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oa Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - Dissipline in die klaskamer - Deel 2 : Dissiplinêre maatreëls en opvoeders se bevoegdhede en verantwoordelikhede ten opsigte daarvan : geesteswetenskappe

 

Abstract

Die onderrig- en leerproses in Suid-Afrikaanse klaskamers word dikwels negatief beïnvloed deur leerder-wangedrag. Dit blyk dat opvoeders dikwels onseker is oor watter dissiplinêre maatreëls in sulke gevalle regtens toelaatbaar is en as gevolg hiervan nie daarin slaag om dissipline in die klaskamer te handhaaf wanneer leerders hulle wangedra en die onderrig- en leergebeure ontwrig nie. Hulle het die vrees dat hulle tydens die toepassing van dissiplinêre maatreëls in hulle klaskamers onwetend op 'n onregmatige wyse inbreuk sal maak op leerders se fundamentele regte en dan vir wangedrag aangekla sal word. Die rede hiervoor is waarskynlik dat hulle nie 'n voldoende en funksionele begrip van hulle bevoegdhede (en verantwoordelikhede) ten opsigte van dissiplinêre maatreëls in die klaskamer het nie. In hierdie artikel word ondersoek wat die omvang van opvoeders se kennis van hulle bevoegdhede en verantwoordelikhede en dié van leerders is ten opsigte van die toepassing van dissiplinêre maatreëls, asook watter dissiplinêre maatreëls hierdie opvoeders as doeltreffend beskou en of hierdie maatreëls regmatig is. 'n Literatuurstudie is oor opvoeders se bevoegdhede en verantwoordelikhede en die regmatigheid van relevante dissiplinêre maatreëls gedoen en vraelyste en semigestruktureerde onderhoude is gebruik om data by vyf plattelandse hoërskole in die Suid-Kaap in te samel. Die navorsingsresultatee toon dat die deelnemers se begrip van die bepalings van belangrike relevante wette en regeringskennisgewings onvoldoende is om probleemsituasies rakende dissipline met selfvertroue te hanteer. Daar is ongetwyfeld 'n behoefte aan inligtingsessies en/of slypskole wat nie net op 'n teoretiese vlak inligting oordra nie, maar die bepalings van relevante regsbronne en die beginsels van effektiewe klaskamerbestuur op 'n praktiese en funksionele wyse op opvoeders se daaglikse klaskamersituasies van toepassing maak. Dissiplinêre maatreëls wat strook met die bepalings van die Grondwet van die Republiek van Suid-Afrika (RSA 1996a) en die Suid-Afrikaanse Skolewet (RSA 1996b) word ook in hierdie artikel voorgestel.

According to research by Mestry and Khumalo (2012:98) and Moloi (in Rossouw 2003:414), the teaching and learning process and the safety of learners in South African classrooms are often influenced negatively by disruptive behaviour and other forms of misbehaviour by fellow learners. In some cases the disruptive behaviour of learners even causes totally dysfunctional schools (Smit 2010:1-2; Khuluse 2009:10; Rossouw 2003:423). Furthermore, some teachers in South Africa are being threatened, sworn at, ignored and insulted on a daily basis (Maphosa and Shumba 2010:387; Moloi in Joubert, De Waal and Rossouw 2004:79).


It appears that teachers are often unsure about what disciplinary measures are lawfully allowed in such cases and consequently fail to maintain discipline in their classrooms when learners misbehave and disrupt the process of teaching and learning. They are afraid of unknowingly violating learners' fundamental rights and subsequently being accused of misbehaviour. The reason for this is probably that they do not have an adequate and functional understanding of their competencies (and responsibilities) with regard to disciplinary measures in the classroom.
Furthermore, some teachers seem to experience problems with regard to the application of effective, lawful disciplinary measures in the classroom after corporal punishment was declared illegal shortly after 1994. Some teachers struggle with maintaining discipline in the absence of corporal punishment and feel powerless because of this (Mestry and Khumalo 2012:104; Marais and Meier 2010:41; Maphosa and Shumba 2010:387).
The fact that few undergraduate teaching courses offer a full-fledged subject with regard to educational law (Moswela 2008:98) and that the legal position of teachers is neglected in literature probably contributes to teachers' ignorance with regard to their competencies in terms of maintaining discipline in the classroom (Moswela 2008:93; Rossouw 2003:425).
De Klerk and Rens (2003:355) clearly state that personal learning by means of discovery and group work cannot take place if there is a lack of discipline in the classroom. Discipline is essential for effective teaching and learning (Mestry en Khumalo 2012:97; Du Preez and Roux 2010:13; Khuluse 2009:19; Joubert et al. 2004:84). The question arises in what way teachers may handle learners' misbehaviour in order to maintain discipline in the classroom within the framework of the Bill of Rights (RSA 1996a).
The purpose of this study was to determine the extent of the participating teachers' knowledge of their competencies and responsibilities and those of learners with regard to the application of disciplinary measures, as well as which disciplinary measures these teachers view as effective and whether these measures are indeed lawful.
A thorough literature study was done on teachers' competencies and responsibilities and the lawfulness of relevant disciplinary measures. Following on this, questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. These five schools were selected by means of purposive sampling in order to ensure that schools of different sizes and backgrounds (historically black, coloured and white) were involved in the study.
With the objectives of the study in mind, a qualitative research design within the framework of a case study was appropriate, although the data collected were also analysed quantitatively. The latter included the use of certain statistical procedures in order to determine the level of statistical significance of the findings.

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/content/litnet/9/3/EJC129823
2012-12-01
2016-12-03
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