TPRI/V2502: 4.2Case Study Exercise
- Subject Code :
TPRI-V2502
Scenario A:
Read the following dialogue and answer the questions that follow:
Phindile: Hi Nomvuyo! I got my matric results yesterday. Nomvuyo: Hey there! I am so happy for you. How did you do?
Phindile:No man, Im really disappointed. My results were not what I needed to get into the BCom programme at university. I really wanted to become a CA [chartered accountant] I like the idea of making lots of money one day.
Nomvuyo: Im sorry to hear you didnt get in. But do you only want to become an accountant for the money?
Phindile: Yeah! Have you seen the fancy cars CAs drive? And their cool cellphones and gadgets? I i really want to have that lifestyle one day.
Nomvuyo:But there is more to life than just money, my friend. Do you even like accounting?
Phindile: Its ok. I mean, I did ok at school in Accounting. Nomvuyo: What drives you? What is your passion?
Phindile:I dont know. All I know is that I need to do something this year and I really dont have money to study. Hey, I heard that Funza Lushaka give you money to study teaching is that right?
Nomvuyo: Yes, Im a Funza Lushaka grant recipient. They fund me to do my teaching degree.
Phindile: Cool! Then that is what I will do. I will do teaching so that someone will pay me to get my quali?cation.
Nomvuyo: But think about it do you know anything about becoming a teacher? Do you even like children?
Phindile: That doesnt matter to me.
Questions:
With a classmate or a group of peers, if possible, discuss the issues raised in the dialogue using the following questions:
- How would you respond to the school leaver as a student-teacher yourself?
- Do you think the school leaver could be a good teacher? Why or why not?
- What would you do if you knew that the school leaver had a drug or alcohol problem?
- What are the potential problems with teaching degrees and diplomas being fully funded by government departments?
Scenario B:
Read the scenario and answer the questions that follow:
Mr Emmanuel is a newly trained primary school teacher starting his first teaching job at a school in Overport, Durban, in South Africa. In his new class, he teaches learners whose home language is English and others whose home language is isiZulu or isiXhosa. And there are still many other learners with different home languages. There are black, white, brown, and Indian learners from South Africa and learners from other countries. Some of the learners are Christian, some are Muslim, some Hindu, while a number follow their traditional African religion. Mr Emmanuel has boys and girls in his class who all seem to come from different socio-economic backgrounds. While he wonders how he will deal with this wide range of diversity, he may be interested to know that his class is typical in South Africa and many countries today, where the effects of globalisation and international migration are being felt. Still, Mr Emmanuel finds himself searching his training for help with the situation he now faces.
Questions:
- Identify the different forms of diversity in Mr Emmanuels class.
- What challenges are Mr Emmanuel likely to face as a new teacher?
- What measures can he take to cater for diversity in his teaching?
