Assignment 01

Name:

Jonah Moyo

Student No.

55858031

Address:

10 Swinburne Road, South Hills

Johannesburg

Assignment Code: EDLHODM

Assignment No.

856329

FACTORS THAT CONTRIBUTE TO A POSITIVE AND

SUSTAINABLE CLASSROOM ATMOSPHERE

Table of Contents
Introduction ............................................................................................................................................ 1
Learner Motivation ................................................................................................................................. 1
Communication ....................................................................................................................................... 2
Interpersonal relations between learners and the educator ................................................................. 3
Maintenance of discipline ....................................................................................................................... 4
My classroom discipline policy ............................................................................................................... 5
Conclusion ............................................................................................................................................... 7
QUESTION 2 ............................................................................................................................................ 7
2.1 Law of delict.7
2.2 Contributory Fault.9
References .............................................................................................................................................. 9

Introduction
Classroom climate refers to the prevailing mood, attitudes, standards, and tone that you and your
students feel when they are in your classroom. A negative classroom climate can feel hostile,
chaotic, and out of control. A positive classroom climate feels safe, respectful, welcoming, and
supportive of student learning (Committee for Children Website)
Creating a positive classroom atmosphere is essential for learner success. There are many ways
educators can instil a positive atmosphere in class. In this paper we look at 5 factors (Learner
Motivation, Communication, Interpersonal relationship between learners and the educator, the
maintenance of discipline and Classroom discipline policy) that can be used to create a sustainable,
positive atmosphere in the classroom.

Learner Motivation
Student motivation to learn is an acquired competence developed through general experience but
stimulated most directly through modelling, communication of expectations, and direct instruction
or socialization by others (especially parents or teachers). (Callahan 2012)
Motivation can be extrinsic or intrinsic.
Extrinsic motivation means that a person is motivated by something external.
Intrinsic motivation means that a person works because of an inner desire to besuccessful at a
certain task.
Spaulding (1992: 5 cited in Coetzee, Van Niekerk & Wydeman 2008:103) holds that while both
extrinsic and intrinsic motivation exist in most classrooms, most classroom practices mainly promote
extrinsicmotivation.
With the advent of Outcomes-Based Education, learners responsibility for their own learning has
increased considerably. This means that much more attention should be given to supporting
learners to develop their own intrinsic motivation tobe successful in school activities. (Coetzee et al
2008:103)

According to Stipek (1988) and Hunter (1982) (cited in Louisell & Descamps 1992:
260), there are ten ways in which educators can increase learner motivation in theclassroom:
1. Make the learning task challenging.
2. Place less emphasis on testing and grades.
3. Provide assistance without overprotecting.
4. Move from extrinsic to intrinsic rewards.
5. Use praise appropriately.
6. Have high expectations of each learner.
7. Provide knowledge of results.
8. Promote successful learning for all class members.
9. Increase the learners perception that they control the learning situation.
10. Change the classroom goal-reward structure (move from competitive to
cooperative/individual goal-reward structure).
The strategies mentioned above can be used in my classroom. I provide some examples:
1. In teaching English Literature, I let students choose their own books to study. This will
motivate them more as they feel they are guiding their own learning.
2. In mathematics, after I have given them a project (e.g. a Data Analysis project), I let them
self-assess instead of marking or grading them. This will make them more interested in
learning than just getting a good mark. Sometimes grading gets in the way of learning.

Communication
The transmitting of an idea by someone (sender), and the understanding thereof by another
(receiver), can be described as communication. (Coetzee, Steinmann, Christodoulou & van
Vollenhoven 2006:38)
Elements that affect communication according to Coetzee et al:

Visual elements: (Eye contact, facial expression, Body language)

Vocal elements:(Tone of voice, Speed Fluency, Accent, Pronunciation)
Active listening skills:(Marginal listening, Evaluative listening, Projective listening)

The following guidelines from Coetzee et al (2008:87) can be used in my classroom to ensure
communication results in a positive classroom experience:

Give a clear message; include your feelings.

Listen carefully and actively.
Repeat the specific message and the feelings expressed.
Clarify whether you have heard correctly.
Give of yourself.
Consider your feelings about the message that you have received.
Consider your response to the message (both facts and feelings). (Van Schalkwyk 2001: 135)

Some other strategies I will use in the classroom:

Get information about the students background or culture so that one can adapt his
communication strategy to cater for diversity.

Discuss with students on how we can improve communication in the classroom and also
rules we can follow.
Adjust the classroom to ensure acoustic and lighting do not disadvantage any student
Use of technology to aid with communication. (E.g. use of videos in class, develop a blog for
the class for student teacher interaction)
Reframe language so that it is positive and it says what you want the student to achieve. For
example instead of saying Dont be rude to a student you can use the statement Let us be
polite to one another.

Interpersonal relations between learners and the educator

Teacher-student relationships provide an essential foundation for effective classroom
managementand classroom management is a key to high student achievement. Teacher-student
relationships should not be left to chance or dictated by the personalities of those involved. Instead,
by using strategies supported by research, teachers can influence the dynamics of their classrooms
and build strong teacher-student relationships that will support student learning. (Marzano &
Marzano 2003).
Creating good educator-learner relationships would therefore involve (Coetzee et al 2008:88):

Creating open, professionally appropriate dialogue with learners.

Systematically building better relationships with learners.
Maintaining a high ratio of positive to negative statements.
Communicating high expectations.
Creating opportunities for personal discussion.

These are some the strategies I can use in my classroom according to Coetzee (2008:88):

Use sensitive information on learners very carefully.

Be flexible in your use of group strategies.
Make sure all the learners are encouraged.
Be especially careful about how you respond to low-achieving learners during class
discussions.
Use materials that show a wide range of ethnic groups. Be fair in evaluation and disciplinary
procedures.
Communicate to all learners that you believe they can learn.
Involve all learners in learning tasks and in privileges.
Monitor your non-verbal behaviour.

It is important to treat every learner as an individual and to use positive body language at all times
(e.g. maintaining eye contact while talking to them). I take a genuine interest with all of my students
(for example I always greet them even when I am outside the classroom and I get to know more
about their other interests outside school). I have to be honest with my students at all times andit is
also crucial to trust my students regardless of their behaviour so that they know I have confidence in
them.
Marzano (2003) gives further strategies to use in my classroom for high needs students:
Five categories of high-needs students and classroom strategies for each category and subcategory
according to Marzano:

Passive students fall into two subcategories: those who fear relationships and those who
fear failure. Teachers can build strong relationships with these students by refraining
from criticism, rewarding small successes, and creating a classroom climate in which
students feel safe from aggressive people.
The category of aggressive students comprises three subcategories: hostile,
oppositional, and covert. Hostile students often have poor anger control, low capacity
for empathy, and an inability to see the consequences of their actions. Oppositional
students exhibit milder forms of behaviour problems, but they consistently resist
following rules, argue with adults, use harsh language, and tend to annoy others.
Students in the covert subcategory may be quite pleasant at times, but they are often
nearby when trouble starts and they never quite do what authority figures ask of them.
Strategies for helping aggressive students include creating behaviour contracts and
providing immediate rewards and consequences. Most of all, teachers must keep in
mind that aggressive students, although they may appear highly resistant to behaviour
change, are still children who are experiencing a significant amount of fear and pain.
Students with attention problems fall into two categories: hyperactive and inattentive.
These students may respond well when teachers contract with them to manage
behaviours; teach them basic concentration, study, and thinking skills; help them divide
tasks into manageable parts; reward their successes; and assign them a peer tutor.
Students in the perfectionist category are driven to succeed at unattainable levels. They
are self-critical, have low self-esteem, and feel inferior. Teachers can often help these
students by encouraging them to develop more realistic standards, helping them to
accept mistakes, and giving them opportunities to tutor other students.
Socially inept students have difficulty making and keeping friends. They may stand too
close and touch others in annoying ways, talk too much, and misread others' comments.
Teachers can help these students by counselling them about social behaviours.

Maintenance of discipline
Teacher Vision describes discipline as follows:
Discipline is not about getting kids to do what you want them to do. That's what dictators do, and
you're not a dictatoryou're an educator. Discipline is providing an environment in which positive
teaching and positive learning can occur simultaneously. Discipline is not control from the outside;
it's order from within.
I believe students are disruptive in classroom mainly because they are bored or overwhelmed. So as
an educator the most important thing is to make students interested in what they are learning. I
have to properly plan my class and ensure that learners find relevance to what they are learning.
Discipline starts from home and unfortunately in Africa, many homes are broken due to violence and
poverty. So, communicating with the children parents will be important so that I understand the
needs of the learner.
I can also use the following tips provided by the New Jersey Education Association to maintain
discipline:
1. Be friendly. Be the kind of person children like and trust; be firm, fair, friendly, courteous,
enthusiastic, and confident; keep your sense of humour.
2. Keep your classroom orderly. A disorderly classroom might encourage disruptive behaviour.

3. Get to know your students. You will soon develop almost a sixth sense for anticipating
trouble before it begins. Don't act as though you expect trouble or you will almost certainly
encounter some.
4. Make learning fun. Make education interesting and relevant to the students' lives. Poor
planning and a dull curriculum can provoke disruption.
5. Don't use threats to enforce discipline. Never humiliate a child.
6. Avoid arguing with students. Discussions about class work are invaluable, but arguments can
become emotional encounters.
7. Let the students know you care. Determine jointly with the class what is acceptable in terms
of behaviour and achievement and what is not. Show interest in what students say.
8. Give reasonable assignments. Don't use schoolwork as punishment, and give clear directions
9. Be fair to your students
It is important to avoid punishing students for not behaving. Kohn (2002:25) states punishment
doesnt just fail to solve problems: it generally makes them worse. Researchers have found, for
example, that children who are severely punished at home are more likely than their peers to act
out when they are away from home.
Also rewarding students who behave is to be avoided as it leads to temporary compliance and does
not get to the root of the problem. According to Kohn (2002:33) .children who are frequently
rewarded tend to be somewhat less generous and cooperative than those who arent rewarded
(Fabes, Fultz, Eisenberg, May-Plumlee, and Christopher 1989; Grusec 1991.
Maintaining discipline requires that I corporate with the students and model the behaviour I want
students to produce. Children tend to learn more from what you do rather than what you say.Using
the 20 step discipline model (Coetzee et al: 2008:96) will also be helpful in maintaining discipline. For
example if there is a learner who is consistently disruptive, I might give him a position of leadership
e.g. class monitor. This will give him more responsibility and it will naturally force him to behave
well.

My classroom discipline policy

A classroom discipline policy is a system that allows you to express the behaviour you expect from
learners, as well as what they can expect from you, the educator. (Coetzee et al 2006:40)
Such a policy usually consists of three part, namely

Rules that learners must follow

Consequences of breaking the rules
Rewards when they follow rules

(Coetzee et al 2006:40)

I will collaborate with my students to make a classroom discipline policy. This will make them feel in
charge and that the rules are not being imposed on them but are rather of their own making.

Below is my sample classroom discipline policy (Design guidelines from Coetzee et al (2008:93) :

Aims and objectives for our classroom:

To develop the ability to think independent and creatively by enhancing our intellectual, social,
spiritual and academic qualities.
We achieve this by:

Encouraging the love of learning through an exciting and rewarding curriculum

Provide every student with the opportunity to fulfil his or her potential through creative
projects
Provide a mentoring or support for every student inside and outside school.

Rules for our classroom:

1)
2)
3)
4)
5)
6)
7)

We arrive on time to class

We must treat our fellow classmates with respect.
We must not disrupt other students.
We must not eat or drink in class.
We must keep our classroom clean.
We must raise our hands if we want to ask question in class.
We must come to class prepared to learn.

General behaviour of learners:

1) Respect one another all the time.
2) Be kind to others and learn to say thank you when someone helps you.
3) Learn to listen while others are speaking.
Task division:
Students:

To participate in class
To be on time in class
To submit projects/assignments on time
To respect the educator and classmates
To understand that learning is his or her ultimate responsibility

Educator:

Ensure each student is treated fairly.

Make sure assessment results are on time
To prepare for every lesson
Motivate every student
To ensure every student has access to all important material

Discipline and order:

All students to maintain discipline at all times. We must avoid disrupting the teacher and your fellow
students.
Rewards and punishments:

Praise/ Positive comment

Awards/ Prizes
Certificates
Detention
Verbal warnings

Guidelines for the use of punishment:

Verbal Warnings to be used for 1st and 2nd offences.
For 3rd offences and above student will be detained. If student persists with negative behaviour, will
need to call parents and discuss.
Do not overuse prizes, awards or certificates. Student might end up getting more interested in the
award than the learning process itself. It will also further discourage those who are not doing well.
Use positive comments most times.

Conclusion
We have realised all these factors contribute to a positive, sustainable classroom environment.
These factors are interrelated and they complement one another. In the end we want an
environment where our learners realize their true potential.

QUESTION 2
2.1) Law of Delict
The law of delict in South African falls within the field of private law. A delict can be defined as an
unlawful act which causes damage to another person. The act causes an obligation in the form of
damages to be paid by the defendant to the plaintiff.
Rossouw (2004: 28)
The five elements necessary for delictual liabilities are:

Conduct.
Wrongfulness.
Fault.
Causation.
Damage

Team Rebones coach or JD Smit Secondary School will be liable for the players head injury if all the
above elements are satisfied.
1) Conduct
To constitute a delict, one person (e.g. the 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 either a
positive action (i.e. doing something) or an omission (i.e. failure to do something).

Since JD Smit Secondary School knows 6 teams will be participating and they only have 3
fields for the teams to warm up, they can be liable if they did not inform the participating

teams not to use the fields outside the school in case of danger. They will also be liable if
they didnt put boundaries around the school so that the teams cannot access fields outside
the school or at least put a notification about the risks of using the outside field to make the
teams aware. Also give the teams a time allocation for their warm ups since the fields are
few.
Team Rebones coach will be liable if he or she knew the risk of using the outside field and
did not check the field for possible harmful objects. If the coach was responsible for
choosing the warm up area and he knows in soccer that players always fall he should have
been wiser to ensure all safety checks are done.

2) Wrongfulness.
The act (conduct) that causes harm must be wrongful, i.e. it must be legally reprehensible or
unreasonable in terms of the 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. In the absence of wrongfulness, a defendant may not be held liable. (Coetzee et al
2008:227)

The school will be liable if they did not ensure that all safety protocols are in place. Since
they knew that they have 3 fields and six teams will be playing, they will be liable if they did
not notify the teams not to use the outside fields or at least close access to the outside
fields.
Team Rebones coach is ultimately responsible for the safety of his team and will be liable if
he did not check the field for impending dangers.

3) Fault
The act must be the result of fault in the form of intent (dolus) or negligence (culpa). Fault refers to
the blameworthy attitude or conduct of someone who has acted wrongfully. (Coetzee et al
2008:227)

JD Smit Schools negligence not to inform the teams not to use the outside fields or at least
close access to the field will make them at fault.
The coachs negligence not to check the outside field for suitability for warm up or deciding
not to use one of the designated warm up areas will make him at fault.

4) Causation
There must be a causal link between the conduct of the perpetrator and the harm suffered by the
victim. In general, it should be shown that the persons injury did indeed result from the actions of
the person charged with negligence. In other words, there must be a clear causal relationship
between the act and the injury. A person cannot be liable if he or she has not caused any damage.
(Coetzee et al 2008:227)

The school negligence not to inform the teams about the outside fields or closing access to
the outside fields resulted in the head injury to the player and may be found liable. If they
did not plan or inform how the teams will warm up since the fields are few might have
indirectly caused an injury to the player
If the coach used an undesignated field and also did not check the field for possible dangers
to the players, this resulted in the injury of the player and he will be held accountable.

5) Damage
Since a delict is a wrongful and culpable act which has a harmful consequence, damages (causing
harm) in the form of patrimonial (material) loss or non-patrimonial loss must be present. There must
be a connection between the negligent conduct and the injury (physical or mental). To receive an
award for damages, the plaintiff must have suffered an injury as a result of the defendants negligent
conduct. The plaintiff must prove that some damage occurred. Although the injury or damage does
not need to be substantial for an award to be ordered, the injury must be real rather than imagined.
The courts are generally reluctant to award damages where there is not some form of injury.
(Coetzee et al 2008:227)

Physical damage to the head is present and with proof (Non-stop bleeding from the head
and an ambulance coming in) as a result of negligence from the school/coach.

2.2) Contributory Fault

Thus, contributory negligence involves some form of fault (in the form of negligence) on the part of
the injured person. The injured person failed to exercise the required standard of care for his or her
own safety. Contributory negligence comes into play when conduct on the part of the injured person
contributes to his or her injuries (Alexander & Alexander 1992: 471 cited in Coetzee et al (2008:230)

Age plays a key factor in contributory fault. If the team consists of learners aged 14 onwards,
the player will be accountable for his injuries. If it was a 12/13 year old player then he can be
proved to be accountable.
If the player also fell because he provoked someone he might be held accountable for the
injury.
Also if the injured player is the one who suggests the team use the outside field and the
coach is initially not present, he will be accountable for the injury.

References
Callahan, M., 2012, How Do I Motivate My Students? White Paper
Marzano, R.J., Marzano, J.S. 2003, The key to classroom Management, Building Classroom
Relationships Pages 6-13
Coetzee, S.A.,Van Niekerk, E.J. & Wydeman, J.L. 2008, An educator's guide to effective classroom
management, Van Schaik, Pretoria.
Kohn, A. 2006, Beyond discipline: From compliance to community, ASCD.
Coetzee, S.A., Steinmann C.F., Christodoulou C., van Vollenhoven W. 2006, THE EDUCATOR AS
LEADER, MANAGER AND ADMINISTRATOR. ONLY STUDY GUIDE FOR EDLHODM. Pretoria: University
of South Africa.
Rossouw J.P., 2004, Where education law and sport law meet: the duty of care of the educatorcoach in South African schools, SA-eDUC JOURNAL Volume 1, Number 2, pp. 28-40

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