context of teaching practice. (15) = Using the Code of Professional Ethics for Teachers, evaluate your conduct towards: • the learner, and • the teaching profession. Provide specific examples from the extract to support your answer. (15) Propose and justify four appropriate actions that you should have taken to address Lerato’s situation ethically and professionally, both inside and outside the classroom. (15) Critically reflect on how student teachers can balance: • maintaining academic standards, and • demonstrating empathy, confidentiality, and inclusivity in diverse Grade 11 classrooms.