EDUB 2724 - A Harmonious Relations in a School & Management Skills - Management Assignment Help

Assignment Task:

Task:

Instructions:  

1. Answer each question on a new page. No index page is needed; however, the assignment should have a cover page with your student details and a list of references after question 4 only.  This is an individual assignment.  

2. Not all questions can be answered by simply referencing the sources in the study guide. You will need to consult external sources as well.  

3. In-text referencing and the final reference list must be formatted according to the Harvard method.  

4. Wikipedia is not considered an appropriate source. Appropriate sources are journals, books, dissertations or theses – in other words, academic sources. 

5. Please take note of the plagiarism policy of the University. A draft link will be available where you can check your similarity percentage. For the final submission, the similarity  percentage should not exceed 20%. Assignments exceeding this percentage will be penalised  accordingly or could result in failure of the assignment. 

6. This is a non-examination module; therefore, no late submissions will be allowed. There is no second opportunity. The draft submission link will be open from 22 November 2020. The final submission link will open on 30 November 2020 at 8 am and CLOSE on 4 December 2020 at 12 pm (noon).  

Question 1 [25]  Sources:  

Prinsloo, I.J. 2013. Establishing harmonious relations in a school. In: Van Deventer, I. 2003. An  educator's guide to school management skills. Pretoria: Van Schaik Publishers.  Purkey, W.W. & Stanley, P.H. 1991. Invitational teaching, learning and living. Washington: NEA  Professional Librabry. Chapter 2  

Question 2 (25)  Sources:  

Babonea, A. & Munteanu, A. 2012. Towards positive interpersonal relationships in the  classroom. AFASES, Brasov 24-26.  

Purkey, W.W. & Stanley, P.H. 1991. Invitational teaching, learning and living. Washington: NEA  Publishers. Chapter 4. Slides uploaded based on cultural and emotional intelligence. 

Zandvliet, D., Den Brok, P. & Mainhard, T. eds. 2014. Interpersonal relationships in education:  From theory to practice. Rotterdam: Springer. Chapter 2  

2.1 Critically discuss the importance of verbal and non-verbal communication between teachers  and learners, as well as with all other stakeholders in the education environment in order to  attain academic achievement. Refer to emotional and cultural intelligence as contributors  towards interpersonal communication, as well as what the impact of a professionally  invitational teacher can have on communication.

Question 3 

Purkey, W. & Strahan, D. 2002. Inviting positive classroom discipline. Ohio: NEA Publishers.  Chapters 4 and 6  Zandvliet, D., Den Brok, P., Mainhard, T. & Van Tarwijk, J. eds. 2014. Interpersonal  relationships in education: From theory to practice. Rotterdam: Springer. Chapter 5

Read the following case study and answer all the questions:  

Mr Lavender is an educator in the secondary school phase, and most of his classes include boys  and girls. He has always wanted to be a teacher. Although he really enjoys teaching and working  with teenagers, he currently experiences a number of problems that he seems incapable of  dealing with properly. This causes feelings of inadequacy and failure. His concerns are based on  factors and situations such as the following:  

Some learners, particularly the boys, simply seem uninterested in the schoolwork. They adopt a ‘don’t care’ attitude towards the future and do not use their schooling opportunities to prepare themselves for a successful future. Some of these boys are much more interested in soccer and rugby, in girlfriends and in parties than in their schoolwork. The academic achievement of some of these learners has deteriorated over the past months. 

Some of the girls in the class have relationships with young men who are three to five years older than them and who have finished school already. Mr Lavender is particularly concerned about the effect this might have on their academic and social development. He feels that they might lose interest in school and in their peers. In his quest to find a solution, he has become withdrawn and suffers from insomnia. This is affecting the quality of his teaching  and interpersonal relationships with colleagues and family members.  

Some learners do not respect authority. They often question his views and request reasons for his class rules and instructions. They try to make it difficult for teachers to maintain classroom discipline, behave in a disorderly manner and often try to ‘show off’. Such behaviour seems to earn them the admiration of some of their peers, which only strengthens this behaviour. This, in turn, results in an escalation of classroom conflict. 

Mr Lavender is also very concerned about the fact that a high percentage of his learners’ parents are not really involved in their children’s schooling. In spite of repeated requests to some parents to contact him, only a few have reacted. 

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