I. A CONCEPT FORMULATION AND DESCRIPTION OF THE INVESTIGATION
In the Christian school the teacher acts as a substitute
for the natural parent of the child during school hours.
With the parent he is co-responsible before God for the
spiritual welfare of each child, although the parent can
never get away from his baptismal vow.
Substitute parentship gained new significance with the
introduction of tutor teaching in Transvaal schools in
1963. Tutor teaching was introduced as the most important
component in differentiated education. It supposes scientific
individualised education where each child is observed
as a person with particular needs, talents and gifts.
In a changing world with its many pot-holes, misrepresentations,
double standards, etc., not only the child but
also the parent seeks solid values and norms.
It appears that material prosperity resulted into selfishness
and laziness of many people. The responsibility for the education
of their children is easily shifted on to others,
while mental achievements at the cost of level-headedness are
seemingly •the most important aim of many parents.
Under these circumstances tutor teaching is becoming more
significant. In the primary school where the child
receives his primary education, it is essential that each
child is known as a whole so that both his possibilities and
his limitations can be identified as early as possible, and
that immediate attention can be given to them. But tutor
education also demands meaningful and scientific conferences
with the natural parents, so that parents can be enlightened
and informed about their child on the one hand, but also
to direct many parents on the other hand.
The aim of this investigation is besides establishing the
value and place of tutor teaching in the Afrikaans medium
primary school in Transvaal, also to determine whether the
system of tutor teaching can be used as an aid in national
education and national exaltation, and to indicate direction
in the light of findings. In this investigation the historical, empirical and
questionnaire methods of scientific research have been used.
B. HISTORICAL AND FUNDAMENTAL TEACHING AND THE GUIDANCE
OF THE TUTOR AND GUIDANCE BY THE TRANSVAAL EDUCATION
PLACEMENT OF TUTOR PROGRAMME (INTEGRATION
SYSTEM) AS PRESCRIBED DEPARTMENT
Since the earliest times parents were responsible for the
education of their children. With the progress through
the years this task became too comprehensive and schools
became necessary to assist parents in the teaching of their
children. Parents were not exempted from their educational
and teaching responsibility as regards their children, but
their task was only supplemented by the school. In the
Transvaal the teacher has always acted as supplementary
parent of the child during school hours. Supplementary
parentship means to be guardian of the child. Guardian
or tutor teaching is a natural consequence of supplementary
parentship and stresses the necessity of individualised
teaching and education.
The Transvaal Education Department introduced the system of
tutor teaching in 1963. Underlying the success of the whole
system, the accent is put on the relationship of confidence
that should exist between guardian teacher and child, observation of the child W1der all circumstances and the necessity
to guide and inform the child in respect of all his needs.
To know the child as a person who has specific needs, knowledge of his home background is indispensable. Without
this knowledge true education is impossible.
In the primary school the classroom teacher is also tutor
teacher. Without doubt tutor education has tremendous
possibilities, but the way in which the system has been
implemented in the primary school, gives the impression
that it is not really considered important. This impression
is confirmed by the fact that instructions in regard to
tutor teaching to headmasters of primary schools and rectors
of colleges of education, have initially been vague, that
even today colleges pay little, if ru1y, attention to theory
and practice of tutor teaching and that it has never been
the subject of a headmasters' symposium or an orientation
course.
It was simply expected of headmasters to implement tutor
teaching and the guidance programme later on without
thorough enlightenment. In addition it was left to head=
masters themselves to decide whether time should be allocated
for tutor periods, whether individual records should be kept
for the children and whether house-calls by tutors should
be done.
PRESENT CULTURAL, POLITICAL AND ECONOMIC SETUP
AND VIEWS AND THE NECESSITY FOR NATIONAL EDUCATION
The highest calling as regards their children is for the
normal Afrikander parent with a Christian-national outlook,
to lead them by example and attitude towards God. Coupled
herewith the parent will strive to see that his children are
well-adapted and useful citizens of their country, and that
they should render a life of service in their particular
cultural pattern. Such a parent may justly expect that the
Christian-national school should assist him in his task.
The Afrikaans speaking citizen differs from the English
speaking citizen in outlook in their respective cultural
patterns.
In this chapter certain shortcomings in the Afrikander's
Christian-national way of life are pointed out, of which
the Christian-religious need is most important. From
this need flows forth the alarming number of divorces which
leaves ten thousands of children without a father, a mother
or a home, in a heartless world. Permissiveness amongst
adults takes on bigger dimensions which is also notable in
the seemingly approval of pornography. Due to the "missing”
father as the person with authority ru1d the mother who has
to fill this additional role, there is a negative educational environment in many homes. Children may become
emotionally unbalanced, may revolt against authority and
may take their refuge to drugs. It appears that adults do
not offer the youth ample challenges, which are characteristic
of the many children who leave school at an early age. People
become more egoistic and human relationships, not only
between White and White, but also between White, Black
and Coloured, seem to be poor. Where the Afrikander's
biggest need is of a religious nature, it appears that the
solution lies in the revaluation of the family and its values.
The family which is the back bone of a nation, has been
discussed for many years, but nothing has been done on
large-scale in an organised manner, to guide parents.
Against this background and need, the tutor teacher must
fulfil his vocation as national educator. He can rely
on the assistance of the orthodox parent, but the majority
of parents appear to shift their responsibilities on to the
teacher, and expect aid and enlightenment from him.
For the survival, not only of the Afrikander, but also for
that of the entire White population and the other population
groups in S.A., it is imperative to start with national
education on a comprehensive scale. National education
has already been done in countries like America, Canada
and Holland.
In S.A. tutor teaching can be used as a powerful and
efficient instrument in national ennoblement, if the
Christian school realises its vocation and if teachers
are adequately equipped for their task. Guardians - parents
and teachers - should then communicate with each other on
a Christian-national basis.
D. TUTOR TEACHING IN THE CHRISTIAN SCHOOL AND ITS
IMPLICATIONS FOR THE CHILD AND THE GUARDIAN
At present the responsibilities of the tutor teacher are
exceedingly great and of eternal value. For the teacher,
however, it is difficult to fulfil his Christian educational
task and indicate direction, because circumstances which could
have been eliminated are against him. On the one hand there
are parents who expect Christian-national education from the
school, but on the other hand, although legislation makes
provision for Christian and national education, the same parents have a fatalistic inclination in that they do not
demand that Christian-national education is put into practice.
Teacher training takes place in a spirit of neutrality without
a thorough knowledge of the Christian-Protestant matrimonial
and baptismal formulary, the Heidelberg catechism and concordances.
Most of the headmasters do not regard the Christian foundation
of education and teaching as of fundamental and foremost
importance. It appears therefore that not much positive
motivation from headmasters to their staff can be expected.
It is an extreme pity, even fatal, because true education
takes place in the classroom. In a time where the school
and its tutors should give true and purposeful guidance
to child and parent, one gets the impression that the school
gives a little religious instruction, cultivates a little
culture, moralises a bit and does a lot of scholastic and
sports "training". All these are done with or without the
co-operation of parents. Furthermore, it appears as if all the
controlling is focused on subject methods and scholastic
progress. In defence of the practical positive Christian
headmaster can be alleged that he is overburdened with
administrative and other duties and cannot therefore pay
sufficient attention to tutor education. The result is
that his staff may also be unmotivated in respect of the
Christian-national aims and they are simply teachers who
teach.
The family has particular problems due to the "missing"
father figure and the mother who in many instances has to
fulfil the double burden of bread-winner and educator of
the children. The school must realise these conditions
because in many cases permissiveness, as well as problems
of order and discipline arise from them.
Teachers are inclined to meet out uniform punishment for
infringements without thorough investigation of the reasons
for the infringements and without eliminating those causes.
The tutor should also ascertain by means of investigation.
what the attitudes and inclinations of parents are in
different environments. By doing this he will have a better
conception of the child, because the child is a product of
his family and environment. By showing real interest in a
child, the teacher can where necessary influence parents
positively by means of discussions.
Tutor teaching and individual teaching con only have meaning
when the tutor observes each child in a purposeful, systematic
and objective manner in respect of every facet of the child's
life. He cannot educate in mass, only individually. To do
this, he should put in writing his own observations of the
child, as well as all other available information. Some of
the most important information can only be obtained from the
parents by means of house-call or parent-teacher conferences.
E. PARENT-TEACHER CONFERENCES AS AN IMPORTANT MEANS TO TUTOR
TEACHING
The parent and the teacher are the two biggest allies
in the education of the child. Both parent and teacher
observe the child. The parent knows his child from birth
and this intimate knowledge is very valuable to the tutor.
Without conferences, this knowledge is lost to the tutor,
to the detriment of the child. Through discussions the
teacher gains larger insight of the child and also of the
parents' attitudes towards education and teaching, religion,
culture, ideals, etc. By showing real interest in each child
the parent gains confidence in the school and the parent
can be influenced to change detrimental or negative attitudes.
Where these attitudes cannot be modified, it may still be
possible for the parent to change his attitude towards his
child for the good of the child.
In this chapter the different kinds of conferences and the
approaches, the feelings of children, parents and teachers
towards one another - and the records that should be kept,
are discussed in detail.
Conferences, especially where house-call is unpractical or
impossible, are indispensable in tutor teaching. Especially
in the Christian school, parent-teacher conferences should
form an integral part of the school programme even during
school hours. Conferences should not be merely incidental
that could be neglected at random. On the contrary, conferences
are essential because the school claims that it educates
as an individual the entire child.
Unfortunately there is no proof that student teachers have
any training in the technique of discussions with parents.
F. TUTOR TEACHING (GUIDANCE) AS IT IS IMPLEMENTED
IN THE AFRIKAANS MEDIUM PRIMARY SCHOOL IN
TRANSVAAL
The information as included in 273 questionnaires has been
tabulated.
The majority of headmasters from whom responses have been
received, are headmasters of PI, PII, and PIII schools,
viz. 252 while 21 are headmasters of PIV schools.
As regards qualifications 61,9% of the headmasters have
higher qualifications that the prescribed minimum requirements
for their posts, 30,8% have post-graduate degrees, while
21,6% are busy with further study.
More than 80% of the headmasters are of the opinion that not
only can tutor teaching be implemented in the primary school,
but that it is in fact necessary.
Nearly 94% of the headmasters agree that children's home
background must be known. The manner in which schools obtain
this information, however, does not suggest that it is obtained
scientifically or that data are reliable. The impression is
that where information has been obtained, many schools rely
on guess-work,.
Only 15% of the schools make provision for tutor periods on
their time-tables, which vary from 10 to 90 minutes per week.
More than 50% of the schools keep records of the children.
Although 96% of the headmasters think that parent-teacher
conferences are important and that conferences take place at
an average of 2,3 per year, there is no indication that individual conferences are conducted. Most of these conferences
are of a social nature and consist of parent evenings and/ or
displays. The average number of parents per school which is
contacted per year in this manner is 62,1% while 55,2% of
the parents with children who have scholastic or behaviour
problems are reached.
The majority of headmasters are not in favour of individual
parent-teacher conferences during school hours.
Only 7 of the 273 headmasters had tuition in tutor teaching
inter alia by self-education. Although tutor teaching was
started in 1963, only 88 (2,2%) of the 4 032 teachers at the
273 schools had tuition in tutor teaching. It could have
simplified matters for headmasters if a larger number of
teachers had had tuition in tutor teaching. Nearly 94% of the
headmasters are in favour of in-service-training of teachers
in education which could also mean a category increment. It
indicates the urgent need of teachers and the probable
realization of their inability to cope with matters without
thorough tuition in education. Most of the schools, viz.
69,9% have parent-teacher associations. It is an indication
that parents participate in school activities.
Headmasters could give in their responses their views on
any aspect of tutor teaching. This indicated undeniably that
most of them realise the importance of tutor teaching and that
anxiety exists about the child and many parents. But above
all they indicated the urgent need for clear guidance and
enlightenment.. This applies to guidance for teachers, parents
and children, to an acceptable and standardised tutor record
card and the time to be allotted for a tutor period in a full
time-table.
A reproduction of an experiment with parent-teacher conferences during school hours about progress reports is also
given in this chapter. The experiment showed that this.
type of conference is practical and that the child as
well as the parent and teacher benefit from it. It also
compels the tutor to give attention to the individual
child and to report instructively about him.
Questionnaires which were completed by parents and teachers,
clearly showed that the child can only benefit when parents
and teacher communicate. It, however, demands meaningful
and purposeful guidance and motivation of teachers.
Via these conferences on progress reports, group conferences
can be initiated where parents and teachers can discuss
current educational problems. The headmaster should,
however, always take the initiative and lead.
With the new guidance programme and the necessity of sports
and group tutors, the probability of a so-called teachers
workshop has been investigated. During these meetings
the headmaster and vice-principals, as well as the group
tutors discuss problems which emerge from parent-teacher
conferences, as well as the needs and problems of the
children in general and individually. This is the opportunity where the "top management" of the school can be
motivated about all the aims of the Christian-national
school, which can have effect with the other teachers.
In respect of extramural activities, it has been proved
that all the pupils of a school can partake in cultural
and sport activities by means of sport and culture periods.
A tutor record card is also shown in this chapter. Some
of the particulars are obtained from Ed.Lab.cards, while
most of the information is derived from intensive observation
of the child by the tutor. Where house-call is impossible,
the necessary background information of a child can be
obtained by means of written questions to parents and by
individual conferences.
G. TEACHER TRAINING AND OTHER MATTERS AND HOW THEY
AFFECT TUTOR TEACHING AND THE CHRISTIAN SCHOOL
Legislation provides for Christian and national education
in Transvaal schools. Teacher-training has a functional,
educational and professional aim. It is doubtful whether
college students are trained in the Christian-national
way of life.
Selection of candidates with regard to their way of life,
evaluation by lecturer and headmaster and practical
experience in tutor teaching and parent-teacher conferences
during practise teaching are matters discussed in this
chapter.
It appears as if student, teacher and headmaster are not
evaluated according to the example they set or to their
attitude in regard to the implementation of the Christian
and national educational policy. These are matters which
closely correlate with tutor teaching because the tutor
should carry out the Christian-national way of life.
It is alleged that as soon as a large number of women become
members of a profession which provides for both sexes, that
profession tends to loose prestige in the eyes of the public.
It is not implied that this is the case in primary education,
but the large number of women makes it difficult for boys
to identify themselves with men.
Serious attention should be given to the shortage of men in
the primary school. It is possible that potential men
recruits might see the teaching profession as a woman's
profession and as a result they don't feel attracted to the
profession.
As regards qualifications, more than 70% of all teachers
in Transvaal have 3 years and less training as teachers.
Most of them are women. Because many married women have
to serve the double role of housewife and teacher, they
probably do not see their way open for additional study,
to the detriment of education and teaching. It seems
necessary that the authorities, because they previously
found it in order for teachers to suffice with 2 and 3
years training, should provide courses for these teachers
to improve their qualifications. From this investigation
it was clear that a course in Christian education whereby all
the aims of Christian-national education, tutor teaching,
parent-teacher conferences, etc. should be implemented
and started.
There is a serious need for such a course.
II. FINDINGS AND RECOMMENDATIONS
A number of deductions are made and recommendations are
put forth.
III. MATTERS THAT REQUIRE FURTHER INVESTIGATION
A list of problems encountered in this investigation
finalises this chapter. / Proefskrif--PU vir CHO, 1974
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9405 |
| Date | January 1974 |
| Creators | Scholtz, Izak Petrus |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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