KA ADAMS
- My name is Kayla Adams and I am from sunny South Africa. I currently live in a small beach town called Ballito in KwaZulu-Natal which is on the east coast of South Africa. I was born in Pretoria and moved to Ballito when I was 8 years old. I attended the only local government primary school and then went to Crawford North Coast High School.
- I've known since my Grade R graduation that "When I grow up, I want to be a Foundation Phase teacher". I enjoy working with children and helping them to reach their full potential. I believe that a teacher plays an extremely important role in the development of a child. It brings me great joy that I have the privilege of making an impact in a young person's life.
- I am passionate about my Faith in Jesus Christ; spending quality time with family and friends; making healthy habits such as exercising and the correct food choices and working with children.
- I am excited to learn about the content of LSKM 221. It took me a while to get on top of everything and figure out what is expected of me this semester. It seems like an engaging and interactive module which I am excited about.
- My expectations of this module is to learn and understand the development of Foundation Phase learners and what role a teacher needs to play in a child's development. I also want to learn about different music in different cultures so that I can ensure to include and accommodate all my learners.
I hope you learned something about me. Look forward to reading all your blogs 
SU 3
16 Sep 2021, 08:37
HELLO FELLOW BLOGGERS!
It's me again, it’s been a while. I don’t know about you, but the WIL assignment has taken all my attention, and can’t wait for it to be handed in…
Anyway, back to the topic. Study unit 3 was very informative and I learned about play. I learned about the 3 different types of play; characteristics of play; the role and value of play, seven elements of play and different genres of play.
What possibly made some learners uncomfortable during these activities?
Some learners were uncomfortable because
- They didn’t understand what they were singing about in Zulu
- Some of the girls felt uncomfortable dancing in front of the boys
- Some of the learners didn’t want to dance to house music due to religious reasons
- They don't have a father figure or their families struggle and therefore don't receive gifts very often
Why were some learners uncomfortable?
Some learners were uncomfortable as they had never done this type of activity. Singing in Zulu was foreign to them and made them feel uncomfortable because they didn’t understand what they were singing about. Listening to house music made certain learners feel uncomfortable as it was against their religion. Some of the girls felt uncomfortable dancing in front of the boys as they felt embarrassed and preferred dancing with a girl.
Can you think of ways to address these issues in future? What will you change?
I would’ve translated the Zulu song to my learners in their Home Language so that they can understand what they are singing about. I would give my Zulu-speaking learners the opportunity to teach their peers the correct pronunciation. If my girl learners feel uncomfortable dancing with the boys or vice versa, I would allow them to pair up with the same gender.
How can we accommodate diverse learner profiles in our classrooms? What must we beware of?
During the introduction, the teacher can explain to the learners the aim of the lesson. The teacher can give students an opportunity to sit out and only observe should they feel uncomfortable or if the activity goes against their lesson. The teacher can also educate herself on the different cultures and beliefs of her learners to ensure that she accommodates and includes all her learners throughout the year.
Goodluck completing assignment 3
Till next time 
