CSP4801 Assignment
4 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
UNISA
,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
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, 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 help Lerato address the negative emotions her Grade 6 learners are experiencing during
Mathematics and English First Additional Language tasks, we can design intervention strategies
using motivation and behavioural theories, specifically focusing on Emotional Intelligence (EI),
Self-Determination Theory (SDT), and Behavioural Learning Theory. Here is a comprehensive
plan that incorporates these theories to create an effective and motivating learning environment:
### 1. Emotional Intelligence (EI) Interventions
**Understanding Emotions:**
- **Activity:** Conduct regular "emotion check-ins" where learners can express how they feel
using emotion charts or journals.
- **Rationale:** This helps students become more aware of their emotions and fosters a
classroom environment where emotions are openly discussed and managed.
UNISA
4 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
UNISA
,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
UNISA
, 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 help Lerato address the negative emotions her Grade 6 learners are experiencing during
Mathematics and English First Additional Language tasks, we can design intervention strategies
using motivation and behavioural theories, specifically focusing on Emotional Intelligence (EI),
Self-Determination Theory (SDT), and Behavioural Learning Theory. Here is a comprehensive
plan that incorporates these theories to create an effective and motivating learning environment:
### 1. Emotional Intelligence (EI) Interventions
**Understanding Emotions:**
- **Activity:** Conduct regular "emotion check-ins" where learners can express how they feel
using emotion charts or journals.
- **Rationale:** This helps students become more aware of their emotions and fosters a
classroom environment where emotions are openly discussed and managed.
UNISA
