Submitted to the faculty of education in fulfilment of the degree of Master of Education in the Department of Didactics at the University of Zululand, 1997. / Literature and research studies have widely identified and documented the need for teachers to acquire classroom management skills and strategies in order to handle classroom behaviour problems. Teachers perceive classroom management as one of the major problems of concern in their teaching. The lack of South African literature and research on classroom management to assist teachers renders the problem of dealing with classroom behaviour problems more serious. This research investigation rests on the premise that teachers experience classroom behaviour problems which they have difficulty in managing. Teacher education institutions fail to cover the subject and subsequently teachers lack adequate skills, knowledge and taming in classroom management. This affects the teaching-learning process and places a challenge on the teachers to establish an effective teaching and learning environment. The study revolves around the following research problem: How do secondary school teachers manage classroom behaviour problems? In order to place this study in its proper perspective relevant literature on classroom management was analysed. The review of literature provided a focus on principles of managing classroom behaviour problems as the framework on which this study is based. The study adopted the qualitative approach. Classroom behaviour problems are readily observable under their natural settings and how teachers handle classroom behaviour problems rests on the circumstances from which they emanate. Observations and interviews were conducted in two secondary schools which are situated at KwaDlangezwa and eSikhawini in KwaZulu-Natal to observe how teachers handled classroom behaviour problems as they naturally occured and how they perceive their management of classroom behaviours. The findings of the study revealed that there were classroom behaviour problems that were common to most teachers and there were those classroom behaviour problems that were unique to individual teachers. The findings also revealed that most teachers were inadequately, if not at all, trained in handling classroom behaviour problems. This eventually made them to rely more on their intuition than on strategies and techniques that may have been identified as being helpful in minimising classroom disruptions. The teachers were aware of their inadequacies but lacked proper guidance. The researcher concluded the study by making recommendations such as introducing classroom management in teacher education curricular, inservice training for teachers, further research on managing classroom behaviour problems in the South African context, workshops to be organised for teachers by experts, and the department of education to formulate a working document that will form a framework on how teachers can deal with classroom management problems. Lastly, it is highly recommended that teachers approach their duties professionally and respectfully so as to eliminate some if not all classroom behaviour problems.

A Research Report submitted to the Wits School of Education, Faculty of Humanities, University of Witwatersrand in partial fulfilment of the requirements for the degree of Masters of Education by combination of coursework and research. Johannesburg, March 2016 / Despite all events unfolding in space, mainstream research often overlooks the influence of space in teaching and learning. There is some research, however, showing how space makes various educational experiences available. This research adds to a growing body of spatial research in education. The research reconceptualised space in a grade 6 English classroom in order to explore ways of working with space. The research sought to understand (1) spatial relations in the classroom, (2) the redesign of space and (3) the experiences of living in a reconceptualised space. In this case study thirty one grade 6 learners and a teacher collaboratively redesigned their classroom space. Observations were recorded over a six week period. Four Community of Enquiries and interviews were conducted with participants. Using Lefebvre’s (1991) spatial theory and Foucault’s (1977) work on knowledge, power and discourse the data was analysed systematically paying special attention to learners perceptions and behaviours prior to and following the reconstitution. The findings show how relations between participants are governed by time and manifest in the spatial layout of the classroom. Prior to the reconstitution the normalisation of theft and strong gendered boundaries created antagonistic relations amongst participants. Learners also expressed a strong desire to belong in the classroom and the broader schooling community. Having reconstituted the space, space also reconstituted the participants. In the redesigned space learners’ agency and voice was amplified and the space became more conducive to learning. The benefits of the reconceptualisation were learners entering into stronger communal relations with peers and increased participation from learners and broader take up on the school of the grade 6 class’ ideas. The challenges of the reconceptualisation were the alienation of other grade 6 learners and teachers finding learners’ voice and increased agency more challenging to manage. Systematic work with space presents a range of insights into the social relations in classrooms that are often otherwise invisible. / MT2017

Graduate

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 87-89).

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 67-73). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 67-73). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 87-89). Also available in print.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Sally McRorie, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed Jan. 12, 2006). Document formatted into pages; contains xiii, 173 pages. Includes bibliographical references.

This study was made by a teacher who wishes to further her professional growth by gaining perspective and by getting under way a consistent, intelligent program directed toward the personal and social growth of children in her classroom. / Typescript. / "June, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mildred Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 54-56).

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