EDLHODM

The Educator as Leader, Manager and Administrator

ASSIGNMENT NO. : 01

UNIQUE NUMBER : 723943

NAME : QINISO ZIKHALI

STUDENT NUMBER : 62801066

DUE DATE : 20 AUGUST 2019

QUESTION 1: INTRODUCTION TO CLASSROOM MANAGEMENT

MY VIEW OF LEARNERS

 The educator’s view of the learners in his or her class will have an important effect on the
way he or she approaches them. This view that the educator has of learners is influenced
strongly by his or her view of humankind, which is in turn based on a particular view of life
and religious faith directing the life of the educator.
 Educators need to be aware of this and of the fact that a positive view of children, despite
their shortcomings, is much more desirable than a negative approach. Educators will be
more inclined to allow learner participation in decision-making and class work if they view
learners in a positive light, for example as human beings who are able to take a positive
approach towards learning and apply themselves to achieve learning outcomes, who can
persevere in reaching meaningful goals, who can work in a motivated way and who can take
part in problem-solving in a creative, innovative and imaginative way.
 If an educator views learners as people who are negative towards work, lacking ambition,
lazy, prone to avoiding responsibilities and unmotivated, and who should be threatened and
controlled to reach outcomes, then the educator will also be more prone to act like a
dictator.

MY TASK AND PEOPLE ORIENTATION

 The educator’s main task is to educate and teach; therefore educators should focus on the
task dimension of their calling. The educator works with learners and with other people (for
example parents and learner leaders, therefore the human dimension needs attention as
well. Quality interpersonal relationships need to be maintained and human aspects such as
needs, feelings, aspirations and attitudes have to be taken into account.

 Whether the educator follows a task-oriented or people-oriented approach towards learners

will definitely affect his or her leadership style. A task-oriented educator wants to get the job
done and will emphasise activities such as planning, directing and problem solving.
Task-oriented leader behaviours is typical of such an educator such as
• Planning the day’s activities in detail
• Maintaining the expected standards of performance

MY PERSONALITY

 An educator’s personality will affect the type of leadership he or she demonstrates and an
educator must therefore be aware of the type of person he or she is. Educators should strive
to develop an emotionally intelligent personality, as this will enable them to be excellent
leaders of learners.
 The job of educator requires understanding and using one’s own emotions to build
harmonious relations with learners and other people one has to work with.
 It should be clear that an emotionally intelligent educator with a more comfortable and
relaxed leadership style would be a better leader and would achieve more with learners.
 Emotionally intelligent educators are those who are able to understand their own emotions
better, manage their own emotions more effectively and thereby enhance their own quality
of life.

MY LEVEL OF KNOWLEDGE AND EXPERIENCE

 The level of knowledge and experience of leadership and classroom management will
definitely affect the leadership style of educators. Educator leadership can be developed and
desired leadership behaviour can be learnt, as good leaders are not necessarily born
 Improving the abilities of educators as leaders of learners has been neglected in the training
of educators for far too long. There is now a possibility for improving this situation with
official recognition of this role in the Norms and Standards for Educators.
 Educators need to make choices regarding the appropriateness of the leadership style they
adopt. The success with which an educator exercises this choice will depend on his or her
knowledge and experience of leadership.
 The level of an educator’s subject knowledge and of his or her professional and educational
knowledge and experience is definitely also a factor that will affect leadership style.
Incompetence is a fertile breeding ground for an autocratic attitude, as educators who do
not know enough will be inclined to discourage learner participation for fear of being shown
up if matters are discussed too rigorously in class.
 It is encouraging that much is being done at this stage about the upgrading of educator
qualifications and in-service training by the Department of Education.

MY EXPECTATIONS OF AND TRUST IN LEARNERS

 The measure of trust an educator has in learners and the expectations an educator has of
learners will have an effect on the leadership provided. A leader who trusts followers and
has realistic but high expectations of them will be more prone to following a democratic
leadership style.
 When an educator has developed and educated learners for some time, he or she will show
confidence in both the ability of the learners and his or her own ability to teach by allowing
learners to put into practice what they have learnt. In this sense trust is also associated with
high expectations.
 Having high expectations fulfils a psychological function; it builds the confidence of learners
and motivates them to excel, because they actually experience the confidence of the
educator in their ability when the educator has high expectations of them. Not expecting
 much of learners as far as their abilities are concerned is actually a vote of no confidence by
the educator in his or her own teaching.

QUESTION 2: INTRODUCTION TO SOUTH AFRICAN EDUCATION LAW

2.1 No, the principal cannot order ben to undergo an HIV test in terms of section 133 of the
children’s Act 38 of 2005, no learner or educator is compelled to disclose his or her HIV/AIDS status
to school, institution or employer. Any person to whom any information about medical condition of
a learner/ educator

2.2 difference between suspension and expulsion

Suspension means that the learner is excluded from school and cannot return to school for a certain
period of time.

Expulsion