Exam for TAM2601

QUESTION 1

A1 People

2 Time

3 Tasks

4 resources

5 Technology

B1 Learners

2 Time table

3 Things need to be done

4 teaching media

5 materials things of the class

QUESTION 2

• Having objective: provide a road map for a sequence of lesson, guiding both the teacher
instruction and the students learning journey. It helps to select and organized course content
• Modeling expectations: the teacher engage students by showing them how to perform a skill
while describing each step with a rationa. This provides students with both a visual and verbal
example of what they will be expected to do
• Engaging learners: engaging them can hel to achieve your goals. Once the learners are fully
participate all the work is easier and they learn effectively. Engaging students in the learning
process increase their attention and focus and moves them to more critical thinking. By embrace
collaboration learning, establishing of positive teacher, students relationship, foster a sense of
competence and by promoting.
• Compliments positive behaviour: As an educator you need to compliments those students who
did well, and encourage those who are lacking. Having a badge for student who did well in the
lessons, week and months can promote all the learners to participate in all the lessons.
Compliments can boost students confidence and self-esteem.
• Hardworking: encourage hardworking learners among the the students and give rewards for it.
When all student are trying by all means to finish the task given to them, this will help the
teacher to teach less and observe. Having hardworking learners helps a lot as you will have lot of
things to share and monitoring their creative thinking.

QUESTION 3

School level planning is a statement of the educational philosophy of the school, it’s aims and how it
propose to achieve then. It deals with the curriculum and with the organisation of the school resources,
including staff, space, facilities, equipment, time and finance.
Grade level planning: is fine as grade level team or department focusing on its related to students
achievement that is teacher driven and based on teacher/team need.

Classroom level planning: focus on the day to day activities and interpretation that takes place in the
classroom. It involves translating the goal and objectives set at the school and grade level into specific
instructions strategies and activities. Classroom including lessons design for students, differentiation
(divers), classroom management and assessment feedback.

B (1) Explain

(2) Elaborate

(3) Evaluate

(4) Assess

QUESTION 4

Behaviour management: Managing the behaviour of a large number of students can be difficult, as it
may be harder to spot and address disruptive behaviour promptly. This can lead to a negative classroom
environment and impact the learning experience for all students

Limited individual attention: With a large classroom, it can be challenging for the teacher to provide
individual attention to each student, which can result in some students feeling neglected or overlooked.

. Classroom organization and flow: With many students, it can be more challenging to maintain an
organized and efficient classroom environment, leading to difficulties in managing resources, distributing
materials, and transitioning between activities.

Student engagement and participation: In a large classroom, it can be more challenging for every student
to actively participate and engage in discussions and activities, leading to a lack of involvement and
decreased motivation.

Assessment and feedback: Providing timely and personalized feedback to a large number of students can
be challenging, as it may take longer to grade assignments and provide individualized feedback, which
can impact student learning and progress.

QUESTION 5

(I) True
(II) False
(III) False
(IV) False
(V) True

QUESTION 6

•Classroom Climate: Classroom climate refers to the overall atmosphere and environment within a
classroom, including the emotional, social, and physical aspects. It encompasses the interactions
between students and teachers, the level of respect and support within the classroom, and the overall
feeling of safety and inclusivity. A positive classroom climate can enhance learning, encourage student
engagement, and foster a sense of belonging, while a negative climate can hinder academic performance
and emotional well-being.

• (I) Safety and Support: Creating an environment where students feel physically and emotionally safe,
and where they receive support from both the teacher and their peers.

Engagement: Fostering an atmosphere where students are actively involved in learning, motivated, and
interested in the subject matter.

Environment: Refers to the physical and emotional aspects of the classroom, including the layout,
resources, and overall atmosphere. I

Inclusion and Respect: Promoting a classroom climate where diversity is valued, and all students feel
respected and included in the learning process.

QUESTION 7

(I)Teacher’s Communication Style: The way the teacher speaks, listens, and uses nonverbal cues
influences student-teacher communication.

(II)Classroom Environment: The physical layout, noise level, and overall atmosphere can impact
communication.

(iii)Cultural and Language Differences: Varied cultural backgrounds and language proficiency among
students can affect understanding and expression.

(iv) Technological Distractions: Electronic devices and digital media can divert attention and disrupt
effective communication in the classroom.

(v) Student Engagement: Active participation and interest in the subject can enhance communication,
while disengagement can hide.

QUESTION 8

*Challenge: Offering tasks and activities that are appropriately challenging, but not overwhelming, can
stimulate motivation. Setting achievable goals and providing opportunities for growth and development
can also contribute to motivation.

*Relevance: Connecting the learning material to real-world applications or the learners’ interests can
make the content more meaningful and engaging, thus increasing motivation.

*Relatedness: Creating a supportive and inclusive learning environment where learners feel connected
to their peers and instructors can enhance motivation. Collaboration and group activities can foster a
sense of relatedness.

*Autonomy: Allowing learners to have some control over their learning process and choices can increase
motivation. This can include giving them options for projects, assignments, or study methods.

*Competence: Providing opportunities for learners to develop and demonstrate their skills and
knowledge can boost motivation. Constructive feedback and recognition of their achievements can also
contribute to a sense of competence.
QUESTION 9

•Communication skills: Effective communication is key in managing a classroom, as it allows the teacher
to clearly convey instructions, expectations, and feedback to students, as well as to listen and respond to
their needs and concerns.

• Organizational skills: A well-organized teacher is able to efficiently plan and manage classroom
activities, resources, and time, which helps in maintaining a structured and productive learning
environment.

• Empathy: Having empathy for students allows a teacher to understand and connect with their
individual experiences, feelings, and struggles, which helps in building a positive and supportive learning
environment.

•Patience: A patient teacher is able to calmly and effectively handle a variety of situations that may arise
in the classroom, and help students navigate through difficult tasks or concepts

•Adaptability: An effective teacher is able to adapt to the needs and learning styles of different students,
as well as to changes in the classroom environment and curriculum.

QUESTION 10

Clear Rules and Expectations: Clearly defined rules and expectations for student behaviour. Consistent
Enforcement: Consistent enforcement of disciplinary measures to ensure fairness and equity. Procedural
Fairness: Adherence to procedural fairness in disciplinary processes, including the right to a fair hearing.
Positive Reinforcement: Incorporation of positive reinforcement strategies to encourage good behaviour.
Supportive Interventions: Provision of supportive interventions for students who may require additional
assistance or guidance.