CMG3701
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 28 MAY 2025
, Question 1
1.1 Applying Ms. Peterson’s Strategies in a Real-Life Classroom with Low
Motivation, and Adapting Them to Different Contexts
In a Grade 7 rural classroom where learners often arrive late, display minimal
enthusiasm, and seldom participate, applying Ms. Peterson’s motivational strategies
could foster a more positive learning environment. The first step would be to establish
strong, respectful relationships with each learner. Taking the time to engage with them
individually demonstrates care and builds trust—key components of learner motivation.
Collaboratively developing classroom rules with the learners would promote a sense of
ownership and shared responsibility. This participatory approach mirrors Ms. Peterson’s
strategy of valuing learner voice and creates a more inclusive classroom culture.
To suit the local context, I would incorporate relevant, culturally resonant teaching
methods. These could include group projects that explore real-life topics such as
farming practices, water conservation, or traditional family roles. Such contextual
learning not only increases relevance but also supports deeper engagement.
Due to limited resources, Ms. Peterson’s visual aids and interactive displays could be
adapted using available materials like cardboard, handmade posters, and learner-
created drawings. For communities where parental involvement is low due to work
commitments, home tasks could be designed to encourage family interaction in simple,
meaningful ways—such as storytelling or identifying local plants.
1.2 Three Ways Goal Setting Enhances Motivation and Engagement
1. Personalised Learning Goals: When learners create their own academic
targets—such as improving handwriting or mastering a maths skill—they gain
autonomy. This ownership fosters internal motivation and a sense of purpose in
learning.
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 28 MAY 2025
, Question 1
1.1 Applying Ms. Peterson’s Strategies in a Real-Life Classroom with Low
Motivation, and Adapting Them to Different Contexts
In a Grade 7 rural classroom where learners often arrive late, display minimal
enthusiasm, and seldom participate, applying Ms. Peterson’s motivational strategies
could foster a more positive learning environment. The first step would be to establish
strong, respectful relationships with each learner. Taking the time to engage with them
individually demonstrates care and builds trust—key components of learner motivation.
Collaboratively developing classroom rules with the learners would promote a sense of
ownership and shared responsibility. This participatory approach mirrors Ms. Peterson’s
strategy of valuing learner voice and creates a more inclusive classroom culture.
To suit the local context, I would incorporate relevant, culturally resonant teaching
methods. These could include group projects that explore real-life topics such as
farming practices, water conservation, or traditional family roles. Such contextual
learning not only increases relevance but also supports deeper engagement.
Due to limited resources, Ms. Peterson’s visual aids and interactive displays could be
adapted using available materials like cardboard, handmade posters, and learner-
created drawings. For communities where parental involvement is low due to work
commitments, home tasks could be designed to encourage family interaction in simple,
meaningful ways—such as storytelling or identifying local plants.
1.2 Three Ways Goal Setting Enhances Motivation and Engagement
1. Personalised Learning Goals: When learners create their own academic
targets—such as improving handwriting or mastering a maths skill—they gain
autonomy. This ownership fosters internal motivation and a sense of purpose in
learning.
