Rol van kommunikasie en klaskamerbestuur binne technikonverband

Abstract

In hierdie verhandeling is bepaal dat kommunikasie 'n beduidende rol in klaskamerbestuur binne technikonverband vervul. Aan die hand van 'n driepoot-klaskamerbestuursmodel is aangetoon dat 'n aangename klasatmosfeer 'n voorvereiste vir effektiewe beroeps- of loopbaangerigte onderwys is. In die model is daar hoofsaaklik op die rol van kommunikasie in die fisiese, psigologiese en sosiale bestuursareas gekonsentreer. Ten opsigte van die fisiese bestuursarea is die fisiese klasruimte, sowel as die benutting en bestuur daarvan ter bevordering van 'n gunstige leerklimaat, belig. In die psigologiese bestuursarea is veral gefokus op die bevrediging van die student se behoeftes, selfbeeld en 'n dosent se andragogiese kommunikatiewe handelinge. Met betrekking tot die sosiale bestuursarea is bevind dat kommunikatiewe handelinge wat verhoudingstigting bevorder, ook bevorderlik is vir 'n aangename klasatmosfeer. In die hele proses is kommunikasie die bindende kontinue bestuursfunksie, as't ware die vuur wat die hele driepoot-klaskamerbestuursmodel aan die gang sit en in stand hou.

In this dissertation it has been determined that communication fulfils a significant role in classroom management at technikons. A tripod classroom management model has been employed to indicate that a pleasant classroom atmosphere is a prerequisite for effective vocational or career orientated teaching. Particular emphasis has been placed on the role of communication in the physical, psychological and social management areas. The physical management area refers to the physical classroom space, its utilization and management in creating a favourable climate for learning. In the psychological management area attention is focused on meeting the student's needs, his self-image and the teacher's andragogical communicative actions. The communicative actions found in the social management area promote relationships which are also conducive to a favourable classroom climate. In this whole process communication is the binding management activity which ignites the flame and maintains the impetus in the management function of the tripod classroom management model.