Classroom misconduct is a general problem in today’s schools globally. After the abolition of corporal punishment in South African schools, teachers struggled to achieve discipline in the classroom. Verbal discipline is indicated as one of the most regularly used disciplinary strategies to deal with classroom misconduct in the Foundation Phase (FP). Hence, this study explored the effectiveness of verbal discipline in dealing with classroom misconduct in the FP. The purpose was to examine teachers’ verbal discipline practices or strategies to develop guidelines for effective verbal discipline in schools. The study was a qualitative study that adopted a phenomenological research design. A purposive sampling method was used to select ten FP teachers teaching in grades 1 – 3 from two schools – five from urban schools and five from rural schools – to participate in the study. Data were collected through recorded semi-structured interviews and document analysis. The interview recordings were transcribed and analysed using qualitative data analysis steps (content analysis) by Creswell and Creswell (2018). The school discipline policy documents collected were reviewed and analysed to obtain background knowledge on the current school disciplinary practices. Findings from the study established that teachers use verbal discipline to remind learners of the consequences of misconduct before exploring other disciplinary measures. Verbal discipline seems stressful, challenging, and repetitive, but it is effective in achieving discipline in FP classrooms. Fellow teachers, principals, parents, and other school stakeholders are partners in disciplining misbehaving learners verbally. Teachers engaged learners in private conversations to understand the reasons behind their misconduct and to praise them, when necessary, thereby encouraging good behaviour. The study further established the importance of understanding the learners’ developmental phase and their home background, as some behavioural issues originate at home. Modelling good behaviour, disciplining with patience, and inviting respected community members to speak to learners are important ways to achieve effective verbal discipline in the FP. Based on the above, the study recommended numerous strategies and guidelines for effective verbal discipline. A total review of the national policy document is deemed necessary to integrate vital findings on positive discipline that have emerged since the year 2000. The DBE should involve researchers of school discipline in a series of workshops to assist in reviewing policy documents.
Umkhuba wokungaziphathi kahle emagunjini okufunda uyinkinga eyejwayelekile ezikoleni zanamuhla zaseNingizimu Afrika emhlabeni wonke. Ngemuva kokuqedwa kosiko lokujezisa abafundi ngokubazwisa ubuhlungu emzimbeni (corporal punishment) ezikoleni zaseNingizimu Afrika, othisha sebedonse kanzima emizameni yabo yokuqondisa izigwegwe/ukukhalima ngasemagunjini okufunda. Indlela yokujezisa ngomlomo seyivezwe njengelinye lamasu eselivamise ukusetshenziswa ukunqanda umkhuba wokungaziphathi emagunjini okufunda eSigabeni esiyiSisekelo (Foundation Phase (FP). Kanti ngakwenye ingxenye lolu cwaningo seluvumbulule ukuphumelela kwendlela yokujezisa ngomlomo ukunqanda umkhuba wokuziphatha kabi emagunjini okufunda esigabeni sesisekelo (FP). Inhloso kwaye kuwukuhlola izindlela ezisetshenziswa ngothisha ukuqondisa izigwegwe ngomlomo noma amasu okwakha imihlahlandlela esebenzayo yokujezisa ngomlomo ezikoleni. Ucwaningo beluwucwaningo olwencike kwikhwalithi olulandele indlela yocwaningo yefenomenoloji (phenomenological research design). Umethodi wesampuli enenhloso (A purposive sampling method) usetshenziswe ukukhetha othisha abayishumi bezikole zeSigaba esiyiSisekelo (FP) abaphuma ezikoleni ezimbili. – othisha abahlanu abavela ezikoleni zasemadolobheni kanye nothisha abahlanu abavela ezikoleni zasemakhaya – ukuba bazibandakanye kucwaningo. Idatha iqoqwe ngokusebenzisa izinhlolovo ezehlukaniswe izigaba ezimbili ezirikhodiwe kanye nokuhlaziywa kombhalo. Amarikhodi ezinhlolovo abe esebhalwa phansi futhi ahlaziywa ngokusebenzisa izinyathelo zokuhlaziya idatha ngendlela yekhwalithi (kwahlaziywa ulwazi oluqukethwe) (content analysis) Creswell and Creswell (2018). Imibhalo yomgomo wezokuqondiswa kwezigwegwe ezikoleni eqoqiwe ibuyekeziwe futhi yahlaziywa ukuze kutholakale ulwazi oluwumlando mayelana nezingqubo ezilandelwayo zokuqondiswa kwezigwegwe ezikoleni. Ulwazi olutholakele kucwaningo luqinisekise ukuthi othisha basebenzisa indlela yokuqondisa izigwegwe ngomlomo. Ukukhumbuza abafundi ngemiphumela yokungaziphathi kahle ngaphambi kokubheka ezinye izindlela zokuqondisa izigwegwe. Ukuqondiswa izigwegwe ngomlomo kubonakala kunegcindezi, kunenselele futhi kuyimpindwa, kodwa kusebenza ngempumelelo uma kuqondiswa izigwegwe emagunjini wezikole zeSigaba esiyiSisekelo (FP). Ozakwethu abangothisha, othishanhloko, abazali kanye nabanye abadlalindima ezikoleni basebenza njengembumba ekuqondiseni izigwegwe ngomlomo kubafundi abangamahlongandlebe. Othisha baxoxisene nabafundi ngasese ukuthola izizathu ezibangela abafundi ukungaziphathi kahle kwabafundi kanye nokubatusa/bakhuthaza, uma kunesidingo, ngokweze njalo bakhuthaza umkhuba wokuziphatha kahle. Ucwaningo luqhubeke lwathola ukubaluleka kokuzwisisa isigaba sabafundi sokukhula kanye nomlando wabafundi wasekhaya, njengoba eminye imikhuba yokuziphatha idabuka ekhaya.. Ukukhuthaza umkhuba wokuziphatha, ukuqondisa izigwegwe ngendlela yokubekezela kanye nokumema amalunga omphakathi ahloniphekile ukuba baxoxisane nabafundi, kuyizindlela ezisebenzayo ezibalulekile ekuphumeleleni ukuqondisa izigwegwe ngomlomo ezikoleni ze-FP. Ngokusebenzisa lolu lwazi olwendlalwe ngenhla, ucwaningo luncome/lunqume amasu ambalwa kanye nemihlahlandlela njengezindlela ezisebenza kahle ekuqondiseni izigwegwe ngomlomo. Ukubuyekezwa ngokuphelele kombhalo womgomo wezwe kubonakala kuyisidingo ukuhlanganisa ulwazi olubalulekile mayelana nendlela elungile yokuqondiswa kwezigwegwe ebonakele kusukela ngonyaka ka 2000. UMnyango weMfundo eyiSisekelo (DBE) kufanele ubandakanye abacwaningi bezokuqondiswa kwezigwegwe ezikoleni bangene kuchungechunge lwezinhlelo zokusiza ukubuyekeza imibhalo equkethe imigomo.
Amagama asemqoka: Ezinye izindlela zokujezisa ngokuzwisa umzimba ubuhlungu; ukuqondisa izigwegwe ngasegunjini lokufunda; ukungaziphathi kahle ngasegunjini lokufunda; amasu okuqondisa izigwegwe; ukuqondisa izigwegwe ngomlomo; amasu okuqondisa izigwegwe ngomlomo; izimpawu ezikhombisa ukuhlangana; ISigaba esiyiSisekelo.
Boitshwaro bo bobe phaposing ya ho rutela ke bothata bo akaretsang kajeno dikolong ka kakaretso. Kamora hore ho fediswe kotlo ya ho shapa dikolong tsa Afrika Borwa, matitjhere a sokola hore ho be le kgalemelo phaposing ya ho rutela. Kgalemelo ya molomo e bontsha e le le leng la maano a kgalemelo a sebediswang kgafetsa ho sebetsana le boitshwaro bo bobe phaposing ya ho rutela Mokgahlelong wa Motheo (FP). Ke kahoo phuputso ena e hlahlobileng katleho ya kgalemelo ya molomo ho sebetsana le boitshwaro bo bobe phaposing ya ho rutela boemong ba FP. Sepheo e ne e le ho hlahloba mekgwa ya kgalemelo ya matitjhere ya molomo kapa maano a ho theha ditataiso bakeng sa kgalemelo ya molomo e sebetsang hantle dikolong. Phuputso e ne e le phuputso ya boleng e amohetseng moralo wa dipatlisiso tsa boiphihlelo. Ho sebedisitswe mokgwa wa ho etsa sampole ka sepheo sa ho kgetha matitjhere a leshome a FP dikolong tse pedi - a mahlano ho tswa dikolong tse ditoropong le a mahlano ho tswa dikolong tse mahaeng - ho kenya letsoho phuputsong. Dintlha di bokelletswe ka dipuisano tse rekotilweng tse hlophisitsweng hantle le manollo ya ditokomane. Direkoto tsa dipuisano di ile tsa ngolwa mme tsa manollwa ho sebediswa mehato ya manolo ya dintlha tsa boleng (manollo ya dikateng) ya Creswell le Creswell (2018). Ditokomane tsa leano la kgalemelo ya dikolong tse bokelletsweng di ile tsa hlahlojwa le ho manollwa ho fumana tsebo e seng e ntse e le teng mabapi le mekgwa ya hajwale ya kgalemelo ya dikolong. Diphumano tsa phuputso di bontshitse hore matitjhere a sebedisa kgalemelo ya molomo ho hopotsa baithuti ka ditlamorao tsa boitshwaro bo bobe pele ba hlahloba mehato e meng ya kgalemelo. Kgalemelo ya molomo e bonahala e le e sithabetsang, e nang le diphephetso ebile e pheta-pheta, empa e sebetsa hantle ho fihlella kgalemelo diphaposing tsa ho rutela tsa boemo ba FP. Matitjhere-mmoho, mesuwe-hlooho, batswadi le bankakarolo ba bang ba dikolo ke balekane ba kgalemelang baithuti ba sa itshwarang hantle ka molomo. Matitjhere a buisane le baithuti ka lekunutu hore ba utlwisise mabaka a etsang hore ba se ke ba itshwara hantle le ho ba babatsa, ha ho hlokahala, mme kahoo ba ba kgothalletsa boitshwaro bo botle. Phuputso e boetse ya tiisa bohlokwa ba ho utlwisisa mokgahlelo wa kgolo ya baithuti le bophelo ba bona ba lapeng, kaha ditaba tse ding tsa boitshwaro di simoloha lapeng. Ho bontsha boitshwaro bo botle, ho kgalemela ka mamello le ho mema ditho tse hlomphehang tsa setjhaba ho bua le baithuti ke ditsela tsa bohlokwa tsa ho fihlella kgalemelo ya molomo e sebetsang hantle boemong ba FP. Ho latela se boletsweng kahodimo, phuputso e kgothaleditse maano le ditataiso tse ngata bakeng sa kgalemelo ya molomo e sebetsang hantle. Kakaretso ya tlhahlobo ya tokomane ya leano la naha e nkwa e le ya bohlokwa ho kopanya diphumano tsa bohlokwa mabapi le boitshwaro bo botle tse hlahileng ho tloha ka selemo sa 2000. DBE e lokela ho kenyelletsa bafuputsi ba kgalemelo ya dikolong letotong la dithupelo ho thusa ho hlahloba ditokomane tsa leano.
