Education Management and Policy Studies

Creating Safe and Effective Classrooms

OPV 322

2023
Contents
Section A - Organisational Approach.........................................................................2
1. Introduction................................................................................................................2
2. General premise and educational approach.........................................................2
2.1 Significance of this module.................................................................................................2
2.2 Instructions for using the study guide...............................................................................2
2.3 Educational approach...........................................................................................................3
3. Contact information...................................................................................................3
3.1 Module Coordinator...............................................................................................................3
4. Lecture time table – 2021..........................................................................................4
5.1 Study Guide............................................................................................................................4
5.3 Textbook..................................................................................................................................5
6. Learning Activities.....................................................................................................5
6.1 Virtual contact time...............................................................................................................5
6.2 Credits for this module.........................................................................................................5
7. Assessment................................................................................................................6
7.1 Sick Test*.................................................................................................................................7
7.2 Plagiarism................................................................................................................................7
7.3 Perusal procedure.................................................................................................................7
7.4 Assessment opportunities...................................................................................................8
7.6 What to expect?.....................................................................................................................9

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7.7 Assessment criteria...............................................................................................................9
8. Statement on Anti-Dscrimination..........................................................................11
Section B - Study Component....................................................................................12
1. Module specifications.............................................................................................13
1.1 Purpose statement...............................................................................................................13
1.2 Learning presumed to be in place....................................................................................13
1.3 Articulation with other modules in the programme.......................................................13
2. Critical cross-field outcomes.................................................................................14
3. General......................................................................................................................15
4. Module structure - Creating safe and effective classrooms.............................15
4.1 Study themes and chapters in the textbook...................................................................15
4.1.1 Theme 1 - Creating safe and disciplined classrooms..........................................................15
4.1.2 Theme 2 - Managing an effective classroom...............................................................17

Section A - Organisational Approach

1. Introduction

Welcome to “Creating safe and effective classrooms” module. We trust that you will find this module challenging and enriching in
terms of your preparation for a career in education. In the final analysis it is not about what you have accumulated in terms of
knowledge, but how the knowledge acquired is applied and enriches your own classroom practice. In this module (OPV 322) you
will study how to create safe classrooms, deal with learner discipline and basic classroom leadership and management. The topics
for this module reflect some of the issues that educators (in fact, everyone involved or interested in education) need to deal with
regularly in their work environment.
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2. General premise and educational approach

2.1 Significance of this module

The advent of the new constitutional dispensation in South Africa with its new laws, fundamental rights to and in education, has
provided a unique stimulus for the recognition of human rights of all role players in education. After 1996 those responsible for
implementing the law generated through new judicial decisions, legislative enactments and regulatory policies required ready
access to materials explaining changes in the law. The focus of this module is to equip newly appointed educators with
knowledge and skills to establish a safe learning environment, and to deal with classroom and behavioural management
in such a way that they have confidence in dealing with the day-to-day challenges of education. Every situation that arises
in the school is governed by policy, rules and regulations, and you need to know that these are in place to ensure that the
basic rights of all interested parties are respected, protected and promoted.

2.2 Instructions for using the study guide

The study guide is meant to provide you with information regarding the structure and presentation of this module. It should be
consulted often in order to keep abreast of the demands of the module. A learner-centred approach will be followed in the delivery
of this module. Module content and practical applications will be discussed during the lectures to prepare you to effectively manage
learner behaviour during your teaching career. To support you in your learning endeavour, this module comprises three different
parts – a Study Guide, a prescribed Textbook and an Activity Booklet. Each of these documents serves a very specific purpose.
In the study guide, there are topics to be discussed during each contact session. The assessment criteria of the module are
included in the study guide. You are expected to closely adhere to the information provided in the study guide to achieve the
outcomes of this module.

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KINDLY NOTE THAT ATTENDANCE IS COMPULSORY AND ATTENDACE REGISTER WILL BE TAKEN AT THE END OF EACH
LECTURE

2.3 Educational approach

The approach that will be used in this module is focused on active participation for optimal engagement in the learning process. In
addition, additional resources will be provided on ClickUp which will provide you with additional information to enable you to
prepare for lectures and to assist you in completing the assessment tasks.

3. Contact information

3.1 Module Coordinator

Coordinator: Dr Ephraim Kgwete

Office Tel: 012 420 2445
E-mail: [email protected]
Office: Aldoel Building, Third Floor, Room 3-140

3.2 Tutors

Tutor: Ms Aaliya Ahmed 

Email: [email protected]

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3.3 Contact information - Lecturers

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 4. Lecture time table – 2023
Student Campus Telephone no. and
Name
Group e-mail address
G01 Hatfield
Dr A Aina [email protected]
(English)
G51 Groenkloof
Mr J. Botha [email protected]
(Afrikaans)
G52 Groenkloof Dr R.Beyers-
[email protected]
(English) Prinsloo
G54 Groenkloof 5.1 Study Guide
Mr J Botha [email protected]
(English) You will be using
this study guide
throughout the
semester.- it will
only be available
on ClickUP.

5.2 Activity
Booklet:
Creating safe
and effective

LECT
classrooms

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The Activity Booklet is also loaded on ClickUp. You will be using this Activity Booklet throughout the semester . It is of utmost
importance that you work through this booklet as you progress through this module . It will provide valuable preparation for
the semester test and the examinations.

5.3 Textbook

Prescribed electronic textbook:

Joubert R. & Prinsloo S. (2013) Creating safe and effective classrooms. Pretoria: Van Schaik.
Please note that this book is only available in an electronic version (e-book) and can be purchased at:

Van Schaik Publishers: https://www.vanschaik.com/ebook/522041a73ef8c/

Cost: R400,00

The prescribed book is compulsory and constitutes an indispensable and integral part of this module. Additional material will be
available on the ClickUP system.

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6. Learning Activities

6.1 Virtual contact time

Please adhere to the official timetable of the University of Pretoria. Students are compelled to remain in the same group for
the duration of the semester – and this also applies to OPV 322. Attendance to all on-line classes is compulsory. Your lecturers
will be making individual arrangements for you.

6.2 Credits for this module

This module carries a 30 credit weighting, indicating that a student should spend an average of 300 hours to master the required
knowledge and skills (including time spent preparing for assignments and examinations). This means that you should devote an
average of 20 hours of study time per week to this module. The scheduled contact time is approximately four hours per week,
which means that another 16 hours per week of own study time should be devoted to the module. The following table suggests how
you should devote your 20 hours per week to the study of this module:

Study Activity Proposed time allocation per week

Studying the content in the textbook and
16 hours (at least 3 hours per day)
completing the activities in your Activity
Booklet
Attending classes 4 hours - The scheduled contact time is 4
periods per week for 14 weeks.
Preparing for the tests and examination 40 hours

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Preparation for the class is important. Your preparation for, as well as participation in class, will be crucial for your success in this
module.

7. Assessment
The assessment is meant to ascertain how much you know and to test your application of what you have learnt. As such, questions
will test knowledge and other skills on level 1 (e.g. definitions of terms), levels 2 and 3 (e.g. linking contextual factors to the
definitions and practically connecting the terms that have been learned), and level 4 (using knowledge to solve problems).

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 OPV322-ASSESSMENT PLAN: 2023
Semester mark

CA 1 CA 1 CA 1 CA 1 CA 1 CA 1 CA 1 CONTINUOU CONTINUOUS SEMESTER SEMESTER MARK:

/DA /DA /DA /DA /DA /DA /DA S ASSESSMENT TEST: CONTINUOUS ASSESSMENT
1 (10) 2 (15) 3 (15) 4 (15) 5 (15) 6 (15) 7 (17) ASSESSMENT WEIGHTING:30 70 SEMESTER TEST (70) =
TOTAL: 100

ONLINE ONLINE
Examination and Final mark:

EXAM: 100 FINAL MARK:

100+100 = 200/2 = %
ONLINE

OPV322-ASSESSERING PLAN: 2023

Semester punt:

CA 1 CA 1 CA 1 CA 1 CA 1 CA 1 CA 1 DEURLOPENEDE DEURLOPENDE SEMESTE SEMESTER PUNT:

/DA /DA /DA /DA /DA /DA /DA ASSESERING ASSESERING R TOETS: DEURLOPENDE ASSESERING
1 (10) 2 (15) 3 (15) 4 (15) 5 (15) 6 (15) 7 (17) TOTAAL: 100 GEWIG:30 70 SEMESTER TOETS (70)

ANLYN ANLYN
10 Examination and Final mark:
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Semester mark:
A sub-minimum of 40% for the semester mark is required for admission to the examination in OPV 322. This means that all
students who did not obtain an overall semester mark of 40% will NOT be allowed to write the exam. A student who obtains a final
mark of 40-49% in this module qualifies for a supplementary examination. If a pass mark was achieved in this module, but the
required sub-minimum of 40% has not been obtained in the examination, the student will have to write a supplementary
examination. A final mark of at least 50% is required to pass this module.

7.1 Sick Test*

If for any particular reason a student is unable to complete an assessment opportunity, s/he has to notify the module coordinator
WITHIN 3 (THREE) DAYS after the due date. Relevant documentation (sick certificate or affidavit) has to be submitted to the
module coordinator and arrangements should be made for the scheduling of an alternative assessment.

7.2 Plagiarism

Plagiarism refers to the appropriation of the work or ideas of others. Plagiarism is both unethical and illegal and may be regarded
as a criminal offence in terms of the Copyright Act 98 of 1978. The University of Pretoria places a high premium on its academic
standards and subscribes to a value system that requires strong action against plagiarism. Because plagiarism is a serious
contravention of the University's rules, a student may be expelled from the University.

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7.3 Perusal procedure
Every student has the right to a ONCE-OFF perusal of his/her test and examination script at a pre-arranged date and time before
the date for the supplementary examination. The date, time and other arrangements pertainin to perusal will be communicated to
you.

7.4 Assessment opportunities

The following assessment opportunities will be used to compile semester marks:
No Type of assessment  Date(s) of assessment
1 Continious on-line assessment CA 1: Available: 14 August 08:00
30% of semester mark Completed: 18 August 24:00
(This comprises of 7 on-line CA 2: Available: 21 August 08:00
assessments staggered across the Completed: 25 August 24:00
semester. You are given 5 days to CA 3: Available: 28 August 08:00
complete each assessment) Completed: 1 September 24:00
NOTE: Please watch clickup for CA 4: Available: 4 September 08:00
announcements throughout the Completed: 8 September 24:00
whole semester! CA 5: Available: 2 October 08:00
Completed: 6 October 24:00
CA 6: Available: 16 October 08:00

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 Completed: 20 October 24:00
CA7: Available: 23 October 08:00
Completed: 27 October 24:00

SEMESTER TEST: Thursday, 12 October 2023

2 On-line test on Chapters 1 to 5 17:00 - 20:00 (arrangements to be
(70% of semester mark) announced)

7.4.1 Continious assessments

You are required to complete seven (7) on-line assessments (CA’s) during the course of the semester. These will be based
on each chapter in the textbook. Use the textbook and lecture slides to complete these assessment tasks. Short questions will be
asked that will be marked on-line. These on-line assessments are also designed to encourage you to prepare for AND to attend
lectures. Make sure that you comprehend the theory well enough to apply it to a scenario within the education context.

7.4.2 Semester test (12 October)

You will write a test based on the work covered in the first five (5) chapters in the Textbook and Activity Guide, as well as on all
class notes. Short questions of up to 10 marks will be asked. Make sure that you comprehend the theory well enough to apply it to
the scenario within the education context. Detailed knowledge and application to school situations will be tested.

7.5 What to study for the examination?

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All the chapters in the textbook and class notes.

7.6 What to expect?

The exam paper will consist of shorter questions and paragraph type questions. Make the content your own by thinking about it and
talking about it with other students. Engage with the lecturers during lecture time. Conact the tutor if you are struggling with
specific concepts. Do not memorise everything, but try to understand the content and apply it to the school situation. Prepare well
in advance by forming study groups. Do not wait until exam time to ask for help!

7.7 Assessment criteria

The following verbs are used to define the cognition levels in terms of a series of lower-order to higher-order thinking skills
(cognitive domains), in accordance with Bloom’s Taxonomy of Educational Objectives, (Bloom, B.S. & Krathwohl, D.R. (1984).
Taxonomy of Educational Objectives. Handbook 1. Cognitive domain. Addison-Wesley). In the tests and examination, different
action verbs will be used. It is important that you understand the skills that you need to demonstrate when answering these
assessment questions.

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 The Definition Typical action Skills
characterisation verbs demonstrated
of the cognitive
domain is given
in the table
below.Level
cognition
Knowledge Remembering Arrange, define,
 Observe and recall
previously describe, identify, information;
learned label, list, match,
 knowledge of
information. name, outline, show dates, events,
label, collect, places;
examine, tabulate,
 knowledge of
quote. major ideas;
 Mastery of subject
matter.
Comprehension Understanding Classify, discuss,
 Understand
the meaning of estimate, explain, information;
information. give example(s),
 grasp meaning;
identify, predict,
 translate
report, review, knowledge into
select, summarise, new context;
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 You need to demonstrate that you have acquired the necessary knowledge and skills to manage a class and learner behaviour
in an effective way.
 You will be required to apply the necessary skills indicated in all levels of Bloom’s taxonomy.
 Your understanding and interpretation of the questions and your analysis of the sources are the most important aspects of all
assessment activities.

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8. Statement on Anti-Dscrimination

The University of Pretoria is committed to building an inclusive, affirming and transformed institutional culture, curriculum and
campus life. It rejects and condemns racism, sexism, homophobia, xenophobia, ethinic chauvinism, religious intolerance, unfair
discrimination, hate speech, sexual harrassment, gender-based violence and retaliation, and all other forms of discrimination. The
University has committed itself to the eradication of these practices, and in 2019 adopted an Anti-Discrimination Policy, in order to
realise procedural and substantive equality in all respects.

As the coordinator and lecturers of this course, we acknowledge the extreme harm that racism, sexism, xenophobia and other
forms of discrimination have inflicted and continue to inflict on our society and communities. We commit to ensuring that there is an
open dialogue between ourselves and students in the OPV 322 module on curriculum content and teaching method which may be
interpreted as discriminatory or exclusive. We undertake to ensure that such concerns are raise without fear of intimidation or
recrimination. Moreover, we resolve to continiously improve the teaching of this course in a way that allows the inclusion of all the
students enrolled for this course, building their self-confidence and self-efficacy, and supporting the goal of substantive equality for
all persons.

The choices we make about curriculum content and pedagogy (what and how we teach) are also choices aboutwhat kind of society
we wish to build. In this declaration of intent, we resolve to be part of and give substance the the University’s anti-discrimination and
transformation endeavours.

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Section B - Study Component

1. Module specifications

1.1 Purpose statement

The purpose of this module is to empower students to effectively manage learner behaviour in their classes. Through this module,
education students are exposed to the legal aspects that govern learner discipline and the knowledge and skills required to manage
a classroom successfully.

1.2 Learning presumed to be in place

It is assumed that all students have completed the fundamental modules for the first and second year of the B.Ed. programme, and
should therefore have a broad understanding of the challenges associated with the teaching profession. Students enrolled for OPV
322 should have a basic knowledge and the skills required of a third-year student studying toward obtaining a Bachelor’s degree.
Furthermore, it is assumed that you have acquired the skills of collecting, analysing, organising and critically evaluating information,
as well as communicating it effectively in written and verbal form.

1.3 Articulation with other modules in the programme

Knowledge of and the adherence to law principles in education are extremely important for all educators. This module on ‘Creating
safe and effective classrooms’ provides the legal framework for all activities associated with the management of

OPV 112 – Being a teacher: Past and present perspectives

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OPV 122 – Perspectives on development of Pretoria
and learning

OPV 212 – Issues in Curriculum Development

learner behaviour and the effective management of a classroom. This means that the content of OPV 322 is applicable to all other
modules in this programme.

2. Critical cross-field outcomes

The critical cross-field outcomes include, but are not limited to the following:

 Organising and managing oneself and one’s activities (which include the worksheets and other assessment opportunities)
responsibly and effectively.
 Working effectively with others as a member of a team when practising co-operative learning during classroom activities.
 Collecting, analysing, organising and critically evaluating information within the realm of teaching.
 Communicating effectively, using visual or language skills in the modes of written persuasion during assessment opportunities.
 Using technology responsibly, effectively and critically. (This implies that one should actively use the ClickUP system.)
 Demonstrating an awareness of the world as a set of related systems through recognising that problem-solving contexts do not
exist in isolation.
 Reading the daily newspaper and education publications; watching TV news programmes, etc.
 Allowing you to be influenced by trends in the fine arts, music, drama, literature, sociology, psychology, etc.

Be aware of the importance of:

 Reflecting on and exploring a variety of strategies to learn more effectively

 Participating, as responsible students, in the prescribed assessment activities
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 Exploring education and career opportunities in the field of education
 Developing entrepreneurial opportunities in the field of education

3. General

 It is taken for granted that students will adhere to UP rules and regulations regarding punctuality, courtesy towards staff
and peers, the switching off of cell phones during class and other acceptable behavior on campus. If you are more than
5 minutes late for a lecture you may not be allowed to attend the class.
 Grievance procedure - in case of a grievance you are required to make an appointment with the lecturer to discuss the
problem/issue. If the problem cannot be resolved, you have to make an appointment with the module coordinator where both
parties (student and lecturer) will be given an opportunity to air their views about the problem/issue. If the matter remains
unresolved at this level, an appointment will be made with the head of department, who will then handle the matter according to
the specified regulations.
 Plagiarism – the copying of information from other people/sources for assignments and tests – is considered academic
dishonesty. The UP policy regarding academic dishonesty applies here.
 Contact students are required to attend class regularly. If you are absent from class for more than two weeks, the lecturer
should be contacted immediately as class notes and portfolio work cannot be obtained in any other way than by class
attendance. UP policy regarding absence from examinations will apply in this case.

4. Module structure - Creating safe and effective classrooms

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4.1 Study themes and chapters in the textbook

4.1.1 Theme 1 - Creating safe and disciplined classrooms

Key questions to consider in Chapter 1: Human rights in the classroom

 What are the constitutional principles in establishing a democratic, non-discriminatory and equal education system?
 What are the constitutional rights of learners and educators and how should these be protected in the classroom?
 What are the constitutional obligations of educators, parents and learners?
 What are the labour rights and duties of educators?

Key questions to consider in Chapter 2: Creating safe classroom

 What are the legal obligations of educators to create a safe school and classroom environment?
 What are the School Safety Regulations and how should they be applied to ensure a safe school and classroom?
 What is the relationship between educator’s responsibility and accountability to ensure a safe school and classroom
environment?
 What are the principles for the conduct of a reasonable person?
 How can teachers demonstrate knowledge and understanding of their legal obligations to create a safe school environment?
 How can teachers identify and creatively overcome unsafe situations in classrooms and on school grounds?
 What can teachers do to demonstrate exemplary conduct in creating a safe environment in the classroom and school?

Key questions to consider in Chapter 3: Understanding and preventing bullying and peer victimisation in classrooms

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 What is bullying and how should one recognise bullying in classrooms?
 What is typical bullying behaviour – and how can one recognise the behaviour of the bully and the victim?
 What forms of bullying occur in the classroom and what are the different roles of the participants in the bullying process?
 How can bullying in classrooms be prevented and managed?
 What is cyber bullying and how should teachers deal with cyber bullying in their classes?
 What is the legal duty of educators to prevent bullying?

Key questions to consider in Chapter 4: Creating a disciplined classroom

 How do the development stages of children impact on their needs and behaviour?
 What are the reasons for learner misbehaviour?

Key questions to consider in Chapter 6: Teacher leadership

 What is the relationship between the protection of learners’ rights and a disciplined and safe school environment?
 What are the principles of positive disciplinary actions aimed at protecting the dignity of learners?
 What is the purpose of a Code of Conduct for learners?
 How can teachers apply a variety of positive disciplinary measures to respect and protect the dignity of all learners?
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4.1.2 Theme 2 - Managing an effective classroom

Key questions to consider in Chapter 5: Educator self-development and self-management

 What are the characteristics of self-development?

 Which personal qualities do effective teachers need?
 What is emotional intelligence and how does it relate to effective classroom management?
 Why are values important for the individual teachers and for society?
 How can teachers manage themselves more effectively?
 What should be done to manage time more effectively in the classroom?
 How can teachers manage stress in the classroom?

Key questions to consider in Chapter 6: Educator leadership

 What is the leadership role of a teacher in the class?

 How do leadership theories affect the establishment of sound relationships in a classroom?
 What can teachers do to motivate learners?
 How can the teachers analyse the learners’ motives?
 What are the basic needs, spiritual needs, expectations and aspirations of learners?
 How can the identified needs be used to motivate learners?
 What is the difference between internal and external motivation?

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 How can teachers apply a more effective communication process to be more successful with regard to teaching and learning
in their classes?
 What can teachers do to improve their listening and writing skills in practical school situations?
 What should be done to establish sound interpersonal relationships among all stakeholders

Key questions to consider in Chapter 7: Educator leadership and classroom management

 What are the characteristics of a learning school and how can it be linked with school climate and culture?
 What is the relationship between effective classroom management and quality teaching and learning?
 What is the relationship between good school/ classroom policy, effective problem solving and decision making?
 What is the relationship between classroom planning, monitoring and assessment, and the quality of the outcomes achieved
in class?
 How can teachers solve problems and take more effective decisions?
 What is the difference between planning, organising and the control of learners’ work in a classroom?
 Why is monitoring and control so important in a classroom?

Student Counselling Unit Provides counselling and therapeutic support to students 012 420 2333

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 012 420 5233
Student Health Services Promotes and assists students with health and wellness
012 420 3423

Provides support for UP students and graduates as they prepare for [email protected]
The Careers Office
their careers 012 420 2315

012 420-2310
24-hour Operational Management Centre
012 420-2760
Department of Security
Services 24-hour Operational Manager
083 654 0476
Crisis Line
0800 006 428

012 420 2371/4001

Department of Student Enquiries concerning studies, accommodation, food, funds, social
Roosmaryn Building, Hatfield
Affairs activities and personal problems
campus

Centre for Sexualities, AIDS

Identifies and provides training of student peer counsellors 012 420 4391
and Gender

Fees and funding http://www.up.ac.za/enquiry www.up.ac.za/fees-and-funding 012 420 3111

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 012 420 3051
IT Helpdesk For student IT related queries [email protected]

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