1887

n Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap - Action towards hope : addressing learner behaviour in a classroom : original research

Volume 78, Issue 3
  • ISSN : 0023-270X
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Abstract

Unruly learners and disciplinary problems are an intractable part of every teacher's teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers' personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.


Onordelike leerders en dissiplinêre probleme is onlosmaaklik deel van elke opvoeder se onderrigervaring. Hoewel die meeste skole 'n gedragskode tot hulle beskikking het om leerdergedrag te reguleer, wil dit voorkom asof dit nie altyd die verlangde uitwerking het nie. Dissiplinêre probleme in skole het 'n negatiewe invloed op die onderrig- en leeromgewing asook op opvoeders se persoonlike en professionele welstand en moraal. Hierdie artikel, wat deur 'n Bybelse wêreldbeskouing gerig word, beskryf die ervaringe van 'n opvoeder wat besluit het om 'n reis na hoop te volg. Die situasie in haar klaskamer was hopeloos, leerders het onvoorbereid skool toe gekom en hulle aan wangedrag skuldig gemaak en ouers het belangstelling in die onderwys van hulle kinders verloor. Sy het besef dat sy met haarself moet begin indien sy die situasie wil verander. Teen dié agtergrond het sy onder leiding van die mede-outeurs 'n aksienavorsingsprojek geloods. Die doel van die projek was om positiewe leerdergedrag te bevorder. Deur in samewerking met haar leerders klaskamerreëls op te stel, haar tot reflektiewe onderrig te verbind en haar gedrag teenoor die leerders te verander, het die situasie in haar klaskamer verbeter. Op grond van haar ervaringe word daar in hierdie artikel aangevoer dat opvoeders hulle deur die verkryging van kennis en insig oor dissipline moet bemagtig eerder as om die klaskamer as 'n slagveld te beskou. Dit is belangrik om elke leerder se individualiteit te erken en respek en waardering vir sy of haar unieke omstandighede te toon.

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/content/koers/78/3/EJC144512
2013-01-01
2017-08-18

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