Student #: 34092048 TMS3714 Carmen Mohangi

Unique#: 300324 Assessment 5 Portfolio Unisa 2023

QUESTION 1 [50]
Discuss the following points under ‘’Managing learner behaviour in a history classroom.’’

1.1 Find the source. (10)

Managing behavioural problems in a history class is vital as the bad behaviour will
definitely cause a stumbling block to the teaching and learning process. Whilst establishing
a set of classroom rules is an effective practice, in keeping with the diversity of current
classrooms, teachers need to bear in mind that there are those learners who will not adapt
and adhere to the rules like others. Teachers cannot merely tell these children that certain
behaviour is unacceptable but rather have to go to the source of the problem to bring
about a change. According to Spencer’s principles1, There are generally two groups of
sources that influence a learners behaviour, namely external and. internal. The external
are those factors that do not come from the parties involved namely the teacher and the
learner but rather from around them such as their parents, home life, their school mates,
other teachers, the physical environment, The internal groups include both attitudes of the
learner and. teacher when coming into class. The teacher must consider that there are
elements that can be changed such as attitudes however there are those that cannot such
as a learners financial situation. These unchangeable elements can however be used as a
starting point or information that can be used to change towards acceptable positive
behaviour. That is the teacher can be sensitive towards the learners financial difficulty and
provide resources that should have been purchased by the learners or avoid
embarrassment for the learner. I implement a merit/demerit system as part of a schools
behaviour policy at Rondebult independent primary school that would work just as well at
FET level. Here, in an attempt to find the source of disruptive behaviour. The learners are
given demerits for either school or classwork and behaviour. The teacher then uses this
data to track the areas most affected thereafter arranges a meeting with the parent to
arrive at a solution after 5 demerits. This systems calls for the record keeper in the teacher
to be at it best. It is an effective system and. we have seen many behaviours and attitudes
change including that of teachers approaches and teaching styles.

1.2 Be yourself. (10)

In a world best entertained by reality shows, the millennial learner is best impressed by
authentic and real situations. It is the reason why I scroll through “Tik Toks”. Therefore it is
strongly advisable that the teacher be themselves. I often hear my deputy principal coming
through in my lessons as I try to imitate as much as possible of him especially all the
strategies he has taught me during our weekly CPD workshops however I always try to.
“keep it real” as the learners so often say. I take a conscious effort to pick and choose from
the best teacher or lessons that I have observed during our peer drop ins. However I have
made it my own as advised by Spencer’s principle, that is, I take care not to be an imitation
continually as learners will be discouraged when they do identify it. I strive to arrive at my
own expectations and identify my boundaries to which I intend to base my discipline
policies2. Each teacher has their own attributes, talents and is unique. Bringing your unique

1
Study guide for TMS3714, Page 241
2
Study Guide for TMS3714, Page2 41

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Student #: 34092048 TMS3714 Carmen Mohangi
Unique#: 300324 Assessment 5 Portfolio Unisa 2023

style to the classroom influences your relationship with your students 3. Teaching and.
learning is heavily dependent on this relationship of trust. How can your students trust you
if they do not know the real you. This also places a uniqueness and speciality to the history
classroom that you create together with your learners. This will inform your learners that
their class just like them is special and what they do there is not just a random repetition or
imitation but rather a unique experience assigned to only them. In addition, I feel that the
practice of authentic teaching is very important in a history class in which learners are
taught to investigate the authenticity and validity of a source before taking it seriously. How
are our history learners meant to take the content of a lesson serious if the teacher isn’t
authentic in his/her teaching style.

1.3 Be consistent. (10)

In keeping with a teacher being the model for authenticity, history teachers must model
consistency if they want their class and themselves to be taken seriously. In general
consistency brings stability which is a must in any classroom setup. A stable environment
in which learners learn best. One of the reasons why we study history according to
Emmaline Soken-Huberty in her article about reasons to study history is that it teaches
learners to better understand humanity4. The study of History helps us to enable learners
to reflect on human behaviour over time and identify on what is consistent and what is
purely dependant on the circumstances in which they occurred. History teachers teach
their learners these skills in the hope they too will realise that consistent positive behaviour
pays off in a successfully way. Therefore it is imperative that the history teacher maintain
consistency in their teaching style and expectations thereby creating a classroom
environment that prioritises on consistency. Learners will be inspired to follow their learning
with consistency and disruptive behaviour will have no place in this class. I can speak form
my personal experience, I found a very disruptive class on some days when I set out
written tasks and took my seat before the period ended. My lesson style was not consistent
with those days on which I walked around answering clarifying questions as my learners
completed their written tasks. So I created a set routine in which I am in the learners space
all through the period and do a plenary activity at the end irrespective if they have
completed written work or not. My plenary would sometimes be as creative as a quiz
game to simple question and answer drill but it would always be at the end of a lesson to
assess how much they have learnt.

1.4 Always give the learner a way out. (10)

In the spirit of History as a discipline, we show our learners that one of the reasons for
studying History is to evaluate the past, learn from our mistakes and the behaviour of the
people before us and not repeat them but rather follow in the successful events that
worked. We want to instil in our learners that there is always a chance for redemption and
an opportunity to better themselves. Of course this may not be the case all throughout
their lives but now is the time for them to be learners, learn from their failed attempts with
the hope of performing or conducting themselves better next time. On this note, as advised

3
A Macoy, “ Authentic teaching, Be yourself,” https://antoinemccoy.com/authentic-teaching-be-yourself/, 2022,
[Accessed: 02/10/2023]
4
ES Huberty, “ 10 reasons why History is important” 2023, https://openeducationonline.com/magazine/reasons-why-
history-is-important/, [Accessed 02/10/2023]

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Student #: 34092048 TMS3714 Carmen Mohangi
Unique#: 300324 Assessment 5 Portfolio Unisa 2023

by Spencer’s principles, The history teacher should always present the learner with a way
out of their misconduct or failure thereby instilling in them a thirst to always be better. We
do not want to label the learner as a misfit but assure that people do make mistakes but
most importantly look for a way to make right of the situation. This conveys to learners that
you are on their side and not against them and that you merely want what is best for them.
With this positive approach by the history teacher, you will receive a positive mindset from
your learners to want to change their behaviour, Bad behaviour is not the problem, the
unwillingness to acquire good behaviour is. By showing them that is an opportunity to
improve and that the ball is in their court, the history teacher informs learners that we think
they that are responsible enough to be in control of the own learning and it will spur them
on to act responsibly in class.

1.5 Do not keep score. (10)

As a History teacher, constantly analysing the past behaviours, it will be easy to understand
present behaviours without being wrongly judgemental or bias5. We also want to instil this skill
in our history learners and therefore want to emphasise to them that we are not keeping score
and are merely here for their progression. Again this will reenforce the relationship of trust that
exists between teacher and learner. According to the citation of Barth in the Study guide for
TMS3714, there are more learners than the teacher and the youngsters have more energy
than we do. By not keeping score or a grudge, the teacher conveys to learners that we are
genuinely here for their wellbeing and learning progression and not against them or to find fault
and that if we have found the fault then it is to fix and remedy and not label them a bad
students. When engaging in our demerit system at school, the leaners who has defaulted with
10 demerits in the same category receives a redemption booklet for that category in which
every teacher that they see must sign and. comment for a week on the progress of the
learners reminding them that we are not here to harp on their mistakes but are focused on
their progression. On this note, by not keeping score, we will instil in our learners a critical
thinking attitude to the past. For example, when studying the events of the past, although
some learners may identify or even empathise with the figures that were wronged in the past,
they will not be resentful to people who are connected to the oppressors today but rather
analyse every situation critically. Not keeping score as a History teacher will inform your
learners that critical thinking and not hate speech is welcome in the History class. This will
have an impact on how learners conduct themselves during discussions and debates at which
there are conflicting opinions or even personal interest in the lessons content.

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Study Guide for TMS3714, Page 153

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Student #: 34092048 TMS3714 Carmen Mohangi
Unique#: 300324 Assessment 5 Portfolio Unisa 2023

QUESTION 2 [50]
2.1 Design a grade 12 history lesson plan on the topic of your choice with reference to the
following:

PLANNING FORM 1
Subject: HISTORY
Phase: Further Education and. training band – Grade 12
Specific Aims (2): To enable learners to have:
• an interest in and enjoyment of the study of the
past.
• knowledge, understanding and appreciation of
the past and the forces that shaped it.
• the ability to undertake a process of historical
enquiry based on skills; and
• an understanding of historical concepts,
including historical sources and evidence

Lesson Objectives(2): To get learners to

• Practice various skills that are useful in
Historical studies:
• Select appropriate information
• To list information in a logical order
• Working within the context of the period South
Africa after the 1960’s

General Information (2): The lesson will be conducted in a classroom setting

involving group/pair and. individual activities with the
duration of 55 minutes.
School’s knowledge focus area or : Civil Resistance in South Africa – 1970’s – 1980’s:
content (2): Subtopic:
Question focus: The challenge of Black
Consciousness to the Apartheid state (Essay
question)
The nature and aims of Black Consciousness
The role of Steve Biko
Black Consciousness Movement (BCM)

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Student #: 34092048 TMS3714 Carmen Mohangi
Unique#: 300324 Assessment 5 Portfolio Unisa 2023

PLANNING FORM 2
Knowledge (10) Skills (10) Values & Attitudes (10)
Learners will be able to Learners will exercise skills 1. Respect for diverse races
when working with source in South Africa and their
1. Define the concepts: such as views and interpretations of
2. Black consciousness, 1. Extraction from the South African history.
Apartheid, resistance source 2. Appreciation for the
and Black power. 2. Quoting evidence from complexity of our South
3. Name and describe the the source, African historical events,
reasons for the civil 3. Show understanding of example is how the
resistance in South definitions, or concepts American Black resistance
Africa from 1970’s to by using them in influenced the struggle in
1980’s. response well, as South Africa and. vice
4. Explain the nature of the Interpretation by versa.
Black Conscious commenting on, 3. Empathy towards
Movement in South explaining their answer. individuals and groups
Africa. 4. Analyse sources and impacted by Black
5. State the aims of the make a decisions based Consciousness Movements
black consciousness on the reliability and resistance to Apartheid and
movement. format. the resistance
6. Elaborate on the role of 5. Make a comparison of 4. Appreciate the events that
Steve Biko in the birth of sources. lead to democracy and
Black Consciousness in 6. Perform paragraph black freedom in South
South Africa. writing and put events Africa and thereby view our
7. Know the chronology of into chronological order current education system of
national historical events by ordering a mind map diversity in awe.
from the 1970’s to for an essay question and 5. Develop a spirit of
1980’s. build on it by: patriotism.
8. Identify and. describe the 7. Using the PEEL method 6. Value Black people as an
nature of Apartheid in with they refer to the inclusive positive identity.
South Africa in the evident and. explain and
1970’s to 1980’s. link.
9. Identify the influence of 8. Learners will ultimately,
the BCM on South whether as part of a
African learners at today. discussion or in pairs and
10. Identify the influence groups by able to
that the BCM has on communicate their
the pride of Black conclusions and
individuals then and perspectives in a concise,
today in the light of organised way.
Pseudo scientific 9. Be able to develop and a
notions that we have line of argument that
studied in grade 11 supports the topic, “ The
challenge of Black

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Student #: 34092048
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10. Be able participate in
PLANNING FORM 3
Resources (2) Approach (4)
• Handout worksheets,
• Film clip of the film, “
Cry freedom” Starring
well known actor
Denzal Washington.
• Past year paper with
essay question and
sources based
questions.
• Power-point
presentation of Notes
on the natures and.
aims of the Black
Conscious Movement.
TMS3714 Carmen Mohangi
Unisa 2023
Consciousness to
apartheid.”
a debate regarding the
evidence presented by
the Apartheid government
on the death of Steve
Biko.
Prior knowledge(4)
• An enquiry based Teacher will revise Grade 11
approach will be the basic topic of:
structure of the lessons Legalising Apartheid:
activities in which leaners • What was Apartheid?
will study historical • How did Apartheid differ
sources in the form of film from Segregation?
clip, newspaper abstracts • Why did the NP adopt a
and magazine picture policy of Apartheid?
article and answer • Creation of Apartheid state
questions in pairs, groups • Laws against multiracial
and individually. labour.
• The class will view a film
clip of a biography of Mr.
Steve Biko played by
Denzal Washington and
start by engaging in a
class discussion of the
historical context of South
Africa prior 1970.
• They will thereafter
analyse sources in the
form of two newspaper
articles as part of a
THINK. PAIR, SHARE
activity with one
classmate.
• Learners will then work
individually on a mind
map of their essay, The
challenge of Black
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Student #: 34092048 TMS3714 Carmen Mohangi
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Consciousness to the
Apartheid State”
• A technology based
approach is taken as the
learners will view several
visuals such a film clip
and PowerPoint
presentation.

FILM CLIP: https://www.youtube.com/watch?v=XaNcxKOD2_o

Reference
• Department of Basic Education. (2011). Curriculum and Assessment Policy Statement
(CAPS): Further Education and. Training Phase History [PDF]

• Department of Basic Education. (2023). Annual Teaching Plans History Grade 12

(ATP): Further Education and. Training Phase History [PDF]

• Unknown author, “ What teacher should understand about effective classroom

behaviour management?,” Page 4: Key Principles of Classroom Behavior
Management,https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q1/p04/#:~:text
=By%20responding%20to%20student%20behavior,fewer%20instances%20of%20disru
ptive%20behavior. [Accessed 01/10/2023]

ASSIGNMENT TOTAL = 100

DECLARATION OF ORIGINALITY
Student Name: CARMEN MOHANGI
Student Number: 34092048
1. I understand what plagiarism is and am aware of the University’s policy in this regard.
2. I declare that this examination paper 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.
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: Date: 04/10/2023