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Extra info for An Educator's Guide to Effective Classroom Management
Grade Planning • Planning that shows what learning will happen in each grade/level in all learning areas. • It summarises the skills, knowledge, attitudes and values that learners will develop. • As this plan shows the intended curriculum for the whole grade, it should be developed collaboratively by all educators who teach in the grade. Classroom Planning • Planning that shows details of every lesson programme that the classes will be involved in during the year. • The plans show – what learners will learn; – how educators will manage learning; – what tests, tasks or other assessments will provide evidence of learning; – resources and time needed, so that a consolidated continuous assessment strategy is properly implemented.
Do you complete tasks at the last possible moment? 8. Do you try to foresee and prevent problems before they arrive? 9. Do you complete projects/assignments long before target dates? 10. Are you always on time? 11. Can you continue working easily after an interruption? 12. Do you do something aimed at reaching your own goals every day? 13. Can you relax during your leisure time without worrying about your work? 14. Do people know when they are allowed to disturb you? 15. Do you do the important things when you have the most energy for it?
They want to belong. • They want to inﬂuence. An educator needs to ﬁnd out and reﬂect on what motivates him or her and then apply this in the working environment to become motivated by work. It is signiﬁcant to note that Dalton says (Coetzee 2002: 164) that true success is about satisfying one’s calling, not one’s ambition and about determining a personal meaning for one’s own particular life. This brings us back to the discussion at the beginning of this chapter. Success in education is achieved in the same way as success elsewhere, namely through committed and focused effort, involving all physical, mental, emotional and spiritual dimensions of the self.