CMG3701
Assignment 2
Memo | Due
28 May 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
, 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.
, CMG3701 Assignment 2 Memo
Due Date: 28 May 2025
Student Name: [Your Name]
Student Number: [Your Student Number]
Question 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?
Real-Life Classroom Scenario:
In a Grade 9 Life Orientation class at a public urban school, learners consistently show low
motivation. They arrive late, fail to submit assignments, and demonstrate little engagement
during lessons. Many come from under-resourced backgrounds, and some experience personal or
family challenges that impact their school performance.
Application and Modification of Ms. Peterson’s Strategies:
1. Encouraging Goal Setting and Self-Regulation:
o Application: Initiate short-term and achievable academic and personal goals with
learners during one-on-one conferences.
o Modification: Use simple goal-tracking charts or apps suited to the learners’
literacy and access levels. In contexts with limited digital access, visual goal-
setting posters or notebooks can be used.
2. Creating a Structured but Flexible Environment:
o Application: Collaboratively develop class rules and routines with learners, giving
them a voice in how the class operates.
o Modification: In high-discipline or overcrowded classrooms, the teacher can offer
pre-set options for classroom rules and let learners vote on the best fit—still
giving them a sense of agency while maintaining structure.
3. Diverse Teaching Methodologies:
o Application: Introduce project-based learning (e.g., a wellness project where
learners create campaigns about mental health or fitness). Incorporate peer-to-peer
teaching to build social interaction.
o Modification: Adapt projects to be low-cost and community-based, using
available resources (e.g., recycled materials, community interviews). Group
learners with mixed abilities to promote peer support.
4. Positive Reinforcement and Timely Feedback:
o Application: Praise effort and improvement in front of peers, give quick,
constructive feedback, and celebrate small wins (e.g., stickers, certificates).
o Modification: In cultures where public praise may embarrass learners, use private
affirmations or family notes home to recognise progress.
5. Real-World Connections:
Assignment 2
Memo | Due
28 May 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
, 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.
, CMG3701 Assignment 2 Memo
Due Date: 28 May 2025
Student Name: [Your Name]
Student Number: [Your Student Number]
Question 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?
Real-Life Classroom Scenario:
In a Grade 9 Life Orientation class at a public urban school, learners consistently show low
motivation. They arrive late, fail to submit assignments, and demonstrate little engagement
during lessons. Many come from under-resourced backgrounds, and some experience personal or
family challenges that impact their school performance.
Application and Modification of Ms. Peterson’s Strategies:
1. Encouraging Goal Setting and Self-Regulation:
o Application: Initiate short-term and achievable academic and personal goals with
learners during one-on-one conferences.
o Modification: Use simple goal-tracking charts or apps suited to the learners’
literacy and access levels. In contexts with limited digital access, visual goal-
setting posters or notebooks can be used.
2. Creating a Structured but Flexible Environment:
o Application: Collaboratively develop class rules and routines with learners, giving
them a voice in how the class operates.
o Modification: In high-discipline or overcrowded classrooms, the teacher can offer
pre-set options for classroom rules and let learners vote on the best fit—still
giving them a sense of agency while maintaining structure.
3. Diverse Teaching Methodologies:
o Application: Introduce project-based learning (e.g., a wellness project where
learners create campaigns about mental health or fitness). Incorporate peer-to-peer
teaching to build social interaction.
o Modification: Adapt projects to be low-cost and community-based, using
available resources (e.g., recycled materials, community interviews). Group
learners with mixed abilities to promote peer support.
4. Positive Reinforcement and Timely Feedback:
o Application: Praise effort and improvement in front of peers, give quick,
constructive feedback, and celebrate small wins (e.g., stickers, certificates).
o Modification: In cultures where public praise may embarrass learners, use private
affirmations or family notes home to recognise progress.
5. Real-World Connections:
