M.Ed. (Educational Psychology) / In this investigation an attempt was made to ascertain how important every facet of discipline is when considering disciplinary action against children. A particular aim with this study was to ascertain if the educator creates a feeling of security with the disciplinary process, so that disciplining children takes place correctly, fairly and as tensionfree as possible, for both educator and child. From a study of the literature on this subject, it became clear that discipline is essential in the educational process. There are many ideas about and styles of discipline. In all of these, the child's longing for safety, security and meaningfulness about himself and the world he lives in, must be considered. Deeply aware of his responsibility for the the educator can give the young person the for child-in-education security he longs that order child must be child must be is riqht and Security will give the child peace of mind at home and at school. This will determine whether the child is willing to venture and explore. The child cannot explore the world around him without the educator's complete acceptance, trust and authority. Security can be created in the classroom by accepting the child for what he is, by giving him love and by creating a safe, secure space in the classroom, so that the child can discover and work meaningfully. The premise in maintaining order should be progresses to discipline - in other words, the led to self-discipline and self-control. The helped to develop the ability to discern what what is wrong. Then only, education taken place. Is discipline present and has The child must have disciplinary experience in security and safety. In the empirical investigation, the following independent variables were tested gender, language, qualifications, occupation, age, residence, religion, marital status, size of family and financial income.

M.Ed. (Education) / Conflict is a general phenomenon in social relationships. Due to the fact that the teacher and the pupils are together for about six hours a day, there is a great possibility that conflict can arise in the classroom. There can be a variety of reasons for this conflict. It is very important that the teacher must be aware of the fact that he is going to deal with conflict from time to time. Another important aspect for the teacher is that he must be aware of conflict, must know the different kinds of conflict as well as the reasons for the conflict that arises. Further on he must prepare himself for conflict situations so that he is able to handle it in such a way that the pupil as well as himself will benefit from these situations. The handling of conflict must become part of the teacher's daily task. He must have a positive attitude towards conflict situations and must not evade it. Every conflict situation must be analysed and handled according to the merits of the case. other aspects that need attention is the teacher-pupil relationship, communication between the teacher and his pupils and the management of the classroom. The teacher must endeavour to build a relationship of trust with his pupils. That will encourage pupils to be honest and open with the teacher. This will also enable the teacher to handle conflict situations in a positive manner and eventually both parties will benefit from this. Two-way communication should be present in the classroom. This implies that the teacher will give the pupils the opportunity to participate in classroom decisions and the setting of classroom rules. The pupils will then feel more free to discuss with him any problems they may have. The way the teacher manages his classroom is also going to have an influence on classroom conflict. His conduct towards management and leadership will enable him to limit or prevent classroom conflict or will enable him to cope with the situation.

Sevaral studies present evidence which supports the proposition that we infer our attitudes and internal states from observation of our overt behaviour and that these inferences are related to differential knowledge or attributions about the reasons for the behaviour. This proposition was examined in the teacher-student interaction from the student’s point of view. Sixty subjects participated in a learning experience. Half the subjects ware taught by a so called expert teacher (high-expert) and the remaining half were taught by a fellow student (low-expert). All subjects received success feed-back after the teaching period. It was expected that subjects in the high-expert condition would attribute success to the teacher more than those in the low-expert group. In addition it was predicted that subjects in the high-expert group would expect to do poorer on a second learning task without the help of the teacher, than subjects in the low-expert group. The results indicated that the experimental manipulation was successful in producing differential perception of teacher expertise. The two hypotheses, however, were not confirmed by the data. Several points of methodological and theoretical nature were raised, which suggest possible future avenues of research in the area of attribution in social interaction. / Arts, Faculty of / Psychology, Department of / Graduate

This study sought to investigate the relationship between hyperactive behavior and children's perceptions of teachers. Particular attention was paid to two aspects of teacher behavior — acceptance and demand. An extensive literature review supported the position of viewing hyperactive behavior from an interactional perspective. In this study the context was the teacher-child interaction within the classroom as viewed by the child. The literature also indicated that children's behavior is affected by their perceptions of adult behavior. This study sought to examine this view in greater detail. The sample consisted of 4 7 grade four boys and 45 grade five boys from eight regular classrooms in two schools, located in a major urban center in the interior of British Columbia. Children's perceptions of acceptance and demand of their teacher's behavior were measured by administering a partial form of the Teacher Behavior Questionnaire to classroom groups. Observed levels of hyperactive behavior were measured by having subjects' teachers complete the Conner's Abbreviated Questionnaire for each boy. Using correlational analyses, hyperactive behavior was found to be significantly related to both variables in the directions of less perceived acceptance and greater perceived demand. Hyperactive behavior ratings allowed for a retrospectively identified teacher-rated hyperactive group and a teacher- rated non-hyperactive group. On group comparison measures, hyperactive boys perceived significantly less acceptance and greater demand than their non-hyperactive peers. In conclusion, hyperactive children perceive teacher behavior as less accepting and more demanding than their non-hyperactive peers. The variable of perceived acceptance appears more critical to pdsitive teacher-child interaction than the demand variable. Individual teacher differences and cultural factors also appeared operative. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This qualitative study provides entrance into the everyday experiences of a team of teachers working in an alternate program. The teachers' personal narratives of the daily, intimate and complex interactions between teachers and students are presented and probed for possible interpretations. Their anecdotes reveal that these teachers do not experience students' risk, in the usual negative sense of the word, but instead as hope for that which is not yet, and for that which might be possible. This hope is shown, for example, through teacher care and commitment to individual students, as well as through high teacher expectations and clearly articulated standards which the students must work hard to achieve. This study suggests that understanding what it is to teach well in a so-called "at-risk" setting is to increase our understanding of the greater question of what it is to teach. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Subnitted in fulfilment of the Requirements of the Degree of MASTER of EDUCATION In the Department of Philosophy of Education at the University of Zululand, 1984. / The problem of this investigation lies on the urban Black child and how his environment may affect his relationship with the teacher. Being a Black child in an urban environment presupposes that he or she is a person of'; two worlds- the traditional and the modern technocentric world. The modern school education aims at making him a fully - functionihg adult who will be part of this new age. How does he then relate to the teacher and the school system? The urban environment is too much of a hustle and bustle where divergent values and modes' of conduct and behaviour abound. For an urban child the confines of the backyard are too narrow for him and the lures of the streets are overpowering, and he or she is moved by the irresistible spirit of physical and psychic activity and is likely to absorb and reproduce whatever meets his or her vision. Whenever there is quarrelling and fighting there urban children throng. Wherever there is an arrest or revolting scene, there children flock, eager to know all about it. Will these .depraved tastes, and appetites not af'fect pupil-teacher relationship in an organised school setting? The urban environment is much too complex with different forms of stratification and greater mobility, less parental authority and dimished close interpersonal relationships. How does this affect him when he is under the tutelage of his teacher,? To investigate this problem, the phenomenological method of investigation is undertaken within the ambit of philosophy of education, the aim being reflecting, analysing and evaluating the encountered situation; using results of experience and research in relation to the issue in question in order to see educa.tion comprehensively and constructing a guide to action in respect of the problems uncovered by the investigation.

No description available.

"The beginning of this study took place in the classroom of a retarded pupil group. When the teacher arranged the roll, she noticed an unusual distribution of names according to the alphabet. There were so few names in the upper letter brackets, compared with rolls of other classes she had taught, that she began to note the recurrence of this situation in later experience. With a somewhat biased and unscientific attitude she continued to look for evidence that there might be a relation between success in school and the place of a pupil's name on the class roll. When the subject was chosen for research study, however, it became apparent that such guesswork was pitiably weak framework on which to build statistical inference. Attempts to find an example of a normal distribution of names by alphabetical listings met with repeated failure until near the end of the research period. That approach failing, a questionnaire was devised"--Introduction. / Typescript. / "August 7, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. L. Waskom, Professor Directing Study. / Includes bibliographical references (leaves 37-38).

The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. Bronfrenbrenner’s (2006) bioecological model of development and Bowlby’s (1969) attachment theory have been used to understand both the negative effects of peer aggression and the positive potential of social contexts to prevent harms related to aggression among students. Literature shows that teacher-student relationships that are characterized by higher levels of closeness and support are linked to decreases in bullying behaviour and victimization, whereas increased conflict and less support in teacher-student relationships have been found to result in increased bullying perpetration and victimization among students. While the literature suggests trends regarding the association between teacher-student relationship quality and peer aggression prevalence, there remains limited understanding as to the size and direction of the effect. The present meta-analysis synthesizes a substantial body of research examining the association between teacher-student relationship quality and peer aggression in school. A systematic search was conducted using literature from PsycINFO, ERIC, Education Source, and ProQuest (theses and dissertations). Quantitative cross-sectional and longitudinal studies that measured the association between teacher-student relationship quality (i.e., in terms of closeness and conflict) and peer aggression (i.e., perpetration and victimization) were included in the analysis. Additionally, grade level, informant, and scale quality were included as moderators in the analysis to determine their effect on the relation between teacher-student relationship quality and peer aggression. This meta-analysis advances our understanding of the role of teacher-student relationship quality in peer interactions at school, and the results can inform bullying prevention programs by providing insight as to where to allocate resources and energy.

Submitted in fulfillment of the requirement for the degree of MASTER OF EDUCATION in the Dcpartment of Educational Psychology of the FACULTY OF EDUCATION of the University of Zululand, 2003. / This study involves an investigation into the effect of changes in society on the pedagogic relationship of trust. An attempt was made to look at these changes in general and how they have affected the learner-educator relationship of trust The literature study has revealed that educators have problems in adjusting to the introduction of the human rights culture in the classroom, as part of a broader political change whilst maintaining their authoritative guidance. These changes include internal factors like the family, divorce and separation, single parenting, family violence, women empowerment child abuse, polygamy, extended family and peer pressure. There are also external factors like parents' social class. political change, economic change, technological change, demographic change and the change in value systems and future perspective mat were explored. In order to gain insight into the impact of changes in society on the pedagogic relationship of trust, a literature study on inter alia the three relationship structures was undertaken. The investigation was aided by an empirical study comprising a structured questionnaire completed by educators in Umlazi and Umbumbulu districts. The study has confirmed that die relationship of trust is affected by changes in society. The study has also revealed that most of the experienced educators have since left die education system through voluntary severance packages. Both the literature study and the empirical survey have revealed that educators have misunderstood the learner's freedom of expression in class as a threat to their authority. The study has also shown mat mere is a need by educators to accept change and democracy before they deal with learners from a highly politicised society. It has also been revealed mat the present economic policy and redistribution of wealth have felled to provide employment opportunities and as such, the crime rate has increased. The impoverished society is therefore not taking care of learners" needs from home. by instilling the right values and morals, hence the increased rate of rape and sexual abuse of learners. In conclusion, a summary was presented and based on the findings of this study. The following are some recommendations that are made: > Parents, members of the Governing Body, principals, staff, management teams, learner representative councils and Student Christian Organizations should use democratic values and principles to implement policies and procedures. The vision and mission of the school should be clearly known to ail stakeholders. Information should circulate freely amongst all involved. > Educators should strive to interact with learners in a manner that values and respect for human rights emulate from interaction. > Educators should conduct regular searches with observing the dignity of fee learner, identifying learners in possession of a firearm, drugs or harmful substances, stolen property or pornographic material.