Alternatives to establishing conducive learning environment (AECLE) model for schools: assertive discipline perspective

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dc.contributor.authorLetuma, Motsekiso Calvin
dc.date.accessioned2024-08-21T09:03:07Z
dc.date.available2024-08-21T09:03:07Z
dc.date.issued2024
dc.description.abstractEffective 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.
dc.description.versionPublisher's version
dc.identifier.citationLetuma, M. C. (2024). Alternatives to Establishing Conducive Learning Environment (AECLE) model for schools: assertive discipline perspective. Research in Educational Policy and Management, 6(2), 42-57. https://doi.org/10.46303/repam.2024.21
dc.identifier.issn2691-0667 (online)
dc.identifier.urihttps://doi.org/10.46303/repam.2024.21
dc.identifier.urihttp://hdl.handle.net/11660/12751
dc.language.isoen
dc.publisherOpenED Network
dc.rights.holderAuthor(s)
dc.rights.licensehttps://creativecommons.org/licenses/by/4.0/
dc.subjectAssertive discipline
dc.subjectconducive learning environment
dc.subjectschools
dc.subjectclassroom management alternatives
dc.titleAlternatives to establishing conducive learning environment (AECLE) model for schools: assertive discipline perspective
dc.typeArticle
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