Jamie –Lee Viloen

MFP2601 ASSIGNMENT 01 / UNIQUE REF: 750756

67698514 7/7/23 MFP 2601

Answer all question below

Question 1

 Computer: Online resources, such as language learning websites or dedicated language learning
platforms, offer a wide range of materials, exercises, and multimedia content that can be utilized
for language teaching in the foundation phase. These resources can be accessed from any
device with internet access.
 Interactive whiteboard: An interactive whiteboard allows teachers to display and interact with
various language learning materials and software, making lessons more engaging and interactive
for young learners.
 Smartphones or Digital cameras: These devices can be used to document students' language
learning experiences, record speaking activities for self-assessment, or even create multimedia
projects that encourage creativity
 tablets/Ipad: Tablets provide a portable and interactive platform for language learning activities,
such as practicing vocabulary listening to audio recordings, and playing educational language
learning games.
 Language learning software or apps: There are numerous language learning software and apps
available that are specifically designed for young learners. These tools provide interactive
lessons, games, and quizzes to enhance their language skills.
 Management: Management is the administration of organizations, whether they are a business, a
nonprofit organization, or a government body through business administration, nonprofit
management .Khuzwayo (2007:8) regards management as concerned with ensuring the optimum
use of rdemanding caption in order to render the values
 Leadership: The action of leading a group of people or an organitzation.It is the ability and the
potential to influence any group of employees towards the achievement of identified goals (DBE,
2004)
 Africanisation: It is the process of establishing or interpreting African identity and culture. It also
means the embracing of our African heritage, and developing a sense of loyalty towards the
Motherland Africa. This involves adopting and promoting African culture, putting it on the pedestal
currently occupied by the West.
 Diversity: The practice or quality of including or involving people from a range of different social
and ethnic backgrounds and of different genders, sexual orientations people. The condition or fact
of being different or varied, diversity is a mixture of races and religions that make up a group of
people. The inclusion of individuals representing more than one national origin, colour, religion,
socioeconomic stratum, sexual orientation etc. Feature of mixed workforce that provides a wide
range of abilities, experiences, knowledge and strength due to its heterogeneity in age,
background, ethnicity, abilities, political and religious beliefs, sex and other attributes.
 Multi-grade teaching: refers to the teaching of children of different ages, grades levels at the
same time in the same enviroment.

Question 2

The following challenges may be experienced in multi-grade classes as opposed to

monograde classes:

 Some multigrade teachers experience insufficient time in handling classes.

 Difficulty traveling to the school assignments.
 miscommunication with parents due to illiteracy, language, and cultural barriers, poor economic
background.
 Challenges in the actual teaching and learning process.
 A perceived uncaring attitude may hurt teachers who are determined to provide quality education
to the learners.
 Teaching provides opportunity for the enhancement of learning by the lower grade level group
through exposure to upper grade level learners.
 Is teaching is easier by approach.
 Assessment is easier in grade teaching approach.
 In grade classes, syllabus can be completed in time.
 Teaching is an innovation.
Question 3

Legislations applicable to the admission of learners in South Africa:

 Constitution of the Republic of South Africa (Act 108 of 1996)

 National Education Policy Act (Act 27 of 1996)
 South African Schools Act (Act 84 of 1996)

The importance of establishing an admission committee in a school

The South African schools Act No 84 of 1996, provides for the establishment of admission policies in
South African schools. Such committees are important because they will ensure that they establish
admissio policies, within the provision of the Act. These committees will play an important role in
ensuring that admission is carried out in lawful manner and fairly in schools ().

The role of the principal as an accounting officer of the school

The principle of the school, ia the accounting officer. This means that the principal is accountable for
all decisions that are taken by the school, weather it is financial decisions, admissio decision and any
other school governance decisions. The principal will be liable and held accountable for those
decisions. Therefore the principal, should all the time esnure that correct decisions are taken for
intance in the issue of admmision, since it also will have financial implications on the school ().

challenges that the principal may face if applicable legislations are not implemented
appropriately.

If the principal, does not follow legislations, it will bedifficult to make proper decisions, it also may lead
to a situation where there is no consistency interms of decisions making. The teacher may also fave
disciplinary procedures, should the government find out that legislations are not followed or applied
properly in the running of the school.

Give the role of the school governing body in developing an admission policy for the school.

The school governing body, is given power and authority by the Schools Act, to develop an
admmision policy in line with the provisions of the Act.

Name the correct procedures for handling the admission application of the parent.

The principal must ensure that the learner and the parents meet the admission requirements as
regulated by legislation and admission policies of the school and if the learner meets the requirement
and the paremt has provided all the relevant documentation that is needed by the school, then the
learner must be admiteted, if the learner does not meet the requirements, they should not be
admitted.
Question 4

 Establish long-term goals.

 List everything you must do before you start.
 Weigh up the consequences of doing nor not doing each task.
 Compile a not-to-do list.
 Compile a to-do list.
 Invest time management and learn to appreciate time.
 Set aside uninterrupted thinking time every day.
 Anticipate problems.
 Keep a diary of problems.
 Write notes to yourself.
 Learn relaxation techniques.

Question 5

The traditional approach to discipline In South Africa (Before 1994)

This approach is based on the idea that it is educators versus learners in the classroom. This
approach is largely attributed to the authoritarianism history of South Africa, which postulated that the
well-educated and disciplined adults must discipline and punish the intrinsically bad learners so that
they too can become well educated and disciplined. Corporal punishment as a form of punishment
has been banned in South Africa, but the belief that punishment must be humiliating and devastating
is an idea which is still alive and well in South Africa (Criticos, et al., 2012). Silence has become
synonymous with discipline and as long as the classes are quiet, we are of the opinion that we are
doing something right. We tend to forget that there are other factors, factors which harsh and
humiliating punishments will never resolve, which also affects the level of discipline in your
classroom. These are factors such as poor teaching style, tense classroom relationships,
socioeconomic factors and personal stressors to name a few (Criticos, et al., 2012). This approach is
ineff ective due to the fact that more time is being spent on thinking out punishment and dishing
punishment than on eff ectively engaging the learners with lesson content (Criticos, et al., 2012). By
being so harsh and punishment prone, we create an environment where the learners fear the
educator instead of respect the educator which, in turn, only furthers the issue of ill-discipline in our
schools.
Approaches to discipline post 1994 in South Africa

Different teachers use different styles of discipline, some of which include:

 The authority style: the teacher enforces discipline through authority. It is not uncommon for
learners to find this teaching style to be boring and therefore learners may become disruptive
due to the fact that the lesson content and/or manner in which it is presented does not grab
and hold their interest (Gill, 2018).
 The motivator style on discipline: Goal of motivator style: To help the learner to process and
apply the information contained in the lesson content. This style incorporates guided
discussions on the lesson content. This style relies on the setting of goals.
 The facilitator style on discipline: The goal is to help the learner to develop his or her critical
thinking skills and to acquire knowledge which will help him or her to attain self-actualisation.
The educator facilitates and participates in discussions relevant to the lesson content in order
to transmit the information. The educator also incorporates a number of group projects into the
learning environment.
 The consultant style on discipline: The goal is to help the learner to discover new territories.
This style makes use of projects which requires individual work or self-directed study groups.
The educator takes on the role of consultant and distances the self from the traditional
authority figure.

Question 6

Managing learners in the Foundation Phase

Management of learners is central in the achievement of vision and mission of the school. Managers
should be well managed in both the outdoor and indoor school environment. School managers
should keep the following in mind if they are to manage the learners effectively(Meier & Marais 2018):

Effective classroom management practices

Grouping of learners

Maintenance of good classroom climate

Adiverse needs of the people

Learner: teacher ratio

Managing learner behaviour

Question 8

 The environment in which the school is situated

 The nature or context in which parents and guardians fi nd themselves
 The education level of the parents
 The socio-economic aspects of the parents
 The knowledge of the educators and parents in parental involvement
  There is always the risk that technology may proof to be distracting to the learners. This is,
however, largely dependent on the manner in which you as educator incorporate technology in
the classroom. There is always the risk that learners will access social media platforms, such
as WhatsApp and YouTube, during your lessons should your students use their smart devices
in the classroom (Himmelsbach, 2018). Care must therefore be taken to ensure that
technology does not replace the social connections between you as educator and your
learners, as well as between the learners and their peers. It is therefore important that you
always include a social interaction component in all activities which relies on and/or
incorporates technology (Himmelsbach, 2018).
 Not all learners possess the same technological abilities as others and there will therefore
always be the risk that some of the learners will not be able to keep up with the lesson should
it overly rely on the use of technology. It is therefore important that you as educator ensure
that you plan according to each learner’s unique technological skills and abilities
(Himmelsbach, 2018).
 The face of technology is constantly changing and therefore technology which was current and
relevant today will not be current and relevant six or 12 months from now. The danger exists
that the hardware, the machinery and electronic parts of a computer system (Wehmeier,
McIntosh, & Turnbull, 2006), which was regarded as suffi cient and compatible with the current
software, the programs, and so on used to operate a computer (Wehmeier, McIntosh, &
Turnbull, 2006), will no longer be suffi cient to run the newer versions of software which
renders the software useless (Doggett, 2000).

Question 9

 .

Measures for lack of adherence:

 The school hold the right of admission to the school premises.
 The school may turn back the parent, when they feel like there is lack of adherence to the policy.
References

Bush, T. 2008. Leadership and management development in education. 3rd edition. London:Sage.

Criticos, L, Mays, M, Mityane, G & Jager, D. 2012. Getting Practical: A guide to teaching and
learning. Cape Town: Oxford University Press.

DBE. 2012. Curriculum and Assessment Policy Statements (CAPS) Foundation Phase.

Joubert, JH & Prinsloo, IJ. 2009. Education law: A practical guide for educators. Pretoria:Van Schaik.

Meier, C & Marais, P. 2018. (Eds.) Management in Early Childhood Education: A South African
perspective. 3rd edition. Pretoria: Van Schaik.

Msila, V. 2016. African leadership models in education: Sustaining institutions through Ubuntu
leadership. In Msila, V & Gumbo, M. Africanising the curriculum: indigenous perspectives and
theories. Stellenbosch: Sun Press.

Robinson, V, Lloyd, C & Rowe, K. 2008. The impact of leadership on student outcomes: An analysis
of the diff erential eff ects of leadership types. Educational Administrative Quarterly, 44(5):564–588.