The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)

This study deals with the way school principals, educators and learners manage learner behaviour inside the classrooms, as well as in the entire school for the effective and uninterrupted realisation of teaching and learning activities. A qualitative approach was used in this study. The research findings were based on observations, the analysis of documents, as well as the main and sub-categories that were formulated from the interview data gathered at the selected schools. The research confirmed what is already known on learner discipline and discipline problems. In the dissertation more attention is given to factors that contribute to misbehaviour, the impact of misbehaviour on the culture of learning and teaching, and how learner behaviour should be managed in the classrooms and in the schools in general. Furthermore, effective measures of managing learner behaviour are explained and a comprehensive school-wide model of preventing and remediating learner misbehaviour is also provided. / M. Ed. (Education Management)

It has become obvious that a worldwide awareness of the quality of children’s behaviour and therefore also of learner-behaviour exist (Lewis, 2001:307). Moreover, according to Lee and Powell (2005:83), the whole of America has turned concerned interest towards the dilemmas that are associated with the troublesome behaviour of young people at schools. The purpose of this non-experimental, descriptive survey was to react to Gossen (in Lee & Powell, 2005:85) who advocates the restructuring of school discipline to create an atmosphere that would support learners in re-adjusting their behaviour. As a result, the main aim of this study is to examine how learner discipline can be managed in Thabo Mofutsanyana District as informed by the literature study and empirical survey. This aim is conceptualised into objectives and was achieved by investigating the nature of learner discipline, investigated how learner discipline in the Thabo Mofutsanyana District was managed. A quantitative method of gathering data was used in this study. According to Leedy and Omrod (2005:950, quantitative research methods are those that seek to objectively measure the variables of interest. To qualify and quantify the effects of learner’s perception on behavioural choices, this study offers a guide to the data collection and analysis, which provides useful information that is relevant to pre-service and practicing educators. For the purpose of this research, structured questionnaire was selected as a research tool. Tuckman (2008:230) explains the fact that questionnaires are used by researchers to convert information directly given by people into data. The findings suggest that classroom management has an impact on how learners learn and how educators manage learning in a classroom situation. Findings also suggested that by means of a classroom policy, an educator can use rules and procedures to regulate all aspects of the classroom environment and all the actions and behaviour within the classroom. Also, findings confirm that the following issues are pivotal to schools when developing classroom policy: a good classroom policy must clearly reflect the objectives (long-term) and aims (short-term) for which the class is striving, the policy should also be consistent, be acceptable to the majority, facilitate decision-making about certain matters and make provision for the class rules and procedure. In conclusion, an overview of the challenges identified by this research project, as well as the aspects in need of further research, is highlighted. / Educational Leadership and Management / M. Ed. (Education Management)

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This is an in-depth investigation of human rights in education as reflected in school discipline in the Northern Province. In this research, three different schools were selected as the settings for my study. This selection of the setting was influenced by the diversity of the schools such as: -the community school, -the township school and the urban school. The three schools are not the representative of the schools in the Northern Province, but they illustrate or reveal if there were patterns in terms of the data collected. The methods used for collecting data are the following: Observation, Interview and Documents. A period of time was spent at the three settings for the purpose of observing the real school environment, interviewing the research participants (principal, educators, learners/LRC and the parentcomponent of the SGB) and to consult documents especially policies of the school. The departmental policies were also consulted. The results of the study indicate that most stakeholders (especially in rural and township schools) are not yet conversant with human rights in education. Educators and parents regard some human rights provisions in education as erosion of their 'status' in education. / AFRIKAANSE OPSOMMING: Hierdie studie is 'n diepgaande ondersoek van menseregte in die onderwys soos dit in dissipline in the Noordelike Provinisie se skole weerspieel word. In hierdie navorsing is drie skole gekies om as die milieu vir die studie te dien. Die keuse van hierdie skole is ingelig deur die verskille wat tussen hulle bestaan soos die gemeenskap skool, die woonbuurt skool en die stedelike skool. Die drie skole is nie noodwendig verteenwoordigend vandie skole in die Noordelike Provinsie nie, maar hulle illustreer of bewys indien daar 'n model bestaan in gevolge van die data wat versamel is. Die volgende metodes is toegepas om data in te samel: waarneming, onderhoud en die bestudering van dokumente. Om die egte skool milieu waar te neem, is sekere tyd by elkeen gespandeer. Onderhoude is met die deelnemers in die navorsing gevoer, t.w., skoolhoofde, onderwysers, leerlinge, leerlingverteenwoordigers en die ouers wat deel van die skoolraad is. Dokumente soos die skoolbeleid en relevante departementele beleidsdokumente is ook bestudeer. Die resultate van die navorsing dui aan dat die meeste belanghebbendes (veral die platteland - en woorbuurtskole) is nog nie bekend met mense regte in die onderwysers nie. Onderwysers en ouers beskou sekere mense regte voorsienings in the onderwys as wegvreting van hul 'status'.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: In this mini-thesis I share the action research that I undertook at the school where I teach. This research was an attempt to improve my practice in career guidance, a sub-division of Life Orientation. The need for a study of this nature was developed out of my experiences with matriculants who appear to be confused about their future careers they intent pursuing. It appeared that they lacked the capacity to do self-planning and did not really comprehend how to plan their future careers. In reflection on career guidance, in general, and my own teaching practice in particular, I came to the conclusion that there is a real problem in terms of the effectiveness of career guidance and that I, in my technicist attitude towards policies of the education department, perhaps unconsciously, became part of the maintenance of a fruitless practice. Although I dutifully carry out the curriculum according to the required education policies, there remain an uncertainty and a concern regarding the practicality surrounding career guidance and more so when it comes to disadvantaged students from rural areas. This compelled me to do some introspection about the way I was teaching and involving the learners in my career guidance classes. This introspection lead me to the realisation that the instrumentalist and technicist way of teaching (‘talk and chalk’ method of teaching) and my endeavour to finish my content and assessment tasks within a certain prescribed timeframe, were at odds with creative career guidance teaching. My classroom practice was trapped in the old methods, and I was caught up in the old traditional ways while teaching a 21st-century learner. In an effort to address the above-mentioned issues of concern, I address the following critical questions, namely: - How can career guidance be used as a tool to improve the life skills of learners from a poor rural school? - How can I improve my classroom practice? In Chapter one I explore my background and provide reasons why I got involved in this project. In my literature review, I suggest that the principles of the National Curriculum Statement Grades R–12 (2012) and the outcomes that the learners have to achieve have certain implications for classroom practice. This is in line with Cuseo’s (1996) view that basic education is guaranteed by not only giving form to the structure of the curriculum, but also to what happens between learners and teachers in the classroom. A detailed description of the two action research projects that were undertaken with Grade eleven learners at my school is given in Chapters four and five. In the final chapter of this thesis, I reflect on the research engaged in the classroom and I also reflect on the future of teachers as researchers. I believe that any attempt to improve the education and conditions of our rural and disadvantaged schools would go a long way in addressing the inequities prevalent in our society. / AFRIKAANSE OPSOMMING: In hierdie mini-tesis deel ek die aksienavorsing wat ek by die skool waar ek onderrig, onderneem het. Hierdie navorsing was ʼn poging om my praktyk in beroepsvoorligting, ʼn onderafdeling van Lewensoriëntering, te verbeter. Die noodsaaklikheid van ʼn studie van hierdie aard het voortgespruit uit my ervaringe met matrikulante wat totaal verward voorkom oor hul toekoms en ʼn kommerwekkende gebrek aan kapasiteit toon om selfbeplanning te doen en nie regtig weet hoe om hul toekoms te beplan nie. Tydens refleksie oor beroepsvoorligting in die algemeen en my eie onderrigpraktyk in die besonder het ek tot die slotsom gekom dat daar ’n wesenlike probleem ten opsigte van die effektiwiteit van beroepsvoorligting bestaan en dat ek, deur my tegnisistiese ingesteldheid teenoor beleide van die onderwysdepartement, dalk onbewustelik deel geword het van die instandhouding van ’n vrugtelose praktyk. Alhoewel ek pligsgetrou die kurrikulum en gepaardgaande onderwysbeleide uitvoer, stem hierdie onsekerheid en onbekwaamheid van ons leerders my tot kommer. Dit het my genoodsaak om terug te staan en my eie praktyk in heroorweging te neem en te bevraagteken. Hierdie introspeksie het my gelei tot die bewuswording dat my instrumentele en tegnisistiese ingesteldheid ook in my klaskamerpraktyk gemanifesteer word deurdat ek, in my strewe om inhoud en assesseringstake binne ʼn voorgestelde tydsraamwerk te voltooi, in my klaskamerpraktyk na die ‘talk’ en ‘chalk’-metode geneig het. My onderrigpraktyk was dus van ʼn ou, tradisionele aard en het nie tred gehou met die moderne eeu waarin ons onsself bevind nie. In ʼn poging om bogenoemde aspekte aan te spreek, bespreek ek die volgende kritiese vrae: - Hoe kan beroepsvoorligting gebruik word as ʼn hulpmiddel om die lewensvaardighede van leerders van ʼn arm landelike skool te verbeter? - Hoe kan ek my praktyk in die klaskamer verbeter? Ek suggesteer ook in my literatuuroorsig dat die beginsels waarop die Nasionale Kurrikulumverklaring grade R–12 (2012) rus en die uitkomstes wat deur die leerders bereik moet word ʼn sekere klaskamerpraktyk impliseer. Hierdie aanname is in ooreenstemming met Cuseo (1996) se siening dat algemene onderwys verseker word deur nie net aan die struktuur van die kurrikulum vorm te gee nie, maar deur ook aan wat tussen leerders en onderwysers in die klaskamer gebeur, vorm te gee. ʼn Gedetailleerde beskrywing van my twee aksienavorsingsprojekte, wat ek met graad elf-leerders by my skool onderneem het, word in hoofstukke vier en vyf gegee. In die laaste hoofstuk van hierdie tesis reflekteer ek oor my navorsing in die klaskamer en die toekoms vir die onderwyser-navorser. Ek glo dat enige poging om die onderwys en toestande van ons landelike en minder-bevoorregte skole te verbeter ‘n lang pad sal gaan om die ongelykhede wat teenwoordig is in ons gemeenskappe aan te spreek. In Hoofstuk een verskaf ek inligting met betrekking tot my agtergrond en gee ook redes waarom ek by hierdie projek betrokke geraak het. In my literatuuroorsig fokus ek op aspekte wat direk en indirek aan die onderwerp van hierdie aksienavorsingstesis gekoppel word.

This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.

Text in Afrikaans, with abstracts in Afrikaans, English and Xhosa / Dissipline in skole en leerders se uitslae het sedert 1994 baie verswak. Aanranding op opvoeders haal daagliks die nuus wat 'n swak beeld van die stand van onderwys in Suid-Afrika die wêreld instuur. Hierdie studie het die rol wat die skoolbestuurspanne kan doen om 'n effektiewe dissiplinebeleid in plek kan stel ten einde die gedrag van die leerders te verbeter, ondersoek. Die studie het bevind dat die skole dissiplinebeleide aangekoop het wat deur 'n eksterne maatskappy saamgestel is. Die opvoeders, ouers en leerders het geen aandeel in hierdie beleid nie en daarom neem hulle nie eienaarskap daarvan nie. Dit het ook aan die lig gekom dat die opvoeders verskillende metodes, sommige selfs onwettig, gebruik om leerders te straf. Hulle fokus op straf in plaas daarvan om die gedrag van die leerders te herstel. Die studie doen aanbevelings oor wat die skoolbestuurspan kan doen en gee riglyne vir die opstel van 'n effektiewe dissiplinebeleid. / The systemic test results shows that since 1994, discipline in schools and amongst learners has drastically deteriorated. Assaults on educators on a daily basis reach the news, which leaves a bad image to the world on the state of education in South Africa. This study investigates the role that school management teams can play to put an effective discipline policy in place to improve the behaviour of learners. The study found that schools have acquired policies on school discipline that were developed by an external company. Educators, learners and parents were not involved in the development thereof and for this reason they do not take ownership of it. It has come to light that educators use different methods, sometimes even unethical and illegal, to discipline learners. They focus on discipline (punitive) instead of trying to correct the behaviour of the learner (remedial). The study gives recommendations on what school management teams can do with guidelines on how to develop an effective discipline policy. / Iziphumo zibonisa ukuba ukususela ngo-1994 ukuqeqeshwa ezikolweni kwaye abafundi baye bahlaselwa kakhulu. Ukuhlaselwa kootitshala kwimihla ngemihla kufikelela kwiindaba ezishiya umfanekiso ombi kwihlabathi kwimfundo eMzantsi Afrika.Olu pho nonongo luphanda iqela lokulawula isikolo lingalidlala ukubeka umgaqo-nkqubo osebenzayo wokuphucula ukuziphatha kwabafundi. Olu pho nonongo luye lwabonisa ukuba izikolo zifumene imigaqo-nkqubo yokuqeqeshwa kwesikolo eyenziwe yinkampani yangaphandle. Ootitshala, abafundi nabazali abazange bathathe inxaxheba ekuphuhlisweni kwayo ngenxa yeso sizathu abakhange bawuthathe ubunini bayo. Kwaye kwacaca ukuba ootitshala basebenzisa iindlela ezihlukeneyo, ngamanye amaxesha nangona zingekho mthethweni, ekuqeqeshweni labafundi. Zijolise ekuqeqesheni (isigwebo) endaweni yokuzama ukulungisa ukuziphatha komfundi (ukulungiswa).Uphononongo unikeza iingcomo malunga naziphi iikomiti zolawulo lwesikolo ezinokukwenza nezikhokelo malunga nokuphuhlisa umgaqo-nkqubo osebenzayo. / Educational Management and Leadership / M. Ed. (Education Management)

This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.

The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)

This study deals with the way school principals, educators and learners manage learner behaviour inside the classrooms, as well as in the entire school for the effective and uninterrupted realisation of teaching and learning activities. A qualitative approach was used in this study. The research findings were based on observations, the analysis of documents, as well as the main and sub-categories that were formulated from the interview data gathered at the selected schools. The research confirmed what is already known on learner discipline and discipline problems. In the dissertation more attention is given to factors that contribute to misbehaviour, the impact of misbehaviour on the culture of learning and teaching, and how learner behaviour should be managed in the classrooms and in the schools in general. Furthermore, effective measures of managing learner behaviour are explained and a comprehensive school-wide model of preventing and remediating learner misbehaviour is also provided. / M. Ed. (Education Management)