EDCC 215

Gotlhe go simolola fano

It all starts here
Dit begin alles hier

Amogetswe
Welcome
Welkom
Kopana le batlhatlheledi
Meet your lecturers
Ontmoet jou dosente

MC VC

Dr Khido Ramadie Dr Noorullah Shaikhnag Dr Steff Esterhuizen Dr Thabo Makhalemele

ODL PC

Dr Elmari Fouchė Mrs Villera le Roux Mrs Elmare Mong Dr Lynn Preston Dr Wanda vd Merwe
YUNITI YA GO ITHUTA 4
STUDY UNIT 4
LEEREENHEID 4
Classroom dynamics and group behaviour
Klaskamer
​​​ dinamiek en groepsgedrag

4
Module Outcomes
Module Uitkomste
On completion of this study unit you should be
able to:
•Understand the classroom in its social context
•Identify and understand  the fundamental
aspects for developing a positive an inclusive
 classroom environment
•Reflect on your own personal characteristics that
will exert a positive or negative influence in the
classroom
•Understand the role that  classroom dynamics
and group  behaviour  play  in the classroom
•Apply your knowledge of classroom dynamics
and group behaviour to address interpersonal
 and behavioural challenges in the classroom  klaskamer aan te spreek.
Na voltooiing van hierdie leereenheid behoort u:
•Die sosiale konteks van die klaskamer te
verstaan.
•Die fundamentele aspekte vir die ontwikkeling
van ‘n positiewe en inklusiewe klaskamer
omgewing,  te identifiseer en te verstaan.
•Te reflekteer oor jou persoonlike eienskappe wat
‘n positiewe, of negatiewe invloed  in die
klaskamer sal uitoefen.
•Die rol wat klaskamer dinamiek en groepsgedrag
in die klaskamer speel,  te verstaan.  
•Jou kennis van klaskamer dinamiek en
groepsgedrag in die klaskamer toe te pas om
interpersoonlike en gedragsuitdagings in die
 
BUISA
READ
LEES
• Donald, D., Lazarus, S. & Moola, N. 2019. Educational
Psychology in Social Context.  Ecosystemic applications in
southern Africa (6th Ed.). Oxford University Press Southern
Africa:  Cape Town

• Chapter 8: 151-193
SELF-DIRECTED ACTIVITY SU 3 & 4: TASK E 3 – ON EFUNDI
SELFGERIGTELEER AKTIWITEIT LE 3 & 4: TAAK E3 – OP EFUNDI
The classroom in its social context
Die klaskamer in sy sosiale konteks
The classroom in its social context
Die klaskamer in sy sosiale konteks
• The school and the classroom must be
understood in relation to its social context
• Understanding the interaction between
the classroom and school, also with
families and peer groups of the learners in
the class, with the local community, and
with the social system in a whole
• To understand any classroom, you need to
be aware of how society’s values, norms
and practices are reflected in the
classroom
Source (Donald et al 2019)
• Die skool en die klaskamer moet in
verhouding tot sy sosiale konteks verstaan
word
• Begrip van die interaksie tussen die
klaskamer en skool, ook met gesinne en
portuurgroepe van die leerders in die klas,
met die plaaslike gemeenskap en met die
sosiale sisteem in 'n geheel
• Om enige klaskamer te verstaan, moet jy
bewus wees van hoe die samelewing se
waardes, norme en praktyke in die
klaskamer weerspieël word
Bron (Donald et al 2019)
The classroom in its social context
Die klaskamer in sy sosiale konteks

(Eagle, 2016)
The classroom in its social context
Die klaskamer in sy sosiale konteks
• The social context of the classroom:
• The school
• Families
• Peer groups
• Community: values, norms, practices
• Diversity: gender, race, ethnicity, language,
culture, religion, etc.
• Diverse needs
• The classroom is a micro-cosmos of society
• The teacher must be aware of how the above-
mentioned can influence classroom culture
• Die sosiale konteks van die klaskamer
• Die skool
• Gesinne
• Portuurgroepe
• Gemeenskap: waardes, norme, gebruike
• Diversiteit: geslag, ras, etnisiteit, taal, kultuur,
geloof, ens.
• Verskillende behoeftes
• Klaskamer is 'n mikro-kosmos van die
gemeenskap
• Die onderwyser moet bewus wees van hoe
bogenoemde klaskamer kultuur kan beïnvloed
Classroom culture
Klaskamer kultuur
 Classroom culture
Klaskamer kultuur
• Classroom culture: " The way things
are typically done in a classroom"
• A characteristic atmosphere is part of
classroom culture:
- Busy, accepting, co-operative
- Quiet, passive, teacher dominated
- Chaotic, unstructured (teaching and
learning)
- Undisciplined
• The classroom environment is
determined by the classroom culture
and the degree to which it meets the
diverse values and needs of learners
• Klaskamer kultuur: "Die wyse hoe dinge tipies in 'n
klaskamer gedoen word”
• 'n Kenmerkende atmosfeer is deel van klaskamer
kultuur:
- Besig, aanvaardend, samewerkend
- Stil, passief, gedomineer deur
onderwyser
- Chaoties, ongestruktureerd (onderrig en
leer)
- Ongedissiplineerd
• Klaskamer omgewing word bepaal deur die
klaskamer kultuur en in hoe 'n mate dit die
diverse waardes en behoeftes van leerders
bevredig
Practical classroom practices to optimize classroom culture
• Expectations and goals are clear
• Tasks are challenging, important and authentic
• Students receive prompt and specific feedback
• Give choices
• Celebrate wins

• Students can interact with and

INTELLECTUAL see each other
Practices • Have equal access to physical and
online materials
• Student background & identities are valued
EMOTIONAL • Students are allowed to make mistakes
PHYSICAL Practices • Allow learners to tell more about
themselves
Practices • Make students feel accepted and valued
• Praise positive behavior
SOCIAL
• Behavior expectations are explicit
Practices • Rules/Agreements (Consequences : clear, fair and
consequent)
• Have opportunities to work together
• Teacher is approachable & resourceful
• Use student names
• Build relationship/ listen
• Model positive and respectful behavior
What can you do to create a positive classroom culture?
Wat kan jy doen om 'n positiewe klaskamerkultuur te skep?
o Treat learners with dignity o Hanteer leerders met
o Be consistent, predictable and waardigheid
fair o Wees konsekwent,
o Use positive language voorspelbaar en regverdig
o Have high expectations, for o Gebruik positiewe taal
o Stel hoë verwagtinge, vir
yourself and your learners
o Set up a fair behaviour jouself en jou leerders
o Stel 'n regverdige gedrag
management system
bestuur-stelsel op
o Ask learners what they o Vra die leerders wat hulle van
expected of you jou verwag
Classroom environment: The teacher sets the tone
Klaskamer omgewing: Onderwyser gee die toon aan
Classroom environment - 3 Fundamental aspects
Klaskamer omgewing - 3 Fundamentele aspekte

Instructional
(teaching and learning) aspects
Instruksionele
(onderrig en leer) aspekte

Physical aspects Social aspects

Fisiese aspekte Sosiale aspekte
Physical aspects – read Donald et al (2019) - 172-173
Fisiese aspekte – lees Donald et al (2019) - 172-173
o Building o Gebou
o Noice o Geraas
o Lighting o Beligting
o Ventilation and temperature o Ventilasie en temperatuur
o Display space o Vertoonruimte
o Seating facilities and o Sitplekke en rangskikking
arrangement o Klasgrootte
o Class size
o Can I organised my classroom even if is small and
overcrowded?

o Can I use recycle material to create interesting

displays?

o Can I identified the assets that are in my school

and community to help me improve the look and
feel of my classroom? - (asset based approach)

o Kan ek my klaskamer organiseer al is dit klein en

oorvol?

o Kan ek herwinningsmateriaal gebruik om

interessante vertonings te skep?

o Kan ek die bates identifiseer wat in my skool en

gemeenskap is om my te help om die voorkoms
en gevoel van my klaskamer te verbeter? -
(bategebaseerde benadering)
Tin can storage holder Plastic Bottle Cap Wall Design
Plastic Bag Rug
Instructional (teaching and learning) aspects - read Donald et al (2019) – 173-175
Instruksionele (onderrig en leer) aspekte - lees Donald et al (2019) – 173-175

- How does teaching and learning - Hoe gebeur onderrig en leer in

occur in the classroom?
- Teaching and learning principles
for developing an inclusive and
health promoting classroom:
• Active engagement
• Connecting and communication
• Facilitating interaction
• Flexibility
• Teaching and learning material
die klaskamer
- Onderrig en leer beginsels vir die
ontwikkeling van 'n inklusiewe en
gesondheidsbevorderende
klaskamer:
• Aktiewe deelname
• Skakeling en kommunikasie
• Fasiliteer interaksie
• Buigsaamheid
• Onderrig- en leermateriaal
What can you do to create active engagement in the classroom?
Wat kan jy doen om ʼn aktiewe betrokkenheid in die klaskamer te skep?

o Connect what you’re

teaching to real life
o Use students’ interests and
fascinations
o Give students choices
o Teach students self-
monitoring skills
o Remember the divers needs
of leaners
o Koppel wat jy leer aan die
werklike lewe
o Gebruik studente se
belangstellings en fassinasies
o Gee studente keuses
o Leer studente
selfmoniteringsvaardighede
o Onthou die diverse behoeftes
van leerders
Social aspects
Sosiale aspekte
Good interpersonal relationships:
teacher ↔ learners; learners ↔
learners are critically important
Positive teacher characteristics which
will enhance the social climate of the
classroom environment:
• Warm, friendly, empathetic,
supportive
• Positive self-identity and self-
acceptance
• Good communication skills (especially
listening skills)
Goeie interpersoonlike verhoudinge:
onderwyser ↔ leerders; leerders ↔
leerders is van kritiese belang
Positiewe kenmerke van onderwyser wat
sosiale klimaat van klaskamer omgewing
sal bevorder
• Warm, vriendelik, empaties,
ondersteunend
• Positiewe self-identiteit en self-
aanvaarding
• Goeie kommunikasie vaardighede (veral
luistervaardighede)
Fundamental aspects of classroom environment
Fundamentele aspekte van klaskamer omgewing
Fundamental aspects of classroom environment
Fundamentele aspekte van klaskamer omgewing
• Aspects of learners which will influence
classroom environment:
Personal and social background, strengths
and weaknesses, developmental problems
(barriers)
It is the teacher's task to:
• develop learners' strengths and
• to promote an accepting, inclusive and
health-promoting learning
environment.
• Aspekte van leerders wat
klaskameromgewing sal beïnvloed
Persoonlike en sosiale agtergrond, sterk-
en swakpunte, ontwikkelingsprobleme
(hindernisse)
Dit is die onderwyser se taak om:
• leerders se sterkpunte te ontwikkel en
• om 'n aanvaardende, inklusiewe en
gesondheidsbevorderende
leeromgewing te bevorder.
Group dynamics in the classroom
Groepsdinamiek in die klaskamer
• Group dynamics refers to the type of
interpersonal interaction that takes place
when two or more people are together.
• Teachers must understand the following
aspects of group dynamics in order to
manage their classrooms effectively:
• Patterns of communication
• Participation patterns
• Patterns of decision making and
leadership
• Patterns of group membership
• Conflict and diversity
• Groepsdinamiek verwys na die tipe
interpersoonlike interaksie wat plaasvind wanneer
twee of meer persone saam is.
• Onderwysers moet die volgende aspekte van
groepsdinamiek verstaan ten einde hulle
klaskamers doeltreffend te kan bestuur:
• Kommunikasie patrone
• Patrone van deelname
• Patrone van besluitneming en leierskap
• Patrone van groeplidmaatskap
• Konflik en diversiteit
Patterns of communication
Kommunikasie patrone
Communication occurs on
different levels:
 Verbally and non-verbally
 Direct and indirect
 Clear and unclear
Teachers must reflect on how
they communicate and what they hoe hulle kommunikeer en wat
communicate
Kommunikasie vind op
verskillende vlakke plaas:
 Verbaal en nie-verbal
 Direk en indirek
 Duidelik en onduidelik
Onderwysers moet reflekteer oor
hulle kommunikeer
Patterns of participation
Patrone van deelname
Refers to learner participation in the
classroom
• Who participates and who does not?
• When, how, which patterns are
present and which are developing?
• Answers to the above-mentioned
questions will reveal the power
dynamics in the classroom
• Factors such as gender, home
language, culture and race can
influence participation
Verwys na leerderdeelname in die
klaskamer
• Wie neem deel en neem nie deel nie?
• Wanneer, hoe, watter patrone is
aanwesig en watter is besig om te
ontwikkel?
• Antwoorde op bogenoemde vrae sal
lig werp op die patrone van
magsdinamiek in die klaskamer
• Faktore soos geslag, huistaal, kultuur
en ras kan deelname beïnvloed
Patterns of decision making and leadership
Patrone van besluitneming en leierskap
• How do learners approach • Hoe benader leerders
decision making situations and besluitnemingsituasies en
leadership? leierskap?
• Who makes decisions and are • Wie maak besluite en is
learners part of decision leerders deel van
making processes? besluitnemingsprosesse?
• Is decision making autocratic or • Is besluitneming outokraties of
democratic? demokraties?
Patterns of group membership
Patrone van groeplidmaatskap

• Who is generally included • Wie in die klasgroep

or excluded in the class word oor die algemeen
group? ingesluit en uitgesluit?
• Which subgroups have • Watter sub-groepe het
formed in the classroom? gevorm in die klaskamer?
Conflict and diversity
Konflik en diversiteit
• Is there cohesion or division in
the classroom?
• How is diversity managed in the
classroom?
• Does the possibility of
discrimination and exclusion on
the basis of gender, race, social
class, language, culture, ability,
etc. exist in the classroom?
• Is daar kohesie of verdeeldheid
in die klaskamer?
• Hoe word diversiteit in die
klaskamer bestuur?
• Is daar sprake van moontlike
diskriminasie en uitsluiting in die
klas op grond van geslag, ras,
sosiale klas, taal, kultuur,
vermoë, ens.?/
Guidelines for the teacher to enhance group dynamics in the classroom
Riglyne vir die onderwyser om groepsdinamiek in die klaskamer te bevorder

• Be sensitive for the development of • Wees sensitief vir groeppatrone wat

group patterns in the class and the
exclusion and isolation of certain
learners
• Do self-reflection on the positive or
negative role that you as the teacher
can play in the development of
classroom dynamics
• Be a positive role model of
acceptance, support and respect
• Be aware of the needs of learners and
act on it
in die klas ontwikkel en die uitsluiting
en isolasie van sekere leerders
• Doen self-relfleksie oor die positiewe
of negatiewe rol wat jy as onderwyser
kan speel in die ontwikkeling van
klaskamer dinamiek
• Wees ‘n positiewe rolmodel van
aanvaarding, ondersteuning en respek
• Wees bedag op die behoeftes van
leerders en reageer daarop
Guidelines for the teacher to enhance group dynamics in the classroom
Riglyne vir die onderwyser om groepsdinamiek in die klaskamer te bevorder

• Encourage clear and direct • Moedig duidelike en direkte

communication
• Arrange seating in such a way that it
facilitates inclusion and participation
• Promote leadership and decision
making skills
• Listen carefully to learners’
viewpoints and try to incorporate it
• Prevent destructive conflict and
manage conflict in a constructive way
kommunikasie aan
• Rangskik die sitplekke op so ‘n wyse dat
insluiting en deelname van leerders
bevorder word
• Bevorder leierskap en
besluitnemingsvaardighede
• Luister versigtig na die leerders se
standpunte en probeer dit inkorporeer
• Voorkom destruktiewe konflik en
hanteer konflik op ‘n konstruktiewe
wyse
Conflict management
Konflikhantering
Conflict management
Konflikhantering
• Conflict usually develops when
people differ on certain matters and
when they feel that their viewpoints
and needs are not respected
• If conflict is not managed in a
constructive way, it can lead to
behavioural problems, chaos and
violence
• Conflict is often the cause of
discipline problems in schools and
classrooms
• Konflik ontstaan gewoonlik wanneer
mense verskil oor sekere sake en
wanneer hulle voel dat hulle
standpunte en behoeftes nie
gerespekteer word nie
• Indien konflik nie op ‘n konstruktiewe
manier hanteer word nie, kan dit lei
tot gedragsprobleme, chaos en
geweld
• Konflik is dikwels die oorsaak van
dissipline probleme in skole en
klaskamers
Conflict management styles
Konflikhanteringstyle

• Onderhandeling / • Konfrontering/
Assertief/ Ve Confronting
Negotiating rlo
Assertive o r-v
• Probleemoplossing/ in
erl
oo
w r/
Problem solving in- Lo
s
n /W e-l
o
e se
e n-w
W
Konflikhanteringstyle Nie-
Samewerkend/ samewerkend/
Conflict
Collaborative management styles Non-
collaborative
We
n-v
e rl se
oo l o
r/ i n-
Wi /W
n -l o r
ose lo
Nie- assertief/ -ver
• Toegewing/ Wen • Vermyding/
Non-assertive
Obliging Avoiding
Guidelines for positive conflict management in the classroom
Riglyne vir positiewe konflikhantering in die klaskamer

• Avoid confrontation • Vermy konfrontasie

• Do not try and find out who is right
and wrong
• Mediate a solution
• Allow the parties to air their
viewpoints and frustrations
• Focus on the issue(s) to be resolved
• Look for solutions which would be
acceptable to both parties
• Find agreement on the most
acceptable solution for both parties
• Moenie probeer uitvind wie is reg of
verkeerd nie
• Medieer ‘n oplossing
• Laat die partye toe op hulle standpunte en
frustrasies te lug
• Fokus op die kwessie(s) wat opgelos moet
word
• Soek vir oplossings wat vir beide partye
aanvaarbaar sal wees
• Kom ooreen op die mees aanvaarbare
oplossing vir beide die partye
Managing discipline in the classroom
Die hantering van dissipline in die klaskamer
• Use the steps of a systematic
problem-solving approach:
• Define the problem: What, who,
when, why?
• Look for possible solutions: What,
who, how, when?
• Decide on a plan of action: What,
who, how, when?
• Carry out the plan and maintain it
• Evaluate the intervention and
modify where necessary
• Maak gebruik van die stappe van ‘n
sistematiese
probleemoplossingsbenadering
• Definieer die probleem: Wat, wie,
wanneer, waarom?
• Soek vir moontlike oplossings: Wat, wie,
hoe, wanneer?
• Besluit op ‘n plan van aksie: Wat, wie,
hoe, wanneer?
• Voer die plan uit en hou daarmee vol
• Evalueer die intervensie en pas aan waar
nodig
Principles for using punishment when necessary
Beginsels vir die gebruik van straf indien dit nodig is

• Clarify why you are punishing. Focus
on the unacceptable behaviour and
NOT on the person
• Use punishments which are NOT
violent and degrading. Focus on
constructive actions.
• Do not delay punishment. The learner
must be able to connect the
punishment with the misbehaviour
• Do not continuously refer back to the
punishment and reward positive
behaviour
• Maak duidelik waarvoor jy straf. Fokus
op die onaanvaarbare gedrag en NIE
op die persoon nie
• Gebruik strawwe wat NIE
gewelddadig en vernederend. Fokus
op konstruktiewe aksies
• Moenie straf uitstel nie. Die leerder
moet die onaanvaarbare gedrag aan
die straf kan koppel
• Moenie na die straf gedurig daarna
terug verwys nie en beloon positiewe
gedrag
 Strategies to prevent disciplinary problems
Strategieë om dissiplinêre probleme te voorkom
•Foster a democratic learning environment
•Set clear class rules and disciplinary procedures
•Maintain a good balance between structure and
freedom
•Motivate learners
•Identify factors which undermine discipline and
eliminate them
•Reward positive behaviour
•Be a good role model
•Be flexible and be aware of learners’ needs
•Be sensitive to the classroom dynamics and manage it
appropriately
•Be fair and consistent
•Be accepting, but set clear limits and maintain them
•Get the co-operation of the family (parents) where
possible
• Bevorder ʼn demokratiese leeromgewing
• Vestig duidelike klasreëls en dissiplinêre prosedures
• Handhaaf ʼn balans tussen struktuur en Vryheid
• Motiveer leerders
• Identifiseer faktore wat dissipline ondermyn en skakel
dit uit
• Beloon positiewe gedrag
• Wees ʼn goeie rolmodel
• Wees buigbaar en neem leerders se behoeftes in ag
• Wees regverdig en konsekwent
• Tree aanvaardend op, maar stel duidelike grense en
hou daarby
• Kry die samewerking van die gesin (ouers) waar
moontlik
It starts with you as teacher…
Dit begin met jou as die onderwyser…
POSITIVE TEACHER CHARACTERISTICS - which will enhance social climate of classroom environment
POSITIEWE KENMERKE VAN ONDERWYSER - wat sosiale klimaat van klaskamer omgewing sal
bevorder

Ordelik en in beheer/ Orderly and in control

Buigsaam en aanpasbaar / Flexible

and adaptable

Respekvol (leerders, onderwysers, ouers) /

Respectful (learners, teachers, parents)
Gee positiewe terugvoer en versterk
positiewe gedrag / Give positive feedback
and reinforces positive behaviour

Regverdig en demokratiese leierskap /

Fair and democratic leadership
What kind of teacher do you what to be?
Watter tipe onderwyser will jy wees?
Ke a leboga / Thank you / Dankie