Dynamics of managing learners’ classroom disruptive behaviour: experiences of secondary school staff, South Africa

Abstract

Die doeltreffendheid van die klaskameromgewing om leer te fasiliteer is afhanklik van die onderwyser se suksesvolle bestuur van Ontwrigtende Gedrag in die Klaskamer en die mate waartoe leerders aan die strategieë voldoen wat die onderwysers gebruik. Die funksie van skole om leerders se goeie gedrag te beïnvloed is uiters belangrik as gevolg van die ingewikkelde aard van die gedragsuitdagings wat leerders ondervind, wat uit verskeie faktore spruit. Die navorsing het personeel van hoërskole se ervarings in die bestuur van leerders se ontwrigtende gedrag in die klaskamer ondersoek. Die navorsing is gelei deur die volgende bykomende vrae: Wat is die mening van hoërskoolpersoneel oor die faktore wat leerders se ontwrigtende gedrag veroorsaak? Hoe bestuur hoërskoolpersoneel die dinamika van leerders se ontwrigtende gedrag in die klaskamer? Watter uitdagings ervaar hoërskoolpersoneel wanneer leerders se ontwrigtende gedrag in die klaskamer bestuur word? Watter strategieë kan toegepas word om uitdagings die hoof bied en die bestuur van leerders se ontwrigtende gedrag in die klaskamer te versterk? Die navorsing het ’n kwalitatiewe benadering gevolg en die interpretatiewe paradigma as die lens gebruik, en die beskrywende fenomenologie gebruik, om personeel se ervarings met die bestuur van ontwrigtende gedrag in die klaskamer te ondersoek. Die navorsing is gegrond op die Selfgeldende Dissipline-teorie. Sewe onderwysers en ses spanlede van die skoolbestuur is doelbewus gekies uit vier kwintiel-3-hoërskole. Sewe onderwysers het ’n fokusgroepbespreking gevorm, terwyl semi-gestruktureerde onderhoude met ses skoolbestuurspanlede gevoer is. Drie instrumente is vir die data-insameling gebruik, naamlik fokusgroepbespreking, semi-gestruktureerde onderhoude en dokumentontleding. Om betekenisvolle konsepte wat relevant is tot die gegenereerde data akkuraat te onttrek is induktiewe inhoudontleding gebruik om die data te analiseer. Hierdie navorsing het bevind dat ’n kombinasie van eksterne, skool- en leerderfaktore tot ontwrigtende gedrag in die klaskamer bydra. Hierdie navorsing het bewyse gelewer dat die skole waarskynlik akademies sal onderpresteer omdat ontwrigtende gedrag onderrig en leer aansienlik beïnvloed. Die navorsing het beklemtoon hoe skole gesamentlike pogings aangewend het om ontwrigtende gedrag deur beleidsverwante inisiatiewe aan te pak. Die navorsing het ook aan die lig gebring dat personeellede nie-beleidsverwante benaderings gebruik het wanneer hulle dié ontwrigtende gedrag in die klaskamer bestuur het en dat wanneer die personeellede sulke gedrag gekonfronteer het, hulle interne en eksterne probleme ondervind het. Om die skole se kontekstuele faktore aan te pak wat tot ontwrigtende gedrag in die klaskamer bydra, beveel die navorsing aan dat die personeel, veral die skoolbestuurspan, toegerus word met vaardighede soos monitering, die opstel van funksionele skoolkomitees (dissiplinêre en skoolgebaseerde ondersteuningspanne), om doeltreffende handboekherwinningstelsels op die been te bring, funksionele induksieprogramme vir nuwe onderwysers te begin en professionele ontwikkeling uit te kontrakteer. Die navorsing beveel ook aan dat die distrik ’n distriksondersteuningspan saamstel om die personeel te wys hoe om doeltreffende klaskamerreëls daar te stel, beleidstellings toe te pas wat verband hou met die skorsing van leerders, die verskil tussen dissipline en straf te verstaan, en die Nasionale Skoolveiligheidsraamwerk in plek te kry. Die navorsing stel ook voor dat die distrik die toelating van leerders in skole monitor. Die navorsing het bewyse gelewer dat die oorbevolking in skole tot ontwrigtende gedrag in klaskamers bydra. Nog ’n aanbeveling is dat die distrik skole help om atletiekgeleenthede vir leerders te vestig om hul talente ten toon te stel. Die implementering van die Siftings-, Identifikasie-, Assesserings- en Ondersteuningsbeleid (SIAS) behoort verpligtend te wees in elke skool. Tans word skole net aangemoedig om leerders te sif. Die navorsing se bevinding is dat hoërskole leerders toelaat sonder vorms vir siftingsassesseringbehoeftes. Sodanige praktyke maak dit moeilik om proaktiewe maatreëls in te stel om ontwrigtende gedrag onder leerders doeltreffend te bestuur, veral dié met ernstige leergestremdhede. Die navorsing beveel verder aan dat die toelatingsbeleid die ouderdomsperke vir leerders in elke graad moet uiteensit. Die beleid moet dit ook uitdruklik stel dat ouers hul kinders vir basiese onderwys en opleiding vir volwassenes inskryf indien hulle die ouderdomsperk oorskry. Die navorsing bied bewyse dat ouer leerders gedragsprobleme vir onderwysers en hul maats in dieselfde klaskamer veroorsaak. Daar is egter ’n skuiwergat waarvolgens ouers mag weier om die skole se voorstelle te volg. Om tot bestaande strategieë by te dra en die bestuur van ontwrigtende gedrag in klaskamers te versterk, beveel die navorsing alternatiewe aan vir die vestiging van ’n model vir ’n bevorderende leeromgewing. * English below

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.

Ukusebenza nokulawuleka kahle kwekilasi kanye nezinhlelo zokulawula ukufunda zincike ekhonweni likathisha lokuphatha ngempumelelo. Ukuziphatha okungaphazamisa ukufunda ekilasini (Classroom Disruptive Behaviour-CDB) kanye nezinga abafundi abalandela ngalo izindlela uthisha azisebenzisayo. Umsebenzi wezikole wokuqinisekisa ukuthi ziholela abafundi ekutheni baziphathe kahle ubaluleke kakhulu ngenxa yesimo sezinselelo zokuziphatha abafundi abahlangabezana nazo, lokho okubangelwa izizathu ezihlukene. Ucwaningo belubheka isipiliyoni sothisha besikole samabanga aphezulu mayelana namakhono kanye nezindlela zabo abazisebenzisayo ukulwisana nokuziphatha okuphazamisayo okuhlukene kaningi okwenzeka ekilasini. Lemibuzo elandelayo iyona elekele kumhlahlandlela wocwaningo: Ithini imibono yothisha besikole samabanga aphezulu mayelana nezizathu eziholela ekutheni abafundi badale i-CDB esikoleni? Ingabe iziphi izindlela ezisetshenziswa othisha bezikole ezisemazingeni aphezulu ukulwisana nokuziphatha kwabafundi okuphazamisa ikilasi? Iziphi izingqinamba othisha bamabanga aphezulu ababhekana nazo uma bezama ukulawula ukuziphatha okuphazamisayo kwabafundi ekilasini? Iziphi izindlela ezingasetshenziswa ukuzama ukulwisana nalokhu kuziphatha kanye nezindlela zokuqinisa ukulawulwa kwabafundi mayelana nokuziphatha kwabo okuphazamisa ukufunda ekilasini? Ucwaningo lulandele uhlelo lwekhwalithethivu lwase lusebenzisa i-interpretive paradigm (ipharadaymu achazayo) njengelensi kanye nedescriptive phenomenology (ifinominoloji echazayo) njengohlelo lokuthola isipiliyoni sezinto abasebenzi abadlule kuzo ukulawula i-CDB. Ucwaningo beluyame kakhulu kutiyori eyaziwa ngokuthu i-Assertive Discipline. Othisha abayisikhombisa kanye namalungu eqembu elilawula isikole ayisithupha akhethwe ngenhloso ezikoleni ezine ezihlukene zamabanga aphezulu eziku-quantile 3. Othisha abayisikhombisa bakhe iqoqo lapho bebexoxa khona, kwabe sekuba nezingxoxo ebezihleliwe ezenziwa namalungu eqoqo eliphethe isikole (School Management Team). Kusetshenziswe izinhlobo zokuqoqwa ulwazi ezintathu, okungamaqoqo agxilile okuxoxa, izingxoxo ezihleliwe kanye nokuhlaziywa kwamadokhumenti. Ukukwazi ukukhipha imibono ebalulekile olwazini oluqoqiwe, kusetshenziswe uhlelo lokuhlaziywa kolwazi olufundisayo. Lolu cwaningo luthole ukuthi ziningi izizathu zangaphandle, ezasesikoleni kanye neziqondene nabafundi ezinomthelela ku-CDB. Lolucwaningo luveza ubufakazi bokuthi kuyenzeka ukuthi izikole zibe namazinga aphansi okuphasa kwabafundi ngenxa yomthelela omkhulu oqhamuka ne-CDB ekufundeni kanye nasekufundiseni. Ucwaningo luphinde lwaveza obala ukuthi imiphi imizamo eyenziwe izikole ukulwisana ne-CDB ngokusebenzisa izindlela ezihlukene ezihlobene nepholisi. Ucwaningo luphinde lwathola ukuthi kwezinye izikhathi abasebenzi balandela izindlela ezingekho ngokwepholisi uma belawula izimo ezihlobene ne-CDB, kanti-ke kokunye, uma abasebenzi bebhala ne-CDB, baqondana nobunzima bangaphandle kanye nangaphakathi. Ezinye zezindlela ezingalandelwa ukulwisana nezimo ezingaba nomthelela ku-CDB, ucwaningo luphakamisa ukuthi abasebenzi ikakhulukazi laba abaseqenjini elilawula isikole, kumele bathuthukiswe amakhono ezintweni ezinjengokumonitha, ukubeka amakomidi asebenzayo azikole (Aqondisa Izigwegwe kanye Namaqembu Alekelelayo Agxile Esikoleni), kuqalwe izindlela ezisebenzayo nezaziwayo zamasistimu okuthola kolwazi, ukuqalwa kwezinhlelo ezisebenzayo zokufundisa othisha abasha ngomsebenzi kanye nokutholwa kolwazi lwangaphandle lokuthuthukiswa ngokusezingeni. Lolu cwaningo luphinde luphakamise ukuthi isifunda sisungule iThimba Lokweseka Lesifunda ukuze libonise abasebenzi izindlela zokusungula imithetho esebenza kahle yasekilasini, ukusebenzisa imigomo ehlobene nokumiswa kwabafundi, baqonde umehluko phakathi kokuziphatha nesijeziso, kanye nokubeka uhlaka lukazwelonke lwezokuphepha ezikoleni (National School Safety Framework). Ucwaningo luphinde luphakamise ukuthi isifunda siqaphe ukwamukelwa kwabafundi ezikoleni. Ucwaningo lunikeze ubufakazi bokuthi kunokuminyana ezikoleni nokuthi isimo esinjalo sibhebhethekisa i-CDB. Ngaphezu kwalokho, ucwaningo luphakamisa ukuthi kumele isifunda sisize izikole ekusunguleni amathuba ehlukene ezokusubatha ukuze abafundi bezoveza amakhono abo. Ukusebenzisa inqubomgomo Yokuhlola, Ukuhlonza, Ukuhlola kanye Nokweseka kufanele kube yimpoqo kuzo zonke izikole. Njengamanje, izikole ziyakhuthazwa ukuthi zihlole abafundi. Ucwaningo luthole ukuthi izikole zamabanga aphezulu zamukela abafundi ngaphandle kwamafomu eScreening Assessment Needs. Ngakho-ke, umkhuba onjalo wenza kube nzima ukusungula izinyathelo ezisebenzayo zokulawula ukuziphatha okuphazamisayo phakathi kwabafundi ngendlela efanele, ikakhulukazi labo abanokuphazamiseka okukhulu ekufundeni. Lolu cwaningo luphinde luphakamise ukuthi inqubomgomo yokwamukelwa kufanele iveze amalimithi eminyaka yabafundi okufanele babhaliswe ebangeni ngalinye. Umgomo kufanele futhi ukuveze kucace ukuthi abazali kufanele babhalise izingane zabo Emfundweni Eyisisekelo Yabantu Abadala kanye Nokuqeqeshwa uma beqa iminyaka yobudala ebekiwe. Ucwaningo luveza ubufakazi bokuthi abafundi abadala babangela othisha izinkinga ngokuziphatha kanye nakontanga babo ekilasini elilodwa. Esimeni sezikole zamabanga aphezulu, ipholisi kufanele ibeke imingcele ngokuqondile ukwamukelwa kwabafundi abeqa umkhawulo weminyaka ebekiwe. Njengamanje izikole zingafinyelela kuphela ekukhuthazeni abazali ukuthi babhalise izingane zabo ezindadlana Emfundweni Eyisisekelo Yabadala Nokuqeqeshwa. Kukhona igebe lokuthi abazali bangase benqabe ukulandela iziphakamiso zesikole. Ukwengeza kumasu akhona kanye nokuqinisa ukuphathwa kwe-CDB, ucwaningo luphakamise Izindlela Ezihlukile Zokusungulwa Kwemodeli Yendawo Yokufunda Efanelekile.

Katleho ka hara tikoloho ya phaposi ya ho rutela moo ho tsamaiswang thuto, ho tshehetswa ke tsamaiso ya titjhere ya sehlopha e atlehileng ya boitshwaro bo senyang (CDB) le boemo ba hore na barutwana ba ikobela mawala a sebediswang ke matitjhere. Mosebetsi wa sekolo wa ho susumetsa barutwana ka boitshwaro bo botle o bohlokwahadi ho latela semelo sa diphetoho tsa boitshwaro tseo e leng diqholotso tse sitisang tse runyang mehloding e fapaneng. Diphuputso tsena di sibolla diphihlello tsa matitjhere dikolong tsa thuto e bohareng ka hara diphetoho tsa ho laola boitshwaro bo senyang ka phaposing ya ho rutela. Dipotso tse latelang di tataisitse boithuto bona: Maikutlo a matitjhere a dikolong tse mahareng ke afe mabapi le mehlodi e etsang barutwana ba senyang dikolong? Matitjhere a dikolo tse mahareng a laola mehlodi ya bana ba boitshwaro bo senyang jwang ka phaposing ya ho rutela? Ke diqholotso dife tsa matitjhere a dikolo tse mahareng tseo matitjhere a kopanang le tsona ha a leka ho laola barutwana ba hlahisang boitshwaro bo senyang ka phaposing ya ho rutela? Ke mawala afe a ka sebediswang ho rarolla diqholotso le ho fetola taolo ya barutwana ba boitshwaro bo senyang ka phaposing ya ho rutela? Diphuputso tsena di sebedisitse mokgwa wa ho hlalosa le mohopolo wa ho manolla e le ona wa tjhadimo le mokgwa wa tshekatsheko ya boiphihlelo ba mofuputsi e le katamelo e sibollang diphihlello tsa matitjhere ka taolo ya CDB. Diphuputso di itshetlehile ka lewa la Assertive Discipline. Matitjhere a supileng le ditho tse tsheletseng tsa tsamaiso ya sekolo di kgethilwe ka lebaka ho tswa dikolong tse tharo tsa boemo ba bone ba quintile. Matitjhere a robedi a ile a etsa sehlopha sa tsepamo ya dipuisano, ha ka nqa e nngwe dipotso tsa patlisiso tse sekgeqe di ile tsa etsetswa sehlopha sa ditho tsa batsamaisi ba tsheletseng SMT. Disebediswa tsa ho bokella ditaba tse tharo e leng sehlopha sa tsepamiso, dipotso tsa patlisiso tse sekgeqe le boqhaqholli ba ditokomane, di ile tsa sebediswa ho bokella ditaba. Ho hlakisa dintlha tsa bohlokwa ka hara ditaba tse entsweng hantle, tshekatsheko ho tloha ho mabaka a tobileng ho ya ho a akaretsang e ile ya sebediswa ho manolla ditaba. Diphuputso di sibollotse hore motswako wa tse ka ntle, sekolo le barutwana di na le seabo ho CDB. Diphuputso di fane ka bopaki ba hore dikolo di ka nna tsa thulana le tshebetso e mpe ya mosebetsi wa sekolo kaha CDB hantlentle e sitisa ho ruta le ho ithuta. Diphuputso di fane ka lesedi kamoo dikolo di lekang ho etsa malebaleba a ho arabela bothata ba maano a lokelang. Diphuputso di sibollotse hore matitjhere a sebedisa mokgwa wa maano ho laola CDB leha ba tobane le CDB mme ba kgahlana le mathata a yona ka hare le ka ntle. Ho rarolla mehlodi ya mathata a dikolong ao CDB e kenyang letsoho, diphuputso tsena di kgothaletsa hore matitjhere, haholoholo sehlopha sa tsamaiso ya sekolo (SMT) se hlomellwe ka ditsebo dikarolong tse kang tlhokomelo, ho haha dikomiti tsa tshebetso sekolong, ho beha tshebetsong dibuka tse pepesang tshebetso e ntle, ho qala maano a tlwaetso tshebetsong sebakeng sa matitjhere a matjha le ho fumana ho intlafatsa ha tsebo ya mosebetsi ho fumanehe. Diphuputso tsena di tswela pele ho kgothaletsa hore matitjhere a setereke a etse hore ho be le sehlopha se tshehetsang setereke ho bontsha matitjhere hore na ho hlophisa melawana e metle ya ho rutela, ho kenya tshebetsong maano a amanang le ho behella barutwana ka thoko, ho utlwisisa phapano dipakeng tsa ho kgalema le ho hlokofatsa, le ho beha moralo wa paballo ya sekolo sa setjhaba tshebetsong. Diphuputso tsena di sisinya hore bahlokomedi ba setereke ba kamohelo ya barutwana ba be teng dikolong. Diphuputso di fane ka bopaki ba hore tshubuhlellano dikolong e baka . Ho feta moo, diphuputso di kgothalletsa hore setereke se fane ka tshehetso ho sekolo ka ho hlahisa mekgwa e fapaneng ya menyetla ya dipapadi sebakeng sa barutwana ho nnetefatsa dineo tse fapaneng. Ho sebedisa tlhahlobo, ho utlwisisa, ho hlahlobisa le ho tshehetsa maano e tshwanetse ho ba ho ka sehloohong ho kena sebakeng sa sekolo. Ha jwale, dikolo di kgothaletswe ho hlahloba barutwana. Diphuputso di sibollotse hore dikolong tse mahareng baithuti ba amohelwa ba sa tlatsiswa diforomo tsa tlhahlobo; ka hona, ditlwaelo tseo di etsa hore ho be boima ho hlahisa sekala sa ho hlahloba boemo, pele bo etsahala ho laola hantle boitshwaro bo senyang hara barutwana, haholoholo ba nang le bothata ba bokowa bo boholo ba ho ithuta. Diphuputso di fumane hape hore maano a kamohelo a bontsha meedi ya dilemo tsa barutwana ba lokelang ho ba sehlopheng se itseng. Leano le lokela ho bontsha batswadi hore ba ngodisetse bana ba bona thuto ya motheo ya baholo le kwetliso haeba ba se ba feta dipehelo. Diphuputso tsena di fana ka bopaki ba hore barutwana ba baholo ba baka mathata a boitshwaro sebakeng sa matitjhere le barutwana ba bang ka phaposing ya ho rutela. Sebakeng sa dikolo tse bohareng, leano le lokela ho kgina kamohelo ya barutwana ba fetang dilemo tse beilweng. Ha jwale dikolo di ka ya feela ka ho kgothaletsa batswadi ba bana ba dilemong tse ka hodimo ho a etsa thuto ya motheo ya boholo le kwetliso. Ho na le qaka ya batswadi ba hanang ho latela ditshisinyo tsa sekolo. Ho eketsa mawa a teng le ho fa CDB taolo, diphuputso di hlahisa mohlala wa e nepahetseng ya ho ithuta.