[TYPE THE COMPANY NAME]
CMG3701
Assignment 2
Memo | Due 28
May 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, Exam (elaborations)
CMG3701 Assignment 2 Memo | Due 28 May
2025
Save 7 minutes reading time
Course
Classroom Management (CMG3701)
Institution
University Of South Africa (Unisa)
Book
The Teacher as Classroom Manager
CMG3701 Assignment 2 Memo | Due 28 May 2025. All questions fully
answered. Scenario: Adapted from CMG study guide and prescribed book
(1st ed., 2019) Ms. Peterson was a dedicated and innovative educator who
recognised the importance of motivation in fostering a dynamic and
engaging learning environment. She believed motivation was pivotal to
learners' academic success and personal development. To cultivate intrinsic
and extrinsic motivation, she implemented strategies encouraging goal
setting, self-regulation and perseverance among her learners. Understanding
that a structured yet flexible classroom environment enhanced learner
participation, she actively involved learners in co-creating classroom rules
and expectations. This approach empowered learners to take ownership of
their learning environment, and fostered responsibility and self-discipline in
them. She also used diverse teaching methodologies such as project-based
learning, peer collaboration and differentiated instruction, to accommodate
multiple intelligences and learning preferences. Ms. Peterson valued positive
reinforcement and provided timely feedback to enhance learners' self-
efficacy. She integrated real-world applications into her lessons, making
learning relevant and meaningful. In addition, she established strong
educator–learner relationships by demonstrating empathy, active listening
and open communication. She encouraged cultural inclusivity and
socialisation by incorporating intercultural exchanges and collaborative
activities. To further enrich the learning experience, Ms. Peterson designed
her classroom to be aesthetically stimulating and conducive to learning.
Visual aids, interactive displays and flexible seating arrangements optimised
engagement. She also recognised the importance of parental involvement,
and worked closely with families to bridge home and school learning
experiences. Through these holistic efforts, Ms. Peterson successfully
nurtured a learning environment in which learners felt motivated, valued and
capable of achieving their full potential. Question 1 1.1. Apply the
strategies which Ms. Peterson used to a real-life classroom scenario where
learners exhibit low motivation. How would you modify her approach to suit
different learning contexts? 1.2. Identify three ways in which an educator can
use goal setting to enhance learner motivation and engagement.
, Question 1
1.1 Apply Ms. Peterson’s Strategies to a Real-Life Classroom with Low Motivation and
Suggest Modifications for Different Contexts
Scenario:
Imagine a classroom where learners show low motivation—they are disengaged, frequently
distracted, and lack interest in their studies.
Applying Ms. Peterson’s Strategies:
Goal Setting and Self-Regulation:
Introduce clear, achievable goals tailored to the learners’ abilities. For example, set
weekly learning targets, such as completing a small project or mastering a particular skill.
Encourage learners to track their progress and reflect on achievements to foster intrinsic
motivation.
Co-creating Classroom Rules:
Engage learners in establishing classroom expectations to give them ownership. This
could include agreeing on respectful behavior, participation norms, and ways to support
each other, which builds responsibility and community.
Diverse Teaching Methodologies:
Use project-based learning to connect lessons with real-life problems that interest the
learners. Incorporate peer collaboration to leverage social motivation. Apply
differentiated instruction by providing various activity options (visual, auditory,
kinesthetic) to cater to different learning styles.
Positive Reinforcement and Feedback:
Give timely, specific praise for effort and progress, no matter how small, to build self-
efficacy. Use feedback that guides improvement rather than just pointing out mistakes.
Real-World Applications:
Link lessons to everyday life or learners’ interests (e.g., budgeting for math, storytelling
for language arts) to make learning meaningful.
Strong Educator–Learner Relationships:
Demonstrate empathy by listening actively to learners’ concerns and showing
understanding. Use open communication to create a safe space for sharing ideas and
feelings.
Cultural Inclusivity and Socialisation:
Integrate cultural content and encourage learners to share their backgrounds through
group activities, fostering respect and belonging.
Learning Environment Design:
Create an inviting classroom space with colorful visuals, flexible seating, and interactive
displays to stimulate engagement.
Parental Involvement:
Regularly communicate with parents to understand learners’ home contexts and
encourage supportive learning environments outside school.
CMG3701
Assignment 2
Memo | Due 28
May 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, Exam (elaborations)
CMG3701 Assignment 2 Memo | Due 28 May
2025
Save 7 minutes reading time
Course
Classroom Management (CMG3701)
Institution
University Of South Africa (Unisa)
Book
The Teacher as Classroom Manager
CMG3701 Assignment 2 Memo | Due 28 May 2025. All questions fully
answered. Scenario: Adapted from CMG study guide and prescribed book
(1st ed., 2019) Ms. Peterson was a dedicated and innovative educator who
recognised the importance of motivation in fostering a dynamic and
engaging learning environment. She believed motivation was pivotal to
learners' academic success and personal development. To cultivate intrinsic
and extrinsic motivation, she implemented strategies encouraging goal
setting, self-regulation and perseverance among her learners. Understanding
that a structured yet flexible classroom environment enhanced learner
participation, she actively involved learners in co-creating classroom rules
and expectations. This approach empowered learners to take ownership of
their learning environment, and fostered responsibility and self-discipline in
them. She also used diverse teaching methodologies such as project-based
learning, peer collaboration and differentiated instruction, to accommodate
multiple intelligences and learning preferences. Ms. Peterson valued positive
reinforcement and provided timely feedback to enhance learners' self-
efficacy. She integrated real-world applications into her lessons, making
learning relevant and meaningful. In addition, she established strong
educator–learner relationships by demonstrating empathy, active listening
and open communication. She encouraged cultural inclusivity and
socialisation by incorporating intercultural exchanges and collaborative
activities. To further enrich the learning experience, Ms. Peterson designed
her classroom to be aesthetically stimulating and conducive to learning.
Visual aids, interactive displays and flexible seating arrangements optimised
engagement. She also recognised the importance of parental involvement,
and worked closely with families to bridge home and school learning
experiences. Through these holistic efforts, Ms. Peterson successfully
nurtured a learning environment in which learners felt motivated, valued and
capable of achieving their full potential. Question 1 1.1. Apply the
strategies which Ms. Peterson used to a real-life classroom scenario where
learners exhibit low motivation. How would you modify her approach to suit
different learning contexts? 1.2. Identify three ways in which an educator can
use goal setting to enhance learner motivation and engagement.
, Question 1
1.1 Apply Ms. Peterson’s Strategies to a Real-Life Classroom with Low Motivation and
Suggest Modifications for Different Contexts
Scenario:
Imagine a classroom where learners show low motivation—they are disengaged, frequently
distracted, and lack interest in their studies.
Applying Ms. Peterson’s Strategies:
Goal Setting and Self-Regulation:
Introduce clear, achievable goals tailored to the learners’ abilities. For example, set
weekly learning targets, such as completing a small project or mastering a particular skill.
Encourage learners to track their progress and reflect on achievements to foster intrinsic
motivation.
Co-creating Classroom Rules:
Engage learners in establishing classroom expectations to give them ownership. This
could include agreeing on respectful behavior, participation norms, and ways to support
each other, which builds responsibility and community.
Diverse Teaching Methodologies:
Use project-based learning to connect lessons with real-life problems that interest the
learners. Incorporate peer collaboration to leverage social motivation. Apply
differentiated instruction by providing various activity options (visual, auditory,
kinesthetic) to cater to different learning styles.
Positive Reinforcement and Feedback:
Give timely, specific praise for effort and progress, no matter how small, to build self-
efficacy. Use feedback that guides improvement rather than just pointing out mistakes.
Real-World Applications:
Link lessons to everyday life or learners’ interests (e.g., budgeting for math, storytelling
for language arts) to make learning meaningful.
Strong Educator–Learner Relationships:
Demonstrate empathy by listening actively to learners’ concerns and showing
understanding. Use open communication to create a safe space for sharing ideas and
feelings.
Cultural Inclusivity and Socialisation:
Integrate cultural content and encourage learners to share their backgrounds through
group activities, fostering respect and belonging.
Learning Environment Design:
Create an inviting classroom space with colorful visuals, flexible seating, and interactive
displays to stimulate engagement.
Parental Involvement:
Regularly communicate with parents to understand learners’ home contexts and
encourage supportive learning environments outside school.
