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Effektiewe klaskamerbestuur by 'n arm landelike skool
Author(s)
Plaatjies, Bernadictus O'Brian
Date Issued
2007
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
In this mini-thesis data has been collected and processed to detennine which factors
inf1uence effectiv'e classroom management in the intermediate and senior phases at poor
rural schools, A Comprehensive review of relevant National and International literature
were conducted and farmed the basis for the construction of a questionnaire. The
questionnaire was formulated to determine the extent, complexity and reality to which
educators at poor rural schools are exposed to on a daily basis. External and internal
factors contributing to poor classroom management were identified. External factors
include home circumstances and the environment in which learners live. The lack of
stimulation at home, low literacy levels of parents, the absence of good early childhood
programmes and the shortage of food have a huge impact on learners performance in the
classroom. Negative role models in the community and home as well as proper
supervision, lead to discipline problems and unmotivated learners. Internal factors refer
to the role of the teacher, the curriculum and discipline in the classroom. It is clear that
educators play a central role in the provision of quality education. It is not an easy task.
Working conditions are difficult and lead to weak motivation and low morale among
teachers. It is impossible to implement outcomes based education in large classes.
Dejected teachers try to survive by using traditional teaching and classroom approaches.
There is however a big group of professional and motivated teachers. This teachers do
everything to support and motivate learners.
It is clear that poverty in the community is the main reason for the problems in rural
schools. It is also clear that this problems need to be addressed. Long-term political
solutions are needed to combat poverty. Short-term solutions might include better
cooperation between the school and the community. The key to success is sustainable
coaching and mentoring of teachers. The excessive emphasis on teaching and
demonstration of outcomes are not beneficial for both learners and teachers. A solution
to the problem is: ..... adapt the system in the child's best interest rather than the child
having to adapt to the education system." Human Rights Commission (2006: 16)
inf1uence effectiv'e classroom management in the intermediate and senior phases at poor
rural schools, A Comprehensive review of relevant National and International literature
were conducted and farmed the basis for the construction of a questionnaire. The
questionnaire was formulated to determine the extent, complexity and reality to which
educators at poor rural schools are exposed to on a daily basis. External and internal
factors contributing to poor classroom management were identified. External factors
include home circumstances and the environment in which learners live. The lack of
stimulation at home, low literacy levels of parents, the absence of good early childhood
programmes and the shortage of food have a huge impact on learners performance in the
classroom. Negative role models in the community and home as well as proper
supervision, lead to discipline problems and unmotivated learners. Internal factors refer
to the role of the teacher, the curriculum and discipline in the classroom. It is clear that
educators play a central role in the provision of quality education. It is not an easy task.
Working conditions are difficult and lead to weak motivation and low morale among
teachers. It is impossible to implement outcomes based education in large classes.
Dejected teachers try to survive by using traditional teaching and classroom approaches.
There is however a big group of professional and motivated teachers. This teachers do
everything to support and motivate learners.
It is clear that poverty in the community is the main reason for the problems in rural
schools. It is also clear that this problems need to be addressed. Long-term political
solutions are needed to combat poverty. Short-term solutions might include better
cooperation between the school and the community. The key to success is sustainable
coaching and mentoring of teachers. The excessive emphasis on teaching and
demonstration of outcomes are not beneficial for both learners and teachers. A solution
to the problem is: ..... adapt the system in the child's best interest rather than the child
having to adapt to the education system." Human Rights Commission (2006: 16)
Additional information
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007
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