BPT1501 Assignment 1
Semester 2 2024
(807677) - DUE 11 August
2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
[COMPANY NAME]
[Company address]
, BPT1501 Assignment 1 Semester 2 2024 (807677) - DUE 11 August
2024
Tate Tsebi started his teaching in 1988 at a dilapidated school in the deep
rural area . The school did not have enough classrooms or any ablution
systems. Some if the learners were educated under trees while the nearby
bush was used as an ablution system. Despite these challenges, Tate
Tsebi was determined to make a difference. He believed that every learner
had the potential to learn and succeed, and he set out to create a
classroom environment that would foster a love of learning, a sense of
community, and a belief in oneself. One of Tate Tsebi’s first initiatives was
to establish clear expectations for behaviour and academic achievement.
He created a set of “rules” for his classroom that focused on respect,
responsibility, and effort, and he rewarded learners who met these
expectations with praise and positive reinforcement. To improve learners’
performance in their assessments Tate Tsebi also used creative teaching
methods to engage his learners and make learning more fun and
meaningful. He used traditional music and dance, and indigenous games to
bring mathematics lessons to life, and he incorporated real-world examples
and hands-on projects to help his learners see the relevance of what they
were learning. As Tate Tsebi’s reputation as a dynamic and effective
teacher grew, he was offered the opportunity as a subject advisor in the
area. He was now supporting teachers in ten schools of his area. Through
his support, schools in the area leapfrogged their assessment performance.
He initiated subject committees in the area. In these committees, teachers
will collaborate on teaching methods, assessment strategies and
Semester 2 2024
(807677) - DUE 11 August
2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
[COMPANY NAME]
[Company address]
, BPT1501 Assignment 1 Semester 2 2024 (807677) - DUE 11 August
2024
Tate Tsebi started his teaching in 1988 at a dilapidated school in the deep
rural area . The school did not have enough classrooms or any ablution
systems. Some if the learners were educated under trees while the nearby
bush was used as an ablution system. Despite these challenges, Tate
Tsebi was determined to make a difference. He believed that every learner
had the potential to learn and succeed, and he set out to create a
classroom environment that would foster a love of learning, a sense of
community, and a belief in oneself. One of Tate Tsebi’s first initiatives was
to establish clear expectations for behaviour and academic achievement.
He created a set of “rules” for his classroom that focused on respect,
responsibility, and effort, and he rewarded learners who met these
expectations with praise and positive reinforcement. To improve learners’
performance in their assessments Tate Tsebi also used creative teaching
methods to engage his learners and make learning more fun and
meaningful. He used traditional music and dance, and indigenous games to
bring mathematics lessons to life, and he incorporated real-world examples
and hands-on projects to help his learners see the relevance of what they
were learning. As Tate Tsebi’s reputation as a dynamic and effective
teacher grew, he was offered the opportunity as a subject advisor in the
area. He was now supporting teachers in ten schools of his area. Through
his support, schools in the area leapfrogged their assessment performance.
He initiated subject committees in the area. In these committees, teachers
will collaborate on teaching methods, assessment strategies and
