The Millennial Generation: Understanding And Engaging Today's Learners

Describe a Millennial learner in one sentence Millennial learner: it is the first ubiquitous cohort of learners raised on, and confirmed as, experts in the latest, fastest, coolest, greatest, newest electronic technologies on the planet. (1)

Mention and discuss two methods of engaging learners who are Millennial Generations

Connect with content (1) and its discussion (1)

Connect learners with each other (1) and its discussion

(1 mark for mentioning a method of engaging learners and 1 mark for discussion = 2 (2×2=4)

Self -Management For The Educator

Mention six ways in which educators can deal with anger in a constructive way.

Becoming aware of, and acknowledging their anger

Choosing to pause and select a constructive way of dealing with their anger

Determining whether their anger is appropriate or inappropriate

Accepting that they alone can manage their thinking, emotions a nd behaviour

Consulting their list of calming thoughts

Handling the situation in a more appropriate way. (1 marked each (1×6=6)

Mention any four classroom management approaches and their descriptions.

Approach Description

Assertive approach: The educator knows the way and the learners needs guidance.

Get quality help now

Writer Lyla

Verified writer

Proficient in: Education

5 (876)

“ Have been using her for a while and please believe when I tell you, she never fail. Thanks Writer Lyla you are indeed awesome ”

+84 relevant experts are online

Hire writer

Business academic approach: If the learners are fully engaged in meaningful learning activities, they are less likely to fall into disruptive behaviour.

Behavioural modification approach: Good behaviour is rewarded, and bad behaviour punished in an attempt to modify learners behaviour according to acceptable standard.

Group managerial approach: By fostering a sense of allegiance to the group among learners, educators can lessen the likelihood of disruptive behaviour.

Group guidance approach: Unacceptable behaviour of individual learners is seen as manifestations of a malfunctioning group, a problem that is solved by counselling the whole group.

Acceptance approach: This a pproach is based on the belief that a leaner’s misbehaviour is often cry for acceptance.

Success approach: Success is one of the basic needs of a human being and plays a big role in developing a positive self -concept. The educator should therefore through successful classroom management optimise the opportunities for each learner to experience success.

(1 mark for classroom management approach and 1 mark for the description = 2 (2×4=8)

Describe four models of parent involvement

Model 1: Protective model: The goal of this model is to reduce tension between parents and educators, primarily by separating their functions, there -by protecting the school from parental interference. The model assumes that parents delegate the education of their children to the school and that the school is then accountable. There is little parental involvement and no structure exists for preventative problem-solving.

Model 2: school to -home transition. In this model the school enlist the parents in supporting the objective of the school. Although parents are not equal partners, they are supposed to endorse the school’s expectations.

Model 3: In the curriculum enrichment” model the goal is to extend the school’s curriculum by incorporating the contributions of the children’s families. The assumption is that educators and parents should work together to enrich curriculum objectives and content. Relationships are based on trust and respect.

Model 4: The goal of the parent-educator partnership model is for parents and educators to work together to accomplish success for all the learners. The assumption is that a common mission requires collaboration between parents and educators. This is a true partnership based on authority shared among colleagues (so-called collegiality)

Three basic leadership styles (Kruger & Van Schalkwyk 1997: 20 -21) namely:

Automatic, Democratic or Participative and Laissez-faire leadership style.

Describe each leadership style

Autocratic leadership style:

• It is teacher centered and participation by learners is limited to listening, working, learning and performing.
• The teacher is not people-oriented and therefore the classroom climate is often impersonal and cold.
• The teacher takes the decisions, controls activities and draws up classroom rules and procedures
• One-way communication is the order of the day and discipline is rigid
• Personal growth, creativity and cooperation among learners are hampered, while learners may acquire a negative attitude towards the subject because of this leadership style

Participative leadership style:

• It encourages learner interaction and participation in learning activities
• The teacher maintains a balance between the task and people orientation, being friendly and approachable
• Learners take part in decision making and setting of the classroom policy, and learners have a say in classroom activities
• Initiative and creativity is encouraged, and learners receive recognition and appreciation.
• The classroom atmosphere is relaxed and productive, while discipline is sound

The laissez-faire leadership style:

• The teacher remains in the background and does not give firm direction to classroom activities
• Learners carry on in their own way, and there is very little evidence of productive work
• The leader is actually a leader who has withdrawn from his/her leadership responsibility and will only intervene in extreme circumstances

(2 marks per leadership style x3=6)

1.5.2 Briefly explain, how would you implement each leadership style in your classroom situation as the classroom manager.

Any example for implementation of each leadership style, that would assist a classroom manager.

(2 marks per example x3=6)

1.6 Mention and discuss three phases for a positive classroom climate

The establishment phase:

• The focus is preventative
• The educator aims at minimising unnecessary disruption by having a thoughtful balance of rights, responsibilities, rules and routines
• The agendas determine the success in implementing classroom management plan
• The agenda will also set the daily climate for the academic growth of the learners
• At this stage, learners are psychologically and developmentally ready for the educator to clarify how the class is supposed to work

The consolidation phase:

• Learners naturally, and normally, test boundaries, routines and rules
• It is important that the educator continue to teach, encourage and maintain what was established
• One cannot expect all to be fine just because there is a set of published rules

The cohesive phase:

• This phase is characterised by strong relational ties with the class and a positive working knowledge of the class and its individual dynamics
• Learners are now comfortable with the educator and have developed a measure of trust in the educator
• During cohesive phase, cooperative learning, classroom meetings and peer-teaching are the norm

Briefly explain the task of a register teacher

A primary task of all educators is responsibility for a register class. To improve classroom management by changing or adjusting the register class activities. How do these activities have an impact on other teaching responsibilities.