Professional Documents
Culture Documents
ETH303T
Semesters 1 and 2
Department of Educational Leadership and
Management
This tutorial letter contains important information about your module.
Bar code
TABLE OF CONTENTS
FOREWORD
SECTION A: THE ORGANISATION OF THE SOUTH AFRICAN EDUCATION
SYSTEM AT MACRO LEVEL
CHAPTER 1 (Eleanor M Lemmer)
THE PROVISION OF EDUCATION AND TRAINING
CHAPTER 2 (MS Mothata)
TEACHERS AND TEACHER ORGANISATIONS IN SOUTH AFRICA
CHAPTER 3 (Eleanor M Lemmer)
TEACHER EDUCATION AND DEVELOPMENT IN SOUTH AFRICA
ECTION B: ASPECTS OF SCHOOL MANAGEMENT, LEADERSHIP AND
ADMINISTRATION IN SOUTH AFRICAN EDUCATION
CHAPTER 4 (AG Kruger)
THE MANAGEMENT AND GOVERNANCE OF SCHOOLS
CHAPTER 5 (Fanie Pretorius)
THE MANAGEMENT OF RESOURCES IN THE SCHOOL
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TABLE OF CONTENTS
CHAPTER 6 (P Marais)
CLASSROOM MANAGEMENT
CHAPTER 7 (C Meier)
MANAGING DIVERSITY
CHAPTER 8 (JN van Wyk)
MANAGING STAKEHOLDER PARTICIPATION
CHAPTER 9 (Elmene Bray)
ASPECTS OF EDUCATION LAW AND PROFESSIONAL ETHICS
FOREWORD
This module covers the following two sections:
SECTION A: THE ORGANISATION OF THE SOUTH AFRICAN EDUCATION SYSTEM
AT MACRO LEVEL.
The following chapters are involved:
Chapter 1: The provision of education and training
Chapter 2: Teachers and teacher organisations in South Africa
Chapter 3: Teacher education and development in South Africa
and
SECTION B: ASPECTS OF SCHOOL MANAGEMENT, LEADERSHIP AND
ADMINISTRATION IN SOUTH AFRICAN EDUCATION
The following chapters are involved:
Chapter 4: The management and governance of schools
Chapter 5: The management of resources in the school
Chapter 6: Classroom management
Chapter 7: Managing diversity
Chapter 8: Managing stakeholder participation
Chapter 9: Aspects of Education Law and Professional Ethics
The following icons will be used in this tutorial letter:
The arrow indicates the learning outcomes for a particular study unit. Learning
outcomes cover what you should know and be able to do after you have
studied the specific chapter. If, after having studied the chapter, you are still
unsure whether you have reached the given outcomes, you should study the
chapter again.
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The pencil indicates an activity. You are expected to actively participate in the
discussions by explaining important concepts, answering questions and
applying your knowledge. If you struggle to complete an activity, read the
preceding section again and reflect once more on the relevant subject matter.
The question mark signals that you should reflect on the most important
themes related to the particular subject. The questions or instructions in the
boxes also give you an indication of typical examination questions and
instructions.
Pretorius, SG & Lemmer, E (eds). 2004. Teaching in South African schools: the teacher
as a leader, administrator and manager. Johannesburg: Macmillan.
The content for this chapter can be found on pages 5 to14 of the
prescribed book.
INTRODUCTION
This chapter focuses on the structure and organisation of the new system of education and
training in South Africa. Since 1994 provision of education and training has been transformed by a
number of new policies and legislation which have created a single, unified and non-racial system.
Please note that the discussion in the prescribed book focuses specifically on
the South African schooling system and developments that have taken place
since the beginning of the new dispensation in 1994.
Learning outcomes:
After you have studied this chapter, you should be able to
explain how the new education system is structured on a national and provincial level and
how it functions
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ACTIVITIES
Before you read any further, see if you can complete the following:
What is the meaning of a basic right to education? Write down the meaning in
your own words.
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What are the provisions made by the right to education embodied in the
Constitution?
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Explain to a concerned parent the learners rights regarding the language of
learning and instruction in education.
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One of the essential changes in the new education system of South Africa is the
provision of education under a National Qualifications Framework (NQF).
This development is very much in agreement with developments in many other
countries of the world. Study the section on the NQF with reference to the
following:
the levels/format of the NQF
the explanatory remarks
the structure (SAQA) implemented to develop and maintain the NQF
ACTIVITIES
Write down a few advantages that the NQF may have for you as a
teacher/student teacher.
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Write down your present qualifications. On which level of the NQF could you
be placed? If you comply with all the requirements for the degree with which
you are now busy, on which level will you then be?
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The South African Schools Act (Act 84 of 1996) brought about major changes to
the way in which formal education is provided. Study the stipulations of this Act
with reference to:
the meaning of formal education
compulsory education
categories of schools
admission policies
freedom of conscience and religion in public schools
independent schools
non-formal education
the curriculum of schools
ACTIVITIES
Distinguish between formal and non-formal education.
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How are your own children (or children of a relative of yours) affected by the
new stipulations regarding compulsory school attendance?
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Briefly discuss the school models provided for in the Schools Act (Act 84 of
1996).
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CONCLUSION
The restructuring of the system and the transformation of the processes, content and ethos of
education in South Africa are based on new laws, policies and structures. This chapter has
selected for discussion key policy and legislation that describe changes in the national system of
education and training, and in the school system. In order to meet the goals of policy successfully,
all stakeholders need to participate willingly and to engage in ongoing critical questioning and
learning.
Review questions
Explain the functions of the various Provincial Education Departments (PEDs).
Chapter 2 of the Constitution deals specifically with the right to education.
Explain this statement.
Discuss the language policy of public schools.
What are the main guidelines for ABET?
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CHAPTER 2
TEACHERS AND TEACHER ORGANISATIONS IN SOUTH AFRICA
INTRODUCTION
In this chapter of the prescribed book, you will learn about recent developments with regard to
organised teaching and labour relations in the teaching profession. This chapter addresses a
number of issues and challenges regarding organised teaching in South Africa.
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Learning outcomes:
After you have studied this chapter, you should be able to
discuss the reasons for the formation of both the South African Democratic
Teachers Union (SADTU), the National Association of Professional Teachers
Organisation of South Africa (NAPTOSA), and the South African Teachers'
Union
distinguish between a trade union and a professional organisation
define bargaining councils
explain the aims and objectives of the Education Labour Relations Council
discuss the rights of teachers
define labour relations
define conciliation, mediation and arbitration
discuss the aims and objectives of the South African Council for Educators
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In April 1988 the All African Teachers Organisation (AATO) and the World
Confederation of Organisation of the Teaching Profession (WCOTP), in
conjunction with the ANC, invited various South African teacher organisations
(excluding the white affiliates of the Teachers Federal Council [TFC]) and a
range of other organisations such as the Congress of South African Trade
Union (COSATU) to attend a seminar in Harare, Zimbabwe.
The following five major issues were discussed by the South African
representatives:
unity
the form of the proposed organisation: professional association or trade
union?
ideology
non-collaboration
the role of the teacher and his or her relationship with People's
Education
ACTIVITIES:
What gave rise to the Harare conference in Zimbabwe?
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Which two main groups took the lead in the Harare debate?
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What was the position of the progressive teachers organisations in the Harare
debate?
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What was the position of the established, traditional teachers organisations in
the Harare debate?
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In 1994, the three major federations namely NAPTOSA, TFC and UTASA,
combined to form one major federation. Each federation comprised different
organisations. Some of their respective organisations were part of the
NAPTOSA '91. Between 1991 and 1994 there were mergers and alignments
between different organisations. After lengthy negotiations, a constitution was
ratified by all the member associations and the name NAPTOSA, which is
herein referred to as NAPTOSA '94, was retained for the new body. NAPTOSA
'94 was officially launched in Pretoria on 11 November 1994. One should not get
confused by the two NAPTOSAS, because in terms of form and function there is
no difference between NAPTOSA '91 and '94 except that there were new
affiliates to NAPTOSA '94 like the Association of Education Officers in the
Republic of South Africa (AEROSA) and others.
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ACTIVITY
Should there be more that one teachers body in the organised teaching
profession? Give your opinion.
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For the first time in South African history, employers, the labour movement
(including teachers) and a democratically elected government sat down as joint
social partners to negotiate a new Labour Relations Act.
Although the government produced the first draft, the final draft was the result of
negotiations between the stakeholders in the National Economic Development
and Labour Council (NEDLAC). Comments from members of the public were
also taken into consideration when the new law was drafted. After intense
negotiations, parliament passed the Act in September 1996.
THE MAIN PRINCIPLES OF THE ACT
The following principles underlie the Act:
The Act promotes the right to
fair labour practices
form and join a union or an employers organisation
organise and bargain collectively
strike and lock-out
ACTIVITY
What is the overall purpose of the Labour Relations Act (Act 66 of 1995)?
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The Act has completely overhauled the dispute resolution system. In terms of
the old Labour Relations Act of 1956, dispute procedures were long, complex
and overly technical. Industrial councils and conciliation boards were generally
ineffective in settling disputes.
As a result, an unnecessarily high number of unresolved disputes led to very
lengthy and costly processes of industrial action or court cases. All of this
damaged the relations between unions and employer organisations.
The new Act provides for simplified dispute procedures. Firstly, section 37 of the
Act makes provision for the establishment of bargaining councils. As a result of
the clause, the Education Labour Relations Council (ELRC) was established.
The ELRC is a registered bargaining council for teachers. To maintain the
Council, teachers are required to contribute a certain amount of money on a
monthly basis. Presently the amount contributed is R2 per month for union
members and R7 for the so-called "free riders", that is, those who do not belong
to any union or organisation registered with the ELRC.
Chapter 8 of the Act established the Commission for Conciliation, Mediation and
Arbitration (CCMA) and places more emphasis on resolving disputes through
conciliation and mediation. Unresolved disputes will go to arbitration, which will
allow disputes to be resolved more quickly and cheaply than litigation in the
courts.
The CCMA employs trained staff referred to as commissioners. Presently,
dispute resolution procedures and mechanisms for teachers are determined by
the ELRC and not the CCMA. However, when the ELRC fails or does not have
the capacity to handle disputes in good time, it may refer such disputes to
outside agencies like the CCMA for mediation and arbitration.
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ACTIVITIES
List the functions of ELRC.
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Do you think educators should strike? Give reasons for your answer.
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Section 12(5)(a)(xiv) of the Education Labour Relations Act (Act 146 of 1993)
expressed the function of the ELRC as the registration of professional
educators, and the keeping of a register or roll of such educators for the purpose
of regulating qualifications, standards and professional dicsipline and their
admission to the education profession. (ELRA No 146 of 1993:12).
As a result of deliberations and recommendations from the ELRC, The South
African Council for Educators (SACE) was established. The Council aims to
enhance the status of the teaching profession and to promote the development
of educators and their professional conduct.
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ACTIVITY
Are teachers professionals or workers?
Discuss this statement with reference to the objectives of SADTU, NAPTOSA
and SATU.
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CONCLUSION
In this chapter we looked at the organised teaching profession in South Africa. Our discussion
included the new Labour Relations Act (Act 66 of 1995) which led to the establishment of the
ELRC and the CCMA. Please refer to your prescribed book for more details.
Review questions
In what way can educators who provide education instruction to learners daily
in the classroom make an input in education planning, decision making and
policy?
What is the most important difference between teachers unions and
professional teachers associations?
Should there be more that one teachers body in the organised teaching
profession? Give your opinion.
What does SADTU strive for in particular?
Why should SACE include disciplinary steps in its constitution?
At what levels does the organised teaching profession have a voice?
Give an example of a teachers body at every level.
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CHAPTER 3
TEACHER EDUCATION AND DEVELOPMENT IN SOUTH AFRICA
INTRODUCTION
This chapter focuses on the reforms in the provision of teacher education and
development in South Africa. The system of teacher education, inherited by the
new democratic government in 1994, formed part of the apartheid legacy. It
was fragmented, unevenly funded and dominated by an outdated and traditional
curriculum.
Learning outcomes:
After reading this unit, you should be able to
identify issues in teacher supply, utilisation and development in South African
since 1994.
demonstrate an understanding of key factors affecting the supply of teachers in the
last decade.
illustrate the new qualifications framework for teacher education
STUDY TASK 1: THE SYSTEM OF TEACHER EDUCATION AND DEVELOPMENT
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ACTIVITIES
What are key features of the previous system of teacher education as
identified by Said?
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What are the recent trends in teacher supply and demand?
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How is the new system shaped by the Teacher Audit, COTEP document and
the Higher Education Act?
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What are the important demographic changes affecting the supply of teacher
education? Describe how these changes have been realised in the school or
school district in which you are living/teaching?
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Explain to a colleague how the COTEP document provides for the new roles of
an educator.
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ACTIVITIES
Write down a few advantages that the NQF may have for your professional
development as a teacher/student teacher.
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Study the
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ACTIVITIES
Teacher education has been moved from a provincial to a national
competence.
What consequences has this had for teacher education
institutions.
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CONCLUSION
This chapter has discussed the principle changes in the educational environment for the education
of teachers. Evidence that education authorities have addressed these issues since 1994 can be
found in the major trends of the new system.
Furthermore the new framework of qualifications, together with the seven roles for educators and
their associated applied competences, provides for what has been described in the White Paper.
The implementation of Curriculum 2005 is being addressed in the initial training of teachers. The
new model is based on OBE principles by means of which roles and competences provide the
exit-level outcomes which must be addressed in all teacher development.
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Review questions
Identify issues in teacher supply, utilisation and development in South African
since 1994.
Explain the key factors affecting the supply of teachers in the last decade.
Illustrate the new qualifications framework for teacher education
What is the National Qualifications Framework and its main function? Also write
down the qualifications of five of your colleagues and determine on which level
of the NQF you and your colleagues fit.
INTRODUCTION
This section deals with the local management and governance of a school for which the principal,
the members of the schools management team, the schools governing body and in the case of
the classroom, even the educators are responsible for.
It is important for all educators to have a basic knowledge of school management to be able to
understand their task and managerial responsibilities in the context of the school.
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Learning outcomes:
After you have studied this chapter, you should be able to
understand the nature of the school as a unique organisation
be able to utilise the various organisational characteristics of the school in order
to create an education environment
to apply different management functions within the school and the classroom
understand the management of various important areas in the functioning of the
school
understand the role and function of the schools governing body
The school is a unique organisation with its own terrain, competence, nature,
task and structure. The school is essentially an organisation that exists within
the education system with teaching and learning as its primary goal.
As a teacher (or a student of education), you need to understand the following
with regard to the organisational structure of a school, namely
the characteristics of the school as a unique type of organisation
how the organisational structure of the school is formally structured to enable
teaching and learning activities to take place
how the informal structure of the school contributes to the effective realisation of
teaching and learning
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ACTIVITY
THE SCHOOL AS A UNIQUE TYPE OF ORGANISATION
What are the structural elements that determine the schools unique nature?
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Identify two tasks in the school that can be considered as bureaucraticallyorientated tasks.
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Explain how the informal structure of the school may contribute to the
effectiveness of the teaching and learning activities at school.
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Management functions
-planning
-organising
-leading
-controlling
*
Management areas
-personnel issues
-educational programme
-learner concerns
-physical resources
-administrative issues
-financial affairs
-school-community relations
ACTIVITIES
Explain what the management process entails.
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!!
The purpose of the education system is, for the most, attained in the school
since the latter is that structure where the education of the youth of South Africa
mainly takes place. The state recognises that parents, teachers and the
community all play important roles in the education of the youth. So do the
learners themselves. The state, therefore, must ensure that there is a sharing of
authority among these groups within schools so that the core values of
democracy are supported.
When discussing how this authority must be shared, the government
differentiates between the terms "governance" and "management" as follows:
governance is widely agreed to be concerned with the formulation and adoption
of policy
management is concerned with the day-to-day delivery of education
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ACTIVITY
SCHOOL GOVERNING BODIES
We would like you to do some research on a school governing body at your
own school or a school in your vicinity. You may be guided by the following
questions:
How many members are there on the school governing body?
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How many members of the governing body are
................................................................................................. parents
...................................................................................... academic staff
...............................................................................non-academic staff
................................................................................................ learners
............................................................................... co-opted members
How often does the governing body meet?
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Speak to a few members and find out how they feel about the ability of the
governing body to fulfill its function.
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CONCLUSION
The current approach to school management moves away from a hierarchical approach towards
one that makes provision for the cooperation of the members of the SMTs and the SGBs as well
as the cooperation and goodwill of each and every educator. In the execution of their daily
activities, educators should be aware of the implications of their actions to the general
administration and management, the climate and organisational culture of the school.
Review questions
Describe four different management functions within the school.
What does a teacher (or a student of education) need to understand with regard
to the organisational structure of a school?
What is the role of parents in the governance of schools? Do you feel that the
parents of your community are able to fulfill this task?
CHAPTER 5
THE MANAGEMENT OF RESOURCES IN THE SCHOOL
INTRODUCTION
In the introduction to Section B of the prescribed book, management has been defined as the
process of working with and through individuals, groups and other resources to accomplish
organisational goals.
The point of departure is that educators are managers, because in addition to their instructional
tasks, some of their activities are quite similar to those fulfilled by people in management positions
every day. They work with and through learners, individually and in groups, and other resources
such as learning support material, to accomplish the desired learning outcomes. They need to
efficiently fulfill the four fundamental management functions, namely planning, organising, leading
and control, in order to achieve the school organisations goals.
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It is essential that students first study the introduction to Section B of the prescribed book
as well as the section on the fundamental management functions in Chapter 4 in order to
fully understand the discussion of the management of the schools resources.
The discussion that follows deals with the management of the schools resources.
Learning outcomes:
After you have studied this chapter, you should be able to
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ACTIVITIES
Briefly distinguish between management in general and educational
management. Also mention the three broad categories of educational
management.
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Leading is a very important facet of the management task of the teacher. The
teacher should, therefore, be acquainted with all aspects of leadership. Please
note that management and leadership are not the same. Study the following
aspects of leadership:
leadership theories
leadership styles
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ACTIVITY
You are the teacher responsible for a very problematic class of 45 learners.
Some of the learners have disciplinary problems. The South African Schools
Act (Act 84 of 1996) stipulates that corporal punishment is not allowed.
However, you have to achieve specific outcomes with this group of learners.
Weigh up the three styles of leadership as offering possible solutions for
dealing with this particular group.
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ACTIVITIES
Identify those areas of motivation that you, as a teacher, should master to
become a successful motivator of learners. Briefly discuss each of these
areas.
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A teacher communicates for the greater part of the working day with learners,
colleagues and parents. Thus effective communication is of vital importance.
Study the section on communication with special emphasis on the factors
influencing the success of communication, as well as the skills a teacher needs
to develop to communicate effectively. How can an educator become a more
effective communicator?
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ACTIVITIES
Decision making can be a painful process. Write down the possible steps that
an educator can follow to help him or her to make the right decisions.
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Usually, schools have a fixed time of the day when class teachers collect
money. A meticulous procedure should exist for record keeping and the
payment of money to the administrative officer responsible for this task.
All educator managers should be well aware of all legal stipulations in terms of
school finances.
ACTIVITY
Study the South African Schools Act (Act 84 of 1996). What stipulations - that
is, those that very educator manager should known - are being determined by
this Act in terms of school fees to be paid by parents, financial records and
statements?
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CONCLUSION
The management of resources in the school is an important area in school management. Much
has been written on management of resources in the school in recent years. Application of the
fundamental management functions (e.g. planning, organising, leadership and control) in the
management of resources is essential.
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Review questions
CHAPTER 6
CLASSROOM MANAGEMENT
INTRODUCTION
There has currently been a renewed endeavour to establish effective teaching and learning in our
schools. A key element in a classroom where effective teaching and learning has to be dealt with
is responsible classroom management by the educator. Teachers today have additional
challenges to face in the classroom.
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This chapter focus on the teacher and his or her management skills in current
classroom events in South African schools where the classroom teacher has to
manage learning from an outcomes-based education approach.
The emphasis is on the management of relevant educational aspects, such as
large numbers of learners in classes, changes in school discipline policies and
the managing of space and time in the classroom. This chapter thus aims to
address these realities in a very practical way.
Learning outcomes:
After you have studied this chapter, you should be able to
explain the concept classroom management in your own words
identified the four main functions of the teacher as a classroom manager
discuss the role of the teacher regarding the management of
a supportive classroom environment
outcomes-based education
group work
identify and explain the aspects involved in managing classroom space
analyse the principles of time management
distinguish between the different types of disruptive classroom behaviour
apply the strategies for managing classroom discipline problems
STUDY TASK 1: THE NEED FOR EFFECTIVE TRAINING IN CLASSROOM MANAGEMENT
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ACTIVITIES
Summarise the aims of classroom management, as indicated in the two abovementioned documents.
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Study paragraph 6.3 on pages 58 and 59 of the prescribed book and explain
the concept classroom management in your own words,
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Briefly distinguish
management.
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One way of addressing into the needs of all learners more effectively is by
dividing classes into smaller groups. Two main criteria in which groups can be
organised are set out in paragraph 6.5.3 of the prescribed book, namely:
homogeneous grouping
heterogeneous grouping
But learners can also be grouped according to learning activities and desired
learning outcomes.
ACTIVITY
Together with the learners in your classroom, devise at least six simple ground
rules for group work. Make an attractive poster on which these rules are written
and put it up in the classroom.
Keep a journal for at least two weeks and jot down your observations of how
helpful these rules are when learners are working in groups.
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ACTIVITY
An additional challenge to teachers is the new policy of mainstreaming
learners with special educational needs. Do you have any learners with
disabilities in your classroom?
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Describe the adjustments which should be made to accommodate them.
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ACTIVITY
Discuss the principles of time management in paragraph 6.7.1 on page 65 of
the prescribed book. Which principle do you view as the most important?
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ACTIVITY
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CONCLUSION
Classroom management is currently under more scrutiny that ever before. Without the skills to
manage a class effectively, any other expertise teacher may have may well be neutralised. In the
multicultural classrooms in South Africa, the teacher is not merely a source and presenter of
knowledge, but also the primary agent for promoting a culture of teaching and learning in a
pluralistic society.
Well-managed classrooms are venues of teaching and learning in which teachers are fully capable
of planning and conducting instruction, organising classroom supplies, managing rules and
procedures, and promoting classroom discipline. Every educator should strive towards this goal.
Review questions
Discuss the ten principles of leadership applicable to the classroom teacher who
uses the outcomes based education approach.
Explain how space determines classroom environment and classroom
atmosphere.
Identify a few activities in the classroom that need management of time.
Which sources can be used by the teacher to manage time effectively?
Explain the management of classroom discipline by referring to
types of disruptive classroom behaviour
strategies for managing classroom discipline problems
CHAPTER 7
MANAGING DIVERSITY
INTRODUCTION
Today teachers in a multicultural society are faced with the challenge of teaching increasingly
culturally diverse classes. The process of school desegregation has further brought about a need
for a school reform programme that will change the nature of teaching and learning so that the
needs of all learners will be met and suitable learning environments created for motivating learners
towards acquiring the necessary skills, knowledge, values and attitudes needed to enable them to
participate meaningfully in a multicultural society.
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The discussion in this section will take place under the following headings:
Learning outcomes:
After you have studied this chapter, you should be able to
define the concept diversity or explain it to someone who does not understand
what it means.
demonstrate a knowledge and understanding of the place and role of
legislation affirming diversity in South Africa.
discuss the management of diversity in the school situation with regard to
whole school issues dealing with diversity, educators managing classroom
diversity, learners experiencing diversity and parental/caregiver participation in
classroom diversity
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ACTIVITIES
Compile a list of all kinds of diversity that you can think of.
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Since 1994, important legislation was put in place that paved the way for the
recognition of diversity in South African schools and society.
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ACTIVITY
List the legislation that has affirmed diversity since 1994. Can you include
some ideas that were not mentioned in the prescribed book?
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This legislation paved the way for the recognition of diversity in South African
schools. However, it is naive to assume that official policies bringing about a
non-racial education system will automatically guarantee equal educational
opportunities, the elimination of discriminatory educational practices and the
recognition of the rightful existence of diverse language, cultural, religious and
gender groups.
It is the
implementation of legislation
and the management of diversity
that poses problems at the practical grassroots level in schools and
classrooms.
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WHOLE SCHOOL ISSUES DEALING WITH DIVERSITY
Discuss three approaches to diversity.
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Discuss the role of the school in managing diversity and refer to the following:
The school policy and school development plan.
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The role of the principal and school governing body.
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Informal (hidden) curriculum.
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Discuss and give an example of the role of the educator in managing diversity
and refer to the following:
Educators perceptions.
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Developing an anti-bias curriculum.
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Developing cross-cultural competence.
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CONCLUSION
To teach effectively in diverse classrooms, educators need to recognise the validity of differences.
It requires, firstly, a reappraisal of ones own personal and institutional attitudes and perceptions
and, secondly, a great conviction and dedication to facilitate and manage learner diversity. All
schools should be places were diversity is celebrated and where the focus is on the development
of every learners fullest potential.
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Review questions
Which South African legislation affirms diversity? Why?
Define the assimilationist approach to diversity and explain if it can be used in
a diverse school population.
Name and discuss three areas of responsibility in a school that ensures good
diversity management.
Explain what the self-fulfilling prophecy is and give two examples in a
classroom situation to illustrate your answer.
Develop a short strategy for handling conflict.
According to several reports on racial issues in South Africa, racism does exist.
Do you think racism is on the increase or decrease in South Africa? What can
be done to address racism in the classroom?
Develop a plan on how to involve parents of different cultures and
backgrounds in the education of their children.
CHAPTER 8
MANAGING STAKEHOLDER PARTICIPATION
INTRODUCTION
The success of any school lies with its people. Whatever education systems are in place at
national, provincial or local levels, it is the school management team, educators, learners, parents
and community members who make the system work. Partnerships between these various groups
are, therefore, important for the success of any school and will be discussed in this section.
The discussion in this section will take place under the following headings:
Educators as partners in school management
Dealing with differences between role players
Partnerships between educators and parents
Collaboration with the community
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Learning outcomes:
After you have studied this chapter, you should be able to
discuss why it is important to encourage teamwork among staff
explain how and under what circumstances differences can occur among staff in a
school
apply the steps that can be used to resolve conflict within groups
list the key areas of home-school relations
justify why your school should endeavour to improve parent involvement in your
school.
explain how schools can work with business and industry to the benefit of learners
list ways in which the curriculum in your school can be enriched by working with
different groups within the community
describe strategies for working with health organisation within the community
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ACTIVITY
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In the past, school managers were often described as autocratic and educators
were seldom given the opportunity to contribute to school management.
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ACTIVITY
CONFLICT WITHIN SCHOOLS
List a number of episodes in a school which could give rise to conflict.
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Discuss six ways of reducing or preventing unnecessary conflict.
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No matter what steps are taken to reduce or prevent conflict, conflict will occur
at some stage at all schools. Sometimes it is obvious, such as a personality
clash between two people. Often the conflict is latent and may take a long time
to become obvious. Therefore, it is important for educators to focus on their
own repertoire of conflict management approaches and, if necessary, to
develop and use different approaches according to the situation.
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ACTIVITY
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ACTIVITY
SCHOOLS IN PARTNERSHIP WITH BUSINESS AND INDUSTRY
Find out if there are any businesses/industries in the vicinity of your school. Or
find out if many of the parents of children in your school work in a factory or
mine situated in the community. In what way can these businesses, factories,
industries or mines assist your school?
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Do NOT think in terms of a financial contribution! Think in terms of expertise or
products linked to what is being produced by the business or factory.
Businesses are often willing to give you a financial contribution once, but
seldom twice! However, if you involve them in your school, you may have a
partner for many years to come!
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ACTIVITYY
PARTNERSHIPS WITH COMMUNITY HEALTH ORGANISATIONS
Health issues in South Africa are becoming a major problem. Schools have
always had to deal with problems associated with drug and alcohol abuse,
poverty and other socio-economic problems. However, recently the problems
associated with the HIV/AIDS pandemic have been added with as many as five
million South Africans being infected.
Are educators at your school adequately equipped to deal with this epidemic?
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Is your school making use of the local clinic or hospital staff to present
awareness programmes to the learners and their parents on HIV/AIDS,
contagious diseases and other health issues?
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Are you assisting learners who have to care for other siblings following the
death of a parent and who may find coping with school work an impossible
burden?
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Have you asked the local church/churches to assist you in this?
Is the school providing counselling to educators who find dealing with their own
HIV status as well as the trauma of learners difficult to cope with?
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Are you able to deal with the stigma often attached to a person or family
affected by HIV/AIDS?
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In short, you need to define areas relating to health, poverty and other social problems
which are affecting staff and/or learners in your school and target community health
organisations which can assist you. Together you CAN make a difference!
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CONCLUSION
Creating a collaborative culture has been described as the single most important factor for
successful schools (Robins & Alvy 2003:146). In chapter 8 of the prescribed book teamwork
between educators was discussed as well as ways of preventing conflict or dealing with it if it does
occur. Also included in the chapter is a discussion of various partnerships which can exist between
the school and parents and community organisations. This is important as strong parent-school
partnerships and sound relationships with the greater community are valuable resources. Although
most sections could have been discussed in much more detail, it is hoped that this chapter serves
to stimulate educators to explore ways of working with colleagues, parents and different
community organisations for the benefit of all concerned, especially the learners.
Review questions
Why is it important to encourage teamwork among staff in a school?
Explain how and under what circumstances differences can occur among staff
in a school.
Discuss the steps that can be used to resolve conflict within groups.
What are the key areas of home-school relations?
Justify why your school should endeavour to improve parent involvement.
Explain how schools can work with business and industry to the benefit of
learners.
CHAPTER 9
ASPECTS OF EDUCATION LAW AND PROFESSIONAL ETHICS
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INTRODUCTION
The objective in writing this chapter is to explain to you the legal framework of education and to
illustrate how the various stakeholders in education function within this education legal framework.
For this reason we concentrate on the overall framework of the education system, the governance
of public schools and the rights and obligations of some stakeholders (e.g. educators and
learners) within the school situation.
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Learning outcomes:
As mentioned before, we deal with three topics of education law in this chapter.
Topic 1:
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ACTIVITIES
TOPIC 1:
Do you think it is necessary for educators to have a basic knowledge of
education law? Give five reasons.
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Explain to your colleagues the role of the law in education and how to find the
legal norms and principles (sources) pertaining to education.
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You have to explain to your colleagues why both national and provincial
legislation (eg the South African Schools Act of 1996 and the Northern
Province (Limpopo) School Education Act of 1995) would apply to your public
school, Polokwane Secondary School.
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Explain to a group of learners that the Bill of Rights protects the human rights
of all persons and that all persons (as bearers of human rights) should act
responsibly in exercising their rights.
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TOPIC 2:
Make some enquiry about the composition of the governing body of your public
school or the school in your vicinity. You may be guided by the following
questions:
Who are the stakeholders in education?
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Are these stakeholders represented on the governing body?
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Which stakeholder group has the majority membership on the governing
body?
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Against the background of these questions, discuss your findings with the
governing body concerned. Explain to the governing body what the legal
requirements are for membership of a governing body and why these
requirements are so important for democratic school governance.
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Explain to the principal his or her role on the governing body of the school.
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One of the important ingredients of democratic school governance is the fact
that a relationship of trust exists between the school and its governing body.
Discuss what this means for school governance.
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TOPIC 3:
Make a list of five rights (and obligations) of educators and of learners in the
school environment. (You may also consult your SACE professional code of
conduct for this activity.)
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Explain to your educator colleagues why educators are clothed with authority
in the educator-learner relationship and why the learner in the subservient
position needs protection.
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Do educators also sometimes find themselves in a subservient position?
Explain this statement and elaborate on circumstances under which such a
situation may arise. (You may use your SACE professional code of conduct or
your departmental [employment] code of conduct in the PAM document for
examples.)
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It is a fact that a school cannot run to court every time it has to investigate
disciplinary matters and punish learners who have broken the school rules. But
the law prescribes how these disciplinary hearings have to be conducted in the
school and how the decision that has been taken is executed. Explain to a
colleague the importance of administrative control in education as well as the
importance of judicial control by the courts of education disputes.
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Why are disciplinary-hearing procedures so important and what are the legal
requirements for a fair hearing?
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CONCLUSION
Educators fulfil a vital role in the education and training of the youth of this country. Not only are
they clothed in law with a professional status (i.e. through their membership of the professional
body), but they are also employees (and representatives) of the state and they are, therefore,
fulfilling an important public service (education) on behalf of the state and in the best interests of
public education.
As educators, they are bearers of rights and obligations which they have to exercise in a
responsible and accountable manner, and with respect for the human rights and obligations of all
the other education stakeholders. Finally, educators should be leaders in the cultivation of a
human rights culture in education.
Review questions
What is the most important function of the law in general?
Could a law which does not correspond with the Constitution continue to exist?
Support your answer.
Why is the Constitution important to education?
How does the law protect the learner in the school?
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