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Additional info for An Educator's Guide to Effective Classroom Management
Identify how the assessment will be done and how the achievement of each learner will be recorded. This planning should include selecting assessment methods such as tests or tasks and selecting the correct assessment tools to use. Decide how the assessment evidence will be recorded. 5 Planning for diversity in the classroom Education policies have recognised that all learners are not the same and that they do not all have the same needs. Educators need to be aware of the various policies that recognise diversity and guide educators in coping with diversity.
The result of organisation is an organisational structure. This is a formal framework for pursuing the tasks that stem from the outcomes in a coordinated and controlled manner and within the required lines of authority. Pretorius and Lemmer (1998: 56) provide the following guidelines for the organisational function of the educator: • Take into account the tasks that the educator as well as the learners need to complete to achieve the necessary outcomes. • Follow democratic steps to create order regarding the conduct of learners, seating arrangements in the classroom, learner leadership, communication patterns and the delegation of tasks to learners.
We can use a cognitive restructuring process in which we identify negative, irrational beliefs and replace them with truthful, rational statements. The following is an example in the education context: instead of thinking, “Learners are lazy, rowdy and disruptive”, the thought can be transformed into a somewhat more truthful statement, for example, “Some learners are lazy, rowdy and disruptive, but fortunately most would cooperate and work hard under the right guidance”. In this way we learn to develop a more positive and truthful thinking pattern.