Magister Educationis - MEd / This study investigates the kinds of barriers experienced by teachers teaching in a special school in the processes of teaching and learning. This was done by launching an investigation to identify the barriers teachers experience during teaching and learning in a special school. In the process of doing so, emphasis was placed on barriers, which were identified for investigation purposes. The following barriers were identified for investigation: discipline, lifelong learning, collaboration between stakeholders, parent involvement, multicultural classes, handling of stress, support, development and the curriculum. In the end the people involved in the study identified more barriers. Some of these barriers were lack of finance, unsafe school environments and the weak infrastructure of the school where the study was done. The literature underlined the importance of the problem areas for success in a school or any organization, while the investigation clearly showed that everything was not in place for the school to be successful in the processes of teaching and learning. The investigation was successful in identifying the barriers teachers experienced and furthermore to make recommendations to rectify the situation. A total of nine teachers were part of the investigation, three from each section of the school, namely junior primary, the academic stream and the skills classes. All the participants gave their full support for the investigation and made valuable contributions to the success of the study. The participants were randomly selected and everyone had an equal opportunity to be part of the study. The study underlined the fear that teachers experience many barriers, which hamper them in their work . Something need to be done to help teachers in the system.

Die afskaffing van lyfstraf in Suid-Afrikaanse skole het tot groter dissipline probleme onder leerders gelei. Onderwysers raak toenemend gefrustreerd aangesien min praktiese oplossings vir hierdie probleem bestaan. Hierdie studie bestudeer die rol wat agtergrondmusiek in die klaskamer kan speel om die leerling se konsentrasievermoë te verhoog, sy gedrag positief te verander en so die algehele dissipline in die klassituasie te verbeter. Agtergrondmusiek vorm deel van elke kind se leefwêreld aangesien moderne tegnologie dit maklik maak om musiek oral en altyd te luister. Leerders luister ’n groot gedeelte van elke dag na musiek, ook terwyl hulle huiswerk doen. Daarom was dit nodig om die tipe agtergrondmusiek te vind wat voordelig kan wees vir die leerder in ’n klassituasie. In hierdie studie is van praktiese aksienavorsing binne ‘n kwalitatiewe navorsingsontwerp gebruik om die ervarings van leerders tydens die aanwending van verskillende tipes agtergrondmusiek in die klaskamer te bepaal. Uit die verband tussen die leerders se gedragspatrone en waarnemings nadat klassieke instrumentale musiek in die klaskamer gespeel is, kan bevind word dat hierdie tipe agtergrondmusiek as potensiële tegniek gebruik kan word om dissipline in die klassituasie te verbeter. The abolition of corporal punishment in South African schools led to greater discipline problems among students. Teachers are becoming increasingly frustrated as few practical solutions to this problem exist. This study examines the role that background music in the classroom can play in the child's ability to concentrate, increasing his positive behavior and so the improvement of discipline in the classroom. Background music is part of every child's world as modern technology makes listening to music part of everyday living. Learners listen to a large portion of music every day, even while they are doing homework. Therefore it was necessary to study the influence of background music as to what extend it can benefit the student in the classroom. This study used practical action research within a qualitative research design. From the relationship between the learner's behaviour and observations after classical instrumental music was played in the classroom, this type of background music can be used as a potential technique to improve discipline in the classroom. / Dissertation (MMus)--University of Pretoria, 2014. / am2014 / Music / unrestricted

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Management and Leadership / M. Ed. (Education Management)

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Leadership and Management / M. Ed. (Education Management)