CSP4801
Assignment 4
2024
[Company address]
,CSP4801 Assignment 4 2024
1. Emotional intelligence is described as a skill that helps people understand and
manage their emotions and behaviours. It is therefore deemed important that teachers
help their learners understand and control their emotions because “learning is likely to
be more effective if educators help to minimise stress and fear at school, teach students
emotional regulation strategies, and provide a positive learning environment that is
motivating to students” (Hinton, Miyamoto & Della-Chiesa, 2008). Lerato is a newly
qualified Mathematics and English First Additional Language teacher at an under
resourced primary school. Interested to understand the concept of emotional
intelligence, Lerato decided to explore her Grade 6 learners’ emotions by asking them
to complete tasks in Mathematics and English First Additional Language. She observed
her learners while doing their tasks and took some notes. The data she gathered
showed that some learners experienced positive emotions while others experienced
negative emotions during the task completion. The negative emotions included
frustration, boredom, annoyance, anger, lack of interest in doing the task and some
anxiety. The positive emotions included pride and happiness. Using motivation and
behavioural theories (and any relevant model), design intervention strategies or
guidelines to help Lerato address the negative emotions the learners experienced. (25)
Marking guide Level Understanding and Application of Theories (25) 5 (Excellent)
Comprehensive understanding and exceptional application of EI, motivation, and
behavioural theories, with insightful connections. Innovative, well-thought-out, detailed,
and highly relevant strategies that are feasible and likely to be effective. 4 (Good) Good
, understanding and solid application of EI, motivation, and behavioural theories, with
some insightful connections. Well-designed and detailed strategies that are relevant,
feasible, and likely to be effective. 3 (Satisfactory) Satisfactory understanding and
adequate application of EI, motivation, and behavioural theories, with basic
connections. Adequately designed strategies that are relevant and feasible but may
have minor effectiveness issues. 2 (Needs Improvement) Limited understanding and
weak application of EI, motivation, and behavioural theories, with weak connections.
Poorly designed strategies with significant gaps in relevance, feasibility, or
effectiveness. 1 (Poor) Minimal understanding and poor application of EI, motivation,
and behavioural theories, with no clear connections. Strategies are not relevant or
feasible and unlikely to be effective.
To design intervention strategies for Lerato to address the negative emotions her Grade
6 learners experience during task completion in Mathematics and English First
Additional Language, we can draw upon emotional intelligence (EI), motivation, and
behavioural theories. Here are some comprehensive and well-structured strategies
based on these theories:
1. Understanding Emotional Intelligence (EI)
Emotional Intelligence involves recognizing, understanding, and managing one's own
emotions and the emotions of others. It is crucial for teachers to help learners develop
EI to create a supportive and effective learning environment.
2. Motivation Theories
a. Self-Determination Theory (SDT)
Assignment 4
2024
[Company address]
,CSP4801 Assignment 4 2024
1. Emotional intelligence is described as a skill that helps people understand and
manage their emotions and behaviours. It is therefore deemed important that teachers
help their learners understand and control their emotions because “learning is likely to
be more effective if educators help to minimise stress and fear at school, teach students
emotional regulation strategies, and provide a positive learning environment that is
motivating to students” (Hinton, Miyamoto & Della-Chiesa, 2008). Lerato is a newly
qualified Mathematics and English First Additional Language teacher at an under
resourced primary school. Interested to understand the concept of emotional
intelligence, Lerato decided to explore her Grade 6 learners’ emotions by asking them
to complete tasks in Mathematics and English First Additional Language. She observed
her learners while doing their tasks and took some notes. The data she gathered
showed that some learners experienced positive emotions while others experienced
negative emotions during the task completion. The negative emotions included
frustration, boredom, annoyance, anger, lack of interest in doing the task and some
anxiety. The positive emotions included pride and happiness. Using motivation and
behavioural theories (and any relevant model), design intervention strategies or
guidelines to help Lerato address the negative emotions the learners experienced. (25)
Marking guide Level Understanding and Application of Theories (25) 5 (Excellent)
Comprehensive understanding and exceptional application of EI, motivation, and
behavioural theories, with insightful connections. Innovative, well-thought-out, detailed,
and highly relevant strategies that are feasible and likely to be effective. 4 (Good) Good
, understanding and solid application of EI, motivation, and behavioural theories, with
some insightful connections. Well-designed and detailed strategies that are relevant,
feasible, and likely to be effective. 3 (Satisfactory) Satisfactory understanding and
adequate application of EI, motivation, and behavioural theories, with basic
connections. Adequately designed strategies that are relevant and feasible but may
have minor effectiveness issues. 2 (Needs Improvement) Limited understanding and
weak application of EI, motivation, and behavioural theories, with weak connections.
Poorly designed strategies with significant gaps in relevance, feasibility, or
effectiveness. 1 (Poor) Minimal understanding and poor application of EI, motivation,
and behavioural theories, with no clear connections. Strategies are not relevant or
feasible and unlikely to be effective.
To design intervention strategies for Lerato to address the negative emotions her Grade
6 learners experience during task completion in Mathematics and English First
Additional Language, we can draw upon emotional intelligence (EI), motivation, and
behavioural theories. Here are some comprehensive and well-structured strategies
based on these theories:
1. Understanding Emotional Intelligence (EI)
Emotional Intelligence involves recognizing, understanding, and managing one's own
emotions and the emotions of others. It is crucial for teachers to help learners develop
EI to create a supportive and effective learning environment.
2. Motivation Theories
a. Self-Determination Theory (SDT)
