HBEDOPW
OCTOBER /NOVEMBER 2016
QUESTION 1
THE TEACHER AS A FACILITATOR
1.1 The challenges that teachers are facing in the school environment.pg 2 S.G
Frequent curriculum changes
Transformations
Challenging working conditions
Specific focus e.g. full service schools
Poverty
1.2 My role as a facilitator in a helping profession with regard to a person who is being helped pg. 2
S.G
My role will be to facilitate personal, academic and carrier growth in learners, while the onus
remains on the person being helped to grow and to take responsibility for their own life.
1.3 Having genuine concern for another human being (I agree) pg5 S.G
This is because a facilitator must be considerate towards others from moment to moment .As they
attempt to understand others they must let themselves imagine that they are experiencing the
things that the other human being is experiencing that is placing themselves in the position of other
person and entering into a co-experiencing of the feelings of the other .This provides the other with
a basis of reality that they can trust.
1.4 Why as a facilitator I must not interpret information on an internal frame of reference when
guiding a learner.pg 4 S.G
They will interpret all the information according to their own perceptions and convictions
They will fall into the trap of expressing value judgements towards learners
No acknowledgement is given to the frame of reference of the learner
It is disrespectful and leads to negating any problem solving skills that the learner may have.
1.5 Genuineness in the helping environment that I should show when dealing with a learner.pg 5 S.G
As a facilitator I mustn’t become someone else I must stay true to myself so that my words
and behavior can reflect my inner feelings.
I must be spontaneous and open ,sharing my ideas and opinions
I must verbalize mixed feelings and thoughts in a true genuine and authentic manner
I must not be defensive ,evasive and professional
I must be considerate towards the learner from moment to moment
Entering into the learners feelings and placing myself in the learner’s position.
1
,1.6 How to deal with a child who confides in you that she was raped.pg 8 S.G
According to the Schools Act and the Children’s Act 38 of 2008 Section 110
I as a teacher have a legal obligation to report this through the correct channels and in a correct
way. It remains my responsibility not to spread rumors.
QUESTION 2
FACILITATING LEARNING AND DEVELOPMENT
2.1 Assessing a Grade 1 child’s functionality with regard to her physical condition PG 19 S.G
What to access
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 direction
Special orientation
Sense of time
Body orientation
Tactile discrimination
General state of health
General appearance and physique
2.2 A grade two boy with learning barriers lying on his arms with his elbows widely stretched out
whilst drawing ,slouching instead of sitting and placing his legs in a position resembling the number 4
(flexed and stretched out to the sides ) while sitting on a carpet pg. 26 S.G
This indicates that the child has a low muscle tone according to his symptoms
HOW TO DEAL WITH IT
Refer the child to an occupation therapist
2.3 What multilevel teaching refers to? pg. 28 S.G
According to Walton in Nel et all 2013:126 it refers to the practice of teaching one concept or at
different levels of complexity within the same classroom
2
, 2.4 The key reading components in which effective readers need to be competent pg. 28 -29 S.G
Phonemic awareness – The ability to notice, think about and work the individual spoken
words
Phonics - The relationship between printed letters and sounds in Language
Fluency - The ability to read connected text rapidly ,effortless and
automatically .Readers must develop fluency to make the bridge
From word recognition to reading comprehension.
Vocabulary -The adequate sight vocabulary possession .Readers must not stop
to decode basic words in the reading process.
Text comprehension -The ability to understand the written word forms the basis of
Literacy
2.5 Can a learner with dyslexia also have dysgraphia? pg. 32-33 S.G
Yes they can also have dysgraphia. This is so because children who cannot recognize letters or who
experience difficulties with learning generally also have difficulties integrating the perquisite skills
and often lose their place while writing and struggle to notice different shapes or letters.
Dysgraphia is nearly always accompanied by other learning difficulties such as dyslexia or attention
deficit disorder and this can impact the type of dysgraphia a person might have, for example
someone can have dyslexic dysgraphia were they have illegible spontaneously written work ,their
copied work is fairly good ,but their spelling is usually poor .
Writing requires accurate visual kinesthetic memory of the written letters and words, and accurate
perception of the graphic symbol patterns.
QUESTION 3
EMOTIONAL AND BEHAVIOURAL CHALLENGES
3.1 Principles that shape positive behavior pg.59 SG
Be reasonable and fair
Expectations must be realistic
Create a positive climate of love ,respect and trust
Set routines and schedules and prepare accordingly
Acknowledge ,praise and reward positive or desired behavior
Anticipate negative behavior direct the child towards positive behavior or ignore the
negative behavior if appropriate
3
OCTOBER /NOVEMBER 2016
QUESTION 1
THE TEACHER AS A FACILITATOR
1.1 The challenges that teachers are facing in the school environment.pg 2 S.G
Frequent curriculum changes
Transformations
Challenging working conditions
Specific focus e.g. full service schools
Poverty
1.2 My role as a facilitator in a helping profession with regard to a person who is being helped pg. 2
S.G
My role will be to facilitate personal, academic and carrier growth in learners, while the onus
remains on the person being helped to grow and to take responsibility for their own life.
1.3 Having genuine concern for another human being (I agree) pg5 S.G
This is because a facilitator must be considerate towards others from moment to moment .As they
attempt to understand others they must let themselves imagine that they are experiencing the
things that the other human being is experiencing that is placing themselves in the position of other
person and entering into a co-experiencing of the feelings of the other .This provides the other with
a basis of reality that they can trust.
1.4 Why as a facilitator I must not interpret information on an internal frame of reference when
guiding a learner.pg 4 S.G
They will interpret all the information according to their own perceptions and convictions
They will fall into the trap of expressing value judgements towards learners
No acknowledgement is given to the frame of reference of the learner
It is disrespectful and leads to negating any problem solving skills that the learner may have.
1.5 Genuineness in the helping environment that I should show when dealing with a learner.pg 5 S.G
As a facilitator I mustn’t become someone else I must stay true to myself so that my words
and behavior can reflect my inner feelings.
I must be spontaneous and open ,sharing my ideas and opinions
I must verbalize mixed feelings and thoughts in a true genuine and authentic manner
I must not be defensive ,evasive and professional
I must be considerate towards the learner from moment to moment
Entering into the learners feelings and placing myself in the learner’s position.
1
,1.6 How to deal with a child who confides in you that she was raped.pg 8 S.G
According to the Schools Act and the Children’s Act 38 of 2008 Section 110
I as a teacher have a legal obligation to report this through the correct channels and in a correct
way. It remains my responsibility not to spread rumors.
QUESTION 2
FACILITATING LEARNING AND DEVELOPMENT
2.1 Assessing a Grade 1 child’s functionality with regard to her physical condition PG 19 S.G
What to access
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 direction
Special orientation
Sense of time
Body orientation
Tactile discrimination
General state of health
General appearance and physique
2.2 A grade two boy with learning barriers lying on his arms with his elbows widely stretched out
whilst drawing ,slouching instead of sitting and placing his legs in a position resembling the number 4
(flexed and stretched out to the sides ) while sitting on a carpet pg. 26 S.G
This indicates that the child has a low muscle tone according to his symptoms
HOW TO DEAL WITH IT
Refer the child to an occupation therapist
2.3 What multilevel teaching refers to? pg. 28 S.G
According to Walton in Nel et all 2013:126 it refers to the practice of teaching one concept or at
different levels of complexity within the same classroom
2
, 2.4 The key reading components in which effective readers need to be competent pg. 28 -29 S.G
Phonemic awareness – The ability to notice, think about and work the individual spoken
words
Phonics - The relationship between printed letters and sounds in Language
Fluency - The ability to read connected text rapidly ,effortless and
automatically .Readers must develop fluency to make the bridge
From word recognition to reading comprehension.
Vocabulary -The adequate sight vocabulary possession .Readers must not stop
to decode basic words in the reading process.
Text comprehension -The ability to understand the written word forms the basis of
Literacy
2.5 Can a learner with dyslexia also have dysgraphia? pg. 32-33 S.G
Yes they can also have dysgraphia. This is so because children who cannot recognize letters or who
experience difficulties with learning generally also have difficulties integrating the perquisite skills
and often lose their place while writing and struggle to notice different shapes or letters.
Dysgraphia is nearly always accompanied by other learning difficulties such as dyslexia or attention
deficit disorder and this can impact the type of dysgraphia a person might have, for example
someone can have dyslexic dysgraphia were they have illegible spontaneously written work ,their
copied work is fairly good ,but their spelling is usually poor .
Writing requires accurate visual kinesthetic memory of the written letters and words, and accurate
perception of the graphic symbol patterns.
QUESTION 3
EMOTIONAL AND BEHAVIOURAL CHALLENGES
3.1 Principles that shape positive behavior pg.59 SG
Be reasonable and fair
Expectations must be realistic
Create a positive climate of love ,respect and trust
Set routines and schedules and prepare accordingly
Acknowledge ,praise and reward positive or desired behavior
Anticipate negative behavior direct the child towards positive behavior or ignore the
negative behavior if appropriate
3
