TSHWANE UNIVERSITY OF TECHNOLOGY 
FACULTY OF INFORMATION SCIENCES
DEPARTMENT OF TEACHER TRAINING

LEARNER GUIDE

COURSE: B TECH : EDUCATION: COMMERCE
[B.Ed (ECONOMICS & MANAGEMENT SCIENCES)]

SUBJECT: EDUCATION I

MODULE:EDUCATIONAL MANAGEMENT I
(EMN100A)

COMPILER: A S LE ROUX

JANUARY 2003

EDUCATIONAL MANAGEMENT I
(EMN100A)

THE LEARNER GUIDE

1.	Is a reference guideline of the contents of a particular learning programme;

2.	Guides the student and the lecturer for the preparation of classes and the education situation;

3.	Gives guidelines for self-study;

4.	Forms the basis for the presentation of the module.  The mission of Tshwane University of Technology refers to the presentation of state of the art technology.  Lecturers have the right to add new developments in the specific field of study to the education of the students and to examine students on these additions.

The learner guide does not limit the scope of the examination.  Test and examination questions may be obtained from additional sources and lectures or applications found in practice.

8 Copyright:
Tshwane University of Technology
Private Bag X680
PRETORIA
0001

All rights reserved.  Apart from any fair dealing for the purposes of research criticism or review as permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy and recording, without permission in writing from the publisher.

CONTENTS

1	GENERAL INFORMATION	1
2	NQF STRUCTURAL REQUIREMENTS OF QUALIFICATION	2
3	EXIT LEVEL OUTCOMES OF THE QUALIFICATION	2
4	CRITICAL OUTCOMES	3
5	ADULT LEARNING PRINCIPLES	4
6	GENERAL PURPOSE OF THE MODULE	4
7	MODULE OUTCOMES	4
8	SOURCES	5
9	ASSESSMENT	6

STRUCTURE OF GUIDE

This learner guide consists of TWO components:

1   AN ORGANISATIONAL COMPONENT

This section contains information related to the syllabus, NQF requirements, outcomes of the course, information of lectures, assessment, assignments, test dates, etc.

2   A STUDY COMPONENT

In this section the specific outcomes are spelled out and you are guided towards achieving these outcomes.

SECTION I:  ORGANISATIONAL COMPONENT

1	GENERAL INFORMATION

1.1	Module: ...........................................	    Module code:   ………………………….

1.2	Lecturer				Office              		 Telephone

…………………………..		………………………	…………………

1.3	Timetable

Day				Venue			Time

Monday	 	..........................................….	    	 ........................  .........................

Tuesday 		......................................……		..............….......  ….....................

Wednesday 	.....................................…....		...................…..  .........................

Thursday		........................................…..		...................…...  ........................

1.4	Consultation					Venue		Time

Monday 		.............................…................	........................ .........................

Tuesday 		.........................................……	.......................	.........................

Wednesday 	..................…….................…..	.......................	.........................

Thursday 	........................…...............…..	.......................	........................

1.5	Test dates

..............................................................................................................…..................

....................................................................................................…............................

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1.6	Subject librarian:  ................................................................…..............…....

1.7	Problems relating to academic skills, personal skills and employability skills:  Bureau for Academic Support (Building 6, Room 329)

2	NQF STRUCTURAL REQUIREMENTS OF QUALIFICATION

2.1	Level of qualification

NQF Level: 6

2.2	Credits allocated

For qualification: 480 credits (NQF 5: 269 credits; NQF 6: 211 credits);

2.3	Study field

Education, training and development

2.4	Sub-field

Further Education and Training (FET)

2.5	Learning assumptions

An FET certificate at NQF level 4

2.6	Articulation possibilities

This module articulates horizontally with other fields of study such as Economics, Business Economics, Accounting, Skills and Life Orientation and General Management; progresses vertically to Education II

2.7	Level descriptors

Not available

3	EXIT LEVEL OUTCOMES OF THE QUALIFICATION

The successful learner is able to:

3.1	facilitate learning;

3.2	communicate effectively within an educational environment;

3.3	design and develop curricula;

3.4	fulfill administrative roles;

3.5	act as a professional;

3.6	demonstrate the ability to facilitate learning within a specific area of specialisation;

3.7	demonstrate and apply entrepreneurial skills.

4	CRITICAL OUTCOMES

The broad, generic cross-critical outcomes will ensure that you gain the skills, knowledge and values that will allow you to contribute to your own success as well as the success of your family, community and the nation as a whole. You will thus get the opportunity in this module to:

4.1	Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made;  
Application: As a prospective educator, the learner will be confronted with various management problems relating to general management and classroom management which he/she has to solve satisfactorily. 

4.2	Work effectively with others as members of a team, group, organisation, community;  
Application: It is expected of learners to work in groups to discuss questions from the learner guide and to complete assignments as a group.

4.3	Organise and manage yourself and your activities responsibly and effectively;  
Application: This course expects learners to apply the management functions not only in the workplace, but also in their personal lives. Time management is of the utmost importance with regard to writing tests and submitting assignments on due dates.

4.4	Collect, analyse, organise and critically evaluate information;  
Application: To be an effective education manager in a school or classroom the learners will be confronted with exercises and assignments (individually or in a group) to collect, analyse, apply and evaluate information to improve the functional task of the school and to raise funds to ensure sound teaching practice. 

4.5	Communicate effectively using visual, mathematical and/or language skills in oral and/or written presentation;
Application: This outcome will be demonstrated during class discussions, presentations, tests, assignments and in the compilation of a portfolio. 
 
4.6	Use science and technology effectively and critically, showing responsibility towards the environment and health of others;
Application:  It is expected of learners to investigate the effect and significance of the school environment in the teaching and learning process. The results of the investigation should be typed.
   
4.7	Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
Application:  This outcome is attained when the learner realises that this course is a section of economic and management sciences, therefore he/she should integrate and apply the newly gained knowledge, skills and values to be an effective and responsible education manager.

5	
ADULT LEARNING PRINCIPLES

The following principles apply in this course:

5.1	All learning will include the cognitive, psychomotor and affective domains to develop the   learner holistically.

5.2	Learners will be actively involved in the learning process.

5.3	Self-directed learning will be practiced and encouraged to acquire the necessary knowledge, skills and values.

5.4	Learning will be task-centered and problem-centered.

5.5	All learning will be related and applied to the learners’ working environment.

5.6	The learners’ prior experiences and knowledge will be considered when they are confronted with or have to discover new content.

6	GENERAL PURPOSE OF THE MODULE

For you as the prospective educator or classroom manager the purpose of this module is:

6.1	to become conversant with the management principles which are employed in the administration and management of co-curricular activities and classroom management.

6.2	to make you aware of, and conversant with the functional and management tasks of school management and classroom management.

6.3	to make you realise that the efficient functioning/operation of an educational institution or classroom is directly related to a manager's (headmaster's or educator=s) ability to implement the cyclical and ongoing management functions in various management areas effectively.

7	MODULE OUTCOMES

The outcomes of this module are to enable you to:

7.1	distinguish clearly between the functional and management task of a school/classroom;

7.2	describe management and classroom management;

7.3	comprehend, describe and implement the management tasks, i.e. planning, organising, directing and control as well as the sub-tasks of each to make teaching and co-curricular activities in a school possible;

7.4	comprehend, describe and implement the determinants which can influence school management and in so doing enhance effective teaching;

7.5	practice/demonstrate the following roles:

* learning mediator;
* assessor;
* learning area/subject/discipline/phase specialist;
* scholar, researcher and lifelong learner;
* community, citizenship and pastoral role;
* leader, administrator and manager;
* interpreter and designer of learning programmes and material.

8	SOURCES

8.1	PRESCRIBED BOOKS:

LE ROUX, A.S. 1998. Education Management I. Pretoria: Technikon Pretoria.

KRUGER, A.G. & VAN SCHALKWYK, O.J. 1997. Classroom Management. Pretoria:
Academica.

8.2	ADDITIONAL SOURCES:

BADENHORST, D.C. (ed).  1993.  School management:  the task and role of the teacher. 
1st revised edition.  Pretoria:  HAUM Tertiary.

BERNARD, P.B.  1981.  Onderwysbestuur en onderwysleiding. Durban:  Butterworth & 
Kie.

BUCHEL, A.J.  1993.  Practical school management. Course I.  Pretoria:  Acacia Books.

BUCHEL, A.J.  1992.	Practical school management. Course II. Pretoria: Acacia Books.

BUSH, T, BELL, L, BOLAM, R, GLATTER, R.& IBBINS, P (ed). 1999. Educational 
management: redefining theory, policy and practice. London: Paul Chapman 
Publishers 

GORTON, R.A.  1981.  School administration:  challenge and opportunity for leadership. 
Dubuque:  Wm C Brown.

LEMMER, E.M. & BADENHORST, D. C (ed). 1997. Introduction to education for South 
African teachers: an orientation to teaching practice. Cape Town: Juta & Co. Ltd.

LOUW, W.J (ed).  1993.  Classroom practice:  an orientation.  Pretoria: 	 Academica.

PIEK, G.C.  1991.  School management 1.  Cape Town:Maskew Miller Longman.

PIEK, G.C.  1992.  School management 2.  Cape Town:Maskew Miller Longman

ROBBINS, S.P.  1980.  The administrative process.  London:Prentice Hall International Inc.

STERLING, L. & DAVIDOFF, S. 2000. The courage to lead: a whole school development 
approach. Western Cape: The Rustic Press.

VAN DER WESTHUIZEN, P.C. (ed).  1991.  Effective educational management. 
 	Pretoria:  HAUM Tertiary.

ALDEZ PEREZ, A.L., MILSTEIN, M.M., WOOD, C.J. & JACQUEZ, D. 1999. How to turn 
a school around: what principals can do. California: Corwin.  Press, Inc

VILJOEN, J. & M`LLER, T.  1992.  School management I. Pretoria:  Via Africa.

9	ASSESSMENT

9.1	Assessment terminology

9.2	9.1.1   FORMATIVE ASSESSMENT

This implies that you will be assessed during learning activities in the form of written and oral tests, assignments, simulations, role play, case studies, presentations, micro-teaching and evaluation of experiential learning. (The process during learning experiences will be assessed.)

9.1.2   SUMMATIVE ASSESSMENT

This implies that you will be assessed at the end or completion of your learning experiences/activities in the form of an examination at the end of the year, collaborative projects, portfolios and reports.

9.3	Format of assessment

1.1.1	SEMESTER TESTS

You are evaluated on the basis of 3 to 4 tests and an examination of 3 hours at the end of the year.

1.1.2	ASSIGNMENTS

Apart from assignments, which are set during the course of the year, you are expected to do all the questions at the end of each learning unit.  The lecturer can, if he chooses, take these assignments in and mark them.  These marks can then be taken into account for your predicate mark. 

1.1.3	PORTFOLIO

A portfolio, which will be a reflection of your involvement in the learning process, must be submitted before the September/ October holiday. This portfolio will include examples of learning experiences such as assignments, group work, individual research projects, presentations, etc The mark obtained for this portfolio will have the same weight as a test and will be taken into account for your predicate mark.

1.1.4	
ASSESSMENT CRITERIA

Assessment criteria will be provided during lectures

1.1.5	PEER ASSESSMENT
   
Your peers will also assess you during group activities, role-play and presentations

1.2	Rules pertaining to attendance, tests and assignments

Attendance of 85 % at lectures is required.  Only valid written excuses (a medical certificate) are accepted in case of absence from tests or failure to hand in an assignment on time.  You have to produce a medical certificate within 7 days of your return otherwise a naught will be entered.

1.3	Requirements of promotion/pass requirements

1.3.1	A pass is obtained if the average of the predicate and the examination mark is 50 % or more.

Example
Year mark (predicate) out of 100
Exam mark out of 100
Final mark:  200 ) 2	= 100

1.3.2	To gain admission to the examination you must have a sub-minimum of 40%.  In such a case you must obtain 60% in the examination in order to pass the year.

1.3.3	You fail the examination if the sub-minimum of 40% is not obtained in the examination paper even if the average of the year and examination marks is above 50%.

Example

38 (examination)		64 (year)		102		
----	+	----	=	-----	=  51%	
100		100		200		

You fail, but qualifies for a supplementary examination.

1.1.1	You qualify for a supplementary examination if your final mark (the average between year and examination marks) is between 45% and 48%.

Example

 55 (year)		38 (examination)		93		
----	+	----	=	-----	=  47%	
100		100		200		

You fail, but qualifies for a supplementary examination.

1	EXPERIENTIAL TRAINING

You will receive 4 weeks practical training at FET Institutions (Middle/High schools / Technical/Vocational colleges). During this time it is expected of you to mostly observe the practical implementation of the functional and management tasks in the above mentioned institutions. Your observations must be reported in a written format in a journal which will be assessed.

2	GRIEVANCE PROCEDURE

As this department is proud to uphold the principle of academic freedom, grievances and problems must be discussed with the lecturer first.  If the problem cannot be resolved satisfactorily, the complaint must be submitted to the Head of the Department of Teacher Training in writing, in the presence of the lecturer in question.  The Dean of Information Sciences may be approached at this stage if this is deemed necessary.  No grievance or complaint regarding the lecturer may be taken to higher authority without his/her knowledge. The right channels have to be followed.

3	SUBJECT PRESENTATION

9.4	The contents/lectures are presented in learning units which are subdivided into lecture themes.

1.1	You are required to participate in learning activities or learning experiences and at the end of every learning unit relevant questions appear in the learner guide.  Written answers are discussed in class.  Therefore as learners you become familiar with the type of questions set while both, you and the lecturer, can evaluate their performance.

1.2	By setting questions and in the presentation of the content as well as the involvement of the learners via self-directed learning and problem based learning with the contents, you will be able to analyse, synthesise and evaluate your work.

1.3	Sometimes additional notes are also provided.

1.4	Videos on relevant topics inter alia communication skills, relationships, discipline, motivation, leadership, structure of a lesson, etc. can be shown.

1.5	Outside lecturers are sometimes called upon to acquaint learners with practical teaching situations.

1.6	Teaching aids are also used.

INSTRUCTIONS FOR USE

1.7	For every learning unit certain outcomes are set.  These skills should have been acquired by the end of a session.  The outcomes provide an indication of what you should be able to do after a learning unit has been completed.

1.8	
The system below is recommended:

1.8.1	Study the outcomes thoroughly to ascertain what is expected of you.

1.8.2	Consult relevant sources.

1.8.3	Integrate the most important information from the sources into your notes.

1.8.4	Test your knowledge by means of the test questions.

1.8.5	Add the new information to your existing knowledge by memorisation and practising the new knowledge, skills and values. 

1.8.6	Revise work regularly.

SECTION II:	THE STUDY COMPONENT

OFFICIAL SYLLABUS

EDUCATION I

MODULE: THEORY OF EDUCATION I

DIDACTIC PERSPECTIVES:

1	DIDACTICS AS SUB-DISCIPLINE OF EDUCATION

2	TERMINOLOGY

3	DIDACTIC PRINCIPLES AND THEIR APPLICATION

4	TEACHING STRATEGIES

5	CURRICULUM DEVELOPMENT ACCORDING TO A RELEVANT MODEL

6	ASSESSMENT

MODULE: EDUCATIONAL MANAGEMENT I

1	PRINCIPLES OF CLASSROOM MANAGEMENT
1.1	Nature and purpose
1.2	Components and characteristics
1.3	Styles and dimensions

2	BASIC MANAGEMENT FUNCTIONS
2.1	Planning
2.2	Organising
2.3	Guiding/Leading
2.4	Control

3	POLICIES, PROCEDURES AND VALUES

4	DECISION-MAKING

5	COMMUNICATION

6	MOTIVATION

7	ADMISSION OF LEARNERS

LEARNING UNIT 1:

OVERVIEW OF THE FIELD OF EDUCATION ADMINISTRATION AND MANAGEMENT

DURATION:

4 periods of 40 minutes each

AIM(S):

To provide you, the prospect educator, with a broad overview of the principles on which management is based and to acquaint you with these principles.

LECTURE THEMES:

1	Introduction to management

2	What is management?

3	Characteristics of management

4	Different management styles

4.1	Leadership
4.2	Management/leadership styles
4.2.1	Autocratic / Authoritarian managers
4.2.2	Democratic leadership / managers
4.2.3	Laissez-faire leadership / managers
4.2.4	Altruistic leadership / managers

5	The main components / functions of management
5.1	Planning
5.2	Organising
5.3	Leading / Directing
5.4	Control

6	Conclusion

LEARNING OUTCOMES

At the end of this learning unit you should be able:

1	to distinguish between the different tasks of a school;
2	to define management;
3	to describe what the intellectual and executive duties of a teacher / principal are;
4	to discuss the advantages and disadvantages of the different leadership styles.
5	to reflect on the value of different leadership styles within our schools and in Africa as a developing world.

SOURCES

Le Roux, pp. 1-20

ASSIGNMENT

1	Study the relevant source(s) to acquire more information.

2	Complete the blocked exercises in your prescribed book.

3	Additional assignment(s)

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TEST YOURSELF 1

Refer to Le Roux, pp. 20-21 and complete the questions.

LEARNING UNIT 2:

THE EDUCATOR AND HUMAN RELATIONSHIPS

DURATION

6 periods of 40 minutes each

AIM(S)

To give you, the prospect educator, insight in how important it is to have sound relationships with all the stake holders in education such as the authorities, principal, colleagues, learners and community.

LECTURE THEMES 

Introduction
The educator and the authorities

Authorities within the school

The educator and the principal
The educator=s responsibility in the relationship
The principal=s responsibility in the relationship

Authorities outside the school

The educator and the subject facilitator
The educator and the education department

The educator and his colleagues
How to create harmony
Positive traits to be a good colleague

The educator and the learners

The educator and parents

The educator and the community

LEARNING OUTCOMES

At the end of this learning unit you student should be able:

to discuss the educator=s responsibility to ensure a sound relationship with the principal.

to determine why good relationships with his/her colleagues are so important.

to describe which aspects enhance educator-learner relations and effective teaching in a school.

SOURCE

Le Roux, pp. 22- 32

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 2

Refer to Le Roux, pp. 32 and answer the questions.
LEARNING UNIT 3
EDUCATIONAL INSTITUTIONS
DURATION
2 periods of 40 minutes each
AIM(S)
To acquaint you with the different types of schools, other educational institutions and the structure of the National Qualifications Framework (NQF).

LECTURE THEMES 
Introduction

Aims of the new structure of school organisation, governance and funding
Different types of schools
Public schools
Why a new pattern of school organisation?
Common features of public schools
Variety within the public school category
Provisions of public schools
Governance and professional management of public schools
Independent schools
Registration of an independent school
General information
Tertiary institutions
Introduction
Teacher training colleges
Technikon training
University training
Different levels, bands and phases of education
The structure of the NQF
Levels
Bands
Phases
Locations of learning

LEARNING OUTCOMES

At the end of this learning unit you should be able:
to distinguish between the different types of schools related to the education phases.
to describe the characteristics of the different types of schools.
to explain the difference between university and technikon training.

SOURCES

Le Roux, pp. 33-44

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 3.1

Refer to Le Roux, p. 44 and answer the questions. 

LEARNING UNIT 4
THE PRINCIPAL
DURATION
6 periods of 40 minutes each
AIM(S)

To give you  insight in the tasks and responsibilities of a principal and how important his relations with the various stake holders are.

LECTURE THEMES 

Introduction

General responsibilities

The principal=s right of decision
Planning
Determination of priorities
Advance planning
What?
Following year
Next term
Each week
Day to day
Distinguish between long-term goals and short-term objectives
Aids to help during planning task are:
Date schedule (holistic view of year)
Dairy (day to day planner)
Programme for the year (must include the following):
Staff establishment (human recourse planning)
Division of work
Syllabuses and work programmes
Routine matters
(final pupils enrolment on tenth day)
(test, exams, school meetings, extra-curricular activities, etc.)

The principal=s relationship with people in authority

The principal=s relationship with his/her staff

The principal=s relationship with parents

The principal=s relationship with the learners

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to discuss the role and responsibilities of a principal.
to explain the principal=s right of decision. 
to describe and implement planning as a management task with regard to a principal=s responsibilities.
to explain the principal=s role in establishing sound relationships with his academic staff, clerical staff, parents and the education department.
 
SOURCES

Le Roux, pp. 45-60.

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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TEST YOURSELF 4.1

Refer to Le Roux, pp.59-60 and answer the questions.

LEARNING UNIT 5
THE EDUCATION DEPARTMENT
DURATION
2 periods of 40 minutes each

AIM(S)

To acquaint you with the structure and functions of the Department of Education.

LECTURE THEMES 

Introduction
Transformation - the key issue
The role and functions of the national department of education
Corporate plan of the Department
The structure of the Department
Gauteng Department of Education

LEARNING OUTCOMES

At the end of this learning unit you should be able:

discuss and reflect on the problems the national Department of Education encountered during the transformation area;
describe the functions of HEDCOM;
identify the transformation areas which can change the image of the Department of Education;
describe in point form the role and functions of the national Department of Education

SOURCES

Le Roux, pp. 61-84.

ASSIGNMENT

Study the relevant sources to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

TEST YOURSELF 5

Refer to Le Roux, p.84.

LEARNING UNIT 6
CONTROL OF STAFF AND PUPILS
DURATION
4 periods of 40 minutes each
AIM(S)
To acquaint the prospect teacher with how and when control can be exercised.
LECTURE THEMES 

Introduction
What is control?
Prior control
Control during execution of task
Control after completion of task
Control of the institution by the governing body
Introduction
Principles underpinning governance of schools in Gauteng province
Composition/membership of governing body of ordinary public school
Composition of governing bodies of secondary schools
Other regulations regarding membership
Duties and functions of all governing bodies
Duties and functions of governing bodies relating to constitution and standing orders
Duties and functions of governing bodies relating to school policy
Duties and functions of governing bodies relating to school development
Duties and functions of governing bodies relating to school administration
Duties of governing bodies relating to meetings
Duties of governing bodies relating to the appointment of educators at the school
Functioning bodies relating to the appointment of non-teaching staff at the school
allocated functions of governing bodies
Control of staff (by principal)
Direct control
Indirect control
Control of learners
Learners representatives council 
Classroom discipline
What discipline means
Difference between order and discipline
Types of discipline
Authority of the educator
Criteria for maintaining discipline or prevent misbehavior
What causes school infringements?
What can be done about disruptive behavior?
Written class rules
Rules to enhance effective classroom management
Rule 1: Get them in
Rule 2: Get them out
Rule 3: Get on with it
Rule 4: Get on with them
	
LEARNING OUTCOMES

At the end of this learning unit you should be able:

to know how and when control can be exercised.
to implement managerial skills and rules which will enhance classroom management.
to distinguish between order and discipline.
to describe the criteria necessary for maintaining discipline.
to implement different corrective disciplinary measures to enforce discipline in the school or classroom.
to compile written class rules by involving the learners. 

SOURCES

Le Roux, pp. 85-115.

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

…………………………………………………………………………………………………

TEST YOURSELF 6

Refer to Le Roux, pp. 114-116.
LEARNING UNIT 7
ADMISSION OF LEANERS

DURATION

2 periods of 40 minutes each

AIM(S)

To acquaint you with the rules, regulations and procedures with regard to admission, transfer, suspension and expulsion of learners.

LECTURE THEMES 

Admission of learners

Transfer of learners

Suspension and expulsion

Treatment of learners under extraordinary circumstances

LEARNING OUTCOMES

At the end of this leaning unit you should be able:

to know the rules and regulations concerning admitting and transfer of learners.

to describe the procedure which should be implemented if a principal wants to suspend 	or expel a learner.

to know and mention the circumstances in which a learner can be expelled.

SOURCES

Le Roux,  pp.116-123.

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 7

Refer to Le Roux, p. 123 and answer the questions.
LEARNING UNIT 8
SECONDARY SCHOOL BUILDINGS AND GROUNDS

DURATION

4 periods of 40 minutes each

AIM(S)

To give you an overview of the educator’s and the principal=s responsibility with regard to the maintaining and management of school buildings, sports grounds and gardens.

LECTURE THEMES 

Introduction

Care and maintenance of buildings

Why school buildings should be maintained and cared for
How school buildings should be maintained and cared for

Layout of the school gardens and sports grounds

School garden and vegetable garden
Laying out of sports grounds (hints)

Removal of refuse and garbage

Maintenance and repair of school furniture and equipment

The school as a community centre

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to describe why and how school buildings and furniture and equipment should be maintained.
to discuss what can be done to keep the school grounds neat and tidy.
to analyse why some schools are untidy and have a shortage of equipment and suggestions on how to improve the situation.

SOURCE(S)

Buchel, Course II, pp. 192-200

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Divide in groups. Discuss and answer the following questions in writing.  Consult other sources. Be original in your presentation of the whole assignment. Do not hesitate to give your own views. Make use of a table of contents, headings and subheadings, as well as the correct reference techniques in the text and in the bibliography. 

Assessment will be done in consultation with the lecturer. Group members will determine the marks of each individual member. Copies of this assignment should be included in your individual portfolio.
	
QUESTIONS

Discuss school buildings paying special attention to the following:

Why school buildings should be maintained and cared for.
How school buildings should be maintained and cared for.

What can be done to keep the school grounds neat and tidy? Discuss.

Discuss the staff and learners’ responsibility with regard to maintenance and repair of the school furniture and equipment.

What will you do to make the school a community centre? What are the Minister of Education, Prof Kader Asmal’s views?  Discuss.

What do you think are the reasons for some schools being untidy and lacking furniture and equipment? Cite 4 specific reasons.

What would you do to improve the situation described in question 5? Devise a plan of action.

ASSESSMENT CRITERIA
The original lay-out/structure of the assignment into headings and subheadings is demonstrated.
The correct application of the reference techniques in the text and compilation of a bibliography are demonstrated.
The ability to search, find and analyse the relevant information is demonstrated.
The communication of the information through the use of electronic media is demonstrated. 
Working as a member of a team is shown.
How and why school buildings should be maintained as well as solving problems in this regard are described.
LEARNING UNIT 9
FINANCES

DURATION

2 periods of 40 minutes each

AIM(S)

To acquaint you how to manage funds in the classroom.

LECTURE THEMES 

Introduction
The responsibility of the state in the funding of public schools
Duties and functions of governing bodies relating to school funds and assets
The concept “school fund”
Purpose of school funds
Raising of funds
Duties of governing bodies relating to school budget
Budget
Income
Expenditure
Duties and functions of governing bodies relating to school fees
Duties of governing bodies relating to financial records and statements
Duties of governing bodies relating to audit or examination of financial records and statements
Management of finances in the classroom
Dealing with collected funds
A procedure for financial management in the classroom
Procedure to handle money in the classroom
Procedure to pay over money to the secretary responsible for finances

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to describe the concept A school fund @.
to know how funds can be raised.
to describe important aspects an educator should bear in mind when managing classroom finances.
to mention the procedure an educator can follow when dealing with the administration of money.

SOURCES

Le Roux, pp. 124-132

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 9

Refer to Le Roux, p. 132 and answer the questions.
LEARNING UNIT 10:  CLASSROOM MANAGEMENT:  PRINCIPLES OF CLASSROOM MANAGEMENT

DURATION

6 weeks

AIM(S)

To acquaint you with a number of classroom management principles and skills as well as determinants that influence these in order to establish an effective classroom management practice so that your teaching and educational task may be more successful as well as the educational task of the school, the education system and eventually also society.

LEARNING UNIT 10.1:	CLASSROOM MANAGEMENT:  NATURE AND PURPOSE

LECTURE THEMES

The teaching-learning situation

Description of a school and its task.
The educator’s dual role and task.

The classroom

Components of the classroom/teaching-learning situation.
Characteristics of the classroom/teaching-learning situation.

Classroom management

The four basic management functions (tasks)(cyclical functions).

Additional management activities or functions in the classroom (ongoing functions).

Management areas (matters which must be managed).
Purpose of classroom management.

The overall picture of classroom management.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to discriminate between the dual role/activities (teaching and management) of an educator, and also explain the relationship between these;
to explain the interconnection of the classroom components;
to define classroom management;
to illustrate and explain the interconnection of the basic management functions, and know what each function entails;
to identify and discuss management areas which deserve the attention of an educator in a classroom;
to critically discuss the purpose of classroom management;
to give an overall picture by using a diagram to illustrate the place and function of classroom management in educational and learning events.

SOURCES

Kruger & Van Schalkwyk, pp. 3 - 8
Badenhorst (ed), pp. 1 - 8

ASSIGNMENT

Study the relevant sources to acquire more information.

Discuss the difference between and the relationship of the teaching and management task of the educator.

Mention the components of the teaching-learning situation and discuss the interconnection of these components.

Draw up a diagram which will illustrate the place and function of classroom management in educational and learning events.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 10.1

Describe classroom management in your own words.

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What determines the success and effectiveness of a school and an educational system?

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Why are additional management functions or activities also viewed as ongoing or continuous management functions?

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What is a management area?

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List 6 management areas in a classroom.

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Discuss the purpose of classroom management.

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STUDY UNIT 10.2:  THE CLASSROOM:  COMPONENTS AND CHARACTERISTICS

LECTURE THEMES 

Introduction.

The dynamic and complex nature of the teaching-learning situation.

External factors

Nature of the community within which the school falls.
Educational legislation.
Behavioral codes of the teaching profession.
Organisational structure of the school, the management and leadership style of the principal, and the school climate.

Internal factors.

The components of the classroom

The learning objective.
Learning content.
The educator.
The learner.
The teaching and learning actions.
Summary.

Characteristics of the classroom (teaching-learning situation)

The formal nature and composition of the teaching-learning situation.

Multi-dimensionality.

Simultaneity.

Immediacy.

Unpredictability.

Openness.

Temporariness.

Classroom climate.

LEARNING OUTCOMES

At the end of this study unit you should be able:

to identify and discuss internal and external factors which may influence the educator’s classroom management style;
to explain the purpose and importance of learning outcomes in the teaching-learning situation;
to analyse and determine the characteristics of the classroom which may influence classroom management.

SOURCE

Kruger & Van Schalkwyk, pp. 9-17

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Mention 4 external factors which may influence the teaching-learning situation in the classroom and discuss any 2.

Which internal factors may influence the educator’s classroom management style?

Which requirements should an educator satisfy to let the teaching-learning events in the classroom take place effectively?

In the realisation of educative teaching in the classroom, which 2 main aspects are important to the educator and why?

Discuss teaching and learning actions with regard to the following:

the educator’s responsibility.
the learner’s responsibility.
two kinds of interactive actions in a classroom.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 10.2

What is the purpose of a learning outcome in the teaching-learning situation?

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What will the learning outcomes of a specific teaching-learning situation determine?

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Which characteristics of learners may influence the manner in which the teaching-learning situation will take place?

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Which needs of learners should the educator try to meet when he/she manages the teaching-learning situation in the classroom?

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Discuss the following characteristics of the classroom (teaching-learning situation) which may influence classroom management:

The formal nature and composition of the teaching-learning situation.

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Multi-dimensionality.

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Unpredictability.

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Openness.

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Classroom climate.

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LEARNING UNIT 10.3: 	CLASSROOM MANAGEMENT STYLES, DIMENSIONS AND PRINCIPLES

LECTURE THEMES 

Introduction.

Human and task dimensions of classroom management.

Task dimension.
Human dimension.

Classroom management styles.

The autocratic classroom management style.
The laissez-faire or permissive management style.
Democratic management style.

Factors which influence the classroom management style.

Principles of classroom management.

Conclusion.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to describe what the task and human dimensions in the classroom entail.
to describe different classroom management styles by emphasising their characteristics.
to identify the factors which influence classroom management negatively and try to eliminate them.

SOURCE

Kruger & Van Schalkwyk, pp. 17 - 24

ASSIGNMENT

Study the relevant source(s) to acquire more information.

What is meant by the task and human dimension of classroom management?

Discuss the autocratic management style paying attention to the following:
Characteristics
Advantages
Disadvantages

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 10.3

Which factors may influence the classroom management style?

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On which principles should classroom management be based?  Discuss.

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LEARNING UNIT 11:  CLASSROOM MANAGEMENT:  BASIC/CYCLICAL MANAGEMENT FUNCTIONS/OPERATIONS/TASKS IN THE CLASSROOM

DURATION

8 weeks

AIM(S)

To acquaint you with the basic management functions and to know how to implement it in practice.

LEARNING UNIT 11.1:	PLANNING

LECTURE THEMES

Introduction.

Necessity/importance of planning.

The planning process.

Planning steps.

Setting of goals.
Policy-making.
Gathering of information.
Analysing information.
Decision-making.
Formulation of a working plan.

Objectives
Policy
Procedures and methods
Time aspects
Standards
Means
Prognoses

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to explain why classroom planning is necessary.
to know and implement the six steps in planning.

SOURCE

Kruger & Van Schalkwyk, pp. 27 - 31

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Discuss how you will implement the 6 planning steps when you and the pupils in your register class, want to raise funds to buy teaching aids for your classroom. 

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 11.1

Why is classroom planning as a primary and basic management function necessary?

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Mention the 6 steps in the planning process and describe clearly what is meant by policy-making.

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LEARNING UNIT 11.2: 	ORGANISATION/ORGANISING

LECTURE THEMES

Nature of Organisation/Organising.

Importance of organisation.

Organisational steps/Sub-tasks of organisation

Task determination (what must be done).

Task analysis (differentiate between tasks).

Task arrangements (create a structural division of labour and coordination).

Task allocation (delegate tasks to people).

Allocation of authority (appoint people in authority positions).

Determination of communication channels.

Establishment of relationships (put people together who get along).

Provision of means.

Introduction of regulations.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to explain the importance/value of organisation.
to know and implement the organisational steps.

SOURCE

Kruger & Van Schalkwyk, pp. 32 - 37

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Discuss how you will implement the organisational steps when you want to raise funds to buy teaching aids for your classroom.

Complete the test yourself questions

Additional assignment(s)

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TEST YOURSELF 11.2

Mention the 9 sub-tasks or organisational steps of organisation.

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Describe what the following entails:

Task arrangement

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Allocation of authority

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Provision of means

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Why is organisation/ organising so important?

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LEARNING UNIT 11.3: 	DIRECTING/LEADING

LECTURE THEMES 

Introduction.

Aspects/Steps in directing.

Initiation (of action).
Issuing commands.
Control over initiation of the task.
Personnel development.
Personnel directing/guidance.
Decision-making.

The educator as a leader.

Purpose of his leadership.
What his leadership determines.
The educator is an authority figure.
Knowledge he should have as a leader.

Leadership theories.

The attribute theory/theory of qualities.
Situational theory.
Group function theory.

Leadership styles.
Conclusion.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to describe what directing/leading entails.
to write an essay on the educator as a leader.
to know and discuss the different leadership theories and how they are evident in the classroom.
to implement certain steps to direct any project.

SOURCE

Kruger & Van Schalkwyk, pp. 38 - 43

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Write an essay on the educator as a leader under the following headings:

Purpose of his leadership.
What his leadership determines.
The educator as an authority figure.
Knowledge he should have.

Discuss how you will implement certain steps to direct the fundraising project to buy teaching aids for your classroom.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 11.3

Mention the 5 steps directing or leading consists of.

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Discuss what the following entails with regard to leading:

Issuing orders

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Personnel directing

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Describe what you understand under the following leadership theories and 	indicate how they are evident/applied in the classroom.

The situational theory

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The group function theory

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LEARNING UNIT 11.4: 	CONTROL

LECTURE THEMES 

The nature of control.

Stages of control in the classroom.

Prior control.
Control during the execution of a task.
Control after completion of work.

Ways of control.

Short-term control.
Long-term control.

The control process/control steps.

Setting standards.
Observation and measurement of work.
Evaluation of work.
Appropriate action

Encouraging.
Corrective.

Guidelines for effective control.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to indicate what the aim/purpose of control in the classroom is.
to discuss when control can be exercised to ensure an effective teaching-learning 	situation.
to  implement the control process.
to mention a few guidelines for effective control.

SOURCE

Kruger & Van Schalkwyk, pp. 44 - 48

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Discuss briefly the steps which can be followed to control the learners’ behaviour and/or work in the classroom.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 11.4

What is the aim/purpose of control in the classroom?

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When can control be exercised to ensure an effective teaching-learning situation?  Discuss.

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Describe the following ways of control:

Short-term control

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Long-term control

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Mention 4 guidelines for effective control

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LEARNING UNIT 12: 	ADDITIONAL ONGOING MANAGEMENT FUNCTIONS/OPERATIONS/TASKS

DURATION

8 weeks

AIM(S)

To acquaint the prospect educator with additional ongoing management tasks which can occur during any of the main management functions.

LEARNING UNIT 12.1: 	CLASSROOM POLICY-MAKING

LECTURE THEMES 

Role of policy.

Characteristics of classroom policy.

Some aspects a policy might make provision for.

From policy to rules to procedures.

Guidelines to keep in mind when class rules and procedure are drawn up.

Examples of class rules.

Examples of class procedures.

Conclusion.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to describe the characteristics of a good classroom policy.

to mention 5 general class rules which will apply more or less to all classes.

to compile your own classroom policy in accordance with the latest education policies.

SOURCE

Kruger & Van Schalkwyk, pp. 49 - 53

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Describe the characteristics of a good classroom policy.

Mention 5 general class rules which will apply more or less to all classes.

For which general areas should procedures with regard to pupils' behavior be formulated.  Describe.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 12.1

For which aspects with regard to classroom organisation should one provide for in a policy?

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Mention 6 guidelines which one should follow when classroom rules and procedures are compiled.

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LEARNING UNIT 12.2: 	DECISION-MAKING

LECTURE THEMES 

Introduction.

Steps in decision-making.

Define/determine the problem/situation.
Identify the various solutions/alternatives.
Evaluate the alternatives.
Choose the best alternative.
Implement the decision.
Evaluate the decision.

Types of decisions.

Routine decisions.
Creative decisions.
Participative decisions.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to explain why decision-making is viewed as a continuous management function.

to describe and implement the decision-making process.

to distinguish between three types of decisions.

SOURCE

Kruger & Van Schalkwyk, pp.54 - 57

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 12.2

Why is decision-making viewed as a continuous management function?

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How would you describe decision-making?

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Which steps can be identified in the decision-making process?  (Must be able to describe the whole decision-making process.)

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Describe three types of decisions which are of special importance to the teacher and give an example of each.

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STUDY UNIT 12.3: 	COMMUNICATION

LECTURE THEMES

Role of communication.
Nature of communication/Communication process.
Types of communication.

Verbal communication.
Non-verbal communication.

Prerequisite and principles of communication.
Factors which hamper communication.
The art of listening.
Conclusion.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to understand and explain the communication process.
to distinguish between verbal and non-verbal communication and know the value of each.
to eliminate barriers in communication.
to demonstrate what active listening is.

SOURCE

Kruger & Van Schalkwyk, pp. 58-66

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 12.3

Why is communication in the classroom so important?

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Describe/Define communication.

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What is the difference between verbal and non-verbal communication?

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Discuss the following components of non-verbal communication:

Environment 

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Body movements

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Mention 5 aspects what an educator as the sender of a message must bear in mind.

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Which aspects should an educator bear in mind with regard to the formulation of a message?  Discuss briefly.

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Mention 6 factors which hampers effective communication.

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Discuss 4 principles of and prerequisites for active listening.

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LEARNING UNIT 12.4: 	LEARNER MOTIVATION

LECTURE THEMES

Introduction.
The nature of motivation.
What motivate people?
How to motivate pupils.
Conclusion.

LEARNING OUTCOMES

At the end of this learning unit you should be able:

to describe the nature of motivation.
to indicate what motivate learners.
to discuss how a teacher can motivate his pupils.

SOURCE

Kruger & Van Schalkwyk, pp.67-72.

ASSIGNMENT

Study the relevant source(s) to acquire more information.

Mention and discuss 5 aspects which will motivate people to act.

Discuss 10 of the 21 aspects which an educator should bear in mind to motivate his learners.

Complete the test yourself questions.

Additional assignment(s)

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TEST YOURSELF 12.4

Describe motivation in your own words.

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Draw a diagram which will illustrate the nature of motivation.