Afrikaans text, with English and Xhosa summaries / Baie leerders in voorheen benadeelde skole kom uit enkelouerhuise, waar ouers lang ure
werk en dikwels ongeletterd is. Dit lei daartoe dat die oorgrote meerderheid leerders in 'n
ongestruktureerde omgewing en in huise grootword sonder duidelike dissiplinêre grense.
Dissiplinêre grense behels die daarstelling van duidelike perke wat aan kinders wys wat
hulle mag doen en wat hulle nie mag doen nie. Alle kinders het grense nodig om optimaal
te groei en te leer. As kinders weet wat die gevolge daarvan is om buite die grense te
beweeg, sal hulle probeer voldoen aan verwagtinge. Aan die anderkant sal 'n gebrek aan
grense baie dissiplinêre probleme veroorsaak, aangesien leerders nie tuis selfdissipline
aanleer nie. Daarbenewens word hulle dikwels grootgemaak in omgewings waar hulle
blootgestel word aan dwelms, geweld, misdaad en bendes. Hulle verwerf nie die kennis
van watter soort gedrag tuis of in hul gemeenskappe moreel en sosiaal aanvaarbaar is
nie. Die gebrek aan dissipline en selfdissipline tuis lei tot dissiplinêre probleme in die
klaskamer, veral by leerders in voorheen benadeelde skole. Die onderrig van goeie
dissipline, wat tot selfdissipline lei, berus op opvoeders se skouers in die skoolkonteks.
Dus word die rol van skole en opvoeders uiters belangrik, hoewel dit na 'n onoorkomelike probleem klink. As alle belanghebbendes 'n rol kan speel om leerders te help om optimaal
te ontwikkel, sal dit ook help met dissiplinêre probleme. / Many learners in previously disadvantaged schools come from single parent homes,
where parents work long hours and often are illiterate. This leads to the fact that the vast
majority of learners grow up in an unstructured environment and in homes without clear
disciplinary boundaries. Disciplinary boundaries involve establishing clear limits that show
children what they are allowed to do and what they are not allowed to do. All children
need boundaries to grow and learn optimally. When children know what the
consequences are for stepping out of bounds, they will be more compliant. A lack of
boundaries on the other hand causes many disciplinary problems, as learners do not
learn self-discipline at home. In addition, they are often raised in environments where they
are exposed to drugs, violence, crime and gangs. They do not acquire the knowledge of
which types of behaviour are morally and socially acceptable at home or in their
communities. The lack of discipline and self discipline at home leads to disciplinary
problems in the classroom, especially with learners in previously disadvantaged schools.
The teaching of good discipline, leading to self discipline rests on educators’ shoulders in
the school context. Thus, the role of schools and educators become extremely important,
although it sounds like an insurmountable problem. If all stakeholders could play a role to
assist learners to develop optimally, it will also help with disciplinary problems. / Uninzi lwabafundi abaphuma kwizikolo ebezihlelelekile ngaphambili bavela kumakhaya
anomzali omnye, apho abazali besebenza iiyure ezinde kwaye kunjalo bengafundanga.
Ngoko uninzi lwabafundi lukhulela kwindawo engenasiseko someleleyo nakumakhaya
angenamiqathanga icacileyo yokuziphatha. Imida yokoluleka kokuziphatha ibandakanya
ukumiselwa kwemida ecacileyo ebonisa abantwana izinto abavunyelweyo ukuzenza
nezinto abangavunyelwanga ukuba bazenze. Bonke abantwan bafuna ukubekelwa
imiqathanga ukuze bakhule ngokugqibeleleyo. Xa abantwana bezazi iziphumo
zokutyeshela imiqathanga ebekiweyo baya kuthobela nangakumbi. Ukongeza, basoloko
bekhulela kwindawo apho bedibana neziyobisi, ubundlobongela, ulwaphulo-mthetho
namamaqela emigulukudu. Ngoko ke, abalufumani ulwazi ngeentlobo zokuziphatha
ezivumelekileyo ekhaya okanye ekuhlaleni. Ukungabikho kwenqeqesho nokuzihlonipha
ekhaya kukhokelela kwiingxaki zokuziphatha egumbini lokufundela, ingakumbi abafundi
abakwizikolo ebezihlelelekile. Ukufundisa indlela efanelekileyo yokuziphatha, ekhokelela
ekuziphatheni kakuhle, ngumthwalo wootitshala esikolweni.Yiloo nto indima yezikolo
nootitshala iba yeyona ibaluleke kakhulu, ngaphandle kwale ngxaki ikhangeleka
ingenakuphela. Ukongeza, ukuba bonke ababandakanyekayo banokudlala indima
ekuncedeni abafundi ukuba bakhule ngokugqibeleleyo, kunganceda ekusombululeni
iingxaki zokuziphatha. / Psychology of Education / M. Ed. (Opvoedkundige Sielkunde)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/26455 |
| Date | 01 1900 |
| Creators | Moses, Keenan John |
| Contributors | Venter, Elizabeth |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | Unknown |
| Type | Dissertation |
| Format | 1 online resource (xii, 180 leaves), application/pdf |
Page generated in 0.004 seconds