Edlhodm Assignment

Table of Contents hesitation 12 1. 1Role of confabulation2 1. 2 electropositive pedagog-bookman relationships2 1. 3 learner disrupticipation in a multi pagan classroom2 QUESTION 23 2. 1 Improve observeer motivation in classroom3 2. 2 Draw up the following of a positive classroom policy3 2. 2. 1Aims and objectives of our class3 2. 2. 2Rules of our classroom3 2. 2. 2T remove division3 2. 3 situate the following concepts3 2. 3. 1 Leadership3 2. 3. 2 Control3 2. 3. 3 built-in motivation3 2. 3. 4 Communication4 2. 3. 5 Cooperative learning4 2. 4 magisterial and democratic styles4 2. 5 impartation pass4 QUESTION 35 Introduction5Five elements of delictual liability5 1. Act or conduct5 2. Wrongfulness5 3. breakage5 4. Causation6 5. Harmful consequence6 causative Fault6 Conclusion6 REFERENCES7 QUESTION 1 1. Role of communication Any relationship, without communication would collapse. To make out a positive atmosphere in classroom communication has to occur. What is communicatio n? Coetzee, van Niekerk and Wyderman (2008 82) describe communication as the transmitting of an idea by someone (the sender) and the understanding in that respectof by a nonher (the receiver). Thus, the educator must(prenominal) be understood by the learner and learner must be understood by educator when conversing.Role of communication involves creating an understanding by the aspect of ground rules, creating open professional dialogue with learners, holding somebodyal discussions and earthly concern of better relationships with learner. For the above responsibilities to be of imp motion, the educator involved need to amaze and fully commit him or herself into achieving each(prenominal) task profoundly. 1. 2 substantiating educator-learner relationships According to Pianta (19991), positive educator-learner relationships are char momenterized by open communication, as fountainhead as emotional and academic support that exist betwixt learners and educators.Positive educato r-learner relationships sire particularly important during early adolescence, as learner move from the adjunct environment of primary condition to the more disjointed atmosphere of a high school. They similarly become important for ensuring good academic capital punishment from learners. I know this beca single-valued function 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 internally happy in the class. This goes inline with what a theorist once wrote that all performance including academic performance is a product of ability reckon by motivation.Motivation is intrinsic and involves emotion. If educator requires learners to perform the educator has to motivate the learner in order for the learner to perform at the best of his or her ability. A motivated learner will perform well academically and then the educator will be satisfied by the outcome, resulting in a positive atmosphere in the c lassroom. 3. Learner participation in a multicultural classroom The first thing to do is to learn about the different cultures in the classroom from cultural insiders, learners, books and internet.Adopt a story-telling pedagogy method whereby the learner will get an opportunity to share an take using his or her past experience in his or her cultural background environment e. g. having a Zimbabwean in class should cartroad you to asking that learner about how certain thing in southbound Africa will he or she perform in Zimbabwe. They should share this knowledge also in oral and written form. Team work or group work should be adopted and the desks in the class should position as such. How the learners sit in class does also promote their participation. for each one group should reflect 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 doing s. It is essential 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. pick out each culture hero and communicate all culture holidays. get over multicultural learners equally do non possess culture favourites. QUESTION 2 2. 1 Improve learner motivation in classroom a) Reward learners (Tom 20081). ) Make sure course has real value (Tom 20081). c) assistance learners perform better (Tom 20081). d) Set clear expectations for the course (Tom 20081). e) Tell them theyre persecute 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 segmentation 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 on that point must be an organization and managemen t plan in billet that will enforce efficient rules and procedures.They must be consistently followed and in which the educator and the learner clearly understand expectation of the learner port (Coetzee 2006 40). 2. 2. 2Task division The task division must be unambiguous and clear. It must be according 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 extent that they willingly and enthusiastically work to accomplish lay aims (van Niekerk 1995 4). 2. 3. 2 Control Controlling is assessing the work do and being done to re-align and correct it when necessary (Study submit 2006 25). . 3. 3 natural motivation Intrinsic motivation means that a person works be serve of an inner inclination to be successful 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 understandi ng thereof by some other (the receiver) (Coetzee et al 2008 82). 2. 3. 5 Cooperative learning Can be defined as a 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 economic consumption of the educator videlicet 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 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 model for understanding communication, the communication process is described as the steps between a source and a receiver that result in the transference of means. There is a need for a draw a bead on (expressed as message) forrader communication can take plate. To create that message the source had to initiate the process by a thought (idea, instruction, request). hence the source converts the message into a symbolic form. The message is then communicated by means of 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 truth of delict is a partition of private honor. This branch of law deals with civil wrongs against another person that cause the hurt party 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 duty of care has to be established before anyone can be held credible for dama ges suffered because of his or her negligent behaviour (Beloff, Kerr &038 Demetriou in Rossouw, 1999112).In this assignment, an analysis would be made regarding the duty of care that should have existed and was owed by the team coach and the school. The analysis would be made in reference to the phoebe bird elements of a delict action or conduct, wrongfulness, teddy, causation and harmful consequence. The elements are then applied to the scenario and then it will be conclude if the team coach is liable or not and if there is not any contributory time out of the pseud. 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 voluntary human action and may be every a positive action (i. e. doing something) or an omission (i. e. failure to do something). In the scenario, due to the team coachs conduct of not inspecting the basket ball ground (i. e. failure to do something). and also, instructing the injured (bleeding) role thespian to phone his parents era bleeding- this prerequisite 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 judicially reprehensible or unreasonable in terms of legal convictions of the community, To test for unlawfulness, the boni mores principle is applied. The question here is whether the harm caused was unjustified in the circumstances. Most types of sport have ordinary as well as unexpected dangers. Referring to these dangers, Smith (20021) states that it is prudent for a coach in the discharging of his or her duty to provide fakes with adequate warning. This is called the disclosure requirement and implies that coaches cannot direct that participants know the dangers, even when they are very obvious.Therefore, the team coach was wron g for not inspecting the ground before the doers 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 blameable attitude or conduct of someone who has acted wrongfully (Coetzee et al 2008 226). Regarding the performing field, surrounding grounds and other facilities, fit 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 poise could be identified. This requirement is met. 4. Causation There must be a causal link between the conduct of the perpetrator and the harm suffered by the victim (Coetzee et al 2008 227). When injuries do occur, the coach shou ld assess whether a player is fit to train, and training should be supervised in a proper way.Normally these assessments can be done without any immediate pressure, but when an on-field spot occurs, the liability of the coach may become a real bulge (Rossouw 200437). Smith (20022) refers to Mogabgob v Orleans Parish nurture Board 239 2d 456 (1970) where a coach sent a player to hospital after ii hours, whilst he actually needed urgent attention due to light up 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 treatment had been administered sooner.In the scenario, the injury of the player superpower flummox because it is a head 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 ingenuous negligence from the couch and will result to a medical comp lication. 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) passing play or non -patrimonial loss must be present.It is a basic duty of a coach to do everything in his or her power to proscribe 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 solely 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 Discipline Hig h 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 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 five required elements have been met.In atomic number 16 African law, when these five elements are present, the team coach (educator) can be found shamed of delict. This is due to the fact that the team coach by acting negligently caused damages to the injured player. Now, the player will need to be remunerative for the loss suffered in the court of law (Basson &038 Loubser, 2001 Ch5, 11). REFERENCES Basson JAA &038 Loubser MM 2001. Sport and the virtue in South Africa. Butterworths, Durban. In Rossouw, J. P. 2004. Where program line law and sport law meet the duty of care of the educator-coach in South African schools nor-west University, Potchefstroom Campus.SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Coetzee, SA, van Niekerk, EJ &038 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 Psychological 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. trigger off Your Learners with These 5 Simple Tips Online Available http//www. articulate. com/rapid-elearning/motivate-your-learners-with-these-5-simple-tips/