Regmatige dissiplinere maatreels in die klaskamer : n' gevallestudie

Abstract

The way in which educators’ competency to enforce disciplinary measures in the classroom is influenced by learners’ fundamental rights is investigated in this study. An in-depth literature study was conducted, and questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. The research findings indicate that participants’ understanding of the stipulations of important relevant acts and government notices is insufficient to manage problem situations regarding discipline with confidence. There is undoubtedly a need for information sessions and/or workshops that not only convey information on a theoretical level, but apply the stipulations of relevant legal sources and the principles of effective classroom management to educators’ daily classroom situations in a practical and functional way. A positive approach to discipline and restorative disciplinary measures that are based on respect and the positive development of learners are upheld, and various important principles that will promote more effective classroom management are suggested.

In hierdie studie word ondersoek hoe opvoeders se bevoegdheid om dissiplinêre maatreëls in die klaskamer toe te pas deur die leerders se fundamentele regte beïnvloed word. ‘n Diepgaande literatuurstudie is gedoen, en vraelyste en semi-gestruktureerde onderhoude is gebruik om data by vyf plattelandse hoërskole in die Suid-Kaap in te samel. Die navorsingsbevindinge toon dat die deelnemers se begrip van die bepalings van belangrike relevante wette en regeringskennisgewings onvoldoende is om probleemsituasies rakende dissipline met selfvertroue te hanteer. Daar is ongetwyfeld ‘n behoefte aan inligtingsessies en/of slypskole wat nie net op ‘n teoretiese vlak inligting oordra nie, maar die bepalings van relevante regsbronne en die beginsels van effektiewe klaskamerbestuur op ‘n praktiese en funksionele wyse op opvoeders se daaglikse klaskamersituasies van toepassing maak. ‘n Positiewe benadering tot dissipline en restoratiewe dissiplinêre maatreëls wat op respek en die positiewe ontwikkeling van leerders gebaseer is, word voorgestaan, en verskeie belangrike beginsels wat meer effektiewe klaskamerbestuur sal bevorder, word aan die hand gedoen.