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whole-class approach. She was allowing this whole-class discussion to happen under the leadership of one or two learners at the front of the class. She constantly moved between the individuals and the whole class. While working with the individuals, she was conscious of the whole class discussion that was taking place. When the learners in the whole class discussion were experiencing difficulty, she stopped and moved from the individuals to the whole class to clarify issues. She does this and maintains order while the processes are happening, in the classroom.
Chorus responses in Accounting
Accounting teachers did not have a problem with learners giving answers in unison. Chorus responses were used while summarising the lessons to allow learners to review new concepts. They were also used to check learners' understanding of the new knowledge. Teachers allowed chorus answers where learners had difficulty in finding the answer.
In Bheki's class learners were allowed to give chorus answers to review new concepts. He also allowed chorus answers where learners had difficulty in responding.
Bheki: … What does GAAP mean? (Waiting for the answer) Learners: Murmuring
Bheki: What do we mean by GAAP? (Repeating the question and wait for the answer) Bheki: G stands for generally (Giving a clue)
Learners: G … ne …generally (One learner and other learners answer in chorus). Bheki: A stands for
Learners: Accepted ...Accounting...Principles (One learner and other learners answer in chorus). Bheki: Give me the first principle? Learners: A … A … Accrual principle (In chorus)
Bheki: Accrual principle or accrual basic concept. Ok. (Repeats the answer, rephrase)
Teaching and Assessment in Accounting: An Exploration of Teachers' Understandings and Practices in a Rural KwaZulu-Natal School