University : The University of the Free State UniLearnO is not sponsored or endorsed by this college or university.
Subject Code : EDUB2724
Country : South Africa
Assignment Task -           

 

Question 1 [25] Sources: 

Prinsloo, I.J. 2013. Establishing harmonious relations in a school. In: Van Deventer, I. 2003. An educator's guide to school management skills. Pretoria: Van Schaik Publishers. Purkey, W.W. & Stanley, P.H. 1991. Invitational teaching, learning, and living. Washington: NEA Professional Library. Chapter 2 

Zandvliet, D., Den Brok, P. & Mainhard, T. eds., 2014. Interpersonal relationships in education: From theory to practice. Rotterdam: Springer. Chapter 2 

1.1 “What teachers accomplish in their profession is a function of the person they are” (Purkey & Stanley, 1991). Using your knowledge of the invitational model, analyze this statement and explain how you, as a teacher, would apply this model. (Max 450 words) 

1.2 Teachers are agents of change in modeling sound behavior, inspire and encourage learners to reach their full academic potential, and motivate them to strive towards being the best person they can be. 

 

Question 2 (25) Sources: 

Babineau, A. & Munteanu, A. 2012. Towards positive interpersonal relationships in the classroom. AFASES, Brasov 24-26. 

Purkey, W.W. & Stanley, P.H. 1991. Invitational teaching, learning, and living. Washington: NEA Publishers. Chapter 4. Slides uploaded based on cultural and emotional intelligence.

Zandvliet, D., Den Brok, P. & Mainhard, T. eds. 2014. Interpersonal relationships in education: From theory to practice. Rotterdam: Springer. Chapter 2 

2.1 Critically discuss the importance of verbal and non-verbal communication between teachers and learners and all other stakeholders in the education environment to attain academic achievement. Refer to emotional and cultural intelligence as contributors towards interpersonal communication, as well as what the impact of a professionally invitational teacher can have on communication. (Max 700 words) 

 

Question 3 [25] Sources: 

Purkey, W. & Strahan, D. 2002. Inviting positive classroom discipline. Ohio: NEA Publishers. Chapters 4 and 6 

Zandvliet, D., Den Brok, P., Mainhard, T. & Van Tarwijk, J. eds. 2014. Interpersonal relationships in education: From theory to practice. Rotterdam: Springer. Chapter 5 

Read the following case study and answer all the questions: 

Mr Lavender is an educator in the secondary school phase, and most of his classes include boys and girls. He has always wanted to be a teacher. Although he enjoys teaching and working with teenagers, he currently experiences several problems that he seems incapable of dealing with properly. This causes feelings of inadequacy and failure. His concerns are based on factors and situations such as the following: 

• Some learners, particularly the boys, seem uninterested in the schoolwork. They adopt a ‘do not care’ attitude towards the future and do not use their schooling opportunities to prepare themselves for a successful future. Some of these boys are much more interested in soccer and rugby, in girlfriends and parties than in their schoolwork. The academic achievement of some of these learners has deteriorated over the past months. 

• Some of the girls in the class have relationships with young men who are three to five years older and have already finished school. Mr. Lavender is particularly concerned about the effect this might have on their academic and social development. He feels that they might lose interest in school and their peers. In his quest to find a solution, he has become withdrawn and suffers from insomnia. This is affecting the quality of his teaching and interpersonal relationships with colleagues and family members.

 

According to Frelin and Grannas (in Zandvliet et al., 2014), teachers are central when it comes to creating favourable social relationships in the classroom, especially regarding those associated with better student behaviour. 

Analyze the case study and provide specific suggestions to Mr. Lavender on the following matters: 

3.1 Suggest ways in which he can manage the mentioned conflicts positively. In your discussion, refer to the classroom discipline strategies suggested by the invitational model. Support your discussion with in-text references. ( Max 350 words) 

 

3.2 Refer to the importance of ‘closeness’ as one of the keys to a positive teacher-student relationship and explain how Mr. Lavender can navigate this proximal factor to attain professional closeness yet maintain a professional distance. Support your answer with in-text references. (Max 350 words)

 

question 4 [25] Sources: 

Prinsloo, I.J. 2013. Establishing harmonious relations in a school. In: Van Deventer, I. 2003. An educator's guide to school management skills. Pretoria: Van Schaik Publishers. 

Siyazama Secondary School, located in a township near Durban, has about 1 500 learners and 40 teachers. Most classes consist of about 50 students; the school and the local community have no formal sports facilities, but the school is situated on a large, well-kept field. While the school is generally neat in appearance, some classrooms need repair.

The teachers are all qualified, but in most cases, their initial training was inadequate. Several young female teachers are on the staff, but most of the management staff are older male teachers. The conflict has arisen over the years about several issues. This tends to relate to teacher unions'  involvement and strike action, workload, conditions of service, and a lack of professional responsibility. The staff seems to be divided between those committed to their work and those who do the minimum required. Mostly they feel unsupported by their principal. 

The way the school is governed is of particular concern. The SGB consists of the principal, one teacher, three parents, and two community members. The principal generally takes decisions with little to no consultation with staff. Although the tight management style has resulted in relatively good examination results, there is considerable dissatisfaction among both staff and learners with his approach. The principal is known for his lack of effective communication and positive interpersonal relationships. This has resulted in diminishing parent involvement. Simultaneously, however, teachers are wary of greater parent involvement and have refrained from encouraging  parent involvement. 

 

4.1 “The necessity for positive group interactions to attain educational goals are seen as non negotiable” (Squelch & Lemmer in Prinsloo, 2013). 

Re-examine the characteristics of successful groups and ascertain why the staff of Siyazama Secondary School cannot be considered a successful group. Use your knowledge of groups to improve their shortcomings and suggest options to strengthen team-building efforts. Your answer should be well supported with in-text references and should be applied to the scenario at Siyazama Secondary School. (Max 500 words).

 


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  • Posted on : December 17th, 2018

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