, TMS3714 ASS 5 DUE 10 OCT
QUESTION 1 [50]
Discuss the following points under ‘’Managing learner behaviour in a history
classroom.’’
1.1 Find the source. (10)
1.2 Be yourself. (10)
1.3 Be consistent. (10)
1.4 Always give the learner a way out. (10)
1.5 Do not keep score.
1.1 Find the source. (10)
One aspect of managing learner behavior in a history classroom is teaching students how to find
reliable sources. In the age of the internet, where information is easily accessible, it is crucial to
teach students the importance of critically evaluating sources for accuracy and reliability.
Teachers can start by discussing with students how to identify trustworthy sources, such as
academic journals, primary documents, and reputable websites. They should also educate
students about the potential bias or context that might influence a source's reliability.
Additionally, educators should emphasize the use of citations and referencing to give credit to the
original sources and to discourage plagiarism. Teaching students how to search for information in
library databases or specialized resources specific to historical research can also contribute to
their understanding of finding accurate and relevant sources.
By equipping students with the necessary skills to evaluate sources, teachers can help them
become independent and critical thinkers, capable of making informed judgments and avoiding
misinformation in their historical research and discussions.
1.2 Be yourself. (10)
In managing learner behavior in a history classroom, it is important for the teacher to be
authentic and genuine. Students respond better to teachers who are themselves and show their
true personality. When teachers are being themselves, it creates a comfortable and open
classroom environment that promotes effective learning.
Being yourself as a teacher means not trying to be someone you are not. It is important to remain
true to your own values, beliefs, and teaching style. When teachers try to imitate someone else
or act in a way that is not genuine, students can sense it and it can create distrust and
disengagement.
QUESTION 1 [50]
Discuss the following points under ‘’Managing learner behaviour in a history
classroom.’’
1.1 Find the source. (10)
1.2 Be yourself. (10)
1.3 Be consistent. (10)
1.4 Always give the learner a way out. (10)
1.5 Do not keep score.
1.1 Find the source. (10)
One aspect of managing learner behavior in a history classroom is teaching students how to find
reliable sources. In the age of the internet, where information is easily accessible, it is crucial to
teach students the importance of critically evaluating sources for accuracy and reliability.
Teachers can start by discussing with students how to identify trustworthy sources, such as
academic journals, primary documents, and reputable websites. They should also educate
students about the potential bias or context that might influence a source's reliability.
Additionally, educators should emphasize the use of citations and referencing to give credit to the
original sources and to discourage plagiarism. Teaching students how to search for information in
library databases or specialized resources specific to historical research can also contribute to
their understanding of finding accurate and relevant sources.
By equipping students with the necessary skills to evaluate sources, teachers can help them
become independent and critical thinkers, capable of making informed judgments and avoiding
misinformation in their historical research and discussions.
1.2 Be yourself. (10)
In managing learner behavior in a history classroom, it is important for the teacher to be
authentic and genuine. Students respond better to teachers who are themselves and show their
true personality. When teachers are being themselves, it creates a comfortable and open
classroom environment that promotes effective learning.
Being yourself as a teacher means not trying to be someone you are not. It is important to remain
true to your own values, beliefs, and teaching style. When teachers try to imitate someone else
or act in a way that is not genuine, students can sense it and it can create distrust and
disengagement.
