Effektiewe klaskamerbestuur by 'n arm landelike skool

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)