EDLHODM
EXAM PACK
,UNIVERSITY EXAMINATIONS
May/June 2020
EDLHODM
EDUCATOR AS LEADER, MANAGER AND ADMINSTRATOR
100 Marks
Duration:36 Hours
This paper consists of 11 pages, which includes the declaration form to be
completed.
Instructions:
Important information
This is an open book examination
There are two sections.
Section A: Introduction to classroom management
Section B: Education Law
[TURN OVER]
, EDLHODM
2 17/06/2020
SECTION A: INTRODUCTION TO CLASSROOM MANAGEMENT
QUESTION 1
Read the case study below and answer the questions that follow.
Ms Y has a large class of 40 learners. When she started teaching them, she jotted
down all challenges posed by such a large class and experimented with various
solutions to these problems. In the end, she employed those strategies that worked
best to provide quality education in these circumstances.
She sharpened her verbal and non-verbal communication skills to get her
messages across in the most effective way. Thus, her class knew to immediately
calm down when her arms were crossed or keep absolutely quiet when she put
her arms on her hips. She believed that effective communication was a key to an
orderly and work-oriented class.
She constantly worked at creating an environment for socialising and intercultural
communication in her multicultural class. Every year she negotiated a classroom
policy with the new class following certain guidelines to set rules. This policy
regulated all learner behaviour and the learners willingly subjected them to it, as
they were a party to negotiating it. Therefore, learners could work in a focused
manner, and because she mostly applied the principles of intrinsic motivation to
keep her learners on task.
Ms Y extensively used the cooperative learning approach in her class. Her learners
knew exactly how to behave in their group work sessions, and each group member
knows how they should contribute to the success of the group. They sat in clusters
of four to facilitate their group work. She regularly used brain storming, buzz groups
and task groups as part of her cooperative learning approach.
[TURN OVER]
EXAM PACK
,UNIVERSITY EXAMINATIONS
May/June 2020
EDLHODM
EDUCATOR AS LEADER, MANAGER AND ADMINSTRATOR
100 Marks
Duration:36 Hours
This paper consists of 11 pages, which includes the declaration form to be
completed.
Instructions:
Important information
This is an open book examination
There are two sections.
Section A: Introduction to classroom management
Section B: Education Law
[TURN OVER]
, EDLHODM
2 17/06/2020
SECTION A: INTRODUCTION TO CLASSROOM MANAGEMENT
QUESTION 1
Read the case study below and answer the questions that follow.
Ms Y has a large class of 40 learners. When she started teaching them, she jotted
down all challenges posed by such a large class and experimented with various
solutions to these problems. In the end, she employed those strategies that worked
best to provide quality education in these circumstances.
She sharpened her verbal and non-verbal communication skills to get her
messages across in the most effective way. Thus, her class knew to immediately
calm down when her arms were crossed or keep absolutely quiet when she put
her arms on her hips. She believed that effective communication was a key to an
orderly and work-oriented class.
She constantly worked at creating an environment for socialising and intercultural
communication in her multicultural class. Every year she negotiated a classroom
policy with the new class following certain guidelines to set rules. This policy
regulated all learner behaviour and the learners willingly subjected them to it, as
they were a party to negotiating it. Therefore, learners could work in a focused
manner, and because she mostly applied the principles of intrinsic motivation to
keep her learners on task.
Ms Y extensively used the cooperative learning approach in her class. Her learners
knew exactly how to behave in their group work sessions, and each group member
knows how they should contribute to the success of the group. They sat in clusters
of four to facilitate their group work. She regularly used brain storming, buzz groups
and task groups as part of her cooperative learning approach.
[TURN OVER]
