[Date]
CSP4801
Assignment 4
2024
QUESTIONS WITH COMPLETE ANSWERS
,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 experienced during task completion in Mathematics and English
First Additional Language, we can use theories of emotional intelligence (EI),
motivation, and behavior. Here are comprehensive strategies based on these
theories:
Emotional Intelligence (EI) Theories
1. Self-awareness and Self-regulation
o Intervention: Implement regular emotional check-ins. Have learners
identify and label their emotions before starting tasks. Teach
techniques such as deep breathing, counting to ten, or taking short
breaks to manage emotions like frustration and anger.
o Application: Provide a "calm corner" in the classroom with stress-
relief tools (e.g., stress balls, coloring sheets) where students can go
when they feel overwhelmed.
2. Social Awareness and Relationship Management
CSP4801
Assignment 4
2024
QUESTIONS WITH COMPLETE ANSWERS
,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 experienced during task completion in Mathematics and English
First Additional Language, we can use theories of emotional intelligence (EI),
motivation, and behavior. Here are comprehensive strategies based on these
theories:
Emotional Intelligence (EI) Theories
1. Self-awareness and Self-regulation
o Intervention: Implement regular emotional check-ins. Have learners
identify and label their emotions before starting tasks. Teach
techniques such as deep breathing, counting to ten, or taking short
breaks to manage emotions like frustration and anger.
o Application: Provide a "calm corner" in the classroom with stress-
relief tools (e.g., stress balls, coloring sheets) where students can go
when they feel overwhelmed.
2. Social Awareness and Relationship Management
