Edlhodm8 Educator as Leader Etc Unisa

Question One
Introduction:
According to Coetzee, van Niekerk and Wydeman, “Educators may be very knowledgeable about subject matter and teaching techniques, but if they do not know how to get learners involved in learning, their efforts are wasted”. (Coetzee et al 2008:102)
Learner participation is critical for learning in the classroom. It benefits both, the learner and the educator in numerous ways, one benefit being that the educator is able to fulfil his or her role in helping the learner to become an independent and life-long learner by leading the learner through the curriculum as a mediator and motivator.
There are also other benefits such as adding interest to the lesson that keeps the learners engaged with the subject matter, it provides the educator with feedback on how well they are being understood, it encourages dialogue among students and the use of important language skills and it also helps the educator to control and manage what is happening in the classroom. (Weimer 2011:1)
Learner participation can be achieved by referring to certain aspects of the classroom management such as learner motivation, group work, cultural diversity, multiple intelligence as well as teaching and learning styles. These factors will now be explained and discussed in detail to practically demonstrate how they contribute to the management of learner participation in the classroom.
Managing learner participation by referring to learner motivation:
Learner motivation refers to how a learner desires to take action in order to achieve his or her goals. Thus it is very important to motivate learners so that they participate in the classroom and take charge of their own learning. It is important to note however that not all learners are motivated in the same way and it is important to differentiate between the different types of motivation and the various ways in which learners can be motivated.
Intrinsic motivation refers to ones internal desire to complete a task successfully, whether there is an external motivator or not and extrinsic motivation is when people are motivated by an outcome which is not directly related to the task at hand and so extrinsic motivation is promoted almost exclusively by our school system (Spaulding 1992:5). Thus it is important for educators to become actively involved in guiding learners to develop their own sense of intrinsic motivation towards achieving their academic and personal goals.
Motivating learners can be very tricky but there are a few strategies available to the educator to ensure that learners from all backgrounds and abilities, are motivated in the right ways. These strategies include sub-goaling and task-sharing, providing a positive work environment and instructional support, etc (UNISA 2006:37) Learners will build their intrinsic ability and in so doing, their desire to learn and to participate in classroom activities and learning.
In moving from extrinsic to intrinsic motivation, the educator also teaches students to be self-motivated, thus not focusing on competition with their peers but rather on bettering themselves on their own and as a team member in working with their peers.
This being noted, we can now address the management of learner participation with specific reference to group work, known as cooperative learning.
Managing learner participation by referring to cooperative learning:
Cooperative learning is defined as “a team 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). This definition relates group learning, in many ways, to the ideology of Ubuntu where a group orientation is favoured over individualism. Learners are dependent on the group for success where are the same time the whole group relies on the work and contributions of the individual group members in order to achieve the set task.
In terms of managing learner participation, cooperative learning has various benefits. (Coetzee et al 2008:109). First and foremost it provides the educator with an easy way to monitor and manage learners, irrespective of class size. Secondly it creates a climate in which students can learn from each other. Students should be placed in groups that are heterogeneous within so that they may develop important communicative and language skills as well as learning from other perspectives. Also, cooperative learning ensures that students learn how to manage themselves around others and how to participate in order to achieve their own goals and the goals of the overall team. These are not the only benefits, but are the major benefits in terms of learner participation.
Due to the fact that group work and cooperative learning is most successful when groups are heterogeneous, we should also pay specific attention to the management of cultural diversity and it’s affect on learner participation in the classroom context.
Managing learner participation by referring to cultural diversity:
Culture is defined by the Merriam Webster dictionary as “the integrated pattern of human knowledge, belief, and behaviour that depends upon the capacity for learning and transmitting knowledge to succeeding generations.” It can also be defined as “the sum total of how we live and what differentiates us from others; it is what we see as important (values), what we believe in (religion) and how we do things (norms)” (Coetzee et al 2008:118).
When learners are in the classroom, they all bring with them their own cultural backgrounds and differences. Thus they do not always share in the same values, norms, religion, beliefs and principles and will have various perspectives on the subject matter and participation at school. The way in which a person learns is shaped by their culture. When information is processed in the learner’s mind, it is filtered by various elements of which culture is a large part.
As an educator, one is also influenced and characterised by one’s own cultural background that may differ from the learners and fellow teachers. It is thus essential for the educator to be aware of his or her culture and the cultures of the learners in the classroom. Diversity often hinders progress in a learning environment but if the educator is aware and uses a variety of tools available to him or her, they can create a climate conducive to positive intercultural interaction in class.
Collins et al (2009:1-6) outlines some strategies a teacher can use for the management of cultural diversity in the South African classroom. Strategies include being aware of different cultures (do as much as you can to learn about different cultures), respecting the learners cultures (do not stereotype learners, ask them questions, show genuine interest and liking), promoting interaction between students, adapting study material, academic language, teaching methods and reward systems (to be fair to all cultures) and encouraging parent involvement in the school-lives of their children.
Learners may benefit from being culturally diverse if the educator creates the right environment for them to interact and participate together in. It is important to note however, that cultural differences are not the only differences between learners.
Another way in which learners differ is in terms of their intelligence. Thus we have to consider the theory of multiple intelligences in the classroom.
Managing learner participation by referring to multiple intelligences:
The theory of multiple intelligences states that we cannot simply define intelligence as one general type of cleverness, but rather as various intelligences that learners may have naturally or may develop through learning.
There are 8 types of intelligences (Coetzee et al 2008:121).
There is linguistic intelligence which refers to how students use words and language academically and practically. There is logical-mathematical intelligence which is the ability students have to use numbers and to reason well. Spatial-visual intelligence is where students are able to perceive the visual world and the space between the elements of this world, accurately. Bodily-kinaesthetic intelligence is the capacity of a student to use non-verbal communication and physical skills to perform tasks like playing a sport.
Musical intelligence is how students can create musical form by transforming, distinguishing between and manipulating various elements. Interpersonal intelligence is the ability of learners to be sensitive to the moods and characteristics of other people and to respond to these cues in a social setting. Intrapersonal intelligence refers to a learners self knowledge and self awareness so that they can adapt accordingly as well as discipline and direct themselves. Naturalist intelligence is the student’s knowledge of their surrounding natural environment and his or her ability to tell the difference between the living and the built environment.
These various intelligences create diversity in the classroom and as an educator in charge of managing learner participation, one should adapt the subject materials and teaching methods in order to engage all students irrespective of their intelligence.
Lastly, we should evaluate how teaching and learning styles influence learner behaviour.
Managing learner participation by referring to teaching and learning styles:
There are two general categories of learning styles (Coetzee et al 2008:124) namely field-dependent learners who prefer a more right-brained, holistic approach to learning and field-independent learners who use the left hemisphere of the brain and prefer a more sequential style of learning. When managing participation educators should be aware of the fact that right-brained learners are more likely to interact openly with their peers and teachers where as the more competitive, field-independent learners prefer to work on their own and may need more encouragement and motivation to participate in group work and cooperative learning in the classroom.
Just as learners have their own learning styles, educators need to be aware of their own teaching styles which they use regardless of their medium of instruction. Teaching style is defined as “the powerful force of the teacher 's attitude to the student as well as the instructional activities used by the teacher and it shapes the learning‐teaching experience.” (Mohanna et al 2007:2)
Educators should take note of whether they are field dependent or independent in their teaching style. Field-dependent educators create more personalised relationships with students and encourage participation and cooperative learning whereas field-independent educators maintain formal relationships with students and encourage the achievement of individual goals.

Conclusion:
It is important to be aware of all these factors that influence learner participation in the classroom so that it can be properly managed in a way that enhances education and learning. Learner participation increases when learners are properly motivated to achieve their academic and personal goals and when they are encouraged to participate in group work within a climate which is conducive to cooperative learning. Learners should also be able to express themselves and learn in an environment where cultural diversity and diversity in terms of multiple intelligences and different learning styles are accepted, embraced and used to benefit learning. If the educator takes on the responsibility of leading learners in a positive way by controlling and managing these elements then they will be able to properly manage learner participation in the classroom.

Question Two:

2.1. Delict:

A delict is defined by the Merriam Webster online dictionary as an offence against the law. UNISA (2006:153) defines a delict as “a wrongful and culpable act which has a wrongful consequence”. They also provide us with 5 requirements for delictual liability which will now be briefly paraphrased and explained in terms of the situation between Y, Z and Mr. X.

Firstly, to be a delict, one person must have harmed another by voluntary acting or failing to act. Thus, when Y hurled the javelin towards Z, it was a voluntary action which caused him harm. Mr. X’s failure to supervise the javelins and the learners also caused Z harm and so his failure also constituted the delict. Secondly, the boni mores principle should be applied to test whether or not the harm was justified in the particular circumstances because if it was wrongful and intentional then it would constitute a delict. Mr. X may not have intended for Z to get hurt but he did and Y threw the javelin directly at Z which may indicate deliberate intention behind his action. Thirdly, the act must be a result of fault, either in the form of intent or negligence. Z was hurt by the action that came from Y’s intent and from Mr. X’s negligence. Next, to be a delict, the act should have a direct causal link to the injury. This link is clear between Y and Z as Y clearly caused Z’s injury by hurling the javelin at Z but it may be difficult to see the direct causal link between Mr. X’s neglect to supervise the boys and the javelins and Z’s injuries. Lastly, the plaintiff’s injury need not be substantial but it must be material and real and it must be incurred as a direct result of the negligent conduct of the defendant.

Thus, Z’s parents would be able to institute delictual action as Z can prove his injury is real and was caused directly by the misconduct of Y and Mr. X.
2.2. Educator misconduct and sanctions:

Educator misconduct is widely addressed in the Education Laws Amendment Act 53 of 2000. According to the section 18 of the act, Mr. X is guilty of misconduct because he, while on duty “endangered the lives of himself or others by disregarding set safety rules or regulations”. He did not follow protocol by failing to provide appropriate supervision.
The act also stipulates that educators like Mr. X can have various sanctions imposed on them including counselling, a recorded verbal warning, a written warning which is valid for 6 months, a final warning also valid for 6 months, a fine which amounts to less than one month’s salary, suspension for a period no longer than three months without pay, demotions, a combination of these sanctions or even dismissal if it is warranted.

2.3. Test for negligence

UNISA (2006:153) defines negligence as “the failure to exercise the necessary degree of care for the safety and wellbeing of others”. There are various different sources of negligence for which educators may be found guilty. Two are prevalent in our case study namely Mr. X’s failure to provide proper supervision thus inadvertently permitting Y and Z to play unsafe games.

In the case of Kruger vs. Coetzee (Zasca 2012:4), the court laid down a three-part test that can be used to determine negligence that relies on both reasonable forseeability and preventability. First one should determine whether any other reasonable person in the same position of the defendant to have foreseen the harm to the plaintiff. Secondly, one should determine whether any other reasonable person would have taken steps to avoid or prevent the harm. Lastly, consider whether or not the defendant failed to take the necessary steps required to guard against it.

When applying the steps of this test to the facts in the case study of Mr. X we see how Mr. X was indeed negligent and is to be held liable accordingly.
Firstly, we see that other educators in his position would have not left the javelins unattended nor would they leave any learners unsupervised around such dangerous sporting equipment.
Secondly, other educators would have taken necessary steps to prevent injury from occurring by locking the javelins away in a safe place or by keeping students away from the equipment and under their close supervision.
Lastly it is evident that Mr. X did not take the necessary preventative steps to guard against the incident that unfolded as he did not keep supervision over the javelins nor the students.
With all three criteria being met it can be concluded that Mr. X was indeed negligent in this particular situation.
Bibliography:

Coetzee, SA, van Niekerk, EJ, Wydeman, JL. 2008. An Educator’s Guide to Effective Classroom Management. Van Schaik Publishers, Pretoria.
Weimer, M. 2011. 10 Benefits of Getting Students to Participate in Classroom Discussions Faculty Focus – Higher ED Teaching Strategies from Magna Publications

Spaulding, CL. 1992. Motivation in the Classroom. New York: Mc-Graw Hill.
UNISA. 1997. The Educator as Leader, Manager and Administrator – Only Study Guide for EDLHOD-M. University of South Africa, Muckleneuk, Pretoria.

Collins, L, Youree, D and Lea, K. 2009. Competence, Character, and Compassion - Teaching in a Diverse Classroom: Analysis of Research. Trevecca, 2009. Accessed 18 August

Mohanna, K, Chambers, R, Wall, D. 2007. Developing your teaching style: increasing effectiveness in healthcare teaching. Postgrad Med J. 2007 March; 83(977): 145–147. Accessed 18 August

The Merriam Webster Dictionary. Accessed online 18 August

MEC for Education: Mpumalanga v Skhosana (523/11) [2012] ZASCA 63 (17 May 2012) Accessed on 18 August

Education Laws Amendment Act 48 of 1999/57 of 2001/53 of 2000.

Bibliography: Coetzee, SA, van Niekerk, EJ, Wydeman, JL. 2008. An Educator’s Guide to Effective Classroom Management. Van Schaik Publishers, Pretoria. Weimer, M. 2011. 10 Benefits of Getting Students to Participate in Classroom Discussions Faculty Focus – Higher ED Teaching Strategies from Magna Publications Spaulding, CL. 1992. Motivation in the Classroom. New York: Mc-Graw Hill. UNISA. 1997. The Educator as Leader, Manager and Administrator – Only Study Guide for EDLHOD-M. University of South Africa, Muckleneuk, Pretoria. Collins, L, Youree, D and Lea, K. 2009. Competence, Character, and Compassion - Teaching in a Diverse Classroom: Analysis of Research. Trevecca, 2009. Accessed 18 August Mohanna, K, Chambers, R, Wall, D. 2007. Developing your teaching style: increasing effectiveness in healthcare teaching. Postgrad Med J. 2007 March; 83(977): 145–147. Accessed 18 August The Merriam Webster Dictionary. Accessed online 18 August MEC for Education: Mpumalanga v Skhosana (523/11) [2012] ZASCA 63 (17 May 2012) Accessed on 18 August Education Laws Amendment Act 48 of 1999/57 of 2001/53 of 2000.