School of Education Management, Policy, and Comparative Education

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Browsing School of Education Management, Policy, and Comparative Education by Author "Letuma, Motsekiso Calvin"

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    Alternatives to establishing conducive learning environment (AECLE) model for schools: assertive discipline perspective
    (OpenED Network, 2024) Letuma, Motsekiso Calvin
    Effective classroom management necessitates a continuous adaptation of teachers' tactics, due to the dynamic nature of the classroom, which comprises learners from diverse backgrounds. These individuals are influenced by the continuous changes that occur in response to the dynamic nature of the world. This paper presents a conceptual model framework for managing learner classroom indiscipline. This model is derived from a theoretical framework that was adopted during an empirical investigation, carried out in four Quintile 3 secondary schools in South Africa. The paper exclusively concentrates on a literature review of empirical studies pertaining to indiscipline in South African secondary schools, the studies that either adopted or explored the implementation of the assertive discipline model and relevant South African education legislation and reports from government websites. Based on assertive discipline theory, the alternatives to establishing a conducive learning environment model offers alternate solutions for managing learners' behavioural issues. The core component of the strategy focuses on proactive behaviour management strategies that encourage the school to take full responsibility for student conduct and disregard extraneous influences. The model emphasises implementing a behaviour management strategy that encompasses the articulation of expectations, the establishment of classroom rules, the communication and instruction of these rules to learners, the demonstration and reinforcement of desired behaviour, and the utilisation of consequences.
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    Dynamics of managing learners’ classroom disruptive behaviour: experiences of secondary school staff, South Africa
    (University of the Free State, 2023) Letuma, Motsekiso Calvin; Mdodana-Zide, L.; Nhlumayo, B. S.
    The efficacy of the classroom environment in facilitating learning is contingent upon the teacher’s successful management of Classroom Disruptive Behaviour (CDB) and the degree to which learners adhere to the strategies the teachers use. The function of schools in influencing learners’ good behaviour is paramount due to the intricate nature of the behavioural challenges learners encounter, which stem from the different factors. The study explored secondary school staff’s experiences in the dynamics of managing learners’ disruptive behaviour in the classroom. The following subsidiary questions guided the study: What are the views of secondary school staff on the factors that cause learners’ CDB in school? How do secondary school staff manage the dynamics of learners’ disruptive behaviour in the classroom? What challenges do secondary school staff experience when managing learners’ disruptive behaviour in the classroom? What strategies can be used to address the challenges and strengthen the management of learners’ disruptive behaviour in the classroom? The study adopted a qualitative approach and employed interpretive paradigm as the lens and descriptive phenomenology as the design to explore staff’s lived experiences of CDB management. The study was grounded in Assertive Discipline Theory. Seven teachers and six School Management Team members were selected purposively from four quintile three secondary schools. Seven teachers formed a focus group discussion, while semi-structured interviews were conducted with six School Management Team (SMT) members. Three data-collecting instruments, namely focus group discussion, semi-structured interviews and document analysis, were used during data collection. To extract significant concepts pertinent to the generated data accurately, inductive content analysis was used to analyse data. This study found that a mix of external, school and learner factors contribute to CDB. This research offered evidence that the schools are likely to endure academic underperformance since CDB significantly affects teaching and learning.The research threw light on how schools were making concerted efforts to address CDB through various initiatives related to policy. The study also revealed that the staff members adopt ed non-policy-related approaches when managing CDB and that when the staff members confronted CDB, they experienced both internal and external difficulties. To address the schools’ contextual factors contributing to CDB, the study recommends that staff, especially the School Management Team (SMT), be capacitated with skills in areas like monitoring, setting up functional school committees (Disciplinary and School-Based Support Team), putting in place effective textbook retrieval systems, starting functional induction programmes for new teachers and outsourcing professional development. The study further recommends that the district set up a District Support Team to show the staff how to create effective classroom rules, implement policies related to the suspension of learners, understand the difference between discipline and punishment, and put the National School Safety Framework into place. The study also suggests that the district monitors the admission of learners in schools. The research provided evidence that there was overcrowding in schools and that such a situation propelled CDB. In addition, the study recommends that the district assist the school in establishing various athletics opportunities for learners to showcase their talents. Implementing the Screening, Identification, Assessment and Support policy should be mandatory across every school. Presently, schools are just being encouraged to screen learners. The research found that secondary schools admit learners without Screening Assessment Needs forms. Thus, such practice makes it tough to establish proactive measures to manage disruptive behaviour among learners efficiently, particularly those with severe learning impairments. The study further recommends that the admissions policy should outline the age limits for learners to be enrolled in each grade level. The policy should also expressly state that parents should enrol their children in Adult Basic Education and Training if they surpass the stipulated age restriction. The study offers evidence that older learners cause behavioural problems for teachers and their peers in the same classroom. In the context of secondary schools, the policy should specifically restrict the admission of learners who exceed the designated age limit. Presently schools can only go as far as encouraging parents to enrol their older children in Adult Basic Education and Training. There is a loophole in that parents may refuse to follow the schools’ suggestions. To add to existing strategies and strengthen the management of CDB, the study proposed the Alternatives to the Establishment of the Conducive Learning Environment model.