EDUB2724

Human relationship in

Education context

NQF Level: 7

Number of credits: 12

SCHOOL OF EDUCATION

STUDIES

Compiled by

Prof C Beyers

and

Dr R Kgothule

2022
 FACULTY OF EDUCATION

SCHOOL OF

EDUCATION STUDIES

Type of Module
(Fundamental/Core/Elective)
HUMAN RELATIONSHIPS IN
Module Title
EDUCATION CONTEXT CORE

Module Code NQF Level Credit Value Module Leader

EDUB2724 6 12 Prof C Beyers & Dr R Kgothule

Date of
Programme and
Year Level Compilation/ Peer Evaluator
Phase
Revision

BEd (FP; IP; SP March 2021

2 Prof C Beyers
& FET Teaching) April 2021 Dr Kgothule

©Faculty of Education 1
CONTENT
Page

1. Orientation 3

2. Expected outcomes and presumed notional hours 4

3. Contact detail of staff teaching this module 5

4. Contact sessions 6

5. Work programme and time schedule 7

6. Assessment plan 8

7. Action words 11

8. Icon list 12

9. Reading materials 13

10. Content of learning units 14

11. Module evaluation 22

©Faculty of Education 2
This guide should be read in combination with the Programme booklet, available on the webpage of the Faculty of
Education.

©Faculty of Education 3
 1. Orientation

Welcome to Module Human Relationships in Education context.

The purpose of this module is to equip students with the basic knowledge and skills regarding
human relationships in education context in order to create an understanding of the education
context as relational in nature. This implies that participants (students, lecturers, tutors, etc)
in the learning community/communities that will arise will continuously be engaged in
dialogue.

In this module we use an engaged teaching and learning approach which means that
students are expected to fully participate in the learning process and therefore observe the
relational nature of the education context.

We wish you all the best and hope that you will find this module both enriching and rewarding.

Module is available on Blackboard Yes 

No 

If yes: Visit the Blackboard site as often as possible to keep posted on the latest developments in the module.
Should you encounter any problems in using the technology, please contact E-learning Help Desk - 051 401
9452 or visit E-learning Help Email – ehelpdesk@ufs.ac.za

©Faculty of Education 4
2. Expected Outcomes and Presumed Notional Hours

The BEd programme is a qualification directed at the initial education and training of
teachers. The intended exit-level outcomes of the programme is a graduate who
possesses a well-rounded education consisting of integrated

 subject content knowledge

 knowledge of learners and the education context
 pedagogical content knowledge

that will enable them to demonstrate applied competence, commitment and responsibility
as academically and professionally qualified teachers for diverse education contexts.
On completion of this module, you will demonstrate an understanding of human
relationships in education context.

Notional hours

Learning activity Presumed hours

Lectures 10
Tutorials -
Practical work
Laboratory work -
Individual study 35

Assessments (Summative and Formative) 15

ICT (e.g. blackboard; comp lab., etc.) 20

Presentations (by students) -
Research 15
Service Learning 10

More information on the BEd programme is available in the Programme booklet

©Faculty of Education 5
3. Contact Detail of Staff Teaching This Module

Learning Name Office Telephone Consultation E-mail address

unit no times

Module leader

Dr R Kgothule 111 W D kgothulerj@ufs.ac.za

Bfn campus – Lecturers

Prof Beyers 108WD beyersc@ufs.ac.za

111WD kgothulerj@ufs.ac.za
Dr Kgothule

Qwaqwa campus - Lecturers: English classes

Dr Mukuna

Should you have any queries, you are welcome to contact any of the staff members listed above during their
consultation hours
Consult the Programme booklet for the grievance procedure of the Faculty of Education, should you
encounter any problems

©Faculty of Education 6
4. Contact Sessions

Contact sessions in this module are scheduled as follows:

Please see Bb

Class

Day Time Venue

Monday 10:10 BB Collaborate
Thursday 10:10 BB Collaborate

Tutor session

Day Time Venue

Monday 15:10 BB collaborate
Tuesday 08:00 TBA

Students complete the table above themselves. Full details of the timetable are available on the webpage of
the UFS

©Faculty of Education 7
5. Work Programme and Time Schedule
Learning Theme Content Tutorials
unit/
week

- Self-concept theory
Theoretical - Perceptual tradition
1 grounding - Cycle of Social Interaction

- The four corner press

2 Positive - Interpersonal relationships and
interpersonal students’ development
relationships - Building relationships with diverse
others

3 Teacher- - Navigating middle ground

learner - Essential aspects of teacher-
relationships learner relationships
- Consequences of ineffective
relationships.
Establishing - Functioning in groups
4 harmonious - Conflict management
relations - Effective communication

©Faculty of Education 8
6. Assessment Plan

6.1 Summary of summative assessment episodes, requirements and due dates:

Assessment Who will assess What to submit Weight Due date

instrument
Reflective essay BB submission 30% 9 September
Online test Questionmark 30% 13 September
Summative assessment Turnitin 40% 2 November

6.2 Components of the total pass mark:

Components Detail Weight

On-line test 30%

Reflective 30%
essay
Summati 40%
ve ass.
Total pass mark for the module: 50%

Summative assessment episodes may be interspersed with various formative assessment activities throughout
the semester/year
Unscheduled continuous assessment activities may not contribute more than 20% to the module mark

6.3 Plagiarism

The word “plagiarism” is derived from the Latin term “plagiaries” which literally means
“kidnapper” and refers to the theft of someone else’s work.

The UFS makes a distinction between plagiarism and academic writing misconduct. The
former term refers to

 acts of plagiarism committed unknowingly/ unintentionally

 improper or no acknowledgement of a limited section of the work
©Faculty of Education 9
The latter term refers to

 repeated incidents of collusion, deliberate dishonesty and more serious forms of

plagiarism committed over an extended period of time

Against this background, students are requested to refrain from deliberate dishonesty in the
form of:

 Collusion and fabrication or falsification of data

 Purchasing assignments, dissertations and/or theses on the internet and presenting
such documents as your own work
 Submitting the same work for more than one course or in consecutive years

The consequences that students, found guilty of plagiarism or academic writing misconduct will have to face,
are outlined in the Programme booklet

©Faculty of Education 10
7. Action Words
ACTION DESIRED REACTION
WORD

Name / List Give, in short sentences, the information requested, without discussing it.

Describe Give a detailed account of a topic by mentioning the parts, characteristics or qualities of the
matter.

Discuss Explain the meaning of something by using logic arguments.

Identify Give the main points relating to the subject.

Give an Give a summary (shortened version) of the main points relating to the issue and comment on
overview them.

Outline Give a general summary. It should contain a series of main ideas supported by secondary
ideas. Omit minor details. Show the organisation of the ideas.

Summarise Give the main points of something. Do not include details, illustrations, critique or discussion.

Give an Give a summary of the main points on a topic in a clear, logical sequence so that differences,
exposition of similarities and tangent points become clear.

Illustrate Use a sketch, graphic presentation to explain a concept or solve a problem.

Bring in Clearly indicate the relation between different aspects of a topic and show what the connection
relation to or similarities are.

Interpret Comment on the available facts, with reference to appropriate examples. Give a clear
indication of your own understanding of the matter.

Contrast Emphasise the differences, distinctiveness and inequalities of facts or events.

Compare Put the facts, events or problems in opposition and indicate similarities and differences; or
analyse the similarities and differences between statements, ideas, etc. (Take note of the
difference between contrast and compare).

Comment on Give your own opinion on a given matter. Say whether you agree or disagree with a certain
statement.

Criticise Give your reasoned opinion of something, showing its good and bad points. Your opinion must
be supported by facts and reasoning. To criticise does not mean that you must attack.

Examine / Split the given information into its parts and critically discuss the relevant issues.
analyse

Write notes on Give a brief exploration (elucidation) of a given topic.

Write notes on Give a brief exploration (elucidation) of a given topic.

Explain Give a clear and precise account of something. Elucidate with examples and/or illustrations
and motivate your conclusions or results.

Elucidate Briefly state the main points in a clear sequence, without detail illustrations or examples.
(make clear)

Evaluate Judge the quality of something on the basis of specific points of departure or criteria. Also give
your own opinion. Do not discuss.

©Faculty of Education 11
8. Icon List

Consult sources Did you know?

Please take note

Individual work

Topics for Study this section

thoroughly - test and
examination questions

group
discussion in class Additional information for
enrichment - not required
for test and examination
purposes
Exercises to be

completed Visit the

Blackboard site
Self-assessment

Participate in discussion Reflection

forum on Blackboard

©Faculty of Education 12
9. Reading Materials

Compulsory readings

Babonea A and Munteanu A. 2012. Towards positive interpersonal relationships in the classroom.
AFASES, Brasov 24-26 2012.

Johnson DW 1993. Reaching out: interpersonal effectiveness and self-actualisation. Boston: Allyn and
Bacon, pp. 1-23.

Johnson DW 1993. Reaching out: interpersonal effectiveness and self-actualisation. Boston: Allyn and
Bacon, pp. 303-322.

Prinsloo IJ 2013. Establishing harmonious relations in a school. In: Van Deventer I & Kruger AG (Eds). An
educator’s guide to school management skills. Pretoria: Van Schaik, pp. 188-200.

Purkey WW & Stanley PH. 1991. Invitational teaching, learning and living. Washington: NEA professional
library. Chapter 2 & 4.

Purkey WW and Strahan DB. 2002. Inviting positive classroom discipline. Ohio: NMSA. Chapter 4 & 6.

Zandvliet D, den Brok P, Mainhard T and van Tartwijk J (Eds). 2014. Interpersonal Relationships in
Education: From Theory to Practice. Rotterdam. Sense Publishers. Chapter 2

Zandvliet D, den Brok P, Mainhard T and van Tartwijk J (Eds). 2014. Interpersonal Relationships in
Education: From Theory to Practice. Rotterdam. Sense Publishers. CHAPTER 5

©Faculty of Education 13
10. Content of Learning Units

Synopsis of Learning Unit 1

Title of learning unit 1 Mode of delivery

THE THEORY AND PRACTICE OF

INTERPERSONAL RELATIONSHIPS IN
EDUCATION CONTEXT

Intended content-specific outcomes Intended critical cross-field outcomes

At the end of this unit you will be able to

demonstrate understanding of theory and
practice in interpersonal relations by:

 describing and analysing different

theories of interpersonal relationships
 examining the importance of
interpersonal relationships
 appraising how relationships assist
educational outcomes

Sources needed for this unit

Johnson DW 1993. Reaching out: interpersonal

effectiveness and self-actualisation. Boston: Allyn
and Bacon, pp. 1-23.

Zandvliet D, den Brok P, Mainhard T and van Tartwijk

J (Eds). 2014. Interpersonal Relationships in
Education: From Theory to Practice. Rotterdam.
Sense Publishers. Chapter 2

Purkey WW & Stanley PH. 1991. Invitational teaching,

learning and living. Washington:NEA professional
library. Chapter 2

©Faculty of Education 14
 CONTENT OUTLINE TEACHING/LEARNING ASSESSMENT TASKS
ACTIVITIES

1.

2.

3.

©Faculty of Education 15
Synopsis of Learning Unit 2

Title of learning unit 2 Mode of delivery

POSITIVE INTERPERSONAL RELATIONSHIPS

Intended content-specific outcomes Intended critical cross-field outcomes

By completion of this learning unit, students

should be able to demonstrate an understanding
of positive relationships between students and
teachers by:

 assessing how teachers use themselves

in healthy and creative ways.
 exploring the four corner press.
 analysing how interpersonal
relationships contribute to learners’
development.
 discovering how relationships with
diverse others can be enhanced

Expected learning hours for this unit Sources needed for this unit

Zandvliet D, den Brok P, Mainhard T and van Tartwijk

J (Eds). 2014. Interpersonal Relationships in
Education: From Theory to Practice. Rotterdam.
Sense Publishers. Chapter 2

Purkey WW & Stanley PH. 1991. Invitational teaching,

learning and living. Washington:NEA professional
library. Chapter 4.

Purkey WW and Strahan DB. 2002. Inviting positive

classroom discipline. Ohio: NMSA. Chapter 4.

Johnson DW 1993. Reaching out: interpersonal

effectiveness and self-actualisation. Boston: Allyn
and Bacon, pp. 303-322.

©Faculty of Education 16
 CONTENT OUTLINE TEACHING/LEARNING ASSESSMENT TASKS
ACTIVITIES

1.

2.

3.

©Faculty of Education 17
Synopsis of Learning Unit 3

Title of learning unit 3 Mode of delivery

TEACHER-LEARNER RELATIONSHIPS IN
THE SCHOOL CONTEXT

Intended content-specific outcomes Intended critical cross-field outcomes

 By completion of this learning unit,

students should be able to demonstrate
an understanding of teacher-learner
relationships in education context by:
 examining the essential aspects of
teacher-learner relationships.
 appreciating the importance to build
sound relationships in schools.
 explaining and understanding how a
teacher should invite positive classroom
discipline
 discovering how teachers and students
view and navigate middle ground for
achieving relationships.

Expected learning hours for this unit Sources needed for this unit

Zandvliet D, den Brok P, Mainhard T and van Tartwijk

J (Eds). 2014. Interpersonal Relationships in
Education: From Theory to Practice. Rotterdam.
Sense Publishers. Chapter 5

Prinsloo IJ 2013. Establishing harmonious relations in

a school. In: Van Deventer I & Kruger AG (Eds). An
educator’s guide to school management skills.
Pretoria: Van Schaik, pp. 188-200.

Purkey WW and Strahan DB. 2002. Inviting positive

classroom discipline. Ohio: NMSA. Chapter 6.

©Faculty of Education 18
 CONTENT OUTLINE TEACHING/LEARNING ASSESSMENT TASKS
ACTIVITIES

1.

2.

3.

©Faculty of Education 19
Synopsis of Learning Unit 4

Title of learning unit 4 Mode of delivery

ESTABLISHING HARMONIOUS RELATIONS IN A

SCHOOL

Intended content-specific outcomes Intended critical cross-field outcomes

At the end of this unit you should be able to:

 appreciate why it is important to build and maintain

sound relationships in a school
 show connection between intergroup dynamics,
effective task performance, and the establishment
of sound interpersonal relationships
 apply your knowledge and skills in order to make
groups function successfully in a given situation
 ascertain the connection between applying
management skills and establishing relationships.

Expected learning hours for this unit Sources needed for this unit

Babonea A and Munteanu A. 2012.

Towards positive interpersonal
relationships in the classroom. AFASES,
Brasov 24-26 2012.

Prinsloo IJ 2013. Establishing harmonious

relations in a school. In: Van Deventer I &
Kruger AG (Eds). An educator’s guide to
school management skills. Pretoria: Van
Schaik, pp. 188-200

Johnson DW 1993. Reaching out:

interpersonal effectiveness and self-
actualisation. Boston: Allyn and Bacon, pp.
303-322

Zandvliet D, den Brok P, Mainhard T and

van Tartwijk J (Eds). 2014. Interpersonal
Relationships in Education: From Theory

©Faculty of Education 20
 to Practice. Rotterdam. Sense Publishers
Chapter 7

Babonea A and Munteanu A. 2012. Towards

positive interpersonal relationships in the
classroom. AFASES, v=Brasov 24-26 2012

CONTENT OUTLINE TEACHING/LEARNING ASSESSMENT TASKS

ACTIVITIES

1.

2.

3.

©Faculty of Education 21
11. Module Evaluation

(to be entered onto the Survey Monkey facility on Bb OR to be centrally processed by the Evasys survey
management system )

Module title and code: (EDUB2724)

Lecturer: (Please enter)

Your degree programme: (Please enter)

Please complete this short questionnaire on the module you have just completed.

You should not give your name

CONTENT AND STRUCTURE Strongly Agree Agree Disagree Strongly
Agree Neutral Disagree
5 4 3 2 1
The aims and objectives of the module were clear 5 4 3 2 1
The module was well structured and organised 5 4 3 2 1
The coverage of the module was as I had expected 5 4 3 2 1
The module was intellectually challenging 5 4 3 2 1
The module was at an appropriate level 5 4 3 2 1

Comments

ASSESSMENT AND FEEDBACK Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
There was a clear link between the type of 5 4 3 2 1
assessment(s) and the aims of the module
It was clear what the assessments required 5 4 3 2 1
The assessment workload was as I had expected 5 4 3 2 1
The feedback I received on my assessment was 5 4 3 2 1
informative and timely
I am satisfied with the range of assessment types in 5 4 3 2 1
this module

Comments

STYLE AND QUALITY OF TEACHING Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
The module was taught effectively 5 4 3 2 1
The methods of teaching were appropriate for 5 4 3 2 1
the content of the module
The pace of teaching was good 5 4 3 2 1
The lecturer(s) made the sessions interesting 5 4 3 2 1
The lecturer(s) were helpful and approachable 5 4 3 2 1

©Faculty of Education 22
 Comments

STUDENT INVOLVEMENT Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
I had opportunities to participate actively in this 5 4 3 2 1
module
I was able to discuss teaching and learning issues 5 4 3 2 1
with the lecturer(s) / tutor(s)

I made the most of learning opportunities 5 4 3 2 1

(including seminar attendance, Blackboard)

Comments

LEARNING AND TEACHING RESOURCES Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
There were adequate learning materials (e.g. 5 4 3 2 1
textbooks, journals)
Hand-outs and/or support materials were useful 5 4 3 2 1
and relevant
The quality of the teaching venues was satisfactory 5 4 3 2 1
The IT resources for this module were appropriate 5 4 3 2 1

Comments

OTHER MODULE-SPECIFIC QUESTIONS that the lecturer wishes to add

(Appendix B is a list of questions that may be drawn from)

©Faculty of Education 23
Questions to assist in the design of module evaluations

CONTENT AND STRUCTURE Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
The module met my expectations 5 4 3 2 1
The aims and objectives of the module were 5 4 3 2 1
clearly communicated
The module was well structured 5 4 3 2 1
The subject was taught in a logical order 5 4 3 2 1
Clear links were made to other relevant topics either 5 4 3 2 1
within and/or across modules
Studying this module has increased my knowledge of 5 4 3 2 1
the subject
The module was intellectually challenging 5 4 3 2 1
The module content was at an appropriate level. If 5 4 3 2 1
not, please comment below
The time allocated to the module was right. If not, 5 4 3 2 1
please comment below
The amount of work required was realistic 5 4 3 2 1
This module contributed to the development of 5 4 3 2 1
my oral communication skills
This module contributed to the development of 5 4 3 2 1
my written communication skills
This module contributed to my ability to work in a 5 4 3 2 1
Team
I had the IT skills to complete all required work 5 4 3 2 1

ASSESSMENT AND FEEDBACK Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
The timing of the assessment(s) was appropriate 5 4 3 2 1
Assessment marking criteria were clearly 5 4 3 2 1
communicated
I clearly understood what was expected of me in 5 4 3 2 1
the assessments
The types of assessments appeared appropriate to 5 4 3 2 1
the module's objectives
The assignment(s) contributed to my 5 4 3 2 1
understanding of the module
The assessment workload was appropriate for this 5 4 3 2 1
module
The balance between assessment and 5 4 3 2 1
examinations was appropriate
The feedback I received was clearly 5 4 3 2 1
communicated (either in writing and/or verbally)
The feedback I received on my assessments was 5 4 3 2 1
informative and constructive
I am satisfied with the speed with which 5 4 3 2 1
assessments and feedback were returned

STYLE AND QUALITY OF TEACHING Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
A variety of teaching methods were used 5 4 3 2 1

©Faculty of Education 24
The lecturer(s) was(were) clearly audible 5 4 3 2 1
The material was covered at an appropriate pace
If/when used, the audio-visual materials were
clear and well presented
The lecturer(s) displayed enthusiasm for the 5 4 3 2 1
Subject
The lecturer(s) made the sessions interesting 5 4 3 2 1
The lecturer(s) motivated me to find out more 5 4 3 2 1
about the subject
The choice of delivery (Lectures/workshops/ 5 4 3 2 1
practical’s/seminars/tutorials) was appropriate to
the module's aims and objectives
The objectives of the different teaching and 5 4 3 2 1
learning methods were clearly explained
The lecturer(s) were helpful & approachable 5 4 3 2 1
Lecturers/seminar leaders were sensitive to the 5 4 3 2 1
needs/abilities of students
Lecturers/seminar leaders identified key points 5 4 3 2 1
Lecturers/seminar leaders presented material 5 4 3 2 1
Clearly

STUDENT INVOLVEMENT Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
The lecturer(s) encouraged participation in class 5 4 3 2 1
discussion/debates &/or in asking questions 5 4 3 2 1
The lecturer(s) used different methods to get the 5 4 3 2 1
class actively involved in sessions 5 4 3 2 1
During the module the lecturer(s) sought our 5 4 3 2 1
feedback on the module 5 4 3 2 1
I sought help when I needed it 5 4 3 2 1

RESOURCES Strongly Agree Agree Disagree Strongly

Agree Neutral Disagree
5 4 3 2 1
Hand-outs &/or support materials were useful and 5 4 3 2 1
relevant
There were adequate supplies of learning support 5 4 3 2 1
materials, e.g. reading list textbooks journals in
the library, pieces of laboratory/field equipment
etc.
The recommended reading was useful and 5 4 3 2 1
relevant
I used the Blackboard course for this module 5 4 3 2 1
The Blackboard course for this module was useful 5 4 3 2 1
The quality of the teaching rooms was satisfactory 5 4 3 2 1
The module textbook was useful 5 4 3 2 1
I had the IT resources to complete all required 5 4 3 2 1
work
The module guide(s) provided a comprehensive 5 4 3 2 1
guide to aims, objectives, content, lecture and
tutorial programmes, reading and assessment
The tutorials/workshops provided good support 5 4 3 2 1

©Faculty of Education 25