Academia and Classroom

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Student no : 43713009

EDA 201W Ass no : 2

719493

Question 1
1.1 Conflict→ The practice of recognizing and dealing with disputes in a rational, balanced and effective

way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals.”
1.2 Decision- making → Is the choice of the most suitable way of solving a problem or handling a situation . 1.3 Communication→ Is a means by which the teacher and pupils’ different needs, feelings and

attitudes are conveyed to each other in order to establish cooperation and achieve goals.
1.4 Motivation→ Is the process by means of which motives are provided by, amongst others, a
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2.3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher's management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows:  Classroom atmosphere has a significant influence on pupil performance.  Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important.  The psychosocial and academic aspects of teaching are interrelated. 2

Student no : 43713009

EDA 201W Ass no : 2

719493

 Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils:  Put the pupils in the centre.  Respect pupils' opinions and treat all pupils respectfully.  Give pupils a group feeling.  Help pupils to
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