NAME: LAMAHLUBI

SURNAME: MTINTSILANA

STUDENT NUMBER: 21458652

CONTACT NUMBER: 081 832 8787

TASK 3
EXAM PORTFOLIO
ADDENDUM B: DECLARATION INDIVIDUAL WORK

FULL NAME: MTINTSILANA LAMAHLUBI DATE: 05-11-2022

STUDENT NUMBER: 21458652 CONTACT NUMBER: 081 832 8787

TOPIC OF WORK: TASK 1

DECLARATION:

1. I understand what plagiarism is and am aware of the University’s policy in this regard.

2. I declare that this exam portfolio (e.g. assignment, essay, report, project, dissertation,
thesis, etc.) is my own, original work. Where other people’s work has been used (either from
a printed source, Internet, or any other source) this has been properly acknowledged and
referenced in accordance with departmental requirements.

3. I have not used work previously produced by another student or any other person to hand
in as my own.

4. I have not allowed, and will not allow, anyone to copy my work with the intention of passing
it off as his or her own work.

SIGNATURE:
1.1 Make use of body language
When dealing with negative behavior, body language is crucial. To avoid being
argumentative, avoid standing directly above or in front of a student, pointing at
learners, or trying to invade their private space. To avoid drawing quite so much focus
on them, reduce your level of shouting/action and speak softly about their behavior, or
talk to them outside of the classroom. Learner behavior is a form of communication as
well and considers what it is informing you (De Paepe et al, 2018: 129-142)
Create a safe environment
Establish a safe as well as respectful atmosphere in which learners can communicate
their ideas and opinions. It is critical for learners’ academic success to create an
environment in which they can ask for assistance. It is critical to encourage this type
of nonjudgmental atmosphere throughout the teaching and learning process.
Possessing an open-door policy and enabling learners to come in and discuss
anything that comes up is a great way to promote good communication. Providing
learners additional support, offering before and after class to allow extroverts to learn.
Provide Positive feedback
Feedback is an essential component of communication in education. Positive
feedback has been discovered to enhance learners’ self-esteem, boost their
probability of believing they will excel, promote a positive atmosphere, and increase
academic achievement. As a result, an educator should provide specific, earned
praise to learners. Make use of their names, emphasize what they are doing well, and
express your appreciation (Eison, J., 2010: 1-10)
Make use of a sense of humor
It has been discovered that using humor in the classroom increases learning, self-
motivation, and good relationships between students and teachers. It enables the
teacher to build professional relationships with their students and keep them engaged
in the lesson. You could, for example, make jokes or funny anecdotal stories, provide
light-hearted personal examples, or laugh at learners’ humor. However, you should
avoid using negative humor, which demeans or embarrasses learners, or humor that
is meaningless to the lesson, disconcerting, violent, or forced. Always use humor that
has obtained positive feedback from the class (Nel, 2017: 1131-1142)
Be clear
Understanding and being understood are essential components of good
communication and teaching. As a result, you should always be clear and
unambiguous in your communication and customize your words to your audience.
Consider this not only when writing lesson plans (ensure that complex ideas are
broken down into simple, logical parts for your audience to understand), but also when
interacting with the children after the lesson has been presented. For example, you
might want to ask your students questions or request summaries of the lesson in their
own words to ensure that your teaching was clear.
1.2 Teach students skills needed to participate

Learners may lack the required skills to participate effectively at a given time.
Discussions about the characteristics of effective participation can reveal
undiscovered areas in their learning: Inquire about how they performed in previous
subjects and whether they would benefit from some help (Saputra & Anthony, 2021:
479-426).
Integrate technology in the classroom
According to (Shan et al, 2014: 471-482), learners can engage in a variety of
interactive educational activities to learn different materials with the assistance of
advanced technologies. From entertaining quizzes to educational games that set
learners against one another, technology enables learning new concepts to be
enjoyable. Another method for keeping learners engaged and reinforcing their
knowledge is to use modern teaching aids such as computers, videos, and online
resources.
Give students a voice/choice
Learners value the ability to make choices. They like seeing or knowing that they have
some control over their education. Having choices puts the students in control. This
responsibility implies that they are no longer simply beneficiaries who can relax back
and enjoy the journey without thinking. Rather, they must stand up, take heed, and
actively make choices regarding the direction of their learning journey. Choices can
include deciding which topic to learn about, how, and where to learn about it (which
activities to engage in), and how to present what they have learned. Limit the number
and frequency of options available to learners. Make sure to approve all options ahead
of time and to provide guidance throughout the process.
Use group work and collaboration
Collaboration with small groups provides learners with a welcome break from
homework. They will benefit from each other's points of view and ability to
communicate their ideas. When planning group projects, an educator should use
discretion and understanding of who does work well together. Allowing learners to
work with friends may create the excitement needed for more productive activity.
Scaffold tasks with checkpoints
Misunderstanding and disengagement are highly probable if a teacher unloads all of
the guidelines on students at the start of a lesson before letting them with a
simple activity. That is why larger tasks should be scaffolded by breaking them down
into manageable steps. Each of these can be kept separate by brief checkpoints of
guidance that refocuses learners and reassures them of what is next (Stefanou et
al,2004: 97-110).
REFERENCE LIST:
De Paepe, L., Zhu, C. and Depryck, K., 2018. Online language teaching: Teacher
perceptions of effective communication tools, required skills and challenges of online
teaching. Journal of Interactive Learning Research, 29(1), pp.129-142.
Eison, J., 2010. Using active learning instructional strategies to create excitement and
enhance learning. Jurnal Pendidikantentang Strategi Pembelajaran Aktif (Active
Learning) Books, 2(1), pp.1-10.
Nel, L., 2017. Students as collaborators in creating meaningful learning experiences
in technology‐enhanced classrooms: An engaged scholarship approach. British
Journal of Educational Technology, 48(5), pp.1131-1142.
Saputra, A.H. and Anthony, S., 2021. Pedagogical Competence: Effective
Communication of Students of Primary School Teacher Education of Universitas
Terbuka in Palembang. Jurnal Basicedu, 5(5), pp.42479-4260.
Shan, S., Li, C., Shi, J., Wang, L. and Cai, H., 2014. Impact of effective communication,
achievement sharing and positive classroom environments on learning performance.
Systems Research and Behavioral Science, 31(3), pp.471-482.
Stefanou, C.R., Perencevich, K.C., DiCintio, M. and Turner, J.C., 2004. Supporting
autonomy in the classroom: Ways teachers encourage student decision making and
ownership. Educational psychologist, 39(2), pp.97-110.