- Title
- Innovative teaching strategies for empowering foundation phase teachers in an inclusive classroom
- Creator
- Kusterer, Gail Lee
- Subject
- Inclusive education -- South Africa
- Subject
- Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10948/30951
- Identifier
- vital:31234
- Description
- The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Format
- xiv, 243 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
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NMU School for Initial Teacher Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | GAIL LEE KUSTERER.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |