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Extra resources for An Educator's Guide to Effective Classroom Management

Sample text

If you think about it, this principle is really what the term ‘based’ means. Educators ‘base’ their curriculum, their instruction, their assessment and recording on the outcomes that really matter the most. Using this systematic and logical backward-mapping process often helps educators to realise (and correctly so) that some of what they have been teaching is not really the essential substance that learners must learn to achieve their critical outcomes. 1 attempts to illustrate the OBE planning principle of designing down and delivering up.

Pretorius and Lemmer (1998: 56) provide the following guidelines for the organisational function of the educator: • Take into account the tasks that the educator as well as the learners need to complete to achieve the necessary outcomes. • Follow democratic steps to create order regarding the conduct of learners, seating arrangements in the classroom, learner leadership, communication patterns and the delegation of tasks to learners. 29 EFFECTIVE CLASSROOM MANAGEMENT PART A • Exercise firm, yet democratic control over the manner in which learner activities and tasks are carried out.

1 Using outcomes to plan and implement learning Planning path PLANNING EFFECTIVE CLASSROOM MANAGEMENT 3 learners will have a clear path for getting to the critical or ultimate outcomes and will focus on what is essential for getting there. If you think about it, this principle is really what the term ‘based’ means. Educators ‘base’ their curriculum, their instruction, their assessment and recording on the outcomes that really matter the most. Using this systematic and logical backward-mapping process often helps educators to realise (and correctly so) that some of what they have been teaching is not really the essential substance that learners must learn to achieve their critical outcomes.

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Categories: Educational Psychology