CMG 3701 Study Guide 2024 UNISA

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CLASSROOM
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Only Study Guide for
Educational Leadership and Management

University of South Africa
Pretoria
CMG3701
Study guide
POSTGRADUATE DIPLOMA IN EDUCATION
Year Module: CMG-3071 [Classroom

management]
DEPARTMENT OF EDUCATIONAL LEADERSHIP AND MANAGEMENT
IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
Define tomorrow. UNlSAI ::

CONTENTS
Introduction
PART 1: KEY IDEAS AND DEBATES ON CLASSROOM MANAGEMENT
Unit 1.1 Classroom management concepts
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Unit 1.2 The aim of classroom management
Unit 1.3 Approaches to classroom management

Unit 1.4 Management functions in the classroom
PART 2: DIFFERENT ROLES OF THE EDUCATOR IN THE CONTEXT OF CLASSROOM

MANAGEMENT
Unit 2.1 The educator as leader
Unit 2.2 The educator as planner
Unit 2.3 The educator as organiser
Unit 2.4 The educator as controller
Unit 2.5 The role of learners

Unit 2.6 The role of parents
PART 3: MANAGEMENT STRATEGIES IN A SOUTH AFRICAN CLASSROOM
Unit 3.1 Planning, organising, leading, controlling
Unit 3.2 Policy development and implementation
Unit 3.3 Communication in the classroom
Unit 3.4 Decision-making
Unit 3.5 Learner motivation and participation
Unit 3.6 Teaching large classes

Unit 3.7 Democratic management of learning environments that are safe, promote
learning, and foster creative and critical thinking
Unit 3.8 Ethical and sensitive resolution of conflict situations in classrooms

Unit 3.9 Assisting learners to manage themselves, their homework, their time and
resources
Unit 3.1O Disciplining learners in ways that are firm and fair, and promote growth
Unit 3.11 Effective classroom administration

Unit 3.12 Managing relationships
PART 4: LEGAL PROVISIONS IMPACTING ON CLASSROOM MANAGEMENT
Unit 4.1 Analyse, make and implement legal documents
Unit 4.2 Learner safety
Unit 4.3 Learner discipline
Unit 4.4 HIV/AIDS
Unit 4.5 Sexual misconduct
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Unit 4.6 The Employment of Educators Act 76 of 1998
Unit 4.7 The Employment of Educators Act 76 of 1998 on termination of services
INTRODUCTION TO THE MODULE

A word of welcome
We welcome you to the module Classroom Management (CMG3701 ). We hope
that you will find this module meaningful, enriching and relevant to your
own classroom practice. The purpose of this study guide is to direct your
exploration of your role as a classroom manager by highlighting important
aspects in the
prescribed book and by providing activities which should enhance your knowledge and skills.
Study this guide and the relevant sections in your prescribed book thoroughly to familiarise
yourself with the terminology. Do extra reading to ensure that you develop informed opinions
on selected topics creatively, critically a·nd independently.
In this module we inspire you to participate in a practical way.
Purpose
The purpose of this module is to explore the roles of the teacher as leader, manager and
administrator. It explores issues that will be critical to successful classroom management and
leadership within the context of legal governing principles.
A key competence is effective management of the classroom in different educational contexts.
All teachers need good classroom management skills to be able to cope with the increasing
demands on education, schools and instructional practice. They also need to be aware of
various elements that need to be considered in classroom management.
This module will guide your intellectual, scientific and professional development by training
you in select aspects such as the following:
•
Management in the context of the classroom.
•
Functions of classroom management (planning, organising, leading, controlling, policy
development and implementation, decision-making, communicating and motivating}.
•
Elements that need to be considered in classroom management (arranging the
environment, creating a positive climate, organising and conducting teaching, organising
learner activities, maintaining positive discipline, managing conflict, managing
homework, managing administration, managing parental involvement, managing
relationships, acting professionally, self-management and being knowledgeable about
legal provisions regulating the management of learners).
•
Analysis of published research reports, legal documents and articles.
•
Assuming roles and taking stances that are justified by pertinent reference to theory,
policy, legal provisions, observed practice and personal experience.
•
Different strategies for engagement in policy and practice in diverse contexts.
•
Democratic management of learning environments, ensuring safe as well as conducive
teaching and learning environments that foster creative and critical thinking.
•
Disciplining learners in ways that are firm, fair and promote growth.
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• Creating learning environments that are sensitive to different cultures, languages, gender and
other features of diversity.
• Resolving conflict situations within classrooms in an ethical and sensitive way.
• Managing yourself, your time, your physical space and your resources and assisting learners to do
the same.
• Acting as leaders in the teaching and learning environment.
• Continuous professional development.
• Development of an appraisal system for professional development.
• Integrated Quality Management System (IQMS).
Your professional development as a classroom leader and manager cannot be achieved based on
theoretical content alone -knowledge must be supplemented with practical implementation, in other
words, you must integrate theory and practical experience. This means that when you complete the
activities presented in this study guide you should always relate it to your own experience as a teacher, or
think back to classroom situations when you were at school: you still have to do teaching practice as part of
your studies. This module will teach you various skills and perform activities that will be expected of you during
your teaching internship.
After completing this module, you should be able to do the following:
• Discuss, compare and implement key ideas and debates on issues related to effective classroom
management.
• Adopt in a flexible manner a variety of classroom management roles and strategies in response to
changing teaching and learning needs and contexts.
• Identify, justify and apply varied strategies for effective classroom management in ways that are
appropriate for different purposes and contexts.
• Identify and discuss the legal provisions regulating the management of learners.
Structure of this study guide
After completing this course, you should be able to demonstrate competence in all the stated
learning outcomes. You will note that the study guide is organised according to the outcomes
with the use of the following headings, sub-headings and icons to guide you through this study
guide.
PART 1/2/3/4: This heading indicates in which of the four parts of the study guide you find yourself.
OUTCOME FOR THAT PART: The outcome will be shaded.
SETTING THE SCENE: Each part starts with a brief introduction or overview of the study units that
follow.
STUDY UNIT(S): The study units were selected to ensure that all topics included in the syllabus are
addressed.
PARAGRAPH(S): Some study units are broken down further to focus your attention on specific themes
that we deem important for a classroom manager to know and understand.
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SOURCE: Here you will find the specific paragraph numbers in the prescribed book
which need to be consulted to understand the topic.
•
Study guide is indicated as SG: particular pages.
•
Prescribed book is indicated as PB: particular paragraphs.
•
Additional reading is indicated as AR: particular document or internet
address, etc.
CONTENT: Below each study unit or paragraph you will find a brief description of what to
expect in terms of the content to be studied. Read carefully, as this draws y our attention to
the most salient points of that particular topic.
ACTIVITIE(S): You will find an activity after each study unit or paragraph. In most cases you
will be directed to existing activities in the prescribed book, but for others you will need to do
some additional reading to be able to do the activity. Activities are indicated with this icon:
COMMENTS ON ACTIVITIE(S): Each activity is followed by some feedback. Please note: We

do not provide the answers, but we assist you by discussing the same problem from a
different angle.
INTEGRATED ACTIVITY: At the end of each part there is an integrated activity that
covers most if not all of the aspects you studied in that part of the guide. This will be
indicated by the following icon:
CONCLUSION FOR EACH PART: At the end of each part there is a conclusion.
FINAL CONCLUSION: The study guide ends with an overall conclusion.
The prescribed book for this module is as follows:

Coetzee, SA, Van Niekerk, EJ, Wydeman, JL & Mokoena, SP. 2019. The teacher as
classroom manager. Pretoria: Van Schaik Publishers.
As you will discover, classroom management is a vast theme: do supplement the
activities prescribed in this study guide with additional activities from the prescribed book. In
certain instances, suggestions for additional reading are provided. The best advice is to
persevere with a definite, systematic programme of work. We wish you all the best for the
year. If you apply yourself diligently to your studies, you will succeed.
In support of UNISA's ongoing commitment to transformation in South Africa, we provide an

additional reader, Background concepts relevant to classroom management as an
extra resource on MyUnisa.
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Visual summary of the contents of this wrap-around study guide.
Legal Cfas!"Joom Strategies for Lesi.al prn,isions

proYisions management roles cla,sroom reii.dating the
regulating and strategies management 111.u1agement of learner;
the
management
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PART1 PART2 PART3 Part4
Concepts Classroom Cla,sroom Legal proYisions regitlating
management roles mrumgement the management ofleamers
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Ll
Roles Functions Policy analysis
Study
units
Approaches Professional Climate Legal provisions

development
Educator
employment
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Important themes
Ubuntu Planner
Planning Analyse policy
Diversity Leader
Policy-making Make policy
Culture Organiser
Communication Learners:
Exceptionality Controller
Decision-making Safety
Learners
Leamer Discipline
Parents motivation
HIV aids
large classes
Sexual misconduct
Classroom
administration Educators:
Conflict Employment
management
Learner discipline
Creating
relationships
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PART1
KEY IDEAS AND DEBATES ON CLASSROOM MANAGEMENT
After completing Part 1 you should be able to do the following:

Discuss, compare and implement key ideas and debates on issues related to
effective classroom management.
Unit 1.1 Classroom management concepts
Setting the scene
Classroom management refers to the wide variety of skills and techniques that educators use
to keep learners organised, orderly, focused, attentive, on task and academically productive
during a lesson (http://edglossary.org/classroom-management, 2013: 1).
Fortunately, research evidence supports the assertion that good classroom managers are
made, not born (Marzano 2003:10).
Seasoned educators say that many contemporary learners seem to have changed,
and suggest that innovative pedagogical initiatives may be useful in teaching them (Weimer
2003; Spence 2001; Sporer 2001). A literature review by Coates (2007) itemised a need
for educators to review their approaches to teaching in order to be successful in the
current educational environment. Educators cannot expect to meet the challenges of
today with yesterday's tools, and expect to be in business tomorrow. This calls for a pragmatic
view of education.
According to Price (2009), modern learners' ideal learning environment is interactive and
participatory. In other words, such learning environments connect learners to content and to
each other in a meaningful way. The pace of education technology innovation outstrips many
teachers' ability to integrate new tools effectively into their teaching practice.
Most educational contexts display interaction between two or more world views. In South
African school and classroom management, this means that we need to take cognisance
of the African world view of ubuntu, the relevance of indigenous knowledge, and
Africanisation.
Unit 1.2 The aim of classroom management
Sources
PB: par.3.1
Content
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Management is the science and art of getting people together to accomplish desired goals and objectives
by coordinating and integrating all available resources efficiently and effectively.
The process of managing a classroom therefore makes many demands on an educator. In fact, the
educator has to take full responsibility for the effective management of everything that happens in the
classroom, including the following (UNISA 2006: 5):
•
tasks (things to be done)
•
people (learners)
•
time (timetable, target dates)
•
resources (teaching media, parent support)
•
technology
Activity
-
Use the strategies mentioned by Cox in PB: par. 3.1.2, namely:
1. Have an objective.
2. Model your expectations.
II
3. Actively engage learners.
4. Be mobile.
5. Compliment positive behaviour and hard work.
Give a practical.example of how you are implementing each of these strategies (or how you would implement
them) in your classroom.
Comments on the activity

To get the most benefit from this activity, link each of the five strategies to one of the basic
management functions of planning, leading, organising and control (PB: 14).
Unit 1.3 Approaches to classroom management

Sources
PB: par. 3.2
Content
The management approaches summarised in Table 3.2 should be viewed against the background of
non-Western learners basing their learning experience on an interaction between two world views,
which complicates their learning experience and may lead to cognitive dissonance (Beets and Le
Grange 2005:1201). Therefore _the educator who manages a class through a "singular cultural lens"
could contribute to what Harry and Klingner call cognitive and cultural disproportionality (Metropolitan
Center for Urban Education, 2008: 2} <Author: full reference, and take up in reference list.)
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In 2004 Weinstein, Tomlinson-Clarke and Curran (Metropolitan Center for Urban Education, 2008:
3-5)) developed a five-part concept for culturally responsive classroom management: These steps can
be summarised as follows:
STEPS
EXPLANATION
1. Recognition of one's own
cultural lens and biases. Educators should reflect on where their assumptions,
attitudes and biases come from and try to understand
how their view of the world can lead them to
misinterpret the behaviour of culturally different
learners.
2. Knowledge of learners'
cultural backgrounds. In order to develop skills for cross-cultural
interaction, educators must gain knowledge of
learners' cultural backgrounds.
3. Awareness of the broader
social, economic and political Educators should examine how current policies and
context. practices in education might discriminate against
certain learners.
4. Ability and willingness to use
culturally appropriate Culturally responsive classroom managers base
management strategies. classroom management decisions on an
understanding of cultural diversity. This includes
establishing clear expectations for behaviour that all
learners can understand.
5. Commitment to building caring
classroom communities. Learners often base decisions on how to behave in class
on their perception of whether the educator cares for
them.
They are more likely to succeed if they feel connected

to the school: a good relationship with the educators
promote such an environment.
-
II
Study the approaches in PB: Table 3.2. Which of these approaches would you be inclined to
Activity
follow frequently in your classroom? Provide reasons.

Evaluate your choice against the 5-part culturally responsive classroom management model.
Unit 1.4 Management functions in the classroom
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Sources
PB: par. 3.3
Content
Planning as management function in the classroom
Planning is the point· of departure for the classroom manager. This function
(planning) determines in advance the learning that must be achieved at a specified time in
the future, and how that will be achieved.
Organising as management function in the classroom
Organising entails the creation of mechanisms to implement the planning function.

In practice, these mechanisms translate into the following:
•
creating a physical learning space (Chapter 5)
•
creating a positive classroom atmosphere (Chapter 5)
•
managing learner participation (Chapter 6)
•
maintaining discipline in the classroom (Chapter 5)
•
managing diversity in the classroom (Chapter 6)
•
organising parental involvement (Chapter 7)
Leadership as management function in the classroom
The third function of the educator is to lead so that plans may be converted into reality. He or
she gives direction to ensure that the required tasks are performed effectively.
Control as management function in the classroom
The controlling function refers to all the measures that an educator takes to determine whether
learners have acquired the desired learning effectively. Control normally takes place in three
stages:
1. Control prior to activities. This kind of control includes all activities aimed at
ensuring that the teaching-learning event moves in a successful direction, for
example sound planning activities.
2. Control exercised during activities. This kind of control is seen as the most
important, as it is applied on the spot and possible problems are remedied
immediately.
3. Conclusion of these instructional events. This normally takes the form of some kind
of assessment.
Activity
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Here is a list of five classroom management concerns. In a table like the one below, indicate
what plan you will make for each, !indicate what resources you will need, and indicate what
control mechanisms you will put in place to make sure everything you planned and
organised take place accordingly.
Classroom management concern

Creating a physical learning space Plan Resources Control
Creating a positive classroom atmosphere
Managing learner participation
Maintaining discipline in the classroom
Managing diversity in the classroom
(Note: Substantiate your answer by referring to the chapters mentioned above.)
Do self-analysis on how you see your role as leader for each of these aspects.
SELF-ASSESSMENT FOR PART 1
Answer the following questions. If you are confident that you would be able to answer more
questions on a topic, tick the "Yes" column. If you would not be able to answer more
questions on that topic, tick the "No" column. Where you ticked "No", read the pertinent
section again.
TOPIC
YES NO READ AGAIN
Define the aim of classroom management.
Describe the management approach you prefer to

Chapter 3
follow in your classroom. Motivate why.
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PART2
DIFFERENT ROLES OF THE EDUCATOR IN THE CONTEXT OF CLASSROOM

MANAGEMENT

Adopt and adapt in a flexible manner to a variety of classroom management roles and
strategies in response to changing teaching and learning needs and contexts.
Setting the scene
Good self-management enhances efficient classroom management. According to Kruger and

Van Schalkwyk (1997: 167), educators can only manage their classrooms when they can
manage themselves, as this is where all management starts. According to Van Niekerk
(see Chapter 4), leadership can be viewed from a long-term and a short-term perspective.
Short term leadership refers to the actions that educators take to handle specific
situations effectively, while long-term leadership refers to those actions that the educator
takes to steer the class towards the vision set for the class.
Careful planning is also more likely to maximise the use of time and facilities and thereby
minimise possible confusion and disruptions. Having planned properly, an educator should
feel relaxed and excited about the teaching that will follow.
Effective educators use their knowledge, skills and behaviour to create effective learning
environments in their classrooms. They create environments that maximise opportunities to
learn, and where learners are well-managed and motivated to learn.
Educators may be very knowledgeable about the subject matter and teaching techniques, but
if they do not know how to get learners involved in learning, their efforts are wasted and
do not bear fruit.
Educators should be concerned about issues of diversity. It is a fact that learners differ,
and in many ways: they differ in performance levels, learning abilities and learning style.
They differ in ethnicity, culture, social class, home language and gender - the list goes on.
Educators should therefore be aware of the different needs of learners and learning styles that
might be effective, as their preferred classroom management style may not benefit all the
learners. Certain learners may benefit more than others from the educator's chosen
management style. Furthermore, the educator's own learning style will influence his or her
teaching style.
Researchers have evidence of the positive effects on children, families, and schools,
when schools and parents continuously support and encourage the children's
learning and development (Eccles & Harold, 1993; Illinois State Board of Education,
1993).
MANAGEMENT ROLES AND STRATEGIES
Unit 2.1 The educator as leader
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Sources
PB: Chapters 2 and4

AR: PAM document
Content
Chapter 2 focuses on self-management of the following:
• emotions
• stress
• anger
• conflict
An emotionally intelligent educator will be best able to handle conflict in a mature way, as
emotions easily flare up in conflict situations. Taking a conscious decision always to stay calm
and to think rationally during conflict, will lead to conflict situations being handled in a win-win
or problem-solving way. It also eliminates the negative stress associated with handling conflict
in a negative way.
According to the problem-solving approach to conflict management, conflict is not avoided,
compromises are not sought through give-and-take negotiations, nor is force used to impose
one party's will. Through problem-solving an attempt is made to solve a problem constructively
in a way that improves practice by serving the vision of the organisation. The steps
involved in the problem-solving approach are the same as for the steps involved in sound
decision making.
Effective self-management will increase your job satisfaction and will result in a feeling of
being in control of your own destiny. It has many benefits for those whom you teach and
educate. Effective self-management is essential for effective classroom management.
Being a leader is part of the work of an educator. It involves the following (see Chapter4):
• Understanding and describing each component of the long-term model of educator

leadership. The tasks that the educator has to perform to achieve long-term
success are: the creation of a class vision, effective communication of the vision,
creation of a desirable value climate to contribute to the achievement of the vision,
training and development of the learners and, finally, empowerment of the learners.
• Understanding and describing each component of the short-term model of
educator leadership. The characteristics of the educator as a leader, the
characteristics of the learners and a number of factors that determine the classroom
situation will all affect circumstances and events that the educator must cope with
daily.
• Improving the leadership provided to learners and others by applying the model of
educator leadership. Use the model provided in this chapter to analyse the situational
factors impacting on leadership in your unique context, in order to provide the best
short-term and long-term leadership.
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-
/l
A pamphlet produced by the Department of Education on the policy on whole-school
evaluation lists learner and educator responsibilities. Do you agree with the
following summary? Explain why you agree or disagree.
Educators must do the following:

• Provide quality teaching and guidance that meet the needs of individual learners, the
aspirations of local communities and the country as a whole.
Plan lessons well.
• Master the subjects they teach.
• Employ the right strategy for each learner.
• Use resources efficiently.
• Ensure proper curriculum provision.
• Manage classes and create a good learning environment.
• Apply assessment that will make teaching more effective.
• Continuously evaluate the success of lessons.
• Help learners to achieve the expected outcomes.
• Guide the progress of learners.
Learners must do the following:
• Work hard to meet high academic standards.
• Become lifelong learners.
• Accept that they will be the primary beneficiaries of whole-school evaluation.
• Support all efforts to build an education and training system for the 21st century.
• Commit themselves to excellent discipline, conduct and hard work.
The Personnel Administrative Measures (PAM) document (South Africa Republic, Department
of Basic Education 1999, available at the OoBE's website under Government Notice 222
of 1999) contains the job description of educators. Look at this job description and discuss
how it provides for the development and empowerment of learners by educators.
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Unit 2.2 The educator as planner
Sources
PB: Chapter 3 Content

Planning forms the basis of management tasks as it precedes organising, control and leading. It enables
educators to think about the future so that plans to realise goals may be formulated and incorporated
earlier in the planning process.
The purposes of planning (http://educgo.educ.ttu.edu/educweb/clinicalexperiences
/resources/planning_for_teaching) therefore include the following:
• clarification of the objectives to learners

• provision for individual differences
• development of means for stimulating interest
• provision for a logical instructional sequence
• provision for flexibility
• enabling the educator to teach with confidence
The following actions are also important:

• taking note of different approaches to planning
• understanding planning in the classroom
• implementing planning in the classroom
• reflecting on planning for practical issues in the classroom
Planning teaching at different levels

Three levels of planning take place in a school (Department of Education 2002a).
School level planning
This level of planning involves the school management team, the School Governing Body and all the
educators. The aim is to establish a plan for the whole school by agreeing on the content of each subject in
each grade to ensure that learners will achieve the learning objectives as stipulated by the National
Curriculum.
Whole-school planning covers a number of topics (UNISA 2006: 9):

• basic functioning of the school
• leadership, management and communications
• governance
• parent and community involvement
• safety, security and discipline
• school infrastructure
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• curriculum provision and resources

• learner achievement
• educator development
Grade level planning
A grade plan describes what will be learnt each year within a specific learning area in a
spedfic grade. It shows how the learning aims stated in the specific learning subject will be
achieved, at the levels specified by the assessment standards for each grade. It also
shows the sequence of lesson plans or learning experiences. It follows logically that the
educators who teach a specific grade will be drawing up grade plans together. This
ensures that what is planned for each learning subject supports, rather than clashes with,
what is planned for other learning subjects.
Classroom level planning
There are two levels of planning at classroom level. The first involves the planning of the
actual teaching-learning experience, in other words, the lesson itself. The second level
involves planning the environment or circumstances in which the lesson will take place.
Classroom plans or lesson programmes should include the following (UNISA 2006: 1 0):
• learning aims towards which learners will be working
• content that is targeted - the assessment standards and the knowledge focus framework
for each grade, which are normally described in a subject syllabus
• activities that the learners will be involved in
• what will be assessed and how this will be done
• resources needed
• time needed for each teaching, learning and assessment activity
Activity
'{P Provide a lesson plan for the subject you are teaching, using the prescribed format of
H
the school where you teach.
There is no single correct way to draw up plans for the classroom. Guidelines for classroom
plans differ from school to school. A good test of an effective classroom plan or lesson
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programme is whether another educator would be able to use it to deliver the same lesson as
you would have done, for example:
i.u&1lflhv. �mmg pragaamme {leftOn p&ani) templaa

Sch,c,:
Grcr.t�:
�L.t:•ji:<1t:
L.amrnrq <:nm:;:
J .
ASe.eetmsnt t1andmas. ,run1entj:
' .
E::1ucr:1t�t!i Lrornen· R�..m::;es: Ass��menl l1m-,;
{b>1h)Ci$· (l�1M1I�: !.m�,t�,,�- ()l(,1;,(ltl(:,r,·
E�-arY.1-::1r.:l o:-i:1:criL!nfles: Emchrient:

�e<�ld n-<-edl'!! Hcm�,,yo�;:
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Unit 2.3 The educator as

organiser Sources
PB: Chapter 5 and 6
Content
The class is a group engaged in learning, growing up in a social direction, and building a sense
of identity and purpose, and it is therefore important to seek out ways in which the class can
enjoy a positive learning and social environment.
•
distinguishing the features of a classroom as a learning community
•
discussing the stages for building a positive classroom climate
•
reflecting on the classroom as a physical environment
•
managing resources for effective teaching
•
establishing a positive socio-emotional classroom environment by focusing on:
- communication
- educator-learner relationships
- peer relationships
•
designing and applying a personal discipline strategy
Research data (Van der Horst & McDonald, cited in UNISA 2006: 34) indicate that a number
of factors could influence the classroom climate, for example:
1. Ecology. Physical aspects of the classroom - space, furniture, equipment, etc.
2. Milieu. That part of the classroom that can be described as the "feeling" of the class.
3. Social system. Formal and informal rules that guide interpersonal relationships in the
classroom.
4. Culture. Values, beliefs, systems and norms existing in the classroom.
/l Activity
When organising the physical layout of the classroom, the educator must keep the
following considerations in mind (Louisell & Descamps 2001: 224):
-
• visibility
•
accessibility
•
flexibility
•
comfort
•
aesthetics
In one sentence, describe each of these aspects of layout.
Make a drawing of your classroom which shows how you would cater for each layout aspect.
Use arrows in the drawing to indicate each aspect.
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Unit 2.4 The educator as controller
Sources
PB: Ch 6
Content
Manage learner motivation
Wlodkowski and Ginsberg (cited in Jones & Jones 2001: 180) hold that learner motivation is
improved when the learning environment achieves these objectives:
1. Establishing inclusion. Create a learning atmosphere in which learners and educators feel
respected by and connected to each other.
2. Developing attitude. Create a learning atmosphere in which learners will not be afraid to
fail in their attempts at new learning experiences.
3. Enhancing meaning. Create challenging, thought-provoking learning experiences that
include learner perspectives and values.
4. Engendering competence. Create an understanding that learners are effective at learning
something they value.
By creating opportunities in the classroom that promote learners' perception of competence

and control, you will increase their intrinsic motivation for academic tasks. The following
actions advance the development of intrinsic motivation (UNISA 2006: 37):
• Provide predictable learning environments.

• Create a balance between easy and challenging tasks.
• Provide instructional support.
• Model activities learners are supposed to do.
• Sub-goaling: break large assignments into smaller tasks.
• Task-sharing: break larger tasks into smaller tasks and allow peers or the educator to do
some of the tasks.
• Promote control opportunities: let learners participate in decision-making.
• Avoid social comparison of learners.
Manage cooperative learning
Cooperative learning is a team approach to learning where each member of the group is
dependent on the others to accomplish a specific learning task or assignment. Each member
takes responsibility for a specific part of the task which will contribute to the overall success of
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the group. At the same time, the group's success depends on each member learning all parts
of the lesson.
The skills most needed for cooperative learning (and which are very important for classroom
management) are communication, trust, leadership and conflict resolution. Learners must
learn to accept differing viewpoints and learn to reach agreement within the group. Almost all
human endeavours involve the cooperative effort of many people. The potential of
the collective mind is vastly superior to that of individuals.
According to Louisell and Descamps (2001: 265), small groups require that learners assume
responsibility for their own learning, acquire problem-solving skills and develop critical thinking
abilities. Small groups also promote the understanding of subject matter and the learning of
concepts and facts. As small groups are mostly learner-directed, learners are more likely
to feel that they have autonomy to make choices about their learning. This provides for
very motivating instructional activities.
For groups to be productive learning vehicles, it is essential to plan each aspect of the
activities meticulously. Louw and Du Toit (2010: 60) identify various aspects of group learning
that need to be planned prior to a lesson.
Group learning phase Planning aspect

Planning prior to group work • type of work to be done by the group
• placing group work in the lesson
• planning time limits
• classroom design or setup
• explaining guidelines for group work
to learners
• feedback
• assessment
• mark allocation
• group size
• assignment instructions
Educator's role during group • monitoring learners' behaviour
work
Educator's role: report and • sharing the work with other groups
reflection
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• reflecting on the group learning

experience
Manage learner discipline
Rules and procedures
According to Van der Horst and McDonald (2003: 105), for classrooms to be conducive to
learning, there must be an organisation and management plan in place. Educators should
therefore establish procedures that will cover the following areas (refer also to Chapter 9):
• administrative procedures (attendance registers)

• learner movement (entering and leaving the classroom)
• housekeeping (keeping the class clean)
• routines for accomplishing lessons (handing out and collecting of materials)
• interaction between educator and learners (respect)
• communication between learners (group work)
Developing a positive classroom discipline policy
The first step is to develop a classroom discipline policy. This is a system that allows you to
express the behaviour you expect from learners, as well as what they can expect from
you, the educator. The aim of the classroom discipline policy is to establish a fair and
consistent way of promoting good behaviour and dealing with misbehaviour. Such a
policy usually consists of three parts:
• rules that learners must follow

• consequences of breaking rules
• rewards for following rules
A classroom discipline policy should meet a number of requirements.
Manage assessment of learning
In the classroom, assessment is one of the most important educational processes. For
this reason, comprehensive assessment guidelines exist both at provincial and national
levels. The assessment management process basically consists of three stages:
• collecting evidence
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• recording assessment evidence

• reporting achievement
An in-depth discussion of assessment falls outside the scope of this book. Instead, we focus on the
control measures that are necessary for the management of assessment in a classroom: management
of the process, recording of findings (results), and reporting of achievements.
Activity
Write a complete disciplinary policy for your classroom. Use appropriate headings and sub-
headings.
Step 1: Think about the principles of ubuntu. How does your classroom policy have to change to reflect
these principles? (AR: read documents on myUnisa under Additional Resources).
Step 2: Highlight aspects of your discipline policy that will motivate learners to behave
appropriately.
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Unit 2.5 Role of learners
Sources
PB: Ch 6
Content
The aim is to explore aspects of classroom management that empower the educator to engage learners actively
in their learning task.
Learner motivation
Understanding the following dimensions of learner motivation can help educators to design teaching
strategies to motivate learners to learn eagerly (Kong 2009:146-147):
• Motivation and arousal (interest). The extent to which the learner's curiosity is aroused by the
lesson.
• Motivation and need (relevance). The extent to which the instruction is related to
personal needs and goals which are perceived as meaningful.
• Motivation and beliefs (expectancy). The learner's optimistic belief in the likelihood of success
in learning.
• Motivation and goals (satisfaction). Realistic and obtainable goals promote the learner's
intrinsic motivation.
Understanding the learning phenomenon
According to Cottrell (2003: 54), learning has taken place if the following six conditions have been met:
• New experiences must be supplied.

• Learning foundations must be in place.
• Rehearsal/practising opportunities must be made available.
• New information must be processed.
• Learner must move to another level of understanding.
• Learning must be demonstrated.
Applying cooperative learning models
Through small-group work, learners learn to interact with each other, to listen and wait for their turn to
speak, to express their own views and respect the views of others, to make decisions which take into
consideration the needs of others, to resolve conflict through compromise, to be responsible for carrying
out their own tasks within a group, to develop leadership, to work as a team, to value members of another
race, ethnic group or gender, and to relate to peers who have a diversity of talents and handicaps
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Utilising diversity in the classroom
There are approaches and methods available for interethnic and cross-cultural cooperation:
• a democratic classroom ethos, providing feelings of trust among learners and between
educator and learners
• collaborative and cooperative approaches to support the development of social
relationships and foster mutuality and moral reciprocity
• active participation from learners, including simulation, role-playing, varied group
composition and social engagement
• emphasis on character development, including conflict resolution skills
• rational, holistic approaches to knowledge and learning
• assistance for learners in evolving and clarifying their own value systems, using
situations involving value dilemmas
• emphasis on open rather than closed questions, tasks and assignments
• multiple approaches, including various media, strategies and locations
• including pedagogics involving social responsibility and actions
• high intellectual expectations on both cognitive and affective domains
• explicit commitment to global human rights as the basis for all interaction in the
classroom
• linked, supportive assessment techniques aimed at learners' success
Matching learning styles with teaching styles for maximum learning success
Research indicates that there are two general categories of learning styles:
• Field-dependent learners prefer a more global, holistic and relational approach to

learning (also known as right-brain learning).
• Field-independent learners prefer a more analytical, verbal and sequential style of
learning (also known as left-brain learning).
Table 6.5 shows the characteristics of these two styles. Learners can use both styles, but
often show an overall preference for one.
A teaching style can be defined as the educator's consistent personal approach to teaching,
irrespective of the media, method or content used. Teaching styles can also be classified as
field-dependent and field-independent (see Table 6.6).
II Activity
In one paragraph, describe how you normally study. Describe all the steps you follow
before you feel satisfied that you know and understand a particular section. Use this
- information to complete the column for your personal learning style. Compare your
own style to the styles in Table 6.5 in the PB by ticking the applicable column.
Establishing yourpersonal learning s'tyle
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Personal Field-dependent Field-independent

learners learners
Relationship to
peers
Relationship
to educators
Cognitive styles
Write your conclusion after doing this activity.

Now that you understand your own learning style better, consider these points:
(1) How would you adapt your teaching style to ensure that you address the needs of learners
whose learning styles differ from your own?
(2) With reference to the Additional Resource on ubuntu on MyUnisa, would you say your
learners are mostly field-dependent or field-independent?
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Unit 2.6 Role of

parents Sources
PB: Ch 7
Content
This chapter will attempt to provide some answers about the role of parents by focusing on some key
issues.
An integrated model for engaging parents in their children's education
Swap (cited in Bauer & Shea 2003:67) describes four basic models of parent involvement.
•
Model 1. This is called the "protective model". The goal of this model is to reduce
tension between parents and educators, primarily by separating their functions, thereby
protecting the school from parental interference. The model assumes that parents delegate
the education of their children to the school and that the school is then accountable. There is
little parental involvement and no structure exists for preventative problem-solving.
•
Model 2. "School-to-home transition". In this model the school enlists the parents in
supporting the objectives of the school. Although parents are not equal partners, they are
supposed to endorse the school's expectations.
•
Model 3. In the "curriculum enrichment" model the goal is to extend the school's
curriculum by incorporating the contributions of the children's families. The assumption is that
educators and parents should work together to enrich curriculum objectives and content.
Relationships are based on trust and respect.
•
Model 4. The goal of the "parent-educator partnership" model is for parents and
educators to work together to accomplish success for all the learners. The assumption is that a
common mission requires collaboration between parents and educators. This is a true
partnership based on authority shared among colleagues (so-called "collegiality").
Strategies for conducting interviews with parents
•
Establish a positive working relationship with the parents.
•
Review and discuss the learner's situation.
•
Review and discuss related services and adjustments.
•
Review and discuss the role of the parents.
•
Introduce the parents to engagement in their child's education.
Ways to evaluate the success of efforts to engage parents
Successful parent-engagement programmes have the following common elements:
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• They have written policies that address parental involvement.

• There is administrative support, which includes having a resource centre for parents and having
one individual responsible for managing the programme.
• A partnership approach is followed, involving joint planning, goal-setting and other strategies
to help parents develop a sense of ownership.
• Two-way communication is employed.
• They involve regular evaluation activities, both at key stages and at the end of the school year.
The nature of collaboration with parents
Several other factors also emerge when working with parents. The issue of equity must be
addressed, i.e. making sure that experiences are open to parents with limited resources and to those who
are more affluent. Whether parent participation is voluntary or involuntary is a factor that could
change the whole nature and intention of the participation. Programmes should be of high quality and
should be specific in tenns of their objectives. Finally, educators and other professionals working
with parents should be culturally sensitive or at least competent.
Communicating effectively with parents
Clarity of language when communicating with parents is essential. Communication takes place on several
levels simultaneously: through verbal expression (what you say); through body language (how you
behave), and through emotional responses (how you feel). The more congruent these are, the better
or clearer the communication will be.
Barriers to collaboration with parents
Ballen and Moles (cited in Bauer & Shea 2003:93) suggest four primary barriers to parental
involvement:
• Time. Various factors, such as single-parenting and work pressures, contribute to a lack of
time.
• Uncertainty. Parents are often uncertain about what to do and about the importance of their
becoming involved.
• Cultural barriers. There may be difficulty with language or in communicating with
schools, because life experiences and perspectives are so different.
• Lack of a supportive environment. Schools have not always tried to nurture families and low-
income parents in particular may need support if they are to become involved. These parents may
need personal attention, literature and classes on parenting, and perhaps even a resource
centre.
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II
-
Activity
Look at the parent involvement models of Swap stated above. Which one will be most
suitable and relevant for the area where your school is situated? (If you are not teaching at
present, think back to the last school you attended and identify the model that speaks to the context of
the school.)

Keeping you chosen model in mind, how would you address the barriers to involvement mentioned by
Ballen and Molles?
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Answer the following questions. If you are confident that you would be
able to answer more questions on a topic, tick the "Yes" column. If you would
not be able to answer more question on that topic, tick the "No" column.
Where
you ticked "No", read the pertinent section again.
KNOWLEDGE ASPECT YES NO READ AGAIN
Educator self-management Ch2

Long-term leadership Ch4
Short-term leadership Ch4

Levels of planning Ch 3
Classroom climate Ch
Learner motivation 5
Learner discipline Ch6
Learning styles Ch
Integrated model for engaging parents 5
Ch6
Ch7
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PART3
MANAGEMENT STRATEGIES IN A SOUTH AFRICAN CLASSROOM

Identify, justify and apply varied strategies for effective classroom management in ways that are
appropriate for different purposes and contexts.
Setting the scene

In Part 1 you were exposed to the concept of functions of classroom management. In Part 3 the focus
shifts to various strategies that educators should follow to improve their classroom
management practices.
--
FUNCTIONS OF CLASSROOM MANAGEMENT
Unit3.1 Planning, organising, leading, controlling
Sources
PB: Ch 5 and 6
Reflections on Africanisation, ubuntu and indigenous knowledge (reading on MyUnisa under Additional
Resources).
Content
Planning lays the foundation for the educator's managerial task, as it gives direction to management
efforts. Without planning, all activities are haphazard and without direction.
In general, written planning consists of different kinds of document that are developed to guide instruction in
the classroom (UNISA 2006: 8):
1. School level planning. This document is a curriculum that arranges content in particular patterns,
assigns it to certain subjects and standard levels and puts it into identified sequences.
2. Grade level planning. This document usually contains the guidelines for programming in the
different learning subjects at different levels.
3. Classroom level planning. This includes the lesson plan or learning programme that
educators plan, prepare and present in the classroom.
Each learning programme should contain the following:

• a rationale (to explain why it exists)
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• aims (to explain what it will achieve)

• learning objectives (to indicate what learners will need to know, understand, do
and appreciate)
• content statements (to indicate the content areas to be used as vehicles for learning)
• teaching strategy statements (to indicate how learning activities will be organised}
• assessment guidelines (to indicate how learners' achievements will be assessed)
For the educator, the management function of organising amounts to the creation of
an environment for effective teaching and learning. An orderly and organised classroom
situation must be created to make effective teaching possible. Learners need to be
placed in the classroom where the teaching task should be performed to the maximum effect,
while patterns of communication and order are fixed democratically.
In short, leadership describes the influential relationships that you have with others and the
skills, knowledge and experience you bring to these interactions (Hook & Vass 2000: 6).
To be able to lead successfully, the educator must know the most important components
of the leadership functions of management:
• leadership qualities
• motivation of learners
• control of groups
• competent communication
Control is the final management function in the efficient management cycle and is seen
by many as the most important requirement for effective planning. In planning a lesson
or an activity, it is the educator who decides what learning needs to be achieved. The use of
control mechanisms to check whether such learning outcomes have been realised is an
integral part
of planning, but is at the same time a management activity.
II
-
--
Activity
What do you as a classroom manager think of the statements below? Write down
your response to each.
• Principals and school management teams often consider those educators who exert strong
control to be the best educators.
• Parents and the community, on the other hand, expect that learners will be taught self
discipline and self-control.
• Learners expect educators to exert control and to establish a positive learning environment.
• Educators feel frustrated by and dissatisfied with teaching when they do not succeed with
classroom management.
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With reference to the above statements, where do you fit in?
Unit 3.2 Policy development and implementation

Sources
PB par.5.7.3.1 and Chapter 12
Content
An important step to take as a teacher is to develop a classroom discipline policy. This
is a system that allows you to express the behaviour you expect from learners, as well as
what they can expect from you. The aim of the classroom discipline policy is to establish a
fair and consistent way of promoting good behaviour and dealing with misbehaviour. Such
a policy usually consists of three parts:
• rules that learners must follow

• consequences of breaking rules
• rewards when they follow rules
-
/I
Write down your current classroom policy. If you do not teach at present, write out a
Activity
policy as you think it should be.

Compare your classroom policy to the one suggested under PB: par.5.7.3 .4 and provided on
myUnisa under Additional Resources.
Unit 3.3 Communication in the classroom

Sources
PB Par5.4.2
Content
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People communicate on many levels when they transmit and receive messages. However,
communication does not refer solely to the verbal, explicit and intentional transmission of
messages. It includes all those processes by which people influence one another. Communication,
whether verbal, non-verbal or written, is the link that ties people together. Communication is
therefore essential for the relationship between educator and learner. In fact, effective
communication skills form the foundation for sound classroom management.
In a model for understanding communication, the communication process is described as

the steps between a source and a receiver that result in the transfer of meaning. Seven
elements or parts can be identified, which include encoding and decoding during the
communication process (see PB: par. 5.4.2.3).
Activity
- Make a drawing of how the seven steps of the basic communication model interact with one
another.
II
To see if your drawing works, apply a scenario where the educator is giving the learners
homework instructions. At each of the steps in your drawing, write down what is taking
place.
Unit 3.4 Decision-making
Sources
SG
PB: par
2.4
Content
Making decisions and solving problems are not limited to our workplace or our learning
situation: all of us are involved in making decisions and solving some kind of problem every
day of our lives. We usually do not even think about it, we just accept it as a normal part
of living.
Decisions are very important because they influence your life and the effectiveness of
your work. Some decisions work well and result in a better life all around, others worsen a
problem and should not have been implemented. It is important to take note of the nature
of decision making:
•
A challenge of decision-making is that it deals with things that will only happen in
the future.
•
Decisions are mostly interdependent - this means that one decision will affect
another.
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The purpose of decision-making is therefore to find out what caused a problem and to
provide solutions to the problem. Decision-making is therefore an important part of problem-
solving.
Five unscientific or irrational approaches to problem-solving
(De Beer A, Rossouw D, Moolman B, Le Roux E and Labuschagne M. 1998:85)
• The 'headless chicken' approach. The person usually rushes to and from in a
senseless, fruitless search for solutions without logically and carefully analysing
the problem.
• The 'overreaction' approach. The person reacts immediately and impulsively
and his/her reaction is usually more drastic than the circumstances justify.
• The 'indigestion' approach. The person usually has one solution that has been
successful in the past which he/she tries to use over and over again, even if it is
not suitable any more.
• The 'scapegoat' approach. The person is not interested in finding the underlying
reasons for the problem, he/she only wants to know who caused the problem
and who should be punished.
• The 'ostrich' approach. The person believes that by ignoring a problem it will go
away by itself.
The ideal approach is a rational approach which involves breaking the decision-making
process down into different steps and thoroughly considering these steps.
Steps in the decision-making and problem-solving process
1. Identify the problem (find the problem)
In this step the focus should be to gather information on the underlying reasons for the
problem. It is an exercise to define the problem and to decide whether it is worth pursuing it
further. At this stage no attempt is made to solve the problem, only to decide whether it
deserves the allocation of valuable time. The fact finding should attempt to find answers for
the following or similar questions:
• What caused the problem?

• Why is the problem occurring?
• When was the problem first noticed?
• Where is the problem occurring?
• Who is responsible?
2. Define (put it in your own words) the problem (state the
problem) Write down the problem in your own words.
3. Generate options (brainstorming)
There is usually more than one solution to a problem and it is very important that all of
these be considered before a decision is taken. This is a creative phase and even unusual
solutions should be considered.
4. Set objectives and criteria for success (screen the ideas generated)
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Decide on the objective for finding a solution to the problem. This objective should be specific,
measurable and achievable. For each objective the criteria for success should also be
negotiated. It is necessary to establish and use criteria to screen, select and support promising
ideas.
5. Make a decision
Analyse each option and evaluate it according to the set objectives and criteria for success.
6. Take action (implement a plan)
Good decisions often fail as a result of weak implementation. Decisions cannot be
decided upon and then left there. Action plans should be put into place that will indicate the
following:
• Who should implement the decision?

• How is the decision going to be implemented?
• The necessary resources needed for implementation.
• The target dates for completion of the steps in the action plan.
The action plan should then be monitored regularly.

7. Evaluate the results
The last step is to evaluate whether the desired results were achieved. The best way to do
this is to compare the achieved results to the planned results and to make the necessary
adjustments, if there is a difference.
(De Beer et al 1998:87)
,
"'
Activity
Think of problems you have solved recently. Did you perhaps, without thinking, follow any
of the unscientific approaches? Identify one negative outcome for each of the irrational or
unscientific problem-solving approaches discussed above.

Think back to any decision where you used an unscientific approach. Apply the steps
discussed above to see if a different outcome might have been reached.
Unit 3.5 Learner motivation and participation
Source
PB par6.1
Content
Since the advent of the postmodern era, learning theories such as learner-centredness,
constructivist learning and critical thinking have increased learners' responsibility for their own
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CMG3701 2024
learning considerably. Learners should be supported far more to develop their own
intrinsic motivation to be successful in school activities.
By creating opportunities in the classroom that promote learners' perception of competence

and control, you will increase their intrinsic motivation for academic tasks. The
following actions advance the development of intrinsic motivation (UNISA 2006: 37):
• Provide predictable learning environments.

• Create a balance between easy and challenging tasks.
• Provide instructional support.
• Model activities learners are supposed to do.
• Sub-goaling: break large assignments into smaller tasks.
• Task-sharing'. break larger tasks into smaller tasks and allow peers or the educator to do
some of the tasks.
• Promote control opportunities: let the learner participate in decision-making.
• Avoid social comparison of learners.
I Activity
Make a list of the strategies you use to ensure that learners will be interested in learning
and that they "stay on task" or stay involved until the learning task has been completed.
I
How does your list compare with the list provided by Stipek (par.6.1.2}?
Unit 3.6 Teaching large classes

Sources
PB par 5.3
Content
One way to address the problems of managing learning in a large class is to use
"independence" strategies by which learners are motivated to become independent learners.
Van der Horst and McDonald (2003: 85) suggest the independence strategies listed in
Table
6.1 to address problems resulting from large classes.
Another way is to apply the "flipped" classroom model which is becoming popular, mostly due
to the advancement of technology in the classroom. Schell (Danker 2015: 175} found that in
large classrooms, engaging the learners together is a challenge, and even more so
when using traditional approaches to teaching- which research has demonstrated to be less
effective
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than more interactive methodologies. Kachka (Danker 2015: 175) states that implementing a
flipped classroom for a large class size may boost learners' academic attainment as it
generally enables more focused teaching and learning to take place in the classroom, despite
the class size (Danker 2015:175 2012). The flipped classroom's online material
enables teachers to coach large classes as learners engage with the topic on an
individual basis through the internet. For its in-class teaching approach, small group
discussions, peer learning and inquiry-learning may be used to engage learners in their
learning, especially for a large class size.
-
II
Think of a lesson topic that would be suitable for the flipped classroom model. Design the
Activity
logical steps that you would follow while preparing an effective lesson.

Reflect on the steps you have designed. Did you take into account the limitations mentioned
by Danker in PB: par.5.3.2?
ELEMENTS OF CLASSROOM MANAGEMENT THAT HELP TO CREATE A

POSITIVE LEARNING CLIMATE
Unit 3.7 Democratic management of learning environments that are safe, promote
learning and foster creative and critical thinking
Source:
PB 5.1
Content
As a class is fundamentally a group of people, the relational dynamic is central to how positive
the class as a whole will be and how positive each member's sense of belonging will be.
Effective educators use their knowledge, skills and behaviour to make the classroom an
effective teaching and learning environment.
Classroom climates differ widely. The psychological and social "feeling" or atmosphere in a
classroom can vary greatly, from inviting, friendly and relaxed, to threatening, competitive and
tense. Research data (Van der Horst & McDonald, cited in UNISA 2006: 34} indicate that
the classroom climate can be affected by factors clustered into four groups:
1. Ecology. Physical aspects of the classroom - space, furniture, equipment, etc.

2. Milieu. That part of the classroom that can be described as the "feeling" of the class.
3. Social system. Formal and informal rules that guide interpersonal relationships in the
classroom.
4. Culture. Values, beliefs, systems and norms existing in the classroom.
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-
Activity
Considering the four elements above, give at least one example of each step that you would take to ensure
that your classroom becomes a positive learning environment.
II
Compare the examples that you have provided to the features of a learning community as described in
Figure 5.1.
Unit 3.8 Ethical and sensitive resolution of conflict situations within classrooms Source
PB 2.4
SG
Content
Conflict occurs wherever people (who have diverse, unique natures), work for the same
organisation. Conflict is present in a wide range of social relationships and can occur within one
individual, between different individuals and between groups. The way in which conflict is approached
and the solution that is decided on, will determine if conflict has negative or positive consequences.
Traditionally conflict was considered to be a negative and destructive influence, whereas conflict in
the workplace can be both disruptive and constructive. Various myths and truths about conflict suggest
that conflict may be a motivator for change and may contribute to building relationships. In our
view, conflict should be regarded as an opportunity for growth and progress and not only as a destructive
influence. If conflict is left unattended, or if no effort is made to manage it effectively, it may be
catastrophic. You need a thorough understanding of conflict and different ways to manage it effectively to
the advantage_ of the organisation.
It should be evident that conflict is a disagreement or confrontation between two or more people or
groups of people. It may concern one matter, or more than one, and usually involves the blocking of goals.
Conflict can be regarded as a process that begins when one party perceives that another party has negatively
affected, or is about to negatively affect, something that the first party cares about.
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CONFLICT MANAGEMENT STYLES

Steyn GM & Van Niekerk EJ (2002: 79)
Force (power or dominance)
Using force, authority or power to resolve conflict leads to a forced or imposed solution. Force can
include the use of institutional authority and power, reward and punishment, bribery and even physical
force.
Force can serve a purpose in the following circumstances:
• when rapid, decisive action is crucial (in the case of fire)

• when unpopular measures must be implemented (reducing telephone and
photocopying costs)
• when the well-being of the organisation is at stake
Compromise (negotiation)
A compromise solution means "give and take". It is usually used where there is a balance of power
between the parties, or when resources have to be shared. With a compromise solution between two
parties it is essential that they understand that they have to compromise. An advantage of a
compromise solution is that no-one really loses. The disadvantage is that both parties end up with less
than they had hoped for.
Collaboration (shared vision)

This conflict management style involves an attempt to satisfy the concerns of both sides through
honest discussion. Creative approaches to conflict reduction may actually lead to both parties being
materially better off. The focus of this style is on negotiation, trade-offs, and searching for solutions
that are satisfactory or acceptable to both parties. Collaboration is sometimes difficult to achieve but
often yields innovative results. This management style is sometimes equated with the problem-solving
approach.
The following steps are a workable and straightforward application of the problem-solving approach:
1. Define the problem. Fonnulate the problem in clear language.
2. Look for solutions (alternatives}. Generate a number of solutions without expressing
judgement.
3. Choose a suitable solution. The parties decide which solution will be best for both.
4. Implement the decision.
5. Evaluate the implementation (ask whether it produced the desired results).
The advantage of this kind of solution is that it involves all parties, ensuring that change is more
lasting and of higher quality. The disadvantage is that it is time-consuming.
Avoidance (denial or withdrawal)
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Avoidance is any strategy aimed at avoiding major confrontation or conflict.

Avoidance techniques do not actually resolve a situation, but are usually used as a delaying
tactic. It may be justified in situations where a more aggressive approach is likely to have
negative results.
Accommodating (acceptance)
The accommodating style in its simplest form may merely involve giving in to another
person's wishes, for example, when two groups have compatible goals but do not need
to interact in order to reach their goals. The two groups will have friendly meetings to decide
how they will both work towards their respective goals while expending the least time and
energy.
The following table describes the circumstances where each
conflict management style might be applicable.
STYLE OF CONFLICT APPROPRIATE

SITUATIONS MANAGEMENT
1. When quick, decisive action is vital, e.g.

emergencies.
2. On important issues where unpopular actions
FORCE need implementation, e.g. cost-cutting,
unpopular rules, etc.
3. On issues vital to the welfare of the organisation
1. To find an integrative solution when both sets of
concerns are too important to be compromised.
2. When your objective is to learn.
3. To merge insights from people with different
COLLABORATING perspectives.
4. To gain commitment by incorporating concerns
into consensus.
1. When goals are important but not worth the
effort, or potential disruption of more assertive
modes.
2. When opponents with equal power are
COMPROMISING committed to mutually exclusive goals.

3. To achieve temporary settlements to complex
issues.
4. As a backup when collaboration or force is
unsuccessful.
1. When an issue is trivial or more important issues
are pressing.
2. When you perceive no chance of satisfying your
AVOIDING concerns.
3. When potential disruption outweighs the benefits
of the solution.
4. To let people cool down and regain perspective.
5. When others can resolve the conflict more
successfully.
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1. When you find you are wrong - to allow a better

ACCOMMODATING position to be heard, to learn, and to show your
reasonableness.
2. When issues are more important to others than to
you - to satisfy others and to maintain cooperation.
3. To build social credits for later issues.
4. To minimise loss when you are outmatched and
losing.
5. When harmony and stability are especially
important.
6. To allow subordinates to develop by learning from
mistakes.
Steyn GM & Van Niekerk EJ (2002: 85}
II
Activity
Complete the ·following table by providing pertinent examples from your practical classroom
experience.
- .,,,
STYLE OF CONFLICT MANAGEMENT APPROPRIATE SITUATIONS

FORCE
COLLABORATING
COMPROMISING
AVOIDING
ACCOMMODATING

Step 1: Define the underlying interests
AN OUTLINE
■ OF CONFLICT RESOLUTION PROCEDURE
Make sure the interests are clear, concise and specific. Can it be defined in terms of
specific behaviour?
■ Does everyone agree on the nature of the conflict?
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1
Step 2: Express facts and feelings regarding the conflict
■
Make sure that everyone has an equal chance to speak.
■
Make sure that all feelings expressed are appropriate, and that they are
constructive.
,,
Step 3: List possible solutions
■ Be as creative as possible when suggesting solutions. All

■ suggested possibilities should be considered.
■ Every participant should have an equal opportunity to contribute.
,.
Step 4: Evaluate each proposed solution separately
■
Can the solution be implemented?
■
Will it resolve the conflict?
■
Will it be fair to everyone concerned?
■
Will the agreed upon resolution not create new conflict?
Step 5: Decide on a mutually acceptable solution
•
Step 6: Evaluate the solution and establish if everyone is satisfied
with the outcome?
•
Step 7: If the conflict remains ur solved, decide on a reason
■
Perhaps you were trying to solve the wrong problem. (Go back to step 1 and
start again.)
■
Perhaps a different solution would have worked better. (Go back to step 2 or 3
and start again from there.)
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Steyn GM & Van Niekerk EJ (2002: 85)
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Unit 3.9 Assisting learners to manage themselves, their homework, their time and
resources
Sources
SG
Content
While learners will be expected to learn for anything between 12 and 20 years of their
lives, they are never really taught how to learn or manage themselves, their homework,
time and resources.
Below follows an example of the steps a learner might take when planning and executing
tasks or projects.
Planning projects and tasks
State objective .::,, What is expected?
Why do I want to do this?
Is it achievable?
How will I know when it is achieved?
\7
Know what it is bout � What will happen?
What are the alternatives?
Think about it again.
What are the different phases of the

"'7
task?
Schedule the task
► How does this task interrelate with other
activities?
'\l How much time will it need?

NB: Allow enough time for this
Calculate ti e needed =:
project/task, etc.
1'J . .
Act1 v1 ty
' Think of a learning task that you have given to learners. Apply the diagram above to the
task, to demonstrate to learners the time and resources needed to complete the project.
P Comments on the activity
-
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Evaluate you own use of time by completing the following questionnaire. Then draw up a plan
to teach your learners how to manage their time effectively.
How do you use time?
Regularly Now Never
Tick the most relevant column
and
then
1. Do you make a list of things to do every day?
2. Do you indicate the most important things on

your list?
3. Do you always complete all the activities on
your list?
4. Do you cope well with interruptions?
5. Do you allow time each day to work quietly on

your own?
6. Do you allow yourself breaks?
7. Do you complete tasks at the last possible

moment?
8. Do you try to foresee and prevent problems
before they arrive?
9. Do you complete projects/assignments long
before target dates?
10. Are you always on time?
11. Can you continue working easily after an

interruption?
12. Do you do something aimed at reaching your
own goals every day?
13. Can you relax during your leisure time without
worrying about your work?
14. Do people know when they are allowed
to disturb you?
15. Do you do the important things when you have
the most energy for it?
16. Do you always start and complete
assignments on time?
(Everard & Morris 1990:128)
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Unit 3.10 Disciplining learners in ways that are firm and fair and promote growth
Sources
PB: 5.7.3
Content
The educator plans classroom activities to accomplish certain learning objectives. When
learner behaviour is at cross-purposes with the educator's expectations of achieving these
objectives, it could be labelled "misbehaviour'' (UNISA 2006: 42).
Lauw and Du Tait (2010: 131) identify a number of requirements for maintaining classroom
discipline. Effective classroom managers ...
• are proactive in their classroom management style,

• create a learner-centred classroom,
• monitor learners all the time,
• make known the learning objectives for each learning experience,
• treat all learners with respect and care,
• plan and prepare lessons carefully,
• punish only in line with the school's code of conduct,
• do not sit down when they are teaching,
• set positive and reasonable class rules through consultation,
• deal with today's problems today,
• get help from the school management team to prevent discipline issues getting out of
hand, and
• keep the parents informed.
A number of authors have designed approaches or models to improve classroom discipline

and student learning. Many educators complain that applying one specific approach leads to
frustration and poor results, as the imposed approach might not be compatible with an
educator's own teaching style. A comprehensive 20-step system of discipline combining a
number of approaches was therefore developed (Louisell & Descamps 1992: 231) and it
accommodates differences in educators' styles and philosophies, as well as differences in
the levels of maturity and moral development of learners. It provides educators with a
structured set of alternatives from which to choose in responding to disciplinary situations in
the classroom.
There are four conditions for the 20-step model to work:
1. The goals and values of the school must be reflected in the disciplinary approaches used
in the classroom.
2. The role of the educator as a professional must be clearly established.
3. The role of the learner must be defined according to the school's mission and goals.
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4. The school's disciplinary approach must be aimed at helping learners to grow into more
advanced ways of behaving.
ti
Activity
,
Identify and briefly describe a specific disciplinary problem you have experienced in
your classroom. Apply the 20-step disciplinary model to see whether you could or
should
have handled it differently.
The following steps will help you complete the above activity:
Step 1: Decide which type of step is most appropriate (prevention, redirection,

consequences, team support).
Step 2: Decide which step is most appropriate, e.g. Step 11.
Step 3: Decide which would be the most appropriate action to take from Step 11, e.g. 11(a).
Ask the learner to perform the desired behaviour.
Unit 3.11 Effective classroom
administration Source
PB: Chapter 8
Content
Most educator training programmes neglect the administrative tasks that educators need to
do, despite the fact that ineffective classroom administration will have a negative effect on
how well the classroom can be managed. Educators therefore need to acquire
administrative skills by themselves and one way to do this, is to learn from colleagues.
For this purpose we will look at the most important non-teaching tasks during class,
including managing the class register and assessments, as well as the most important non-
teaching tasks outside the classroom, such as participating in teams and meetings.
..
II
-
Activity: the role of the register teacher
Make a list of all the tasks related to a register class. For each task, try to find answers
to the following questions:
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• How regularly is it done?

• What processes are involved?
• What training did you receive to do specific tasks?
• What are the control mechanisms, if any?
• What difficulties do you normally experience?
Compare your answers to the list of responsibilities of the register teacher mentioned in PB:
par. 8.1.1.1.
'{ #! Activity: participating In meetings
i} ' '
- Evaluate your team meetings against the following statements (Steyn & Van Niekerk
2005: 125):
• Meetings have a purpose that is expressed in a written agenda.

• Meetings have a clearly stated time limit that is adhered to.
• Meetings are held in a pleasant working environment.
• Refreshments are provided to encourage punctuality.
• Team members give the meetings their full attention.
• Meetings are chaired effectively.
• Everyone is encouraged to participate in the discussions.
• Individuals are not allowed to dominate the discussions.
• At the end of the meeting everybody is clear about responsibilities for action.
• Everyone comes prepared for the topics to be discussed.
• Differences of opinion are respected and listened to.
• All members understand the decision-making procedure in the team meetings.
• There is an opportunity for every member to add an item to the agenda.
• Meetings are a pleasant part of the work.
Use the checklist below to corroborate why you have evaluated your meetings in a specific
way.
Checklist for teamwork

The team is effective at The team is ineffective at
getting things done. getting things done.
Membership is defined and Membership is vague and
difficult to achieve. easy to achieve.
The team has clear standards The team has little influence
of behaviour. on the behaviour of its
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members
.
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Individuals have clearly There is no clear definition of

defined roles. roles.
There are close personal Relationships are mainly
relationships within the impersonal.
team. Members share a Members have a low
clear understanding of team understanding of team
purpose. purpose.
Members feel a strong There is little personal
sense of commitment to the commitment to the team.
team. The team Communication with the rest of
communicates well with the the organisation is poor.
rest of the organisation.
Regular monitoring of team Little or no evaluation is done
performance is done. on team performance.
Source: Adapted from Jones (2005: 25)
Unit 3.12 Managing relationships
Sources
PB: par 5.5
Content
In 1974 Thomas Gordon (cited in Jones & Jones 1998: 75) wrote that the relationship
between an educator and a learner is good when it has the following characteristics:
• Openness or transparency. Each one is able to risk being honest with the other one.
• Caring. Each knows that he or she is valued by the other one.
• Interdependence, as opposed to dependency.
• Separateness. This allows each to develop his or her uniqueness, creativity and
individuality.
• Mutual meeting of needs, so that no needs are met at the expense of other needs.
Based on ideas emanating from the fields of counselling and psychotherapy Beaty-
O'Ferrall, Green and Hanna (2017: 3) suggest a number of strategies that can be used to
build effective relationships in the classroom.
Relationship strategies
Strate Descri tion
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Building Empathy can be described as "seeing with the eyes of another". This
empathy results in the learner "feeling understood". (Educators can best
develop empathy for learners when they are aware of their own
personal and cultural biases.)
Admiring This strategy sees the negative behaviour of the learner as a "skill"
negative that he or she has been refining and practising for many years. Rather
attitudes and than engaging in a power struggle with such a learner, an educator
behaviours should acknowledge the skill that the learner has worked so hard to
develop - and then redirect it. (Also refer to the redirection steps in
the 20-step discipline model that follows later.)
Leaving the The ability to manage one's own emotions as they arise is one of the
ego at the educator's most demanding skills. It also marks the difference
door between an effective and an ineffective educator. It is therefore a
good idea to suspend (put them away for later) his or her own issues
as they arise.
Multicultural It is important for educators to be aware of how their racial and
connections cultural heritages have an impact on classroom climates. For
educators to engage in successful intercultural interactions, they
must maintain a "wise" approach to learning relationships by making
meaning of the curriculum as it relates to the learners' lived
experiences outside the school.
Peers play an important role in determining the quality of the learning environment. The
emphasis on learners' achievement is so great that educators are often hesitant to spend
time on creating positive peer relationships in the classroom. In addition, educator education
programmes seldom provide educators with specific skills for developing positive,
supportive groups (the skill in this case is to get the learning and work done successfully
\
while everybody enjoys being in your class).
II
_
Activity
Reread the relationship strategies in the table above. What action plans can you
devise to bring each strategy into your classroom?
Strategy
Your actions
Building empathy
Admiring negative attitudes and behaviours
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Leaving the ego at the door

Multicultural connections
Did you consider the human characteristics of "empathy, respect and warmth, honesty and
sincerity, clarity, genuineness and spontaneity, genuine interest, recognising individual
differences, tolerance, fairness" in devising your action plans?
Relationships from an ubuntu perspective (see Reading on MyUnisa under Additional

Resources)
• Education was characterised by an atmosphere of love and trust. The children trusted
adults as their educators.
• Communities functioned effectively and were bound by means of strong social
networks. Relationships were characterised by trust and a close bond of care and
respect.
• Parents were figures of authority, respect, discipline and morals. Parents were the primary
educators of children and children were expected to be good ambassadors of the family
and community to the world.
• Children were not permitted to argue with parents.
I- Activity
Read the section on ubuntu principles stated above and compare the principles to the
points mentioned by Gordon (cited in Jones & Jones 1998: 75) at the beginning of this
I unit. Is there a difference in how relationships were built, especially for the purpose of
education? Substantiate your answer.
Compare your answer to the guidelines for avoiding negative effects under par.6.5.
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questions on a topic, tick the "Yes" column. If you would not be able to answer more questions
on that topic, tick the "No" column. Where you ticked "No", read the pertinent section
again.

Functions of classroom management (planning,
organisation, leading, controlling
Policy development and
implementation Decision-making
Communication
Motivating learners
Maintaining positive discipline
Managing conflict
Managing homework
Managing administration
Managing relationships
PART4
LEGAL PROVISIONS IMPACTING ON CLASSROOM MANAGEMENT
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CMG3701 2024
Identify and discuss the legal provisions regulating the management of learners.
Setting the scene
All the changes that took place in 1994 and are currently taking place in South African
education necessitate the training and development of educators for new challenges.
To manage their self-development educators should identify their needs, the type of
development desired and suitable providers for these development needs.
HOW TO ANALYSE PUBLISHED RESEARCH REPORTS, LEGAL DOCUMENTS AND

ARTICLES
Unit 4.1 Analyse, make and implement legal documents
Sources
PB par. 9.2
AR: Learner attendance policy
Content
Making policy
When developing a school policy, the following procedure, adapted from the SAOU Manual
for the development of policy at school level (SAOU 2007) and which supports a participative,
democratic approach may be followed:
• The law and policy framework is introduced and the national policy (and any related
directives, strategies and plans) made available to and discussed with staff and
governing body. Staff members and governing body members are required to make
submissions to the principal on possible challenges to contextualise the policy for the
particular school. The feedback that classroom educators give on the challenges
experienced during the implementation of any given school policy is vital to re-assess
and improve that policy but also to identify possible hampering factors to the
contextualisation and operationalisation
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CMG3701 2024
of new school policies (See discussion on Evaluating existing situation or/and policy
below). Actively participating in this process allows a classroom educator to fulfil the
core duty to "assist the departmental head to identify aspects which require special
attention and to assist in addressing them" (RSA, Department of Basic Education 1999:
Annexure A.2. Item. 3.2.1) and to meet Criterion (f) (to contribute positively towards
school development and enhancement) of Performance Standard 4 (Professional
conduct) (See section 9.2).
• The principal and SMT consider the submissions, compile a draft document containing
the law and policy framework for the specific school policy and contributions from staff
and governing body members.
• The draft document is submitted to the governing body for deliberation and compilation
of a draft policy.
• The draft policy is distributed to all stakeholders for comments. Classroom educators
should take advantage of the opportunity. Not only will it allow them to gain better
understanding of a policy that will assist in implementing that in the classroom, but it
also allows for obtaining evidence for Performance Appraisal.
• The governing body consider feedback, finalise and adopt the policy.
• The governing body submit it to the provincial department of basic education for approval.
Analysing policy
A classroom educator will analyse a policy to determine what is expected of him or her in
terms of implementing the policy, in order to compile an implementation strategy and plan. It
should not be confused with policy analysis (evaluation) as part of the policy-making
process, which is aimed at determining the strengths and weaknesses of existing policy
(Meiring s.a.).
Implementing policy
Burke et al. (2012: 2) describe policy implementation as a series of activities focused on
operationalising the goals and objectives articulated in a policy. These activities cannot be
standardised. Some policies may require more preparation (advocacy, coaching and
support to staff), change of systems, change of attitudes and perceptions (Burke et al 2012:
8). Local implementation of public policy is notoriously difficult {Spillane, Reiser & Reimer
2002: 387). This is especially true for classroom educators: their capacity to implement a
policy is dependent on how well the national policy is operationalised to the school level,
because they will have to operationalise it further to their classrooms.
58
\
CMG3701 2022
II
-
Activity
Do PB Activity 9.1
Access the Learner Attendance Policy on the Department of Basic Education's website
https://www.education.qov.za/Resources/Policies.aspx (if your school has an attendance
policy, access that too). Work through the policy and summarise in terms of the following
points:
1) When a learner should be regarded as absent. Does the policy attach the same
meaning to learner absence than the meaning attached to it in your school (policy or
practice}?
2) The reasons for learner absence that are regarded as valid reasons.
3) The role and responsibilities of class educators in implementing the policy.
4) The role and responsibilities of subject educators in implementing the policy.
Do PB: Activity 9.3

Annotate this summary (PB: par 9.2.1.4) and indicate factors that may hamper
implementation of the Learner Attendance Policy in your classroom.
KNOWLEDGEABLE ABOUT LEGAL PROVISIONS REGULATING THE MANAGEMENT

OF LEARNERS
Unit 4.2 Learner safety
Sources
PB: par 13.1
Content
The law of delict and safety in classrooms

The focus of the discussion here is on the law of delict, which is a section of private law.
This branch of the law deals with civil wrongs against another person that cause the injured
party to go to court to seek compensation from the wrongdoer for damages. There are
various kinds of delict, such as defamation, assault and invasion of privacy.
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Negligence
Negligence can be defined as the "failure to exercise the necessary degree of care for the
safety and well-being of others". It may occur as a result of a failure to act when there is a
duty to act, or it may occur as a result of acting in an improper manner.
Contributory fault
There are two forms of fault, namely intent and negligence. Contributory fault comes into
play when determining the extent of the defendant's liability and takes two forms: contributory
intent or contributory negligence (Neethling & Potgieter 2015: 169). The following
possibilities exist:
• A defendant intentionally caused harm to the plaintiff: the defendant will not be able to
rely on contributory negligence.
• There was contributory intent on the part of the plaintiff but only negligence on the part of
the defendant: the plaintiff has no claim.
If a learner fails to exercise the degree of care usually expected of a person of his or her
age, knowledge and experience, the court may decide that the negligent educator is not
solely liable for damages resulting from an injury.
11
- Activity
Study PB par 13.1 on negligence.

(1) When can a classroom manager be found guilty of negligence?
(2) With reference to one aspect of your answer in (1), apply the Reasonable
Person Test to determine whether the educator was negligent.
Finalise your decision by showing how you have considered the standards of a reasonable
educator.
Unit 4.3 Learner
discipline Sources
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CMG3701 2024
PB Chapter 12
Also refer to Chapter 5 par 5.7
Content
Although the law has always recognised the right of the principal and educator to discipline
learners, educators have to balance the need for a safe, orderly environment against the
rights of learners to be free of unfair disciplinary practices. In terms of the Schools Act (RSA
1996b, S 8(2)), a school's Code of Conduct must aim at establishing a disciplined and
purposeful school environment, dedicated to the improvement and maintenance of the
quality of the learning process. Similarly, the classroom educator has the obligation to establish
a disciplined and purposeful classroom environment.
Educators have mandates to observe and promote learners' rights and to follow a positive
approach to discipline, and these mandates are interrelated.
Coetzee and Mienie (2013: 93) contend that educators can, by adopting a positive discipline
approach, also fulfil their mandate to promote and observe human rights. This is possible
because establishing a positive discipline approach in a school or classroom requires a firm
human rights value base (Du Preez & Roux 2010: 13, 24).
The process of establishing positive discipline consists of four essential, interrelated steps
(UNESCO 2006: 6-7):
• Distinguish between discipline and punishment.

• Focus on relationships.
• Create a positive and supportive learning environment.
• Obtain knowledge of, and apply constructive ways to respond to, misbehaviour.
The Department of Education (2000: 12) suggests that educators should adopt a proactive
approach as follows:
• Prepare for lessons.

• Exercise self-discipline.
• Have extension work available.
• Ensure that teaching and learning take place consistently.
• Ensure that learners are stimulated.
• Make space for time-out or a conflict-resolution corner.
• Affirm learners.
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CMG3701 2024
• Build positive relationships with learners (see section 5.5).
It is required of every classroom manager to adopt classroom rules. The concept classroom
rules can be defined as rules that regulate the relationship between the educator and
learners in the classroom, (other) classroom interactions, as well as classroom
management (RSA, Department of Education 1998: Par. 5.1).
The Guidelines for the consideration of governing bodies in adopting a code of conduct for
learners (RSA, Department of Education 1998: Par. 5.1) stipulates as follows:
• Learners must be involved in the formulation of classroom rules and must conform to
such rules.
• Classroom rules must be consistent with the school's Code of Conduct.
• Classroom rules must be clear and understandable and must make provision for fair
warning.
• Classroom rules should be posted in the classroom.
• The consequence(s) of breaking a specific rule should be indicated in the classroom rules.
• Punishment must fit the offence and must be graded to make provision for repeated
offences.
• Learners are expected to know and obey cJassroom rules. Ignorance of these rules is
not an acceptable excuse.
, Activity
Identify and briefly describe a specific disciplinary problem you have experienced in your
classroom. Apply the 20-step disciplinary model to see whether you could or should have
handled it differently.
Use your answer to the activity above and assess whether your classroom rules and
strategies comply with the legal prescripts regulating classroom discipline.
Unit 4.4 HIV/AIDS
Sources
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PB: par. 13.2
Content
General guidelines
Classroom managers should ensure that the National Policy on HIV/Aids, for Learners and
Educators in Public Schools, and Students and Educators in Further Education and Training
Institutions (hereafter National Policy on HIV/Aids) (RSA, Department of Education 1999) is
addressed in the classroom rules.
Testing
What happens if a classroom manager has contracted HIV and is convinced that this
occurred during an incident in which a learner was injured? In terms of Section 130 of the
Children's Act 38 of 2005, a child may only be tested for HIV under the following
circumstances:
• When it is in the best interest of the child.

• When a health worker or any other person may have contracted HIV due to contact with
any substance from the child's body that may transmit HIV.
In all these instances, the test must be authorised by a court.
Universal infection control measures

The right to privacy (and confidentiality) and the policy of non-disclosure are the only ways
in which a classroom manager can ensure adequate protection for everyone. The educator
must ensure that universal infection control measures are implemented.
Activity
Study the list of universal precautions (par. 13.2.2) that you as classroom manager have to
II
adhere to. Indicate how you would ensure that your learners are informed and are
knowledgeable about these precautions.
-
I
"'
How would you ensure that the stipulations of the National Policy on HIV/Aids are
addressed in your classroom policy?
63
CMG3701 2024
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Unit 4.5 Sexual
misconduct Sources
PB par. 13.3
Content
Classroom managers should keep in mind that in most cases sexual misconduct constitutes
not only a crime, but also unprofessional behaviour in terms of the SAGE Code of
Professional Ethics, as contained in the South African Council for Educators Act (RSA
2000c).
Education law that regulates sexual misconduct is inter alia extracted from the Constitution,
common law and legislation.
Sexual misconduct includes the following (Department of Safety and Security and Department
of Education 2002: Item 3.3):
• verbal abuse (of a sexual nature)

• nudity, undressing or exposing
• covertly watching a nude child
• kissing in an intimate way
• fondling or improper touching
• sexual harassment (verbal, non-verbal or physical)
• interfering with a child in a sexual manner
• forcing a child to engage in any sexual act
• sexual intercourse with a child
• pornography (exposing a child to this and/or forcing a child to pose for pornographic
material)
The following points may be added:
• cyber pornography such as: sexting, that is, sending nude photos of a sexual nature of
yourself to another person; the distribution of images of co-learners having sex; posting
fake obscene photographs of co-learners or educators; sending malicious messages with
descriptions of a sexual nature; outing, that is, sharing a co-learner or educator's
embarrassing secrets via cellphone or computer; trickery, that is, convincing somebody
to post nude photos or other information of a sexual nature (Coetzee 2013: 752-754)
• cyber-bullying of a sexual nature (which could include forms of cyber pornography)
(Coetzee 2013: 754)
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II Activity
Read the following case study. Do you think the accusation of Sophia's parents and the
argument presented by Mr B are legally valid?
Sophia, a 13-year-old learner, was experiencing problems with Maths. Mr B offered to help
her if she was willing to stay after school. He wrote a note to her parents, stating that she
should stay after school for extra lessons in Maths. After a few extra lessons, Mr B started to
make sexual advances to Sophia; he asked her to start a romantic relationship and meet
him in his room for sex during the time they were supposed to be having extra Maths
lessons. She was flattered and agreed to his proposition. When her parents found out about
the relationship, they accused him of rape. He argued that they had had consensual sex.
AR: Use one or more of the following documents to substantiate your discussion on the
legal validity of the accusation and the argument presented above:
• The Constitution and sexual misconduct

• Criminal Law (Sexual Offences and Related Matters) Amendment Act 32 of 2007
(as amended by the Judicial Matters Amendment Act 66 of 2008)
• The Employment of Educators Act 76 of 1998
• The South African Council for Educators Act 31 of 2000
• The Children's Act 38 of 2005
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CLASSROOM MANAGER EMPLOYMENT
This section focuses on various aspects of the educator's employment with special attention
to continuous development through the application of the IQMS, the legal implications of
strikes and lock-outs as well as the regulations covering dismissal of educators.
Unit 4.6 The Employment of Educators Act 76 of 1998
Sources
PB Chapter 14
SG
AR: SACE CPTD Management System; IQMS.
Content
Classroom managers need to have some knowledge of the provisions that regulate their
employment. The employment of the classroom· manager is regulated by general labour
relations legislation such as the Labour Relations Act, and by labour relations legislation
that applies specifically to education, namely the Employment of Educators Act.
SACE requirements
Section 5(b)(iv) of the SACE Act (RSA 2000c), inserted in terms of the Education Laws
Amendment Act 15 of 2011, mandates SACE with the management and administration of "a
system for the promotion for the continuing professional development of all educators". This
mandate finds expression in the National Policy Framework on Teacher Education and
Development (NPFTED) (RSA, Department of Education 2007: Par. 53), which gives SACE
the overall responsibility of implementing, managing and assuring quality of the CPTD
system. The CPTD system is aimed at recognising educators' own efforts to improve
themselves, encouraging schools to improve their educators' knowledge, skills and
commitment and identifying and recognising providers that provide quality, effective and
relevant programmes (SACE 2012: 5). CPTD ultimately must aim to improve classroom
practice and learning outcomes (SACE 2013:2).
What are classroom educators expected to do with regard to CPD? Educators must do the
following (SACE 2012: 5):
• Sign up with SACE by completing a profile fonn. SACE will then create a personal
Professional Development Portfolio, which will contain the educator's Personal
Profile
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Record and Personal PD (professional development) Points Account. Educators are

encouraged to sign up electronically through the SACE webpage
htt s://www.sace. ov.za/ but may do so via email. After educators have signed-up
they will receive usernames and passwords to access their Personal PD Points
Accounts.
• Earn at least 150 PD points in each three year cycle. Keep in mind that you cannot
carry points over from one cycle to the next. If you did not earn 150 points during
your first three year cycle, your points are re-set to zero (SACE 2012: 5). The first
cycle started in 2016 and will end December 2018.
• Access and study the Professional Development Points System Schedule online
https://www.sace.gov.za/Documentation/PROFESSIONAL%20DEVELOPMENT%20
POINTS%20SCHEDULE.pdf. It contains detailed explanations of the various
activities, examples and requirements that educators must meet to earn points.
There are three lists with activities: Type 1 is Teacher-initiated, Type 2 is School-
initiated and Type 3 is Externally-initiated.
• Attend PD activities. The Catalogue with approved providers and endorsed PD
activities is available on the SAGE website. Keep in mind an educator may not earn
all 150 points through Type 1 activities (SAGES.a.: 6).
• Report and_ record Type 1 activities on their Professional Development Portfolios
(SAGES.a.: 3) twice a year (end of June and end of November) either manually or
electronically on the CPTD self-service portal (SACE 2014: 4). Schools must report
Type 2 activities and outside providers must report Type 3 activities.
Basic competences of a beginner teacher
There are minimum competences for newly qualified teachers (South Africa, Department of
Basic Education 1999.):
• They must have sound subject knowledge.
• They must know how to teach their subject(s) and how to select, determine the
sequence and pace of content in accordance with both subject and learner
needs.
• They must know who their learners are and how they learn; they must
understand their individual needs and tailor their teaching accordingly.
• They must know how to communicate effectively in general, as well as in relation
to their subject(s), in order to mediate learning:
• They must have highly developed literacy, numeracy
and Information Technology (IT) skills.
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• They must be knowledgeable about the school curriculum and be able to unpack
its specialised content, as well as being able to use available resources
appropriately, so as to plan and design suitable learning programmes.
• They must understand diversity in the South African
context in order to teach in a manner that includes all learners. They must also be
able to identify learning or social problems and work in partnership with professional
service providers to address these.
• They must be able to manage classrooms effectively across diverse contexts in
order to ensure a conducive learning environment.
• They must be able to assess learners in reliable and varied ways, as well as
being able to use the results of assessment to improve teaching and learning.
• They must have a positive work ethic, display appropriate values and conduct
themselves in a manner that befits, enhances and develops the teaching
profession.
• They must be able to reflect critically on their own practice, in theoretically
informed ways and in conjunction with their professional community of colleagues
in order to constantly improve and adapt to evolving circumstances.
Integrated Quality Management System (IQMS) requirements
In response to ELRC Collective Agreement Number 8 of 2003 (RSA, Department of

Education 2003b) the then existing performance management programmes were integrated
to form the Integrated Quality Management System. In terms of the ELRC Collective
Agreement 2 of 2010 (RSA, Department of Basic Education 2010b) IQMS was streamlined
and rebranded as the Quality Management System (QMS) (SADTU 2013: 4). Changes that
were made, include delinking educator appraisal for the purposes of development, from
appraisal for the purposes of remuneration and salary progression (par 4.1), which places
the focus on personal accountability and making peer evaluation optional (Centre for
Development and Enterprise 2015: 8). QMS aims at enhancing and monitoring the
performance of the education system. It cqnsists of three integrated evaluative
programmes:
• Developmental appraisal. The purpose of this system is "to appraise individual

educators in a transparent manner with a view to determine areas of strength and
weakness and to draw up programmes for individual development'' (ELRC 2003: 1-
2). As part of development appraisal, educators are required to undertake self-
appraisal (also referred to as self-reflection). The results of the self-appraisal should
be used to inform their personal growth plans (see section 14.2) (Centre for
Development and Enterprise 2015: 4).
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CMG3701 2024
• Perfonnance measurement (PM). The purpose of the performance measurement

programme is ''to evaluate the performance of individual educators for salary
progression, grade progression, and affinnation of appointments, rewards ·and
incentives" (ELRC 2003: 1-2).
With regard to development appraisal and performance management, classroom educators

are expected to do the following:
• Study IQMS principles and processes.

• Study the appraisal instrument, the perfonnance standards, the criteria (things they
are expected to do) and the levels of performance required to meet the minimum
requirements for pay progression.
• Conduct a self-appraisal using the appraisal instrument. The same instrument is
used for both performance measurement and developmental appraisals. This is
important because it gives the educator the opportunity to become familiar with the
appraisal instrument, critically reflect on own performance, prepare for appraisal by
the immediate supervisor and determine what evidence will be needed in support of
the appraisal process. Consider the rating scales and descriptors.
, \
Activity
Access the SAGE website and click on Important Links and then access the SAGE CPTD
Management System. Study the Professional Development Points System Schedule.
Complete the following parts of your Professional Development Portfolio: (1) personal details
(2) summary of your roles, responsibilities and work (3) Section 1: need analysis (4) Section
2: professional development plan.
Consult your personal development plan from the activity above, compare it to the basic
competences of beginner teachers, then expand your plan to ensure that there are no
serious gaps in your overall development as an educator.
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CMG3701 2024
Unit 4.7 The Employment of Educators Act 76 of 1998 on termination of services
Sources
Pb par. 14.1
Content
Termination of services (Chapter 4, Sections 10-16)
The services of an educator may be terminated by the employer on the grounds of

retirement, resignation and discharge.
The retirement of educators is addressed in Section 10. The normal mandatory retirement
age is 65 years, but there are exceptions (for more details, study Section 10)..
According to Section 15, an educator may resign by giving 90 days' notice in writing. A
shorter period of notice may be approved by the employer. The Education Law and Policy
Handbook (Boshoff & Morkel 2013: 3A 14) mentions that a shorter period is possible under
certain circumstances, for example when a replacement is already available and the post
can readily be filled or when the employee's appointment with a new employer may be
jeopardised by the 90-day notice period.
An educator may be discharged from service by the employer (in the case of service with a
provincial department, it is the HOD of that department).
Misconduct
In Section 17(1) (as amended by Section 10 of the Education Laws Amendment Act 53 of
2000) it is stipulated that an educator must be dismissed if he or she is found guilty of
serious misconduct, such as the following:
1) theft, bribery, fraud or an act of corruption in regard to examinations or promotional

reports
2) committing an act of sexual assault on a learner, student or other employee
3) having a sexual relationship with a learner of the school where he or she is employed
4) seriously assaulting a learner, student or other employee with the intention of causing
grievous bodily harm
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CMG3701 2024
5) illegal possession of an intoxicating, illegal or stupefying substance

6) causing a learner or a student to perform any of the acts contemplated in paragraphs
a) toe)
Activity
, Study the following extract from a report of the Human Rights Watch (2001) and
determine whether the educators are guilty of misconduct. Substantiate your answer
by looking at Section 18 (as amended by Section 11 of the Education Laws Amendment Act
53 of 2000) par. 14.1.
In some cases, girls acquiesce to sexual demands from teachers because of fears that they
will be physically punished if they refuse. In other cases, teachers abuse their_ position of
authority by promising better grades or money in exchange for sex. In worst cases, teachers
operate within a climate of seeming entitlement to sexual favours from learners.
AR: What actions can an employer take if an educator is found guilty of misconduct?
Consult the Employment of Educators Act 76 Of 1998 S18(3) to find the answer.
questions on a topic, tick the "Yes" column. If you would not be able to answer more
question on that topic, tick the "No" column. Where you ticked "No", read the pertinent
section again.

Analyse, make and implement legal documents Par. 9.2
Learner safety Par. 13.1
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CMG3701 2024
Learner discipline Chapter 12
HIV/AIDS Par. 13.2
Sexual misconduct Par. 13.3.2
Basic competences of a beginner teacher Study guide
Quality Management System (IQMS) Par.14.2

requirements
Dismissal of educators Par 4.4.1
Educators' misconduct Par. 14.1.2
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CMG3701 2024
CONCLUSION TO THE MODULE
Congratulations! You have covered a great deal of work.
Keep in mind that this document is intended as a ''wrap-around guide" to the prescribed
book. The content included here is only a selection rom the prescribed book, intended to
focus your attention on some of the important points.
Some of these activities were taken from the prescribed book, others were created to allow
you to look at a particular aspect from another perspective.
All governmental and legal documents are available and can be accessed on the internet.
In becoming an effective classroom manager, you need to remain continuously focussed on

your own development. The purpose of this study guide is to guide you on this journey. We
trust that you have gained a great deal of the required knowledge and skills and wish you
good luck as an effective classroom manager.
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CMG3701 2024
REFERENCES
Prescribed book:
Coetzee, S.A. & Van Niekerk, EJ (Eds). 2019. The teacher as classroom manager. Pretoria:
Van Schaik.
The following sources are not listed in the prescribed book but were used to compile
the Study Guide:
De Beer, A., Rossouw, D., Moolman, B., Le Roux, E. & Labuschagne, M. 1998. Focus on
supervision in general management. Cape Town: Juta.
Everard, K.B. & Morris, G. 1990. Effective school management. 2nd ed. London: Chapman.
http://edglossary.org/classroom-management, 2013
http://educgo.educ.ttu.edu/educweb/clinicalexperiences-/resources/planning_for_teaching,
2013
Steyn, G.M. & Van Niekerk, E.J. 2005. Human resotJrce management in education. Pretoria:
University of South Africa.
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Educational Leadership and Management

POSTGRADUATE DIPLOMA IN EDUCATION

Year Module: CMG-3071 [Classroom

DEPARTMENT OF EDUCATIONAL LEADERSHIP AND MANAGEMENT

Define tomorrow. UNlSAI ::

PART 1: KEY IDEAS AND DEBATES ON CLASSROOM MANAGEMENT

Unit 1.1 Classroom management concepts

Unit 1.2 The aim of classroom management

Unit 1.3 Approaches to classroom management

PART 2: DIFFERENT ROLES OF THE EDUCATOR IN THE CONTEXT OF CLASSROOM

Unit 2.1 The educator as leader

Unit 2.2 The educator as planner

Unit 2.3 The educator as organiser

Unit 2.4 The educator as controller

Unit 2.5 The role of learners

PART 3: MANAGEMENT STRATEGIES IN A SOUTH AFRICAN CLASSROOM

Unit 3.1 Planning, organising, leading, controlling

Unit 3.2 Policy development and implementation

Unit 3.3 Communication in the classroom

Unit 3.4 Decision-making

Unit 3.5 Learner motivation and participation

Unit 3.6 Teaching large classes

Unit 3.8 Ethical and sensitive resolution of conflict situations in classrooms

Unit 3.11 Effective classroom administration

PART 4: LEGAL PROVISIONS IMPACTING ON CLASSROOM MANAGEMENT

Unit 4.1 Analyse, make and implement legal documents

Unit 4.2 Learner safety

Unit 4.3 Learner discipline

Unit 4.4 HIV/AIDS

Unit 4.5 Sexual misconduct

Unit 4.6 The Employment of Educators Act 76 of 1998

Unit 4.7 The Employment of Educators Act 76 of 1998 on termination of services

INTRODUCTION TO THE MODULE

In this module we inspire you to participate in a practical way.

After completing this module, you should be able to do the following:

Structure of this study guide

OUTCOME FOR THAT PART: The outcome will be shaded.

COMMENTS ON ACTIVITIE(S): Each activity is followed by some feedback. Please note: We

FINAL CONCLUSION: The study guide ends with an overall conclusion.

The prescribed book for this module is as follows:

In support of UNISA's ongoing commitment to transformation in South Africa, we provide an

Visual summary of the contents of this wrap-around study guide.

Legal Cfas!"Joom Strategies for Lesi.al prn,isions

Approaches Professional Climate Legal provisions

KEY IDEAS AND DEBATES ON CLASSROOM MANAGEMENT

After completing Part 1 you should be able to do the following:

Unit 1.1 Classroom management concepts

Setting the scene

Unit 1.2 The aim of classroom management

Comments on the activity

Unit 1.3 Approaches to classroom management

They are more likely to succeed if they feel connected

Comments on the activity

Unit 1.4 Management functions in the classroom

Organising entails the creation of mechanisms to implement the planning function.

Leadership as management function in the classroom

Control as management function in the classroom