Sunday, March 10, 2019

Edlhodm Assignment

dishearten of Contents oral sex 12 1. 1Role of communication2 1. 2 Po tauntive pedagogue- prentice relationships2 1. 3Learner participation in a multicultural drillroom2 query 23 2. 1 Improve student motivation in classroom3 2. 2 Draw up the adjacent of a confirmative classroom policy3 2. 2. 1Aims and objectives of our class3 2. 2. 2Rules of our classroom3 2. 2. 2Task division3 2. 3 Define the following concepts3 2. 3. 1 Leadership3 2. 3. 2 chair3 2. 3. 3 Intrinsic motivation3 2. 3. 4 colloquy4 2. 3. 5 Cooperative culture4 2. 4 controlling and democratic ardors4 2. 5 Conveying subject4 QUESTION 35 Introduction5Five elements of delictual liability5 1. Act or extradite5 2. Wrongfulness5 3. switch5 4. Causation6 5. Harmful importee6 Contributory Fault6 Conclusion6 REFERENCES7 QUESTION 1 1. Role of communication Any relationship, without communication would collapse. To create a supreme atmosphere in classroom communication has to occur. What is communication? Coetzee , van Niekerk and Wyderman (2008 82) pull communication as the transmitting of an intellect by someone (the sender) and the intellect thereof by a nonher (the receiving system). Thus, the educator must(prenominal)iness(prenominal) be still by the student and prentice must be understood by educator when conversing.Role of communication involves creating an understanding by the setting of terms rules, creating outdoors professional dialogue with assimilators, holding personal discussions and creation of relegate relationships with learner. For the higher up responsibilities to be of impact, the educator involved need to adhere and fully institutionalise him or herself into achieving each designate profoundly. 1. 2 Positive educator-learner relationships check to Pianta (19991), arbitrary educator-learner relationships are characterized by open communication, as well as ruttish and donnish support that exist in the midst of learners and educators.Positive educator -learner relationships become particularly key during early adolescence, as learner move from the supportive surround of firsthand school to the more disjointed atmosphere of a high school. They as well become important for ensuring good academic per nisusance from learners. I last this because the classes I enjoyed (when I was still a learner) were the ones I did well in. So for me to do well in those classes I had to be intern all(prenominal)y joyous in the class. This goes inline with what a theorist once wrote that any performance including academic performance is a product of ability multiplied by motivation.Motivation is integral and involves emotion. If educator requires learners to perform the educator has to motivate the learner in set up for the learner to perform at the best of his or her ability. A move learner will perform well academically and consequently the educator will be satisfied by the outcome, resulting in a compulsory atmosphere in the classroom . 3. Learner participation in a multicultural classroom The first thing to do is to learn about the various coatings in the classroom from cultural insiders, learners, books and internet.Adopt a story- congress teaching method whereby the learner will get an opportunity to share an experience using his or her past experience in his or her cultural background environment e. g. having a Zimbabwean in class should lead you to asking that learner about how certain thing in southwest Africa will he or she perform in Zimbabwe. They should share this knowledge also in oral and written form. Team endure or pigeonholing work should be adopted and the desks in the class should arrange as such. How the learners sit in class does also promote their participation. Each group should reverberate diversity.When the individual learner or group ask question, the educator, is recommended to respond in a positive unbiased way to the learner question so to encourage repeated questioning behaviour. It is es displaceial for the school to allow educator to undergo diversity development workshops so that there can be an understanding and respect of cultural differences in the classroom. Acknowledge each culture hero and communicate all culture holidays. Treat multicultural learners every bit do not have culture favourites. QUESTION 2 2. 1 Improve learner motivation in classroom a) Reward learners (Tom 20081). ) benefit sure course has real value (Tom 20081). c) Help learners perform better (Tom 20081). d) Set clear expectations for the course (Tom 20081). e) Tell them theyre wrong(p) when wrong (Tom 20081). 2. 2 Draw up the following of a positive classroom policy 2. 2. 1Aims and objectives of our class The objectives are a breakdown of the classroom vision. These objectives must be SMART objectives (Specific, Measurable, Achievable, Realistic and Time-limited) (Coetzee et al. 2008 6). 2. 2. 2Rules of our classroom There must be an organization and management plan in place tha t will inflict efficient rules and procedures.They must be consistently followed and in which the educator and the learner clearly understand expectation of the learner behavior (Coetzee 2006 40). 2. 2. 2Task division The task division must be unambiguous and clear. It must be concord the class ability and standard of achievement. 2. 3 Define the following concepts 2. 3. 1 Leadership Leadership is about inspiring persons or groups to such an termination that they willingly and enthusiastically work to accomplish set aims (van Niekerk 1995 4). 2. 3. 2 Control Controlling is assessing the work done and being done to re-align and correct it when needed (Study guide 2006 25). . 3. 3 Intrinsic motivation Intrinsic motivation actor that a person works because of an inner desire to be triple-crown at a certain task (Coetzee et al 2008 103). 2. 3. 4 Communication Communication can be described as the transmitting of an idea by someone (the sender) and the understanding thereof by anot her (the receiver) (Coetzee et al 2008 82). 2. 3. 5 Cooperative learning Can be defined as a police squad approach to learning where each member of the group is dependent on the other members to accomplish a specific learning task or assignment (Coetzee et al 2008 108). 2. Autocratic and democratic styles Autocratic style It is characterised by the strong leadership role of the educator to wit One-way communication. Little opportunity for creative thinking. Learner participation is usually more passive. Rigid discipline. The educator is more reserved (unapproachable). Democratic style It is characterised by a calm and inviting teaching attitude, namely Self-expression by learners. A team up spirit between educator and learners. The use of variety of sources, so that the educator is not the only source. 2. 5 Conveying messageIn a form for understanding communication, the communication process is described as the steps between a source and a receiver that result in the t ransferral of meaning. There is a need for a purpose (expressed as message) in the first place communication can take place. To create that message the source had to depart the process by a thought (idea, instruction, request). Then the source converts the message into a symbolic form. The message is and so communicated through the medium called the channel. The receiver then decodes the message by assigning meaning to the message.Through feedback it will be then determined whether the understanding is achieved or not (Coetzee et al 2008 86). QUESTION 3 Introduction The fair play of delict is a section of private law. This discriminate of law deals with civil wrongs against another person that cause the hurt ships company to go to court to seek compensation from the wrongdoer for damages (Coetzee et al, 2008 226). In the law of delict, also called tort law in some countries, a affair of guard has to be established before anyone can be held liable for damages suffered becaus e of his or her negligent behaviour (Beloff, Kerr & Demetriou in Rossouw, 1999112).In this assignment, an psychoanalysis would be made regarding the duty of care that should have existed and was owed by the team pusher and the school. The analysis would be made in reference to the cardinal elements of a delict action or conduct, wrongfulness, taint, causation and abusive consequence. The elements are then applied to the scenario and then it will be concluded if the team pushchair is liable or not and if there is not any contributing(prenominal) fault of the shammer. Five elements of delictual liability 1. Act or conduct According to Coetzee et al (2008 226) to constitute a delict, one person (e. g. he educator) must have caused harm or damage to another by his or her action or conduct. The conduct must be a wilful human action and may be either a positive action (i. e. doing something) or an omission (i. e. failure to do something). In the scenario, collect to the team an imal trainers conduct of not inspecting the basket eggs ground (i. e. failure to do something). and also, instructing the injured (bleeding) player to phone his parents plot of land bleeding- this exigency is met (i. e. doing something) or. 2. Wrongfulness Coetzee et al (2008 226) state that the act (conduct) that causes harm must be wrongful i. e. t must be legally brutal or unreasonable in terms of legal convictions of the community, To test for unlawfulness, the boni mores regulation is applied. The question here is whether the harm caused was unjustified in the circumstances. Most types of vaunt have ordinary as well as unexpected dangers. Referring to these dangers, smith (20021) states that it is prudent for a bearing in the discharging of his or her duty to return players with adequate warning. This is called the disclosure requirement and implies that coaches cannot assume that participants know the dangers, however when they are very obvious.Therefore, the team co ach was wrong for not inspecting the ground before the players practice on it. He was also wrong for telling the player to do the phone call while injured. This requirement is met. 3. Fault The act must be the result of fault in the form of an intent (dolus) or negligence (culpa). The fault refers to the blameworthy attitude or conduct of someone who has acted wrongfully (Coetzee et al 2008 226). Regarding the playing field, surrounding cause and other facilities, proper measures should be in place to safeguard all participants.Dangerous objects in the vicinity of playing fields should be removed or properly covered (Rossouw 200437). According to the scenario, it was the coach fault the player was injured. He should have inspected the ground so that the protruding steel could be identified. This requirement is met. 4. Causation There must be a causal concern between the conduct of the perpetrator and the harm suffered by the victim (Coetzee et al 2008 227). When injuries do occur, the coach should assess whether a player is fit to train, and rearing should be supervised in a proper way.Normally these assessments can be done without any immediate pressure, but when an on-field injury occurs, the liability of the coach may become a real issue (Rossouw 200437). Smith (20022) refers to Mogabgob v Orleans Parish School Board 239 2d 456 (1970) where a coach sent a player to hospital after two hours, whilst he really needed urgent attention due to heat stroke and exhaustion. The player subsequently died and the court held the coach liable, because evidence suggested that the player would have survived if medical examination treatment had been administered sooner.In the scenario, the injury of the player might complicate because it is a take injury. The coach did not assess (according to the given scenario) the injured player and seems to care less and instructs the player to phone his or her parents. This is simple negligence from the contrive and will result to a medical complication. This requirement is met. 5. Harmful consequence Since a delict is a wrongful and culpable act which has a harmful consequence, damages (causing harm) in the form of patrimonial (material) outrage or non -patrimonial loss must be present.It is a basic duty of a coach to do everything in his or her power to prevent injuries to players (Coetzee et al 2008 227). In the scenario the damages the player has suffered non-patrimonial damages. This requirement is met. Contributory Fault Contributory fault involves some of fault (in the form of negligence) on the part of injured person. This results when learner fails to exercise duty of care for someone in his or her age, then the court may decide that the negligent educator is not wholly liable for damages resulting from an injury (Coetzee et al 2008 230).According to the scenario, the players conduct was good because he was on the ground practising. The team coach on behalf of his school had to inspect the Dis cipline High School basketball ground. That was not the responsibility of the player. Regarding phone call to his parents if he carries on according to the coachs instruction he cannot be held liable simply because head teacher injuries can be associated with brain malfunctioning. Thus, he might not be thinking clearly. Conclusion It can then be concluded that there was no contributory fault on the player part. All the v required elements have been met.In South African law, when these five elements are present, the team coach (educator) can be found guilty of delict. This is due to the position that the team coach by acting negligently caused damages to the injured player. Now, the player will need to be compensated for the loss suffered in the court of law (Basson & Loubser, 2001 Ch5, 11). REFERENCES Basson JAA & Loubser MM 2001. Sport and the Law in South Africa. Butterworths, Durban. In Rossouw, J. P. 2004. Where education law and maneuver law meet the duty of care of the e ducator-coach in South African schools northwestern University, Potchefstroom Campus.SA-Educ JOURNAL stack 1, Number 2, pp. 28-40. Coetzee, SA, van Niekerk, EJ & Wyderman JL. 2008. An educators guide to effective classroom management. Pretoria Van Schaik. McInnes-Wilson Lawyers. In Rossouw, J. P. 2004. Where education law and sport law meet the duty of care of the educator-coach in South African schools North-West University, Potchefstroom Campus. SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Pianta, R. C. , 1999. Enhancing Relationships between Children and Teachers. Washington, D. C. American mental Assn. In Forming positive student-teacher relationships Online Available http//www. edu. niu. edu/shumow/itt/StudentTchrRelationships. pdf Rossouw, J. P. 2004. Where education law and sport law meet the duty of care of the educator-coach in South African schools North-West University, Potchefstroom Campus. SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Smith F 2002. Liability for coaches and school authorities in school spo rt. MW Education Update. Brisbane Tom. S. 2008. Motivate Your Learners with These 5 elementary Tips Online Available http//www. articulate. com/rapid-elearning/motivate-your-learners-with-these-5-simple-tips/

No comments:

Post a Comment

Note: Only a member of this blog may post a comment.