Riglyne vir effektiewe klaskamerbestuur in "Township"-skole - UJ IR
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Riglyne vir effektiewe klaskamerbestuur in "township"-skole deur Gert du Plessis Venter SKRIPSIE voorgele ter gedeeltelike vervulling van die vereistes vir die graad MAGISTER EDUCATIONIS in ONDERWYSBESTUUR in die FAKULTEIT OPVOEDKUNDE EN VERPLEEGKUNDE aan die RANDSE AFRIKAANSE UNIVERSITEIT Studieleier : Dr. E. Steyl Medestudieleier : Prof. B.R. Grobler DESEMBER 1999
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Transcript of Riglyne vir effektiewe klaskamerbestuur in "Township"-skole - UJ IR
Riglyne vir effektiewe klaskamerbestuur
in "township"-skole
deur
Gert du Plessis Venter
SKRIPSIE
voorgele ter gedeeltelike vervulling
van die vereistes vir die graad
MAGISTER EDUCATIONIS
in
ONDERWYSBESTUUR
in die
FAKULTEIT OPVOEDKUNDE EN VERPLEEGKUNDE
aan die
RANDSE AFRIKAANSE UNIVERSITEIT
Studieleier : Dr. E. Steyl
Medestudieleier : Prof. B.R. Grobler
DESEMBER 1999
DANKBETUIGINGS
Hiermee my opregte dank en waardering teenoor:
1 JHWH YAHSHUA.
Dr. E. Steyl wat as studieleier opgetree het. Haar ondersteuning, belangstelling,
aanmoediging en insigte in kwalitatiewe navorsing, gepaard met doelgerigte
vakkundige leiding was 'n groot inspirasie vir die voltooiing van die studie.
Prof. B.R. Grobler wat as medestudieleier opgetree het. Sy vriendelike kalmte en
geduld, gepaard met doelgerigte vakkundige leiding was 'n groot inspirasie om die
studie to voltooi.
My vrou Margie en kinders, Barry en Yolande, vir hulle geduld, opofferings,
ondersteuning en aanmoediging.
5. My ouers vir hulle belangstelling en ondersteuning.
ii
INHOUDSOPGAWE
LYS VAN TABELLE EN SKEMAS viii
SYNOPSIS ix
OP S OMMING
HOOFSTUK 1
1.1 INLEIDING 1
1.2 KONTEKS VAN DIE PROBLEEM
1.3 DOEL MET DIE NAVORSING 4
1.4 NAVORSINGONTWERP
1.4.1 Literatuurstudie 4
1.4.2 Empiriese ondersoek 5
1.4.2.1 Bereikbare populasie (Teiken-populasie) 6
1.4.2.2 Ondersoekgroep (Teikengroep) 6
1.5 BEGRIP SVERHELDERING 6
1.5.1 Klaskamer 6
1.5.2 Klaskamerbestuur 7
1.5.3 "Township" 7
1.5.4 "Township"-skole 8
1.6 VERDERE VERLOOP VAN DIE STUDIE 8
1.7 SAMEVATTING 8
HOOFSTUK 2
2.1 INLE1DING 10
2.2 KWALITATIEWE NAVORSINGSMETODES 10
2.2.1 Die onderhoud 11
iii
2.2.2 Die fokusgroeponderhoud 11
2.3 DIE FOKUSGROEPONDERHOUD AS DATA-INSAMELINGSTEGNIEK 12
2.3.1 Die voordele van fokusgroeponderhoude 13
2.3.2 Die eienskappe van fokusgroeponderhoude 15
2.3.2.1 Dit betrek mense 15
2.3.2.2 Fokusgroeponderhoude word opeenvolgend (in serie) gevoer 15
2.3.2.3 Deelnemers is homogeen en onbekend aan mekaar 15
2.3.2.4 Fokusgroepsessie is 'n data-insamelingsprosedure 16
2.3.2.5 Fokusgroepe produseer kwalitatiewe data 16
2.3.2.6 Fokusgroepsessies is gefokus 16
2.3.2.7 Bandopnames van fokusgroepsessies 16
2.3.2.8 Tydsduur van fokusgroepsessies 17
2.3.2.9 Moderatorbetrokkenheid 17
2.3.3 Die navorsingsontwerp 17
2.3.3.1 Fase-ontwikkeling 17
2.3.3.2 Vraagontwikkeling 18
2.3.4 Rasionaal van fokusgroeponderhoude 19
2.3.5 Navorsingsmetodologie 21
2.3.5.1 Identifisering van potensiele deelnemers 21
2.3.5.2 Data-insameling 22
2.3.5.3 Vaardighede van die moderator 22
2.3.5.4 Die fokusgroeponderhoudsessie 23
2.3.5.5 Data-analise 24
2.3.5.6 Geldigheid en betroubaarheid 24
2.3.5.7 Literatuurkontrole 25
2.4 DIE NAVORSINGSPROJEK 26
2.4.1 Die ondersoekgroep (teikengroep) 26
2.4.1.1 Die werwing van deelnemers 26
2.4.1.2 Die parameters van die navorsing 27
2.4.1.3 Die fokusgroepsessies 28
iv
2.4.1.4 Data-analise 29
2.4.1.5 Betroubaarheidskontrole 29
2.4.1.6 Geldigheidskontrole 30
2.4.1.7 L it eratuurkontrole 31
2.5 SAMEVATTING 31
HOOFSTUK 3
3.1 INLEIDING 32
3.2 NAVORSINGSRESULTATE 32
3.3 DIE STAND VAN KLASKAMERBESTUUR (DOELWIT 2) 40
3.4 BEVINDINGS BETREFFENDE LEERFASILITEERDERS SE AKSIES TER
VERBETERING VAN KLASKAMERBESTUUR 49
3.5 LITERATUURKONTROLE 51
3.6 SAMEVATTING 58
HOOFSTUK 4
4.1 INLEIDING 59
4.1.1 'n Algemene perspektief van klaskamerbestuur 59
4.1.2 Komponente van die klaskamer 59
4.2 DIE LEERFASILITEERDER AS GESAGSDRAER 60
4.2.1 Gesagsuitoefening 60
4.2.2 Die gesagsverhouding van die leerfasiliteerder 61
4.2.3 Dissipline 61
4.2.4 Maatreels om gewenste leerdergedrag to verseker 62
4.3 DIE WAARDE VAN OUERBETROKKENHEID 62
4.3.1 Ouerbetrokkenheid in die klaskamer 63
4.3.2 Ouerbetrokkenheid in die skool 63
4.3.3 'n Metode om ouers betrokke to kry 63
4.4 SKOOLFINANSIERING 63
4.5 FAKTORE BUITE DIE KLASKAMER WAT DIE REELBARE HANDELINGE
(KLASKAMERBESTUUR) VAN DIE LEERFASILITEERDERS BEINVLOED 64
4.5.1 Bevolkingsgeneigdheid 64
4.5.2 Verandering van die onderwysstruktuur 65
4.5.3 Die omgewing-gestremde leerder 65
4.5.3.1 Die kenmerke van `n omgewing-gestremde situasie 65
4.5.3.2 Kenmerke van die omgewing-gestremde leerder 66
4.5.3.3 Opheffende onderwys as teenvoeter vir omgewingsgestremdheid 66
4.5.4 Jeugmisdaad 67
4.5.4.1 Oorsake van jeugmisdaad 67
4.5.4.2 Vorme van jeugmisdaad 67
4.5.4.3 Voorkoming van jeugmisdaad 67
4.5.5 Die dwelmmiddelprobleem 67
4.5.6 Skoolgereedheid 68
4.5.7 Die waarde van skooluitstappies 68
4.5.8 Buitemuurse aktiwiteite 68
4.6 HANDBOEKE 69
4.7 VAKVERGADERINGS 69
4.8 MOTIVERINGSBEGINSELS 70
4.8.1 Die beginsel van deelname 70
4.8.2 Die beginsel van kommunikasie 70
4.8.3 Die beginsel van erkenning 70
4.8.4 Die beginsel van gedelegeerde gesag 70
4.9 MOEDERTAALONDERRIG 70
4.10 BELEID, SKOOL- EN KLASKAMERREELS 71
vi
4.11 VAKBEKWAAMHEID 71
4.12 DIE IDEALE BESTUURDER 72
4.13 SAMEVATTING 72
HOOFSTUK 5
5.1 INLEIDING 73
5.2 SAMEVATTING VAN DIE NAVORSING 73
5.3 'N MODEL VIR MEER EFFEKTIEWE KLASKAMERBESTUUR (DOELWIT 3) 74
5.3.1 Korttermynoplossings om klaskamerbestuur meer effektief to maak 75
5.3.2 Langtermynoplossings om klaskamerbestuur meer effektief to maak 79
5.4 ADDISIONELE AANBEVELINGS 85
5.5 SLOTOPMERKING 86
LITERATUURLYS 87
BYLAAG A
vii
LYS VAN TABELLE EN SKEMAS
Tabel 1.1 : Deelnemers per provinsie 6
Skema 2.1 : Parameters van die navorsing 27
Skema 3.1 : Faktore wat klaskamerbestuur beinvloed 33
Skema 3.2 : Faktore wat klaskamerbestuur beInvloed 35
Skema 3.3 : Faktore wat klaskamerbestuur beInvloed 36
Skema 3.4 : Finale verslag oor faktore wat klaskamerbestuur beinvloed 38
Skema 3.5 : Wat leerfasiliteerders sou doen ter verbetering van klaskamerbestuur 42
Skema 3.6 : Wat leerfasiliteerders sou doen ter verbetering van klaskamerbestuur 44
Skema 3.7 : Wat leerfasiliteerders sou doen ter verbetering van klaskamerbestuur 45
Skema 3.8 : 'n Finale verslag met betrekking tot wat leerfasiliteerders sou doen ter
verbetering van klaskamerbestuur 46
Skema 3.9 : 'n Vergelyking tussen die resultate en die literatuur 51
Skema 4.1 : Gesagsuitoefening 60
Tabel 5.1 : Korttermynoplossings 75
Tabel 5.2 : Langtermynoplossings 79
viii
SYNOPSIS
The central theme of this study is the development of guidelines to create more effective
classroom management in "township" schools. In the research the focus is based on the
factors which influence classroom management and what the learning facilitators would do
for the improvement thereof.
The investigator's involvement with classroom management and the run-up to this research
will be enunciated in the following two paragraphs.
The researcher is employed in the Department of Educational Management and Educational
Studies of the Faculty of Health and Social Sciences at the Technikon Northern Gauteng.
The Faculty of Health and Social Sciences has at task the training of learning facilitators
that are principally accommodated in "township" schools after completion of their studies.
With effect from 1996 a four year B.Tech (education) degree course with Educational
Management as a major subject is implemented at.the above-mentioned Faculty. Classroom
management is a component in the instructional programmes of Educational Management
and of which the researcher is co-responsible for the instructional presentation thereof.
Indicators that are symptomatic of the undesired discipline in the schools have been
observed during teaching practice. The indicators are among others a lack of punctuality
and a high percentage of daily absenteeism. On the ground of the preceding discussion and
prompted by regular reporting on the unacceptable functioning of some schools, as well as
the poor annual school-leaving results, the aim of this study is to:
qualitatively determine what the present standing of classroom management in
"township" schools is; and
lay down guidelines to establish effective classroom management in "township"
schools.
The findings of this study indicates that:
various and diverse factors contribute to unproductive classroom management;
classroom management is not separate (independent) actions, but is intertwined with the
interests and needs of the school, parents, learners and a dynamic society.
On the ground of the research results the investigator is of the opinion that short, as well as
long-term solutions should be put into operation in making classroom management more
productive.
ix
OPSOMMING
Die sentrale tema van die verkennende studie is die ontwikkeling van riglyne om
klaskamerbestuur in "township"-skole meer effektief te maak. In die navorsing berus die
fokus op faktore wat klaskamerbestuur beInvloed en wat die leerfasiliteerders sou doen ter
verbetering daarvan.
Die navorser se betrokkenheid by klaskamerbestuur en die aanloop tot hierdie ondersoek
word kortliks in die volgende twee paragrawe uiteengesit.
Die navorser is werksaam by die Technikon Noord-Gauteng se Fakulteit Gesondheid en
Sosiale Wetenskappe in die Departement Onderwysbestuur en Opvoedkundige Studies. Die
Fakulteit Gesondheid en Sosiale Wetenskappe lei leerfasiliteerders op wat na voltooiing van
hulle studies hoofsaaklik in "township"-skole geakkommodeer word. Met ingang van 1996
is 'n vierjaar B.Tech (onderwys)-graadkursus met Onderwysbestuur as een van die
hoofvakke aan bogenoemde Fakulteit gemplementeer. Klaskamerbestuur is 'n komponent
van die onderrigprogramme in Onderwysbestuur. Die navorser is mede-verantwoordelik vir
die aanbieding daarvan.
Aanwysers wat aanduidend is dat die dissipline in die skole nie na wense is nie, is tydens
proefonderwys (praktykonderrig) waargeneem. Van die aanwysers is onder andere
gebrek aan stiptelikheid en 'n hoe daaglikse afwesigheidsyfer. Op grond van die
voorafgaande bespreking en na aanleiding van gereelde beriggewing oor die onaanvaarbare
funksionering van sommige skole, asook die swak jaarlikse skooleindresultate is die doel
van hierdie studie om:
- lcwalitatief te bepaal wat die huidige stand van klaskamerbestuur in "township"-skole is;
en
riglyne neer te le vir die skep van effektiewe klaskamerbestuur in "township"-skole.
Die bevindings van hierdie studie toon dat:
verskillende en uiteenlopende faktore bydra tot onproduktiewe klaskamerbestuur;
- klaskamerbestuur nie afsonderlike handelinge is nie, maar vervleg is met die belange en
behoeftes van die skool, ouers, leerders en 'n dinamiese samelewing.
Op grond van die resultate van die ondersoek is die navorser van mening dat kort- sowel as
langtermynoplossings in werking gestel moet word om klaskamerbestuur meer produktief te
maak.
HOOFSTUK 1
KONTEKS VAN DIE PROBLEEM, DOEL, METODE EN VERDERE
VERLOOP VAN DIE STUDIE
1.1 INLEIDING
Die belangrikheid en noodsaaklikheid van klaskamerbestuur word kortliks soos deur
Kruger en Van Schalkwyk (1997:4); Digiulio (1995:ix) en Calitz (1991:6) gestel,
bespreek:
Elke leerfasiliteerder is hoof en leier in sy/haar klaskamer. Indien hulle nie hul take
doeltreffend verrig nie, is die gemeenskap se formele onderwys 'n mislukking. Dus
word die sukses en effektiwiteit van 'n skool deur die gebeure in die klaskamers
bepaal. Effektiewe bestuur van die onderrig-leeraktiwiteite beteken dat die leerders
gefokus bly en leer. Gebrekkige klaskamerbestuur het tot gevolg dat die leerders nie
meer op die gestelde leeruitkomste gefokus is nie, wat dan die produktiwiteit van die
skool beinvloed en weerspieel word in onder andere 'n hoe druipsyfer en onnodige
afwesighede.
Kruger en Van Schalkwyk (1993:v) is van mening dat klaskamerbestuurhandelinge
die leerinhoud voorafgaan, rig, beheer, handhaaf en afrond. Hulle sien
klaskamerbestuur as 'n middel tot 'n doel — die optimalisering van doeltreffende
onderrig en leer. Volgens Van der Westhuizen (1990:Voorwoord) impliseer
doeltreffende klaskamerbestuurspraktyk dat die leerfasiliteerder die regte dinge reg
bestuur. Dit gaan dus, soos Van der Westhuizen dit stel, veral om die regte
aangeleenthede en nie net om die regte styl, tegniek en vaardigheid nie.
In die lig van die voorafgaande bespreking word die konteks van die probleem vir
hierdie ondersoek vervolgens kortliks bespreek.
1.2 KONTEKS VAN DIE PROBLEEM
Die Wet op Technikons, 1993 (No. 125 van 1993) maak voorsiening vir technikons
om grade (voor- en nagraadse kursusse) aan suksesvolle kandidate toe to ken
(Komitee van Technikonhoofde, 1994:13). Die volgende argumente is volgens die
Komitee van Technikonhoofde (1994:5) ten gunste van die instelling van
graadprogramme aan technikons:
Die persepsie dat 'n diploma minderwaardig is teenoor 'n graad.
1
Met aansluiting tot bogenoemde, is daar ook die persepsie dat
loopbaangerigte technikonkursusse minderwaardig is teenoor
loopbaangerigte kursusse van universiteite.
Die verskeidenheid diplomas wat op verskillende onderwyskundige vlakke
deur verskillende instellings aangebied word, neig om die publiek, met
betrekking tot die status van sulke diplomas, te verwar.
Die behoefte aan gelykwaardigheid van technikon- en universiteits-
kwalifikasies om die beweeglikheidsmoontlikhede (mobiliteit) van studente
tussen die verskillende hoer onderwysinstellings te verhoog.
Die behoefte in technikongeledere aan statussimbole soos grade behoort nie
die toenemende fokus, wat op loopbaanonderwys en tegnologie in Suid-
Afrika geplaas word, te belemmer nie.
Die positiewe houding in amptelike onderwysbeleidsdokumente met
betrekking tot grade wat deur technikons toegeken word.
Volgens die Komitee van Technikonhoofde (1994:12 en 13) moet, onder andere, die
volgende kriteria in ag geneem word met die ontwerp van
technikongraadprogramme:
Technikonprogramme behoort studente voor te berei om aan die verlangde
bestuurs- en tegnologiese vaardigheidsvlak, wat deur handel en nywerheid
vereis word, te voldoen.
Technikongraadprogramme behoort gelykwaardig aan 'n vierjaar
internasionale erkende graadstruktuur te wees in terme van kwaliteit,
voorbereiding vir verdere studie en loopbaangeleenthede. In terme van
inhoud mag daar egter nie ooreenstemming wees nie.
Technikongraadstrukture behoort natuurlike vordering ten opsigte van
kognitiewe kompleksiteit te toon.
Die moontlikhede van technikongraadprogramme behoort te lei tot hoer
kwalifikasies en onafhanklike studie (navorsing) wat in dieselfde, of 'n
vakverwante vakrigting onderneem kan word.
2
Technikongraadprogramme behoort van studente te verwag om in na-uurse
selfstudieaktiwiteite, wat op hulle vakterrein van toepassing is, betrokke te
raak.
Technikongraadprogramme behoort die bereiking van onder andere die
volgende kognitiewe doelwitte na te streef:
Kreatiwiteit
Analitiese vaardighede
Probleemoplossingsvaardighede
Bestuursvaardighede
Die Technikon Noord-Gauteng se Fakulteit Gesondheid en Sosiale Wetenskappe lei
onder andere leerfasiliteerders op wat na voltooiing van hulle studies hoofsaaklik in
"township"-skole geakkommodeer word. Met ingang van 1996 is 'n vierjaar B.Tech
(onderwys)-graadkursus met Onderwysbestuur as een van die hoofvakke aan
genoemde technikon geimplementeer. Die navorser is werksaam in bogenoemde
Fakulteit se Departement Onderwysbestuur en Opvoedkundige Studies en is mede-
verantwoordelik vir die aanbieding van die vak Ondenvysbestuur.
Klaskamerbestuur, as 'n komponent in die onderrigprogramme van
Onderwysbestuur, is vir die doel van hierdie ondersoek die onderwerp van
bespreking.
Graadkursusse wat deur technikons aangebied word moet 'n tersiere karakter, wat in
ooreenstemming met wereldwye tendense is, reflekteer. Sulke kursusse behoort
daarom graadwaardig te wees. Erkende norme en standaarde moet daarom van
toepassing gemaak word om dit te bewerkstellig (Komitee van Technikonhoofde,
1994:28).
Ten einde 'n hoe standaard van opleiding te handhaaf word die onderwysstudente
aan die Technikon Noord-Gauteng, tydens proefonderwys (praktykonderrig), in
"township"-skole geplaas om hulle onderrig- en klaskamerbestuursvaardighede te
evalueer. Proefonderwys vind op 'n jaarlikse basis, vir vier of vyf weke en net na
die April-vakansie plaas. Die evalueerders is dosente aan genoemde technikon wat
direk by die opleiding van leerfasiliteerders betrokke is. Van elke dosent word
verwag om verslag oor hulle waarnemings tydens proefonderwys te lewer.
Opvallend is deurlopende kommentaar oor die dissipline in "township"-skole wat nie
na wense is nie. 'n Gebrek aan stiptelikheid en 'n hoe daaglikse afwesigheidsyfer is
algemeen. Dit neem ook sommige skole eers 'n paar dae, aan die begin van 'n nuwe
termyn, om weer funksioneel te wees.
3
Na aanleiding van die voorafgaande besprekings en op grond van die onaanvaarbare
jaarlikse skooleindresultate, kan die navorsingsprobleem van hierdie geillustreerde
studie weergegee word deur die volgende vrae te vra:
Wat is die aard en doel van klaskamerbestuur?
Wat is die huidige stand van klaskamerbestuur in "township"-skole?
Wat kan as riglyne dien vir die skep van effektiewe klaskamerbestuur in
"township"-skole?
Die doel met die navorsing word nou kortliks geformuleer.
1.3 DOEL MET DIE NAVORSING
Die doel met die navorsing is om:
klaskamerbestuur te ontleed en te beskryf (doelwit 1);
kwalitatief te bepaal wat die huidige stand van klaskamerbestuur in
"township"-skole is (doelwit 2); en
riglyne neer te le vir die skep van effektiewe klaskamerbestuur in
"township"-skole (doelwit 3).
Ten einde herhaling en omslagtigheid te voorkom en vir die doel van hierdie studie
sal die term "township"-skole net waar nodig verder gebruik word. Die verdere
verloop van die studie moet vervolgens in die konteks van "township"-skole
verstaan word.
Daar sal gepoog word om bogenoemde doelwitte aan die hand van die volgende
metodes te verwesenlik.
1.4 NAVORSINGSONTWERP
`n Beskrywende en kwalitatiewe navorsingsontwerp word gebruik om die nodige
inligting in te samel. Die navorsingsontwerp sluit die volgende metodes in: 'n
literatuurstudie en 'n empiriese ondersoek. Hierdie navorsingmetodes word
vervolgens bespreek:
1.4.1 Literatuurstudie
Die beskrywende aspek van die ondersoek neem die vorm van 'n literatuurstudie
aan. Hierdie studie word onderneem om die resultate, wat uit die fokusgroep-data
voortvloei, te vergelyk met wat in die literatuur gevind is en om klaskamerbestuur te
4
ontleed en te beskryf. Die literatuurstudie sal ook dien om inligting in te samel om
die empiriese ondersoek te begrond.
Hierdie studie het 'n induktiewe inSlag. Ter bereiking van die navorsingdoelwitte
word fokusgroeponderhoude as vertrekpunt gebruik. Die verdere ontwikkeling van
die navorsing word deur die resultate van die fokusgroep-data bepaal. Op grond van
die navorsingsresultate word bevindings gemaak, vergelykings getref en
aanbevelings voorgestel (Babbie, 1998:35, 36 en 54-60 en Bogdan en Biklen, 1998:6
en 7).
Die induktiewe proses word gebruik en daarom word die literatuurstudie eers laat in
die ondersoek geplaas. Sodoende word 'n beter sameloop tussen verskillende bronne
van inligting toegelaat.
1.4.2 Empiriese ondersoek
In die empiriese aspek van die studie word van fokusgroeponderhoude as 'n
kwalitatiewe navorsingsinstrument gebruik gemaak om:
die faktore wat klaskamerbestuur beInvloed te identifiseer; en
te bepaal wat die leerfasiliteerders sou doen ter verbetering van
klaskamerbestuur.
In hierdie studie word derhalwe gebruik gemaak van inligting verkry uit
fokusgroeponderhoude ten einde riglyne te ontwikkel vir die skep van doeltreffende
klaskamerbestuur.
Fokusgroeponderhoude as 'n kwalitatiewe data-insamelingstegniek maak dit vir die
navorser moontlik om•verbale gesprek met die deelnemers te voer. Daar word
sterk gesteun op die menings, opinies en gevoelens van die deelnemers om betekenis
aan die ondersoek te gee. Sodoende word deelnemersperspektiewe, om die stand van
klaskamerbestuur te bepaal, verkry (Bogdan en Biklen, 1998:7). Om kwalitatiewe
data te verseker, word data by die direkte bronne van inligting (aktiewe
leerfasiliteerders) ingesamel.
Die identifisering van die bereikbare populasie en die selektering van die
ondersoekgroep sal verVolgens kortliks bespreek word.
5
1.4.2.1 Bereikbare populasie (Teiken-populasie)
Die bereikbare populasie is by wyse van 'n rekenaaruitdruk, met al die name van die
leerfasiliteerders wat besig is met verdere deeltydse studie aan die Technikon Noord-
Gauteng, geIdentifiseer. Hierdie leerfasiliteerders is van die Noordelike Provinsie,
die Noordwestelike Provinsie en die noordelike streek van Gauteng afkomstig. Uit
die totale groep het vyftig leerfasiliteerders hulleself verbaal bereid verklaar om by
die ondersoekgroep ingesluit te word.
1.4.2.2 Ondersoekgroep (Teikengroep)
Agtien deelnemers uit verskillende skole is by wyse van 'n ewekansige steekproef uit
die bereikbare populasie getrek. Die woongebiede waarin die skole gelee is, is onder
andere Soshanguve, Mabopane en Seshego. Die samestelling van deelnemers per
provinsie word in Tabel 1.1 soos volg weergegee:
Tabel 1.1: Deelnemers per provinsie
Die noordelike streek van
Gauteng
Noordwestelike Provinsie Noordelike Provinsie
Nege deelnemers Vyf deelnemers Vier deelnemers
Die prosedures wat gevolg is om die teikengroep te selekteer het soos volg verloop:
Aan elke potensiele deelnemer is 'n identifikasienommer, wat op 'n stukkie paper
geskryf is, gegee. Al die nommers is in 'n houer geplaas, goed geskommel en die
nodige aantal blindelings uit die houer getrek.
Die konsepte wat verband hou met hierdie navorsing word nou kortliks verduidelik.
1.5 BEGRIPSVERHELDERING
Die spesifieke begrippe wat met die ondersoek verband hou word soos volg
verduidelik:
1.5.1 Klaskamer
Die klaskamer bestaan uit die volgende vyf basiese elemente:
Die leerfasiliteerder
Die leerders
Die leerinhoude
6
Die onderrig- en leeraktiwiteite
Die leeruitkomste
Wanneer hierdie vyf elemente teenwoordig is, word 'n onderrig- en leersituasie
geskep. Die onderrig- en leertake word hoofsaaklik in die klaskamers van 'n skool
uitgevoer. Die onderrig- en leeraktiwiteite kan egter ook in die veld onder 'n boom,
of in die hoek van 'n kerk of fabriek, of in 'n bus, of enige plek wat geskik is vir 'n
groep leerders en 'n leerfasiliteerder om as 'n leergroep saam te kom, plaasvind
(Kruger en Van Schalkwyk, 1997:3).
1.5.2 Klaskamerbestuur
Klaskamerbestuur is die somtotaal van aktiwiteite (opvoedkundige- en onderrig-
aktiwiteite uitgesluit) wat nodig is om die kern van die onderrig- en leersituasie
effektief te laat plaasvind. Klaskamerbestuur is 'n middel om die opvoedkundige en
onderrig- en leeraktiwiteite effektief uit te voer sodat die onderrigdoelwitte bereik
kan word (Kruger en Van Schalkwyk, 1997:6).
Klaskamerbestuur behels die doeltreffende bestuur van die verskillende elemente
van die onderrig-leersituasie. Die elemente van die onderrig-leersituasie sluit onder
andere die volgende aspekte in:
Die skep van 'n positiewe klaskamerklimaat
Die hantering van konflik
Klaskameradministrasie
Huiswerk
Die handhawing van dissipline
1.5.3 "Township"
Van die mees belangrike kenmerke van 'n "township" is onder andere die volgende:
"Townships" is woongebiede met swart inwoners van verskillende etniese groepe.
Daar is 'n samestelling van lae-koste-, middelklas- en hoe-kostebehuising. Die
meerderheid wooneenhede is egter lae-koste huise wat gekenmerk word deur 'n
vuurhoutjiedoosvorm. Weens oorbevolking, werkloosheid en armoede het van die
areas in krotwoonbuurte verval en aanleiding gegee tot die ontstaan van
plakkerskampe. Die meerderheid areas in die "townships" het grondpaaie met 'n
tekort aan fasiliteite en 'n gebrekkige infrastruktuur. Veral in die platteland is van
die inwoners nog baie kultuurgebonde. Elke "township" het 'n bestuursliggaam met
7
beperkte magte. Die oorkoepelende Metropolitaanse Raad neem eater die finale
besluite in verband met die bestuur van die woongebiede.
1.5.4 "Township"-skole
Kenmerke van "township"-skole is onder andere die volgende:
"Township"-skole is in die swan woongebiede geled en word deur swart leerders
bygewoon. Omdat die meeste skoolgemeenskappe nog nie skool-eienaarskap
geneem het nie, is van die skoolgeboue vinnig besig om vervalle te raa_k. Baie skole,
veral in die plattelandse gebiede, is oor•ol en het gebrekkige fasiliteite. Die
meerderheid skole gebuik Engels as medium van onderrig. Daar is ook skole, veral
in die gebiede met 'n hoe sosio-ekonomiese lewenspeil: \vat as model-skole
voorgehou word.
Die verdere verloop van die studie sal nou kortliks bespreek word.
1.6 VERDERE VERLOOP VAN DIE STUDIE
In hoofstuk twee word die empiriese ondersoek kortliks bespreek.
Fokusgroeponderhoude word gebniik om inligting in te same] en 'n onderhoudsgids
word vir die onderhoude saamgestel. Die beplanning, ontwerp, uitvoering en data-
analise van die empiriese ondersoek word uiteengesit en 'n kort bespreking met
betrekking tot die identifisering van die teikengroep sluit hierdie hoofstuk af.
In hoofstuk drie word gepoog om die data, vat uit die empiriese ondersoek verkry is,
te interpreteer by wyse van data-analise. In hierdie hoofstuk word die resultate van
die navorsing met die literatuur vergelyk.
In hoofstuk vier word daar op grond van die resultate van die ondersoek 'n
literatuurstudie onderneem om klaskamerbestuur te ontleed en te beskrvf.
In hoofstuk vyf word 'n samevattting van die navorsing gegee. Die hoofstuk word
afgesluit met aanbevelings om klaskamerbestuur meer doeltreffend te maak.
1.7 SAMEVATTING
In hierdie hoofstuk is 'n beknopte oorsig van die navorsingsprojek, met spesifieke
verwysing na die konteks van die probleem; doel met die navorsing;
navorsingmetodologie en die verdere verloop van die studie, gegee. Die inleiding
S
en die konteks van die probleem motiveer die aktualiteit van die onderwerp onder
bespreking. Die navorsingsmetodologie sluit die prosedures in wat gevolg word om
die doelwit to bereik. Die verdere verloop van die studie gee 'n raamwerk van en
perspektiewe oor die werkwyses wat tydens die navorsingprojek gevolg is.
In hoofstuk twee sal aandag aan die beplanning, ontwerp, organisering, uitvoering en
data-analise van die empiriese ondersoek gegee word.
9
HOOFSTUK 2
DIE EMPIRIESE ONDERSOEK: BEPLANNING, ONTWERP,
ORGANISERING, UITV ERING EN DATA-ANALISE
2.1 INLEIDING
Weens die aard van die navorsing word 'n kwalitatiewe metode van ondersoek
geloods om die huidige stand van klaskamerbestuur te bepaal en om riglyne daar te
stel vir effektiewe klaskamerbestuur.
Babbie (1998:281-282); Bogdan en Biklen (1998:1-7); Kirk en Miller (1986:9);
Krueger (1994:27); Lancy (1993:26) en Morse (1994:3 en 4) voorsien kortliks die
volgende perspektiewe oor kwalitatiewe navorsing wat van toepassing is op hierdie
ondersoek:
Weens die feit dat skole, veral klaskamers, ingewikkelde sosiale sisteme is, is
kwalitatiewe navorsing dikwels die regte benaderingswyse om spesifieke
opvoedkundige sake te ondersoek. In hierdie geval word daar gepoog om faktore
wat klaskamerbestuur beInvloed te identifi seer en te bepaal wat leerfasiliteerders sou
doen om die produktiwiteit van klaskamerbestuur te verhoog. Elke individu in `n
sosiale sisteem (skool) se ervarings word deur tyd, plek, mense en gebeure begrens.
Kwalitatiewe navorsing poog om hierdie ervarings te ontrafel, te verstaan en te
verduidelik om sodoende betekenis daaraan te gee. Kwalitatiewe navorsing
konsentreer op woorde om uitdrukking te gee aan die werklikheid en pogings om
mense in natuurlike stivasies te beskryf Kwalitatiewe navorsing impliseer dus
studie van die leefwereld van die mense onder bespreking. Kwalitatiewe navorsing
is deursigtig, want dit vermy duistere konstruksies wat net van 'n spesialis verwag
kan word om te verstaan. Kwalitatiewe navorsing is afhanklik van interaksie
(wisselwerking) met mense in hulle eie taal en volgens hulle eie terme.
Die kwalitatiewe ondersoekmetodes van hierdie studie word nou kortliks bespreek.
2.2 KWALITATIEWE NAVORSINGSMETODES
Op grond van Babbie (1998:290-297); Bogdan en Biklen (1998:104 en 130-134) en
Silverman (1993:8 en 9) se perspektiewe oor kwalitatiewe navorsingsmetodes word
die ondersoekmetodes wat vir hierdie studie gebruik is, soos volg gelys en bespreek:
Onderhoude
10
Bandopnames en transkribering
Dokumentanalise
Vir die doel van hierdie studie word bogenoemde kwalitatiewe ondersoekmetodes
gekombineer (metode-triangulering) en aangewend om data oor leerfasiliteerders se
ervarings van faktore in hulle omgewing vat klaskamerbestuur beinvloed en hulle
sienswyses ter verbetering daarvan, in te samel. Daar word nou korltliks na die
onderhoud as data-insamelingstegniek verwys.
2.2.1 Die onderhoud
Vir Berg (1998:60-62); Marshall en Rossman (1989:102 en 103); Borg en Gall
(1989:446) en Cohen en Manion (1980:243) stel die onderhoud as data-
insamelingstegniek, wat van toepassing is op hierdie ondersoek, onder andere die
volgende ten doel:
In hierdie studie word die onderhoud gebruik om informasie, wat direk
betrekking op die stand van klaskamerbestuur het, in te samel.
Die onderhoud kan met ander metodes gekombineer word om meer
geldigheid aan die ondersoek te verleen.
Die onderhoud vergemaklik samewerking van die deelnemers.
Die onderhoud is geskik om inligting oor nie-verbale gedrag te bekom.
Die onderhoud open nuwe perspektiewe waarop gefokus kan word om
sodoende tot beter insigte te kom.
Ten einde 'n diepte-analise van die navorsingsprobleem te verkry en om kwaliteit
data te verseker, word van fokusgroeponderhoude gebruik gemaak. Die fokusgroep-
onderhoud as 'n spesifieke navorsingsinstrument word nou kortliks bespreek.
2.2.2 Die fokusgroeponderhoud
Berg (1998:100-109); Cohen en Manion (1994:273); May (1993:92-94); Sevier
(1989:5 en 6) en Krueger (1994:7) se insigte oor die fokusgroeponderhoud word
kortliks soos volg bespreek:
11
`n Onderhoudsgids maak dit moontlik om tydens 'n fokusgroeponderhoud op 'n
bepaalde tema te fokus want dit voorsien in vooraf-opgestelde vrae wat die gesprek
rig. Dit maak dus fokusgroeponderhoude uiters geskik vir hierdie studie wat
doeltreffende klaskamerbestuur ten doel het. Die onderhoudsgids laat die navorser
toe om spesifieke vrae oor 'n onderwerp aan die deelnemers te vra. Volledige en
waardevolle inligting word dus deur die deelnemers, in hulle eie woorde, oor hulle
persepsies, indrukke en gevoelens, verskaf. Hierdie besprekings laat vrae en
kwessies na yore kom wat nie vooraf deur die onderhoudvoerder voorsien is nie.
Die sterkpunt van fokusgroeponderhoude in hierdie ondersoek is die
bereidwilligheid van die deelnemers om faktore wat klaskamerbestuur beinvloed en
wat gedoen kan word ter verbetering daarvan, openlik en in die fynste besonderhede
te bespreek. Fokusgroepe kapitaliseer op groepinteraksie om data in te samel en tot
insigte te kom wat andersins minder bekombaar sou wees. Interaktiewe
fokusgroeponderhoude fokus op 'n in-diepte begrip van verskynsels in eiesoortige
kontekste vanuit verskillende oogpunte.
Na aanleiding van die voorafgaande bespreking en ter bereiking van die
navorsingsdoelwitte sal daar nou op die fokusgroeponderhoud as data-insamelings-
tegniek gefokus word.
2.3 DIE FOKUSGROEPONDERHOUD AS DATA-INSAMELINGSTEGNLEK
Berg (1998:100-109); Sevier (1989:5 en 6) en Bers (1988:263-267) se insigte oor die
fokusgroeponderhoud as data-insamelingstegniek word kortliks soos volg belig:
Die sleutel tot suksesvolle fokusgroeponderhoude is voorafbeplande vrae, wat
volgens 'n spesifieke volgorde gevra word en waarvan die bewoording so gestel
word dat dit meer in-diepte response ontlok. Dit impliseer 'dus dat die
fokusgroeponderhoud deur middel van 'n onderhoudsgids met oop-einde vrae gelei
word. Die suksesvolle voltrekking van die fokusgroeponderhoude voorsien die
navorser van diepgaande insigte van leerfasiliteerders se perspektiewe vir
suksesvolle klaskamerbestuur.
Fokusgroeponderhoude is athanklik van 'n klein steekproef van persone om 'n groot
populasie te verteenwoordig. Dit is daarom belangrik om tydens 'n steekproef
persone wat oor die benodigde inligting beskik te identifiseer en te selekteer om
sodoende meer akkurate en bruikbare data te verseker. Daar sal nou gefokus word
op die voordele van fokusgroeponderhoude wat as motivering dien vir die keuse
daarvan vir hierdie studie.
12
2.3.1 Die voordele van fokusgroeponderhoude
Berg (1998:100-109); Krueger (1994:34 en 35); Morgan en Krueger (1993:15-19);
Stewart en Shamdasani (1990:36) en Knodel (1993:44) se perspektiewe oor die
voordele van fokusgroeponderhoude word kortliks soos volg uiteengesit:
- Sosiaal georienteerde navorsingprosedure
Teenoor die gekontroleerde eksperimentele situasies kenmerkend van
kwantitatiewe studies plaas fokusgroepe mense in natuurlike, leef-werklike
situasies. Vanuit hierdie situasies word kennis geneem van eietydse realiteite en
unieke situasies waarmee die deelnemers in hulle alledaagse lewe gekonfronteer
word. Mense is van nature sosiale wesens wat gedurig met ander in
wisselwerking tree. Sodoende vind wedersydse benvloeding plaas wat
aanleiding gee tot uiteenlopende kommentare waarop voortgebou kan word.
Buigsaamheid
Fokusgroeponderhoude is buigsaam in die sin dat dit beheerbaar en aanpasbaar is.
Dit is beheerbaar omdat 'n onderhoudsgids voorsien word met gefokusde vrae
wat op die bereiking van spesifieke doelwitte afgestem is. Dit is aanpasbaar
omdat uiteenlopende onderwerpe met verskillende deelnemers onder verskillende
omstandighede ondersoek kan word.
Hod siggeldigheid
Fokusgroeponderhoude het 'n hoe siggeldigheid want die deelnemers stel
hulleself oop tydens die verloop van die groepsessies en deel sodoende insigte
wat nie met 'ander data-insamelingstegnieke bekombaar sou wees nie.
Siggeldigheid kan grootliks toegeskryf word aan die geloofwaardigheid van die
deelnemers se kommentare.
Resultate word nie in gekompliseerde statistiese tabelle aangebied nie, maar
eerder in leke-terminologie en met aanhalings van groepdeelnemers aangevul.
Sinergisme
Sinergisme impliseer 'n poging van twee of meer deelnemers om tydens 'n
fokusgroepsessie seker informasie to verskaf. Direkte groepinteraksie en
13
uiteenlopende kommentare stimuleer die deelnemers om meer informasie, insigte
en idees te verskaf.
Spoedige en ekonomiese voorsiening van data
Teenoor 'n individuele onderhoud, wat tydrowend is, kan onderhoud wat
gelyktydig met `n aantal individue gevoer word, data en die resultate van die
onderhoud gouer en goedkoper beskikbaar stet.
Akkurate data
Voorafgeformuleerde vrae wat deur die onderhoudsgids voorsien word, open die
groepsessie vir maksimale, direkte verbale interaksie tussen die deelnemers om
sodoende akkurate data te voorsien.
Oop-responderingsformaat
Fokusgroepe voorsien geleenthede om breedvoerige en vrugbare hoeveelhede
data in die deelnemers se eie woorde te bekom. Hierdeur kan die navorser dieper
vlakke van betekenis bekom; belangrike aansluitings maak en subtiele nuanses
(skakerings) in uitdrukkings en betekenisse identifiseer.
Nie-verbale kommunikasie
Dit is moontlik vir die navorser om nie-verbale response soos gebare, glimlagte
en fronse wat inligting bevat en die verbale response aanvul, waar te neem.
Veiligheid
Die individu voel meer gemaklik in `n fokusgroep en is meer geredelik tot
openhartigheid aangesien daar meer gefokus word op die groep, eerder as op die
individu.
Fokusgroepe verskaf genoegsame bruikbare data nieteenstaande die relatief min
direkte insette van die navorser. Dit word gekomplementeer deur die feit dat
tipiese 2-uur sessie gemiddeld veertig tot vyftig getranskribeerde bladsye verskaf.
Dit is voor-die-hand-liggend op grond van die voorafgaande bespreking dat
fokusgroepe die geskikste data-insamelingsinstrument vir hierdie navorsing is. Die
eienskappe van fokusgroeponderhoude sal nou kortliks bespreek word.
14
2.3.2 Die eienskappe van fokusgroeponderhoude
Die sukses van die fokusgroep as 'n tegniek om kwalitatiewe data in te samel hang
volgens Krueger (1994:16-20); Morgan en Krueger (1993:4 en 19); Frey en Fontana
(1993:27-31); Cohen en Manion (1980:259); Folch-Lyon en Trost (1981:444 en
446); Sevier (1989:7-9); Watts en Ebbutt (1987:27 en 33); Morse (1994:45-49);
Borg (1981:88) en Creswell (1994:147-155) onder andere van die volgende al:
2.3.2.1 Dit betrek mense
Die samestelling van 'n fokusgroep kan wissel van enigiets tussen vier en twaalf
deelnemers. Die grootte van die groep word deur twee faktore bepaal: Dit moet
klein genoeg wees sodat almal die geleentheid kry om insigte te deel en groot
genoeg om in die verskeidenheid van persepsies te voorsien.
2.3.2.2 Fokusgroeponderhoude word opeenvolgend (in serie) gevoer
Meervoudige gelyksoortige fokusgroepsessies word gevoer om deurlopende patrone
en tendense na te speur wat, na afhandeling van die fokusgroepsessies, tydens data-
analise, geselekteer, georden en gekategoriseer word. As gevolg van beinvloedende
faktore word die verwagte resultate nie met al die fokusgroeponderhoude behaal nie.
`n Dominante, veeleisende deelnemer kan 'n negatiewe invloed op 'n
fokusgroeponderhoud he. Fokusgroepsessies moet dus in 'n reeks plaasvind om
deurlopende tendense en patrone te identifiseer. 'n Reeks fokusgroepsessies verseker
kwalitatiewe data ten einde 'n diepte-analise van die navorsingsprobleem te verkry.
2.3.2.3 Deelnemers is homogeen en onbekend aan mekaar
Die wese van hierdie homogeniteit word deur die doel van die studie bepaal en dien
as basis vir die werwing van deelnemers. Op grond hiervan is leerfasiliteerders in
"township"-skole in die fokusgroepe opgeneem. Indien van die
fokusgroepdeelnemers aan mekaar bekend is, is daar 'n neiging dat die
bekendmaking van die inligting gestrem word. Die deelnemers is daarom uit
verskillende skole geselekteer wat noodwendig meer uiteenlopende inligting sal
verseker.
15
2.3.2.4 Fokusgroepsessies is 'n data-insamelingsprosedure
Die doel van fokusgroepsessies is om data wat vir die navorser van belang is te
bekom. Fokusgroepe is nie bedoel om konsensus oor 'n plan van aksie, of besluite
uit alternatiewe, of aanbevelings oor 'n saak te bereik nie maar fokus op die
deelnemers se persepsies, opinies, gevoelens en ervarings van die tema onder
bespreking. In hierdie geval behels dit die neerle van riglyne vir doeltreffende
klaskamerbestuur.
2.3.2.5 Fokusgroepe verskaf kwalitatiewe data
Fokusgroepe bied kwalitatiewe data wat insig in die houdings, persepsies en opinies
van deelnemers verskaf. Hierdie resultate word tweeledig verkry: Eerstens word
oop-einde vrae tydens die verloop van fokusgroepsessies gevra wat geleentheid vir
`n diepte-ondersoek bied. Tweedens verteenwoordig 'n fokusgroepsessie 'n meer
natuurlike omgewing want wedersydse beInvloeding van deelnemers vind plaas —
soos dit ook in die werklikheid gebeur.
2.3.2.6 Fokusgroepsessies is gefokus
Fokusgroepsessies is op 'n bepaalde tema gefokus. Die tema vir bespreking word
vooraf na 'n in-diepte studie bepaal. Deur gebruik te maak van 'n onderhoudsgids
en voorafbepaalde oop-einde vrae wat volgens 'n spesifieke volgorde gevra word,
word sorg gedra dat daar op die tema gefokus bly. Vrae moet in konteks gevra word
om dit verstaanbaar en logies vir die deelnemers te maak.
2.3.2.7 Bandopnames van fokusgroepsessies
Bandopnames is die mees akkurate metode om informasie tydens fokusgroepsessies
in te samel. Wanneer die onderhoudvoerder notas neem is die moontlikheid daar dat
belangrike inligting misgekyk of uitgelaat kan word. Die onderhoudvoerder kan ook
inligting weglaat wat nie in ooreenstemming is met sy/haar vooropgestelde idees nie,
of inligting neerskryf wat in ooreenstemming is met hierdie idees. Bandopnames
van 'n fokusgroepsessie dien dus as uitkoms om onderhoudvoerder-vooroordele uit
te skakel. 'n Hoogs betroubare bandopnemer is van kardinale belang om
susksesvolle data-insameling te verseker. Sodoende maak dit volledige woord-vir-
woord transkripsies van die fokusgroeponderhoude moontlik.
16
2.3.2.8 Tydsduur van fokusgroepsessies
Die tydsduur van fokusgroepsessies kan wissel van een tot twee ure, afhangende van
die getalsterkte van die deelnemers, maar behoort nie twee ure te oorskry nie.
Teenoor 'n sessie waarvan die tydsduur te kort is en belangrike informasie verlore
mag gaan, kan'n sessie waarvan die tydsduur te lank is tot gevolg he dat
ontoepaslike of onbruikbare data verskaf word. Laasgenoemde sessie werk
verveeldheid, ongeinteresseerdheid en belangeloosheid in die hand en sodoende
word die hele data-insamelingsaanslag oneffektief.
2.3.2.9 Moderatorbetrokkenheid
Die navorser en die moderator is een en dieselfde persoon wat sy/haar vaardighede
moet aanwend om sy/haar take as vraagontwikkelaar, fasiliteerder, dokumenteerder,
analiseerder en interpreteerder van die resultate suksesvol te kan voltrek.
Daar word nou gefokus op die navorsingontwerp van hierdie ondersoek.
2.3.3 Die navorsingsontwerp
Vir Berg (1998:27) en Breakwell (1990:71) bestaan die ontwerp van 'n
navorsingprojek uit vier fases wat soos volg opgesom word:
Die benodigde kennis moet gespesifiseer word
Die teikengroep moet geklentifiseer word
`n Manier van data-insameling moet gekies word
`n Analisemetode moet geklentifiseer word
Die uitvoering van bogenoemde vier fases kan soos volg uiteengesit word:
2.3.3.1 Fase-ontwikkeling
Die uitvoering van die voorafgaande vier fases kan soos volg bespreek word:
Fase 1: Dit wat die navorser met hierdie studie wil weet kan weergegee word deur
die volgende navorsingsvrae te vra:
Wat is die huidige stand van klaskamerbestuur in "township"-skole?
17
Wat kan as riglyne dien vir die skep van effektiewe klaskamerbestuur in
"township"-skole?
Fase 2: Die bron van inligting in hierdie studie is leerfasiliteerders wat in hulle
daaglikse arbeid (onderrig, opvoeding en bestuur) met eietydse realiteite en eie
unieke situasies gekonfronteer word.
Fase 3: 'n Reeks fokusgroepsessies word gevoer om kwalitatiewe data te verseker
ten einde 'n diepte-analise van die navorsingsprobleem te verkry.
Fase 4: Die bandopnames van al die fokusgroeponderhoude word woord-vir-woord
getranskribeer (gedokumenteer). 'n Lys van al die onderwerpe, wat uit die
uiteenlopende kommentare in die dokumentasie manifesteer, word gemaak. Elke
ondenverp word gesteun deur beknopte essensies (hooftemas) wat die persepsies en
gevoelens van die deelnemers na yore bring. Verbandhoudende onderwerpe word
gekodeer, geselekteer, getros en in kategoriee verdeel. Elke kategorie word
geillustreer met aanhalings van die hoofgedagtes van die deelnemers (Creswell,
1994:255; Berg, 1998:27 en Sevier, 1989:9).
Die sleutel tot suksesvolle fokusgroeponderhoude is gesetel in die vrae wat tydens
die fokusgroepsessies gevra word. Daar sal nou gefokus word op die ontwikkeling
van die onderhoudsgids-vrae.
2.3.3.2 Vraagontwikkeling
Grinnell (1997:220-223); Neuman (1997:233-247); Stewart en Shamdasani (1990:
60 en 61); Bers (1988:264); Borg en Gall (1989:453); Krueger (1994:57);
Brotherson (1994:112); Fontane en Frey (1994:371) en Kvale (1996:130) lewer die
volgende bydraes oor vraagontwikkeling:
Die vrae in die onderhoudsgids moet direk uit die navorsingsvrae, wat die stukrag
van die navorsing is, voortvloei. Die vrae word van die meer algemene na die meer
spesifieke georden. Die vrae moet positiewe interaksie ontlok; die vloeibaarheid van
die gesprek behou en die deelnemers motiveer om hulle ervarings en gevoelens te
kommunikeer. Die vrae moet kort, maklik verstaanbaar en van akademiese taal
gestroop wees. Oop-einde vrae moet gevra word om meer in-diepte response te
ontlok. Die gebriiik van oop-einde vrae wat met woorde soos "wafter", "wat" en
"hoe" begin, wakker die deelnemers aan om betrokke te raak by interaktiewe
gesprekke. Die bewoording van die vrae moet so georden word dat response nie
gestruktureer word nie.
18
Vir die doel van hierdie studie en op grond van die voorafgaande besprekings is twee
onderhoudsgids-vrae gekonstrueer.
Beide die vrae word tydens die fokusgroeponderhoude in Afrikaans en Engels gevra.
Die eerste vraag is die inleidende of algemene vraag wat soos volg lees:
Watter dinge in u omgewing beinvloed klaskamerbestuur?
Which things in your surroundings influence classroom management?
Hierdie vraag word gevra om kwalitatief die stand van klaskamerbestuur in
"township"-skole te bepaal. Die tweede vraag is meer spesifiek van aard:
In u konteks wat sou u doen ter verbetering van klaskamerbestuur?
In your context what would you do to improve classroom management?
Hierdie vraag word gevra om riglyne te vind vir die skep van effektiewe
klaskamerbestuur in "township"-skole. Daar sal nou gefokus word op die logiese
grondslag van fokusgroeponderhoude wat 'n voorvereiste vir die suksesvolle
voltrekking van fokusgroepsessies is.
2.3.4 Rasionaal van fokusgroeponderhoude
Die voorvereistes vir die suksesvolle voltrekking van fokusgroepsessies sal nou
kortliks soos deur Krueger (1994:77); Krueger (1993:68 en 71); Stewart en
Shamdasani (1990:33-51) en Sevier (1989:6) gestel, bespreek word:
Die deelnemers moet met sorg geselekteer word om seker te maak dat dit wat bedoel
is om ondersoek te word, wel ondersoek word. Fokusgroepsessies word gevoer om
spesifieke inligting by duidelik gedentifiseerde individue te bekom. Die deelnemers
in 'n fokusgroep moet gewillg en in staat wees om die benodigde inligting te
voorsien. Hulle moet ook verteenwoordigend van die populasie waarin die
navorsing onderneem word, wees.
Op grond van die voorafgaande besprekings word leerfasiliteerders wat daagliks met
klaskamerbestuur te make het, vir die doel van hierdie studie betrek.
Fokusgroepe behoort gestruktureer te word om die bereiking van die
navorsingsdoelwitte te vergemaklik. Hierdie struktuur omsluit die samestelling van
die deelnemers; die fisieke uitleg van die groep en die omgewing waarin die
19
groepsessie plaasvind. Die bogenoemde drie aspekte, wat 'n goedgestruktureerde
fokusgroep kenmerk, word vervolgens bespreek:
Die samestelling van die groepdeelnemers
Die samestelling van die deelnemers het ras, geslag, beroep en ervaring in ag
geneem. Die deelnemers verteenwoordig beide geslagte van dieselfde ras, met
'n minimum onderwyservaring van drie jaar wat daagliks met
klaskamerbestuur te make het. Hierdie deelnemerhomogeniteit maak
groepkohesie en groepsamehorigheid moontlik wat dus deelname kan verhoog.
>> Die fisieke uitleg van die groep
- Ruimtelike rangskikkings
Om die gesprekke te vergemaklik en om die geneigdheid van sekere lede
van die groep om as dominant te verrys, te verminder, is die groeplede in
`n sirkel rondom 'n tafel gerangskik. Die sirkelrangskikking maak dit vir
die groeplede moontlik om mekaar te kan sien. Daarom is sorg gedra dat,
met die plasing van die bandopnemer en mikrofoon, hierdie sig nie
belemmer is nie. Die sirkelrangskikking skakel ook persepsies van status,
graad van deelname en leierskapgedrag onder deelnemers uit.
- Interpersoonlike tussenruimte
Mense beskou die onmiddellike ruimte rondom hulle liggame as
persoonlik en privaat. Indien die persoonlike ruimte van 'n persoon
geIgnoreer word kan dit as 'n skending van sy/haar privaatheid gesien
word.
Dit kan aanleiding gee tot aggressie, gespannendheid en ongemaklikheid
wat interaksie tussen groeplede belemmer en tot verskraalde groepsessie-
uitkomste lei. Met hierdie ondersoek is sorg gedra dat die interpersoonlike
tussenruimtes tussen groeplede, tydens groepsessies, gerespekteer word
aangesien die groeplede uit verskillende skole afkomstig is en aan mekaar
onbekend is.
Omgewing waarin die groepsessie plaasvind
20
`n Fisiese geskikte omgewing vir die voltrekking van die fokusgroepsessies
moet voorsien word. Die omgewing moet neutraal wees sodat die deelnemers
nie bedreig voel nie maar gemaklik en ontspanne. Die plek moet maklik
gevind kan word met voldoende beligting en ventilasie. Voorsorg moet getref
word dat prente, kunswerke of ander muurversierings nie die aandag van
groepdeelnemers aftrek nie.
Interaksie tussen deelnemers is meer intens en met meer teenoorgestelde
menings indien die groepsessie in'n klein vertrek plaasvind.
Om kwaliteit inligting te verseker is die fokusgroeponderhoude in 'n fisies
geskikte omgewing voltrek. Daar sal nou gefokus word op die metodologiese
aspekte van fokusgroeponderhoude.
2.3.5 Navorsingsmetodologie
Die volgende navorsingsmetodologiese aspekte sal nou kortliks bespreek word:
Die identifisering en werwing van deelnemers
Data-insameling
Vaardighede van die moderator (onderhoudvoerder = navorser)
Die fokusgroeponderhoudsessie
Data-analise
Geldigheid en betroubaarheid
Literatuurkontrole
Die identifisering en werwing van deelnemers, data-insameling en vaardighede van
die moderator sal nou kortliks soos deur Krueger (1994:87, 96 en 100-103); Kvale
(1996:125,148 en 149); Borg en Gall (19.89:222, 223 en 453); Krueger (1993:67 en
73-78); Breakwell (1990:76); Stewart en Shamdasani (1990:57 en 69-72) en Morse
(1994:48 en 49) gestel, bespreek word:
2.3.5.1 Identifisering van potensiele deelnemers
Die potensiele deelnemers is gedentifiseer deur die gelyste name van die bereikbare
populasie te bekom. Ten einde voorsorg te tref vir deelnemers wat nie vir die
fokusgroeponderhoude opdaag nie kan meer deelnemers as wat nodig is in die
ondersoek ingesluit word.
21
2.3.5.2 Data-insameling
Aanvanklik word drie fokusgroepsessies beplan. Indien nodig kan die aantal
gewysig word. Indien nuwe insigte en opinies met die derde fokusgroepsessie
aanhou om te ontwikkel moet meer fokusgroepsessies geskeduleer word. Indien
dieselfde temas herhaal word is addisionele fokusgroeponderhoude oorbodig.
Wanneer herhaling van inligting voorkom moet die onderhoudvoerder (moderator =
navorser) nog steeds aktief luister om sodoende betekenisvolle kommunikasie met
die deelnemers in stand te hou.
Vir die doel van hierdie ondersoek en na aanleiding van die voorafgaande
besprekings is drie fokusgroeponderhoude beplan en gevoer.
2.3.5.3 Vaardighede van die moderator
Moderatorvaardighede word soos volg opgesom:
Agtergrondkennis: Die moderator moet oor voldoende agtergrondkennis van die
tema onder bespreking beskik om 'n sinvolle gesprek oor die onderwerp te lei en
at die kommentare in perspektief te plaas.
Openheid: Moderators moet oop wees vir nuwe apsekte wat deur die deelnemers
aangebied word en bereid wees om dit op te volg.
Sensitiwiteit: Die moderator moet nie net hoor wat gese word nie, maar hoe dit
gese word asook gewaar word van dit wat nie gese word nie.
Luister: Aktiewe luister is vir 'n beginnermoderator een van die moeilikste
vaardighede om aan te leer. BeginnermOderators is geneig om kommentaar oor
die tema ander bespreking te lewer, eerder as om aktief te luister na die inhoud
van wat gese word. Deur te luister kan die baie nuanses van betekenis in 'n
respons gehoor word.
Duidelikheid: Die moderator moet duidelike, maklike en kort vrae vra.
Mondelinge kommunikasie moet helder en duidelik wees. Akademiese taal of
professionele brabbeltaal moet vermy word.
Beheer: Die moderator is in beheer van die verloop van die onderhoud en moenie
huiwer om toe te tree en die gesprek in die regte rigting te lei indien irrelevante
response voorkom nie.
22
- Atmosfeer: Die moderator moet 'n atmosfeer skep waarin die deelnemers
gemaklik voel om openhartig oor hulle ervarings en gevoelens te praat.
Neutraliteit: Die moderator weerhou homself/haarself van persoonlike opinies en
laat die deelnemers toe om volgens hulle tempo van denke en spraak te
kommunikeer. Die moderator moet daarteen waak om nie 'n konsultant of
raadgewer te wees nie. Die navorser moet ten alle tye 'n neutrale posisie met
betrekking tot alle vrae handhaaf om gestruktureerde response te voorkom.
Die fokusgroeponderhoudsessie; data-analise; geldigheid en betroubaarheid sal nou
kortliks soos deur Neuman (1997:421-425); Grinnell (1997:504-522); Krueger
(1994:32,89,90,113 en 114); Krueger (1993:73); Kvale (1996:130 en 236); Stewart
en Shamdasani (1990:54,103 en 107); Sevier (1989:8 en 9); Brotherson (1994:112);
Breakwell (1990:58-60,81,85 en 87); Creswell (1994:152,155,157,158 en 167);
McBurney (1994:119 en 120-124) en Silverman (1993:145) gestel, bespreek word:
2.3.5.4 Die fokusgroeponderhoudsessie
Die volgende vier stappe kan gevolg word met die inwerkingstelling van 'n
fokusgroepsessie:
Die verwelkoming
Die oorsig van die onderwerp
Die grondreels
Die eerste vraag
Die vier stappe word soos volg beskryf:
Die verwelkoming: Die deelnemers word aan mekaar voorgestel en indien nodig
word aan elkeen 'n naamplaatjie voorsien om 'n gevoel van warmte en
persoonlike erkenning te vestig.
Die oorsig van die onderwerp: Die aard en doel van die navorsing moet aan die
deelnemers verduidelik word. Die deelnemers is geselekteer omdat hulle oor
insigte beskik wat van groot waarde is. Dit moet beklemtoon word dat daar nie
korrekte of foutiewe antwoorde is nie maar eerder verskillende en uiteenlopende
opinies.
23
- Die grondreels: Die vertroulikheid van die gesprek moedig die deelnemers aan
om nie terughoudend te wees net hulle kommentare nie. Die deelnemers word
versoek om tydens die fokusgroepsessies hard en duidelik en slegs een persoon op
`n keer te praat. Die moderator herinner die deelnemers daaraan dat die gesprek
op band geneem word en dat veldnotas van die nie-verbale seine wat manifesteer,
gemaak word.
- Die eerste vraag: Voordat die eerste vraag gevra word moet die deelnemers eers
verbaal instem dat hulle insette in die verloop van die studie gebruik kan word.
Die eerste vraag is 'n meer algemene vraag wat die "ys breek" en die deelnemers
rig om betrokke te raak.
Die moderator moet daarteen waak om nie as 'n outoritere figuur ervaar te word nie.
Dit kan 'n demper op die groepskommunikasie plaas. Die moderator moet deur
sy/haar gesigsuitdrukkings en stemtoon belangstelling toon sodat deelnemers
daardeur uitgenooi kan word om hulle kommentare te lewer.
2.3.5.5 Data-analise
Die navorser se eerste stap is om al die bandopnames van die fokusgroeponderhoude
woord-vir-woord te transkribeer. Nie-verbale seine wat manifesteer, soos stil
periodes, word ook aangedui. Transkribering vergemaklik nie net verdere data-
analise nie, maar vestig 'n permanente geskrewe dokument van die onderhoude wat
met ander belangstellende partye gedeel kan word.
Die rol van die navorser in kwalitatiewe data-analise is om die uiteenlopende
kommentare oor die onderwerp onder bespreking te organiseer en in opvolgende
orde te versorg. Die kwalitatiewe ontleder soek na betekenis, reelmatighede,
patrone, temas, verduidelikings en oorsaaklikheid wanneer die data geanaliseer
word. Sodoende word die "rou" materiaal gentegreer sodat oorsig van die proses
in sy geheel verkry kan word.
2.3.5.6 Geldigheid en betroubaarheid
Onder kwalitatiewe navorsers is daar oor geldigheid en betroubaarheid nog nie
konsensus nie. Daarom word in die algemeen van geloofwaardigheid en
toepasbaarheid gepraat.
* Betroubaarheid (toepasbaarheid): Betroubaarheid verwys na die vlak van
konsekwentheid en/of akkuraatheid waarmee 'n meetinstrument met verloop van
24
tyd meet. Die betroubaarheid van hierdie ondersoek word in die deelnemers se
kommentare oor hulle leefwereldervarings verkry.
* Geldigheid (geloofwaardigheid): Geldigheid verwys daarna of dit wat die
navorser veronderstel is om te ondersoek, wel ondersoek word. Die volgende
tipes geldigheid word onderskei:
Inhoudsgeldigheid: Inhoudsgeldigheid verwys na die mate waartoe 'n metode
dokumente (transkripsies) ontleed wat dit veronderstel is om te ontleed. 'n
Intelligensietoets behoort byvoorbeeld algemene kennis en verbale
bevoegdheid te toets. Kwalitatief gesproke impliseer dit dat die inhoud van die
vrae, wat tydens die fokusgroepsessies gevra word, in so 'n mate bewoord en
gestruktureer moet word dat dit in-diepte response ontlok ter bereiking van die
navorsingsdoelwitte. Net so vereis die analisering van die dokumente
(transkripsies) 'n sistematiese en verifieerbare proses wat volgens 'n
voorgeskrewe volgorde uitgevoer word.
- Eksterne geldigheid: Eksterne geldigheid verwys na die mate waartoe die
resultate van 'n ondersoek veralgemeen kan word. In hoofstuk vyf word die
bevindings van hierdie ondersoek bevestig met verwysings na resente inligting.
Interne geldigheid: Interne geldigheid verwys na die oorsaak-effek verband
wat lei tot sekere toestande en wat weer aanleiding gee tot nuwe toestande. 'n
Strategie om interne geldigheid te verifieer is triangulering van data. Vir die
doel van hierdie studie is data ingesamel en verwerk deur van meervoudige
metodes gebruik te maak. Dit sluit onder andere meervoudige
fokusgroeponderhoude, bandopnames, transkribering en dokumentanalise in.
- Siggeldigheid: Fokusgroepe het hoe siggelcligheid wat grootliks toe te skryf is
aan die geloofwaardigheid van die deelnemers se kommentare. Tydens
fokusgroepsessies deel die deelnemers hulle insigte en opinies wat nie
moontlik sou wees in vergeleke met individuele onderhoude, vraelyste en
ander databronne nie.
2.3.5.7 Literatuurkontrole
`n Literatuurkontrole is 'n onontbeerlike instrument in hierdie navorsingsprojek want
dit bevestig die bevinding dat klaskamers ondoeltreffend bestuur word. Die besluit
om die fokusonderhoud as metode vir hierdie projek te implementeer het die gebruik
van 'n literatuursoektog genoodsaak.
25
Daar sal nou op die navorsingsprojek gefokus word.
2.4 DIE NAVORSINGSPROJEK
Hierdie studie handel oor leerfasiliteerders se ervarings van faktore
klaskamerbestuur beInvloed en wat hulle sou doen om dit te verbeter.
wat
Kwalitatiewe ondersoek is geloods want die navorser steun sterk op die
leerfasiliteerders as direkte bronne van inligting. Daar sal
ondersoekgroep gefokus word.
nou op die
2.4.1 Die ondersoekgroep (teikengroep)
Die ondersoekgroep van hierdie studie sluit die volgende in: Die werwing van
deelnemers; parameters van die navorsing; fokusgroepsessies; data-analise;
betroubaarheidskontrole; geldigheidskontrole en 'n literatuurkontrole. Hierdie
aspekte sal nou kortliks bespreek word.
2.4.1.1 Die werwing van deelnemers
Die volgende faktore speel rol tydens die werwingsproses:
Die beskikbare populasie (teiken-populasie): Leerfasiliteerders wat besig is met
verdere deeltydse studie aan die Technikon Noord-Gauteng en wat uit die
Noordelike Provinsie; die Noordwestelike Provinsie en die noordelike streek van
Gauteng afkomstig is, is as die teikenpopulasie geindentifiseer.
Kriteria vir seleksie: Leerfasiliteerders met 'n minimum individuele
onderwyservaring van drie jaar is uit verskillende skole getrek.
Steekproefneming: Die name van al die lede van die bereikbare populasie wat
bereid was om in die ondersoekgroep opgeneem te word is bekom. Elke lid is
van 'n identifikasienommer voorsien.
Die metode van ewekansigheid (ewekansige steekproefneming) is gevolg. Die
identifikasienommers is op 'n afsonderlike strokie papier geskryf, in 'n houer
geplaas, goed geskommel en die nodige aantal blindelings uit die houer getrek
(Babbie, 1998:213; De Wet, 1981:113; Borg en Gall, 1989:220; Krueger, 1994:87
en May, 1993:70). Agtien deelnemers uit verskillende skole is getrek wat meer
uiteenlopende response verseker.
26
- Kontak met teiken-populasie: Sekere lesings by die Technikon Noord-Gauteng is
deur al die lede van die teiken-populasie as 'n groep bygewoon. Met die nodige
toestemming en tydens so 'n groeplesing het die navorser vir die eerste keer
persoonlik kontak met die potensiele deelnemers gemaak. Tydens hierdie kontak
is 'n algemene oorsig van die aard van die navorsing gegee. Daar is aan hulle
gese dat fokusgroepsessies beplan word en dat hulle genooi word om deel te wees
van die ondersoek. 'n Afspraak vir 'n tweede kontak is gemaak.
Tydens die tweede kontak is die steekproef geneem en 'n geskikte datum, plek en
tyd vir die voer van die fokusgroeponderhoude is vasgestel. Die navorser het seker
gemaak dat elke deelnemer die inligting in hulle dagboeke aanteken. Twee dae
voordat die fokusgroeponderhoude gevoer is, is 'n derde kontak gemaak om die
reelings te bevestig.
2.4.1.2 Die parameters van die navorsing
Op aanbeveling van Miles en Huberman (1984:38) en Creswell (1994:149) word die
parameters van hierdie navorsing voorgestel soos aangetoon in die volgende
skematiese uitleg:
Skema 2.1: Parameters van die navorsing
Raamwerk van die navorsing
Die betekeninsvolle rol van klaskamerbestuur met
spesifieke verwysing na die doeltreffendheid daarvan.
Deelnemers
Leerfasiliteerders
met minimum drie
jaar onderwyserva-
ring uit verskillende
skole is by wyse van
`n ewekansige
steekproef uit die
bereik-bare
populasie getrek.
Probleemstelling en
doelwitte
Om by wyse van fokus-
groeponderhoude te
bepaal wat die stand van
klaskamerbestuur is en
hoe dit meer effektief
gemaak kan word.
Relevante vrae
Vir die doel van relevante data
en produktiewe response het
die navorser die volgende vrae
gestruk-tureer:
* Watter dinge in u omge-
wing beinvloed klas-
kamerbestuur?
* In u konteks wat sou u doen
ter verbetering van
klaskamerbestuur?
Prosedures van die navorsing
27
Fokusgroeponderhoude word met die geselekteerde deelnemers gevoer.
Bandopnames word van die fokusgroeponderhoude gemaak en so spoedig
moontlik getranskribeer.
`n In-diepte analise word van die dokumente (transkripsies) gemaak.
Kwalitatiewe interpretasies van die inligting wat voortspruit uit die data-
analise word gemaak.
Riglyne word neergele vir effektiewe klaskamerbestuur.
Vervolgens word die voer van die fokusgroeponderhoude bespreek.
2.4.1.3 Die fokusgroepsessies
- Datum, plek en tyd
Die navorser en deelnemers het ooreengekom wanneer en waar die
groeponderhoude gevoer sal word. Daar is eenstemmigheid bereik dat die
Technikon Noord-Gauteng as sentrale punt sou dien vir die voer van die
onderhoude. Die besluit is gemaak weens die feit dat al die betrokkenes bekend
is met en betrokke is by bogenoemde technikon. Om bogenoemde technikon as
sentrale punt te gebruik eerder as een van die betrokkenes se huis, verhoog die
gemaklikheidsone van die deelnemers wat dus meer spontane response en
minder teruggetrokke gedrag tot gevolg het.
Om onderlinge gekoukus oor die vrae te voorkom is die onderhoude
opeenvolgend gevoer. Daar is ook sorg gedra dat die lede geisoleer is van die
ander deelnemers na die voer van die eerste onderhoud.
- Bandopnames en veldnotas
Daar is vooraf seker gemaak dat die bandopnemer, mikrofoon en bande effektief
funksioneer. Om tyd te bespaar is die opstel en plasing van die toerusting
vroegtydig en op so 'n wyse gedoen dat dit die vrye beweging van deelnemers
toegelaat het. Veldnotas is geneem vir ingeval tegniese foute die toerusting buite
werking stel (Kvale, 1996:102). Die veldnotas maak ook voorsiening vir nie-
verbale seine wat manifesteer om sodoende meer volledige data te verseker. Die
navorser maak gebruik van bandopnames wat meer effektief is eerder as om
staat te maak op veldnotas en geheue (Kvale, 1996:103).
28
- Die onderhoudsgids
Tydens fokusgroeponderhoude maak navorsers gebruik van 'n onderhoudsgids
om seker te maak dat sleuteltemas rnaksimaal ondersoek word (Bogdan en
Biklen, 1998:70 en 71). Elke deelnemer is voorsien van 'n onderhoudsgids
waarop die volgende vrae voorkom:
o Watter dinge in u omgewing beInvloed klaskamerbestuur?
Which things in your surroundings influence classroom management?
o In u konteks wat sou u doen ter verbetering van klaskamerbestuur?
In your context what whould you do to improve classroom management?
Die vrae plaas die ondersoek in konteks en sorg dat daar gefokus bly op die
tema onder bespreking. Die vrae in die onderhoudsgids maak dit moontlik om
data te bekom wat nodig is om die spesifieke doelwitte van die studie te bereik.
2.4.1.4 Data-analise
Die data van die fokusgroeponderhoude is geanaliseer volgens Grinnell (1997:504-
522); Neuman (1997:421-425); Miles en Huberman (1984:151 en 152); Sevier
(1989:9) en Creswell (1994:154 en 155) se metodes van data-analise en word
kortliks soos volg bespreek:
Bandopnames van al die fokusgroeponderhoude is gemaak. Daarna is die
bandopnames van elke fokusgroeponderhoud woord-vir-woord getranskribeer.
Al die ondenverpe, wat uit die uiteenlopende kommentare in die dokumentasie
voortvloei (manifesteer), is van elke fokusgroep gelys. Elke onderwerp word
gesteun deur beknopte essensies (kern) wat die denke en gevoelens van die
fokusgroepdeelnemers na yore bring.
Verbandhoudende onderwerpe is gekodeer, geselekteer, getros en in kategoriee
verdeel. Elke kategorie word geillustreer met aanhalings van die hoofgedagtes
van die deelnemers.
`n Betroubaarheids- en geldigheidskontrole sal nou aangewend word om die
fokusgroepresultate te bevestig (verifieer).
2.4.1.5 Betroubaarheidskontrole
Die kriteria vir die seleksie van fokusgroepdeelnemers is deur 'n literatuurkontrole
as betroubaar geverifieer. Dit impliseer dat die fokusgroepresultate van hierdie
29
studie op ander groepe van dieselfde teiken-populasie van toepassing gemaak kan
word (Krefting, 1991:215). Woord-vir-woord transkripsies is van die bandopnames
gemaak (Kvale, 1996:163). Ten einde nog meer betroubaarheid aan die transkripsies
te verleen is veldnotas, soos byvoorbeeld stil periodes, ook getranskribeer. Na elke
groepsessie is seker gemaak dat die kommentare helder en duidelik opgeneem is.
Woordverwarrings, as gevolg van onduidelike uitspraak, is in oorleg met die
navorser uitgeklaar.
`n Onafhanklike en professionele transkribeerder het die bandopnames
getranskribeer. Die navorser het deurgaans as moderator opgetree en 'n
literatuurstudie is geloods om die empiriese ondersoek te begrond. Die
navorsingsresultate is met die literatuur vergelyk om te verseker dat die hele
spektrum van inligting ondersoek word.
2.4.1.6 Geldigheidskontrole
Die volgende twee strategiee is gebruik om die geldigheid van hierdie studie te
bevestig (Creswell, 1994:167):
Triangulering van data: Data is ingesamel deur meervoudige bronne soos
fokusgroeponderhoude; bandopnames; transkripsies; veldnotas (stil periodes);
analisering van data en 'n literatuurstudie om die bevindings met die literatuur te
vergelyk en om klaskamerbestuur te ontleed en te beskryf.
- Deelnemerkontrole: Die getranskribeerde bandopnames is in samewerking met
`n onafhanklike ontleder as korrek bevestig.
Om nog meer geldigheid aan hierdie ondersoek te verleen is die transkripsies as
bylaag A in hierdie skripsie ingesluit. In die finale verslae van die
fokusgroepresultate word die hoofgedagtes van die deelnemers deurgaans aangehaal.
Daar word ook verwys na die bladsynommer van die transkripsie waarop die
aanhalings voorkom. Daar word ook deurgaans na die literatuurkontrole verwys om
die navorsingsresultate te bevestig. Elke aanbeveling word bevestig deur na resente
inligting en aanhalings van die deelnemers te verwys.
Deelnemers in 'n bepaalde onderwyskonteks wat daagliks met klaskamerbestuur te
make het en wat dus in staat is om die nodige inligting te verskaf, is vir die doel van
hierdie studie geselekteer. Dit impliseer dat die deelnemers aan die
selekteringskriteria van geldigheid voldoen het. In sy soeke na waarheid en weens
die geldigheid van die selekteringskriteria, beskou die moderator die kommentare
30
van die deelnemers as die waarheid en verleen so aan die fokusgroepsessies 'n hoe
siggeldigheid. Daar word aan vraaggeldigheid voldoen want geen dubbelsinnige of
vrae wat response struktureer, is gevra nie. Oop-einde vrae, om in-diepte response te
ontlok en waartydens die moderator neutraal bly, is gevra. Die navorsingsmetodes is
ook deur 'n literatuurkontrole bevestig.
2.4.1.7 Literatuurkontrole
`n Literatuurkontrole is geloods om die bevindings van die ondersoek met die
literatuur te vergelyk en om klaskamerbestuur te ontleed en te beskryf.
2.5 SAMEVATTING
`n Volledige uiteensetting van die empiriese ondersoek is gegee. Daar is na die
beplanning; kwalitatiewe navorsingmetodes; die fokusgroeponderhoud as data-
insamelingstegniek; ontwerp; navorsingsmetodologie; die navorsingprojek en analise
van die data verwys. Die fokusgroeponderhoud as metode van ondersoek is volledig
in hierdie hoofstuk bespreek want dit vorm die basis van die empiriese studie. 'n
Empiriese ondersoek is geloods om perspektief te kry oor die stand van
klaskamerbestuur en die ontwikkeling van riglyne om dit meer effektief te maak.
Laastens word die betekenisvolle rol van die fokusgroeponderhoud as data-
insamelingstegniek geverifeer deur 'n betroubaarheids- en geldigheidskontrole.
In die volgende hoofstuk sal die fokusgroep-data en die interpretasie daarvan, as
proses van die empiriese studie, uiteengesit word.
31
HOOFSTUK 3
INTERPRETASIE VAN DIE EMPIRIESE ONDERSOEK
3.1 INLEIDING
In hierdie hoofstuk word versiag gegee van die resultate wat uit die empiriese
ondersoek voortspruit. Die navorser het in die empiriese ondersoek, met behulp van
fokusgroeponderhoude, gepoog om te fokus op die effektiwiteit van
klaskamerbestuur. Die geidentifiseerde probleemareas, wat die stukrag is van
hierdie verkennende studie, maak dit moontlik om die volgende spesifieke doelwitte
te formuleer:
om kwalitatief te bepaal wat die huidige stand van klaskamerbestuur is; en
om riglyne neer te le vir die skep van effektiewe klaskamerbestuur.
3.2 NAVORSINGSRESULTATE
Die interpretasieproses kan soos volg bespreek word:
Fase 1: Bree analise
Bandopnames van al die fokusgroeponderhoude is gemaak. Daarna is die
bandopnames van elke fokusgroeponderhoud woord-vir-woord getranskribeer. Die
transkripsies (dokumente) word in bylaag A aangebied. Die analisering van die
dokumente word kortliks in die volgende twee fases bespreek:
Fase 2: Verfynde analise
Al die onderwerpe, wat uit die uiteenlopende kommentare in die dokumentasie
manifesteer, is van elke fokusgroep gelys. Elke onderwerp word gesteun deur
beknopte essensies (kern) wat die emosies, denke en sienings van die
fokusgroepdeelnemers na yore bring.
Fase 3: Finale analise
Verbandhoudende onderwerpe is gekodeer, geselekteer, getros en in kategoriee
verdeel. Elke kategorie word gellustreer met aanhalings van die hoofgedagtes van
die deelnemers.
32
Beknopte kern (essensies) van elke
onderwerp
o word tydens skoolure deur leerders besoek (p. 1;r. 1) gee aanleiding tot leerderaf-wesighede (p.1;r.1) klaskameronderrig word versteur (p. 1;r3)
Fokusgroep 1 Poel van inligting
(sien bylaag A)
Daar sal nou op die verfynde- en finale resultate van faktore wat klaskamerbestuur
beinvloed gefokus word (sien bylaag A).
Skema 3.1 tot 3.3 fokus op die verfynde resultate van faktore wat klaskamerbestuur
beinvloed (sien bylaag A).
Skema 3.4 vertoon 'n finale verslag van faktore wat klaskamerbestuur beinvloed
(sien bylaag A).
Skema 3.1: Faktore wat klaskamerbestuur beinvloed
stukkende vensters en deure (p.1;r.2)
tekort (p.2;r.6) oorvol (p.1, 2 en 4; r.3, 6 en 17)
leerders se skoolwerk word nie gekontroleer nie (p.1;r.5) swak skoolbywoning (p.4;r.17)
inisiasie-aktiwiteite tydens skoolure (p.2;r.5)
party leerders dra nie skoolklere nie (p.2;r.5) bogenoemde skep die geleentheid vir kriminele om toegang in die skool to kry (p.2;r.6)
V
33
Swak bestuur
minibus-lawaai (p.2;r.7) versteur klaskameronderrig (p.2;r.7)
klaskamerwanordelikheid (p.2;r.8) leerdergevegte (p.2;r.8)
ouers is traag om skoolgelde te betaal (p.3,4 en 6;r.9,15 en 24) minimale aankoop van onderrigbenodighede weens skoolfondswanbetaling (p.3,4 en 6;r.9,15 en 24)
leerders daag laat op vir skool (p.3 ;r.10)
tydens skoolure moet party leerders gaan vee tel (p.3;r.11) leerfasiliteerders stuur leerders om hulle telefoonrekenings tydens skoolure te betaal (p.3;r.14)
van die beste leerders is slagoffers (p.3;r.12)
begaafde leerders teenoor stadige leerders (p.3;r.13)
geen handboeke (p.4;r.15) word laat afgelewer (p.4;r.16) verkeerde boeke word afgelewer (p.4;r.16)
laat aflewerings (p.4;r.15)
geen moedertaalhandboeke (p.4;r.17) leerders neig om vrae in hulle moedertaal te vra (p.4;r.17) probleme word in die leerders se moedertaal verduidelik (p.4;r.17) teenoor laasgenoemde word eksamens en toetse in Engels afgele (p.4;r.17)
34
Vervoer
Gemeenskapsleiers
V
Werkloosheid
V
Ouersorg
Skoolgronde
Klaskamers
tekort aan bronnesentrums (p.4;r.18) geen ontspanningsfasiliteite (p.5;r.18) onvoldoende sportfasiliteite (p.5;r.22)
Sportaktiwiteite
in sommige skole is daar geen sportaktiwiteite nie (p.5;r.19) gebrekkige deelname aan sportaktiwiteite (p.5;r.20)
Skema 3.2: Faktore wat klaskamerbestuur beinvloed
Fokusgroep 2 Poel van inligting
(sien bylaag A)
Beknopte kern (essensies) van elke
onderwerp
V
Gelyste onderwerpe
wisselvallig (p.11;r.3)
oneffektiewe bestuur (p.11;r.4) gebrek aan leiers (p.11;r.4)
gebrek aan kos en klere (p.11;r.5) geen skoolgelde (p.12;r.7) aankoop van onderrighulpmiddels is problematies (p.12;r.7)
leerders daag laat op vir skool (p.11;r.5)
rommelstrooiing (p.12;r.8
oorvol (p.12;r.9) geen rakke (p.13;r.12)
Fasiliteite tekort aan biblioteke (p.12;r.10) onvoldoende sportfasiliteite (p.12 en 13;r10 en 14) tekort aan onderrighulpmiddels (p.16;r.22)
V
35
Vergoeding
Skoolbestuur
Taal
Swak bestuur
Kleedkamers
Skoolaktiwiteite
Kleedkamers
onvoldoende (p.13 ;r.11)
tekort (p.14;r.15)
verskraalde skoolaktiwiteite (p.5 en 13;r.21 en 13)
tydens klasonderrig verlaat die leerders gedurig die klaskamer (p.13;r.12)
leerfasiliteerders span hulle moedertaal in om probleme to verduidelik (p.15;r.20) leerfasiliteerders sukkel self met Engels as medium van onderrig (p.15;r.20)
swak skoolbestuur (p.14;r.15) leier met verskraalde vaardighede (p.14;r.17) geen visie, beplanning en rigting nie (p.14;r.17) swak samewerking met personeel (p.15 en 16;r.19 en 22)
Skema 3.3: Faktore wat klaskamerbestuur beinvloed E( Fokusgroep Poel van inligting
sien bylaag A.2...,
Beknopte kern (essensies) van elke
onderwerp
is ver van die klaskamers gelee (p.20;r.1)
oorvol (p.20 en 24;r.1 en 21)
rommelstrooiing (p.21;r.10) leerders boots die aksies van die gemeenskap na (p.20;r.2) baie verkragtings (p.21;r.7)
geen kragvoorsiening (p.20;r.3)
36
Werkloosheid
Ongeletterdheid
Fasiliteite
S coolgereedheid
Onderwysstelsel
V
leerders in nood word gebruik om dwelms te smokkel (p.22;r.11) leerders dra vuurwapens (p.22;r.12) leerders word met vuurwapens gedreig om dwelms te koop (p.22;r.12)
ouers is nie betrokke by skoolaktiwiteite nie (p.21;r.8)
leerders lei gebrek (p.21 en 23;r.9 en 15)
baie ouers kan nie lees of skryf nie (p.22;r.13)
gebrek aan onderrighulpmiddels (p.23;r.16)
party leerders is nie skoolgereed nie (p.23;r.18)
party leerfasiliteerders lewer swak werk (p.24;r.20). leerfasiliteerders se beplanning is swak (p.24;r.19)
gebrekkige beplanning (p.25;r.22)
veranderings (p.25;r.23)
gedurige verandering van die onderwysstelsel (p.20 en 25;r.4 en 23)
tekort (p.20;r.4)
hoerskoolseuns word geteiken (p.21;r.5)
geen borne (p.21;r.6) rommelstrooiing (p.21;r.10)
37
Swak bestuur Vandalisme Stiptelikheid Skooldrag Skoolgronde
Ouersorg Skoolfonds Ongeletterdheid
Kleedkamers Klaskamers Elektrisiteit
Kultuur Dwelms Tienerswangerskappe Werkloosheid
}
}
}
0 Dissipline
Ouerbetrokkenheid
Infrastruktuur
4
Sosio-ekonomies
eers in graad vier word Engels as medium van onderrig gebruik (p.25;r.24)
o leerders sukkel met Engels as medium van onderrig (p.25;r.24)
Skema 3.4: `n Finale verslag oor faktore wat klaskamerbestuur beInvloed
Onderwerpe Kategoriee Kategorie - illustrasies
"I think that teachers are to be blamed because they normally send the student to, to pay their telephone bills during the schools', school hours" (sien bylaag A; p.3;r.14).
"So I think the parents should be responsible enough to support their kids so that they can come to school every day" (sien bylaag A; p.4;r.17).
"For example if you have ... uh 64 kids in the classroom, you won't be able to ... to attend all of them
(sien bylaag A; p.24;r.21).
"I'm adding on that ... they also provide them with ... uh ... guns ... so school children right now, they carry guns along with them and they force others to buy this drugs and if they don't buy them, they always point guns at them" (sien bylaag A; p.22;r.12).
"I think the community as a whole has an influence in the classroom management because some kids are copying some bad things or good things that the community are doing there ... there outside of the classroom
(sien bylaag A; p.20;r.2).
Gemeenskap Shebeens Drankwinkels en kroeel Waardes en norme
38
Vergadering Handboeke Slu-yfbehoeftes Onderwysstelsel
Skoolaktiwiteite Sportaktiwiteite
Leertempo Skoolgereedheid
Minibussies Vervoer
Onderwys-owerhede
Binne- en buitemuurse aktiwiteite
Onderrig-situasie
Publieke vervoer
Onderrighulpmiddels Bronnesentrums Biblioteke Ontspanningsfasiliteite Sportfasiliteite
Gemeenskap
Fasiliteite
Gemeenskap s-leiers
"..... you find that the books which you are given is not the one which you have requested, and then of which that will also delay or delay the progress of your, of your ... uh ... schoolwork" (sien bylaag A; p.4;r.16).
"They go home. They don't want to participate, so it is another task of the teacher to make sure that all the students participate" (sien bylaag A; p.5;r.20).
"Children who are not yet school ready can cause a problem" (sien bylaag A; p.23,1- .18).
"For example, the scarcity of problem, wherein teachers are making use of a public transport, you find on that day there's no public transport ... uh ... there's no way the teacher can arrive in time at school " (sien bylaag A; p.11;r.3).
"So if the parents are encouraged to pay schoolfees, then the ... uh ... school won't, won't have a problem in buying those equipments for sports" (sien bylaag A; p.6;r.24).
"Some of the communities where we work you will find that during the day when the children had to go to school, they have to go somewhere, maybe either to go and march, or maybe to solve problems of the community" (sien bylaag A; p.11;r.4).
39
"You find that they are dictato-rials, they are authoritarians, they feel threatened to come to terms with the teachers, where they discuss issues, where they invite also alcoholics to come and make some contribution towards the welfare of the school" (sien bylaag A; p.15;r.19).
Skoolbestuur }
Skoolleiers
Taal they tend to ask questions in their mother tongue and so we only have textbooks in English, so how are you going to teach in English and then explain the whole thing in your mother tongue so that the, the students could hear what you are saying and thereafter they should write the test in English, not in their mother tongue. So where are we going to get those textbooks in our languages" (sien bylaag A; p.4;r.17).
Moedertaal-onderrig
Die stand van klaskamerbestuur sal nou kortliks bespreek word.
3.3 DIE STAND VAN KLASKAMERBES TOUR (DOELWIT 2)
In hierdie ondersoek is daar kwalitatief te werk gegaan om die stand van
klaskamerbestuur te bepaal. Die inhoud van die fokusgroep-data, wat op
klaskamerbestuur betrekking het, is kwalitatief ontleed. Die resultate is 'n
aanduiding van die huidige stand van klaskamerbestuur.
In die voorafgaande verslag is die aanwysers (gesteunde kategoriee) aanduidend van
kontemporere (eietydse) realiteite in eie unieke situasies waarmee die
leerfasiliteerders in hulle daaglikse arbeid gekonfronteer word. .'n Samevatting van
die resultate van die fokusgroep-data, wat die stand van klaskamerbestuur
weerspieel, word soos volg verskaf:
Die klaskamerbestuurder as gesagsfiguur ondermyn sy/haar gesag met
onbehoorlike voorlewing van behoorlikheidseise (Landman, 1982:50 en 51).
40
Klaskamerbestuurspraktyk word belemmer deur verskraalde bevrediging van
die leerders se basiese behoeftes. Volgens Maslow soos aangehaal deur
Kruger en Van Schalkwyk (1997:68) word die basiese behoeftes soos volg
bespreek:
Fisiese behoeftes: water, voedsel, klere en rus.
Veiligheidsbehoeftes: veiligheid, geborgenheid en gerustheid.
Sosiale behoeftes: `n sosiale lewe, versorging en om te behoort.
Die bestuur van skool- en klaskameraktiwiteite word verskraal deur eietydse
jeugproblematiek soos jeugmisdaad en dwelmmiddelprobleme.
Maatskaplike probleme soos ongeletterdheid en werkloosheid van ouers
verswak die leerdes se ondersteuningsbasis wat 'n voorvereiste is vir
suksesvolle klaskameruitkomste.
Gebrekkige skoolfinansiering is teenproduktief met betrekking tot deelname
aan skoolaktiwiteite en ter bereiking van die skool- en klaskamerdoelwitte.
Onvoldoende infrastruktuur en moeilik hanteerbare leerdergetalle bemoeilik
die bestuur van klaskameraktiwiteite.
Onvoldoende vergoeding en aanhoudende verandering van die
onderwysstelsel maak die leerfasiliteerders onproduktief en onseker.
Eksterne faktore soos die voorhou van rolmodelle en die verfraaiing van die
omgewing sal deelname aan skoolaktiwiteite en klasbywoning verhoog.
Die leerfasiliteerders se kommunikasievaardighede kan ontwikkel word deur
die bywoning van taalkursusse sodat die leerders in die onderrigsituasie kan
verstaan en weet.
Voornemende leerders moet skoolgereed gemaak word sodat die leertempo,
wat nodig is vir die bereiking van leeruitkomste, gehandhaaf kan word.
Die skoolleier moet die leerfasiliteerders, die gemeenskap en ouers betrek by
doelwitformulering, besluitneming en missiestelling sodat daar gesamentlik
gewerk kan word om die gemeenskaplike doelwitte te bereik.
Die gesteunde kategoriee en illustrasies, soos vertoon in die finale verslag van die
studie, is `n aanduiding dat die klaskamer nie altyd doeltreffend bestuur word nie.
41
kontroleer huiswerk (p.6;r.2)
voldoende toerusting (p.6;r.3)
kennisname van elke leerder se probleme (p.7;r.9) individuele aandag (p.6;r.4)
twee-rigtingkommunikasie in die
klaskamer (p.7;r.5) Kommunikasie
V
Beknopte kern (essensies) van elke
onderwerp
Fokusgroep 1 Poel van inligting (sien bylaag A)
Op grond van hierdie resultate kan tot die gevolgtrekking gekom word dat die
leerfasiliteerders klaskamerbestuur as 'n belangrike aspek van die skool beskou.
Daar sal nou op die verfynde- en finale resultate, met betrekking tot
leerfasiliteerders se aksies (optrede) ter verbetering van klaskamerbestuur,
gefokus word (sien bylaag A).
Skema 3.5 tot 3.7 fokus op die verfynde resultate betreffende leerfasiliteerders se
aksies ter verbetering van klaskamerbestuur.
Skema 3.8 fokus op die finale resultate betreffende leerfasiliteerders se aksies ter
verbetering van klaskamerbestuur.
Skema 3.5: Wat leerfasiliteerders sou doen ter verbetering van klaskamerbestuur
Leerprobleme
stadige leerders moet genoeg tyd gegun word (p.7;r.6)
vakkennis vergemaklik klaskamerbeheer (p.7;r.7)
Klaskamerbeheer —1-
skep van geleenthede vir leerderontwikkeling (p.7;r.8)
spoedige terugvoering (p.7;r.10)
42
Verantwoordelikheid
Vakkennis
Waardes en norme
Biblioteke
prestasie-erkenning vir goeie werk deur leerders (p.7;r.10)
polisie-optrede (p.8;r.11)
leerderbegeleiding (p.8;r.12)
leerders mede-verantwoordelik vir klaskamerbestuur (p.8;r.14)
indiensopleiding vir leerfasiliteer-ders ter verbetering van bestuurs- en onderrighandelinge (p.8;r.13) ondersteuningsprogramme om vakkennis te verbreed (p.9;r.21)
rolunodelle (p.9;r.18) leer leerders met liefde (p.9;r.17)
goed toegerus (p.8;r.15)
Kwalifikasies
moedig leerfasiliteerders aan om hulle kwalifikasies te verbeter (p.9;r.20) vertikale kwalifikasie-verbetering (p.10;r.24)
V
vergoeding vir verbetering van kwalifikasies (p.9;r.23)
43
Fokusgroep 2 Poel van inligting (sien bylaag A)
Gelyste onderwerpe
Beknopte kern (essensies) van elke
onderwerp
Motivering
Missie
47 Samewerking
Waardes en norme
V
Erkenning
Indiensopleiding
Vakvergaderings
Ouers
Onderwysstelsel
Skema 3.6: Wat leerfasiliteerders sou doen ter verbetering van klaskamerbestuur
Skoolbeleid
doelwitte formuleer (p.16;r.1)
Finansies fondsinsamelingsprojekte (p.17 en 18;r.3 en 11)
skooldoelwitte (p.17;r.3) klaskamerdoelwitte (p.18;r.9)
verhoog produktiwiteit van leerfasiliteerders (p.17;r.5)
om vakkennis to verbreed (p.17,r.5)
probleemoplossing in vakverband (p.17;r.6)
kontroleer huiswerk (p.18;r.11) projekbetrokkenheid (p.17;r.6) fondsinsamelingsprojekte (p.18;r.7)
prestasie-erkenning vir goeie werk deur leerders en leerfasiliteerders (p.18;r.6)
vakkennis (p.18;r.7)
rolmodelle (p.19;r.13)
op hoogte van die nuutste ontwikkelings en veranderings op onderwysgebied (p.19;r.14)
effektiewe kommunikasie tussen personeel en tussen leerfasiliteerders en leerders (p.19;r.15)
44
Deelname
Onderwysstelsel
Skooluitstappies
V
COngeletterdheid
Ken leerders
's17
Skoolgereed
Moedertaal
Skema 3.7: \Vat leerfasiliteerders sou doen ter verbetering van klaskamerbestuur
Fokusgroep 3 Beknopte kern Poel van inligting (essensies) van elke (sien bylaag A) onderwerp
leerderdeelname in klaskameraktiwiteite (p.26;r.2) leerderdeelname aan sportaktiwiteite (p.28;r.11)
rolmodelle (p.26;r.2)
betrokke wees (p.26;r.3) fondsinsameling (p.26;r.3)
kennis neem van veranderings (p.26;r.3)
aanraking met die werlikheid (p.27;r.5)
moet probleem oorkom (p.27;r.5)
individuele aandag (p.26 en 29;r.3 en 13)
erkenning vir goeie werk deur leerders (p.27;r.8)
graad nul ter voorbereiding vir skooltoetrede (p.28;r.9)
implementeer Engels as medium van onderrig in graad een (p.28;r.10)
klaskamer- en skoolreels moet nie rigied wees nie (p.28;r.12)
45
Kommunikasie
Respek noem leerder op sy naam (p.28;r.12)
oop kommunikasiekanale (p.29;r.13)
leerders se talente moet ontwikkel word (p.30;r.14)
Skema 3.8: 'n Finale verslag met betrekking tot wat leerfasiliteerders sou doen ter
verbetering van klaskamerbestuur
Kategorie - illustrasies
Onderwerpe
Kategoried
"I think to improve ... uh ... the situation in my classroom I would first start off by calling a classroom/parent meeting where I would ask the parents to be involved in the ... their pupils work" (sien bylaag A; p.26;r.3).
"The other thing, when pupils are given a test, a monthly test for example, teachers should make it a point that he brings the books as early as possible, because that can improve their ... the pupils ... uh performance in different spheres of subjects" (sien bylaag A; p.7;r.10).
"So by giving them responsibilities, this will also help them to, to change. Like' for instance, when you have divided in ... them into groups, choosing a group leader who will always be responsible for the, the task of each and every group" (sien bylaag A; p.8;r.14).
Ouersorg
}
Ouerbetrokken-
heid
Toetse
Klaskamerbeheer
Verantwoordelikheid
Redls
Prestasie-erkenning .
Dissipline
46
Kiaskamers
Respek Kommunikasie
Toerusting
Biblioteke
Ken leerders
Leerprobleme
Leerderdeelname
Leerdertalente
Fasiliteite
Individuele aandag
Skoolgereed-heid
Binne- en buitemuurse aktiwiteite
"In my situation, what I would do to improve my classroom management, I would ... uh ... try to make each pupil as ... um ... try to ... for each pupil to be as much comfortable as possible by not being too rigid in my rules" (sien bylaag A; p.28;r.12).
c`..... no-one should call anyone by their names, or by what they ... their weak points. No-one's weak points should be emphasised" (sien bylaag A; p.28;r.12).
"If there's not an overhead projector at the school, whose responsible for that? Are there no plans of raising funds to meet that requirement" (sien bylaag A; p.16;r.22)?
"As a teacher you must be able to ... to know ... to know each and every child's problem. And if you experience ... if you find that in the class there are those who, who have special learning problem ... those with special learning problems, they must be identified" (sien bylaag A; p.7;r.9).
"To add on that, I think it ... I would improve by asking ... eh ... my principal to allow ... to allow us to have an extra classroom whereby we will be ... take ...eh ... accepting the grade 0's ... so that we muse prepare them ... ourselves for grade 1 " (sien bylaag A; p.28;r.9).
"I will also ... uh ... motivate my learners by allowing each child to show his abilities. Like for instance some can sing very well, some can act, and some can draw" (sien bylaag A; p.7;r.8).
47
Dwelms
Tienerswangerskappe Gemeenskaps-betrokkenheid
Waardes en norme Rolmodelle
Onderwysstelsel
Skooluitstappies
Skoolbeleid
Finansies
Missie
Motivering
Samewerking
}
Leierskap
Vernuwing
"Police should be brought in there. Social workers should be there" (sien bylaag A; p.8;r.11).
"If maybe we include this guidance, this will help solve the problem of drugs, child abuse, ... uh ... urn ... and all this teenage pregnancies, because that is what we are talking about all those things" (sien bylaag A; p.8;r.12).
"Again the teacher should be one of high morals because he must know that he is leading the future leaders" (sien bylaag A; p.9;r.18).
that it is important for their pupils to undergo excursions as they're based on the themes which they've been taught as ... taught at school" (sien bylaag A; p.27;r.5).
"Hence I will make sure that I keep myself abreast with the changes of the education" (sien bylaag A; p.19;r14).
"And secondly, I would sit down with my ... uh ... staff, to establish a mission statement of the school ... what we want to achieve as a school" (sien bylaag A; p.17;r.3).
"The school, as an institution, must know exactly where today depend upon money because that is the most important thing. You cannot function ... there is nothing that can happen without a good financing ... uh ... policy at the school" (sien bylaag A; p.16,r.2)
48
Omgewings-gestremdheid
Moedertaal-onderrig
Personeel-ontwikkeling
Ongeletterdheid
Taal
Vakvergaderings
Indiensopleiding
Vakkennis
Kwalifikasies
Vergoeding
"And again ... because of their illiterate, that they should help them to be literate ... and to be an educated community and they should also ... they will be able to help their people" (sien bylaag A; p.27;r. 5).
"In the case of the medium of instruction I think we should start teaching them English at grade 1, since we have ... we encounter problems when they reach grade 4 ... it is where we start teaching them English as a medium of education ... we should start at grade 1 then it's going to be better ... then the children will get used to the language" (sien bylaag A; p.28;r.10).
"I would organise in-service training for my teaching personnel" (sien bylaag A; p.18;r.7).
"And beside in-service training we should encourage teachers to improve their qualifications" (sien bylaag A; p.9;r.20).
Die belangrike bevindings, met betrekking tot wat leerfasiliteerders sou doen ter
verbetering van klaskamerbestuur, sal nou kortliks bespreek word.
3.4 BEVINDINGS BETREFFENDE LEERFASILITEERDERS SE AKSIES TER
VERBETERING VAN KLASKAMERBESTUUR
In bogenoemde ondersoek is daar lcwalitatief to werk gegaan. Die fokusgroep-data is
lcwalitatief ontleed en die resultate weerspieel die bevindings van die ondersoek.
In die voorafgaande verslag is die aanwysers (gesteunde kategoried) aanduidend met
betrekking tot wat leerfasiliteerders sou doen ter verbetering van klaskamerbestuur.
`n Samevatting van die bevindings word soos volg verskaf:
49
Die ouers as belangegroep moet betrek word om op skoolvlak, klasvlak en
individuele vlak betrokke te raak.
`n Demokratiese bestuurstyl; die korrekte bestuurs- en onderrighandelinge en
om meester van jou vak te wees verhoog samewerking wat 'n voorvereiste is
vir die handhawing van dissipline.
Effektiewe kommunikasie maak die bereiking van onderrigdoelwitte,
leeruitkomste en bestuursdoelwitte moontlik.
Voldoende onderrigfasiliteite sal die bereiking van leeruitkomste
vergemaklik.
Individuele aandag gee die leerfasiliteerder die geleentheid om die
leerprobleme van leerders te identifiseer en op te los.
Leerprobleme kan grootliks voorkom word deur vroegtydig voornemende
skooltoetreders skoolgereed te maak.
Leerderdeelname aan skoolaktiwiteite (sport-, skool- en klaskamer-
aktiwiteite) skep meer moontlikhede vir ontwikkeling en prestasie.
Die hele skoolgemeenskap moet by die skool betrokke raak om die
dwelmprobleem en al die misdaad wat daarmee gepaard gaan te stop.
Die leerfasiliteerder, as klasleier, moet soveel te meer aanvaarbare waardes
en norme voorlewe.
Rolmodelle wat navolgingswaardig is moet aan die leerders voorgehou word.
Skooluitstappies moet onderneem word om veral die omgewing-gestremde
leerder in aanraking met die konkrete werklikheid daarbuite te bring.
Daar is niks so permanent soos verandering nie. Juis daarom behoort elke
leerfasiliteerder op hoogte te bly van veranderings op onderwysgebied.
Deur indiensopleiding moet die leerfasiliteerders se moontlikhede ten voile
ontwikkel word.
50
Baie leerders se ouers is ongeletterd. Hulle kom dus uit 'n omgewing-
gestremde situasie wat hulle onmiddellik met onderwysagterstande laat.
Daarom moet gepoog word om hierdie ouers te leer lees en skryf.
Die toepassing van moedertaalonderrig kan onderwysongelykhede
betekenisvol verminder.
Die hele skool moet by doelwitformulering betrek word sodat daar
gesamentlik gewerk kan word om die gestelde doelwitte te bereik.
`n Literatuurstudie om die resultate van die ondersoek met die literatuur te vergelyk
sal nou geloods word.
3.5 LITERATUURKONTROLE
Die bevindings oor die stand van klaskamerbestuur word gentegreer met die
bevindings betreffende wat leerfasiliteerders sou doen ter verbetering van
klaskamerbestuur en met die literatuur vergelyk. In hierdie vergelykende studie
word sterk gesteun op die beknopte essensies van die gelyste onderwerpe.
Skema 3.9 fokus op 'n vergelyking wat getref is tussen die bevindings van die
ondersoek teenoor dit wat in die literatuur gevind is.
Skema 3.9: 'n Vergelyking tussen die resultate en die literatuur
4 Swak bestuur
Literatuurstudie
Inligting wat in die literatuur gevind is
V Wanneer die leerfasiliteerder in beheer is bevorder dit die leerhandelinge en gewensde leerdergedrag (4.2.2). Bestuurshandelinge behels die bestuur van al die aktiwiteite wat met onderrig en opvoeding te make het (4.1.1).
Resultate van die ondersoek
+
Kategoriee en die onderwerpe van elke kategorie
4
Dissipline (p.38 en 46)
51
Vandalisme y Jeugmisdaad kan grootliks voorkom word indien die kind 'n standvastige gesinslewe ervaar en 'n toereikende opvoeding kry (4.5.4.3).
Stiptelikheid >> Die leerder lewe die leerfasiliteerder se voorlewing van behoorlikheidseise na (4.2.1).
Toetse
Die ouers se betrokkenheid in die klaskamer help om leer- en gedragsprobleme you en maklik op te los (4.3.1).
Van die ouers kan hulle tot 'n skoolprojek verbind om die skoolgronde aantreklik te maak en in stand te hou (4.3.3).
Om die belangstelling van die leerders by die werk te behou moet daar spoedige terugvoering wees (4.2.4).
>>. Sommige outeurs stel dikwels die dissiplinering van leerders gelyk aan onderrigbekwaamheid (4.2.2).
In die klaskamer is die leerfasiliteerder verantwoordelik vir die funksionele- en bestuurshandelinge (4.1). Die leerfasiliteer-der moet die leerders toenemend 'n aandeel in klasbeheer toelaat (4.2.3).
Skoolcrag
V Skoolgronde
Klaskamerbeheer
Verantwoordelikheid
V Reels )=- Klaskamerreels is aanvullend tot die
leerfasiliteerder se gesag om die leerders se leerhandelinge te reel (4.1.1). Die leerders moet aan die skool- en klaskamerreels kan voldoen (4.10).
Pretasie-erkenning Die leerfasiliteerders werk harder indien hulle erkenning vir goeie werk kry (4.8.3). Gee erkenning vir leerderprestasie en goeie gedrag om sodoende die leerder se selfbeeld te bou (4.2.4).
Ouerbetrokkenheid
(p.38 en 46)
Ouersorg Betrokke ouers kontroleer hulle kinders se klas- en huiswerk en help om klaskamer-dissipline te verbeter (4.3.1).
52
Skoolfonds Weens maatskaplike faktore soos werklose-en minder-gegoede ouers moet bestuurs-liggame nou na ander maniere van fonds-insameling kyk (4.4).
Infrastruktuur
(p.38 en 47)
Kleedk4mers
Klaskayiers
ElektriTteit
Weens die ontploffende bevolkingsaanwas is Suid-Afrika onder druk om aanvullende
>-> klaskamers te voorsien wat vanselfsprekend geld kos en wat eerder gebruik kon word om skooltoerusting en skoolfasiliteite te voorsien (4.5.1).
0
0
Sosio-ekonomiese faktore
(p.38 en 48)
Kultuur
Dwelms
Tienerswangerskappe
V
Werkloosheid
Waardes en norme (p.38 en 48)
Klasouergroepe moet direk by die onderrigprogramme betrek word om beter beheer oor inlywingseremonies, wat tydens skoolure beoefen word, uit te oefen (4.3.3).
Die skoolleiers moet ferm optree om dwelmhandel in die skole te staak (4.5.5).
Indien die jongmense van Suid-Afrika ingelig word oor gesinsbeplanning kan dit die gehalte van lewe vir die hele bevolking verhoog (4.5.1).
Die leerder is oor die algemeen swak geklee, ontoereikend medies versorg, swak gevoed en kry dikwels nie genoeg slaap nie (4.5.3.2).
>>.
Gemeenskap
V Rolmodelle
V
Die omgewing-gestremde buurt word gekenmerk deur armoede, misdaad, lawaai, alkoholisme, dwelmgebruik en 'n lae sosiale, kulturele en ekonomiese peil (4.5.3.1).
Die ouers staan dikwels onverskillig en onbetrokke ten opsigte van die onderwys (4.5.3.2). Die gesag van die leerfasiliteerder word erken op grond van sy voorlewe van behoorlikheidseise (4.2.1).
53
Binne- en buitemuurse aktiwiteite (p.39 en 47)
Skoolaktiwiteite
Sportaktiwiteite
V Leerderdeelname
Leerdertalente
Shebeens
Drankwinkels en kroed
Die gebruik van dwelmmiddels op alle vlakke van die Suid-Afrikaanse samelewing, insluitende die skoolgaande jeug, is 'n groot probleem (4.5.5).
Onderwysowerhede (p.39 en 48)
Vergoeding
Handboeke
Skryfbehoeftes
Onderwysstelsel
Die leerfasiliteerders werk harder indien hulle werkbevrediging en erkenning vir goeie werk kry (4.8.3).
Streng beheer met die uitreiking en inhandiging van handboeke moet uitgeoefen word (4.6).
Dit is algemene kennis dat die Staat nie in staat is om die Suid-Afrikaanse onderwysstelsel uit die staatskas te finansier nie (4.4).
> Die onderwysstelsel verander gedurig weens die wisselwerking wat plaasvind tussen die samelewing en die onderwysstelsel. Hierdie twee verskynsels beinvloed mekaar wedersyds (4.5.2).
Deelname aan binne- en buitemuurse aktiwiteite kan aanvullend inwerk om die leerder se selfbeeld op te bou; leerdertalent te ontwikkel en om skooltuisheid te bevorder (4.5.8).
Leerders wat betrokke is by kulturele bedrywighede se skoolwerk en punte het verbeter, en hulle toon meer insig in die vakinhoudelike werk (4.5.8):
54
Onderrigsituasie
(p.39 en 47)
Skoolgreedheid
Die omgewing-gestremde leerder het 'n kort aandagspan en vind dit moeilik om vir 'n lang tyd aandagtig te luister of te konsentreer (4.5.3.2).
Skoolgereedheidsvasstelling is 'n voorko-mende maatreel om leer- en gedrags-probleme in die verdere skoolloopbaan van die leerder te verhoed (4.5.6).
>-> Die bywoon van 'n kleuterskool met 'n opvoedkundig-verantwoordbare leerplan en opgeleide personeel het 'n kragtige invloed om die voornemende leerders skoolgereed te maak (4.5.6).
Leertempo
V Leerprobleme
Publieke vervoer (13 - 39)
Minibus-lawaai
>>
Wisselvallige vervoer
Fasiliteite (p.39 en 47)
Elke situasie word deur at die belange-groepe in die gemeenskap bepaal en daarvolgens word gesamentlik opgetree (4.12).
Onderrighulpmiddels
Bronnesentrums
Biblioter
Ontspannings-fasiliteite
Sportfasiliteite
>>. Die ouers neem gesamentlike verantwoorde- likheid vir onder andere die vervaardiging van onderrighulpmiddels (4.3.2).
Die fisiese struktuur van die onderwysstelsel. sluit onder andere die geboue-komplekse, terreine en die voorsiening daarvan in (4.5.2). Die voorsiening van skoolfasiliteite word bemoeilik want daar word beweer dat jong mense onder die ouderdom van 15 jaar, in vinnig-groeiende gemeenskappe, in sommige gevalle ten minste 42 persent van die totale bevolking uitmaak (4.5.1). Die skoolleier luister na die idees van die ouers en personeel en moedig hulle kreatiwiteit en ondernemingsvermoe aan om die skooldoelwitte te bereik (4.12).
55
Skoolleiers (p.40 en 48)
Skoolbestuur
V Skoolbeleid
>>
Finansies
Missie
71 Motivering
V
Samewerking
Gemeenskapsleiers
(1139)
Die gemeenskapsleiers moet die gemeenskap by besluitneming betrek en ook by sake wat hulle direk raak. Hoe meer hulle betrek word, hoe meer spoor dit hulle aan om die gestelde doelwitte te help verwesenlik (4.8.1).
O Gewenste leierskap is die betekenisvolle beinvloeding van ander. Dit gaan hier om die leerfasiliteerders in die skool te beinvloed om saam te werk ter bereiking van die groepdoelwitte (4.2.2).
Beleid voorsien riglyne vir aksie en is nie neutrale voorstelle nie (4.10).
Om die skoolfonds te versterk word projekdoelwitte in samewerking met die ouers bepaal (4.3.3).
Die skoolleier laat skooldoelwitte en eie behoeftes van die personneellede in mekaar vervloei (4.12).
Die skoolleier kan die volgende motiverings-beginsels toepas om die produktiwiteit van die leerfasiliteerders te verhoog: Die beginsel van deelname; die beginsel van kommunikasie; die beginsel van erkenning en die beginsel van gedelegeerde gesag (4.8).
Die belangrikste funksie van die vakvergadering is om deur samewerking die moontlikhede van die deelnemers te ontwikkel en te bestuur (4.7).
Gemeenskap
>> •
56
Gemeenskaps-
betrokkenheid (p.48)
Dwelms >:>
Tienerswangerskappe
Moedertaalonderrig (p.40 en 49)
In openbare skole kan die beheerliggaam van elke skool die taalbeleid van sodanige skool bepaal (4.9).
Taal
>>
Kommunikasie (p.47)
Klaskamer
Respek
Individuele aandag (p.47)
Die leerfasiliteerders moet verhoudings met die leerders, ander lede van die personeel en met die gemeenskap stig en onderhou (4.7).
Die leerfasiliteerder moet at die leerders regverdig behandel en sy gedrag moet as voorbeeld vir almal dien (4.2.4).
Ken leerders >>. Nadat die leerfasiliteerder stabiliteit in die klaskamer bewerkstellig het, kan by/sy aandag aan die individuele behoeftes van die leerders gee (4.2.2).
`n Veilige omgewing moet geskep word waarin ordelike onderrig en opvoeding kan plaasvind (4.5.5).
Dit is die wettige plig van die leerfasiliteerder en ouers om as sorgsame toesighouers na die liggaamlike- en geestelike welstand van die leerders om to sien (4.5.5). Tienerswangerskappe kan grootliks voorkom word indien die jeugdige `n standvastige gesinslewe ervaar en 'n toereikende opvoeding kry, veral wat die ouerlike voorbeeld betref (4.5.4.3).
57
Vernuwing
Personeelontwikkel ing
Skooluitappies
>>.
Omgewings- gestremdheid (p.49)
Ongeletterdheid
4, Vakvergaderings
Indiensopleiding
Vakkennis
Jif Kwalifikasie
Die werk wat in die klaskamer geleer is word in verband gebring met die waarneembare werklikhede in die wereld (4.5.7).
O
Daar moet gedink word in terme van omvattende, beplande en georganiseerde programme vir die sosio-ekonomiese en kulturele opheffing van omgewing-gestremde gemeenskappe (4.5.3.3).
19
Die belangrikheid van die vakvergadering as `n instrument vir betekenisvolle personeel-ontwikkeling kan nooit oorbeklemtoon word nie (4.7).
Personeelontwikkeling vir gevestigde en nuwe leerfasiliteerders sluit onder andere die volgende in: Die verbetering van onderrigmetodes, bestuursvaardighede en die verbreding van vakkennis (4.7).
Vakkennis is `n voorvereiste vir die suksesvolle beoefening van enige beroep. Op grond daarvan word die leerfasiliteerders aangemoedig om hulk kwalifikasies eerder in hulle onderskeie vakgebiede te verbeter (4.11).
3.6 SAMEVATTING
In hierdie hoofstuk is die fokusgroep-data ontleed en die resultate, wat die stand van
klaskamerbestuur weerspieel het, is skematies vertoon. 'n Literatuurkontrole wat in
Hoofstuk Vier behandel word, is uitgevoer om die resultate van die ondersoek met
die literatuur te vergelyk. Hierdie vergelykende studie word ook in hierdie hoofstuk
vertoon (sien skema 3.9). Op grond van die resultate van die fokusgroep-data word
in Hoofstuk Vier gefokus op die ontleding en beskrywing van klaskamerbestuur.
58
HOOFSTUK 4
DIE ONTLEDING EN BESKRYWING VAN KLASKAMERBESTUUR
(DOELWIT 1)
4.1 INLEIDING
In hierdie hoofstuk word 'n literatuurstudie geloods om die resultate van die
fokusgroep-data te vergeyk met dit wat in die literatuur voorkom. Op grond van die
resultate van die ondersoek word klaskamerbestuur ontleed en beskryf. Inleidend
word 'n algemene perspektief van klaskamerbestuur gegee en die komponente van
die klaskamer kortliks beskryf.
4.1.1 'n Algemene perspektief van klaskamerbestuur
In die klaskamer is die leerfasiliteerder die gesagsdraer en die leerders die
gesagsonderdane. Klaskamerreels en -regulasies is aanvullend tot die
leerfasiliteerder se gesag om die leerders se handelinge om werk te verrig, te reel
(Theron en Van der Westhuizen, 1992:12).
Die leerfasiliteerder se handelinge is om te onderrig en te bestuur.
Onderrighandelinge behels die onderrig en opvoeding van leerders en staan ook as
funksionele handelinge bekend. Bestuurshandelinge behels die bestuur van al die
aktiwiteite wat met onderrig en opvoeding te make het (Kruger en Van Schalkwyk,
1997:4).
4.1.2 Komponente van die klaskamer
Kruger en Van Schalkwyk (1997:5) identifiseer vyf klaskamerkomponente wat sons
volg verduidelik word:
Die leeruitkomste :
Die leerinhoud :
Die leerfasiliteerder :
Die resultate waarna gestreef word
en wat alle aktiwiteite rig.
Die vakinhoudelike wat aan die
leerders ontsluit moet word.
Die persoon wat verantwoordelik
is vir die funksionele- en
bestuurshandelinge.
59
Die leerder
Die onderrig- en leerhandelinge
Die persoon wat gevorm moet
word en ook die inhoudelike moet
leer en toepas.
: Die leerfasiliteerder moet onderrig
en die leerders moet leer om die
leeruitkomste te bereik.
4.2 DIE LEERFASILITEERDER AS GESAGSDRAER
Die leerfasiliteerder as gesagsdraer sluit die volgende temas is: Gesagsuitoefening;
die gesagsverhouding van die leerfasiliteerder; dissipline en maatreels om gewenste
leerdergedrag te verseker. Hierdie temas word kortliks soos volg bespreek:
4.2.1 Gesagsuitoefening
Die volgende gesagsessensies word verwesenlik wanneer die leerfasiliteerder sy
gesag uitoefen (Landman, 1982:51). Hierdie stelling word kortliks met die volgende
skematiese voorstelling duidelik gemaak:
Skema 4.1: Gesagsuitoefening
--I Die leerfasiliteerder oefen sy gesag uit
V
Gesagsessensies
Verwesenliking van gesagsessensies
Laat - gese
Aangespreek - word
Opgeroep - word
Gehoorsaamheid
die leerfasiliteerder se wat behoorlik
is en die leerder aanvaar dit
behoolikheidseise word aan die
leerder voorgehou.
die leerder word aangespoor om te
doen wat behoorlik is
die leerder voer sinvolle opdragte
uit
60
Gesagserkenning
Gesagsopvolging
Onderwerping - aan - normgesag
>->
die leerfasiliteerder moet behoorlik-
heidseise nalewe
die leerder lewe die leerfasiliteerder
se voorlewing van behoorlikheids-
eise na
die gesag van die leerfasiliteerder
word erken op grond van sy
voorlewe van behoorlikheidseise.
4.2.2 Die gesagsverhouding van die leerfasiliteerder
Pretorius (1982:124-127) se insigte oor die gesagsverhouding van die
leerfasiliteerder word soos volg bespreek:
Gesag en dissipline is n voorvereiste vir suksesvolle onderrig en leer. As die
leerfasiliteerder in beheer is bevorder dit die leerhandelinge en gewenste
leerdergedrag. Sommige outeurs stel dikwels die dissiplinering van leerders gelyk
aan onderrigbekwaamheid. Ten einde 'n sosiale situasie soos die klaskamer te
beheer beteken om leiding te gee en om gesag en dissipline te handhaaf. Die
interpersoonlike en dissiplinere klimaat in die klaskamer word deur leierskap, wat
een van die belangrikste fasette van die groepsgebeure in die klaskamer is, bepaal.
Gewenste leierskap is die betekenisvolle benvloeding van ander. Dit gaan hier om
die leerders in die klas te beInvloed om saam te werk ter bereiking van die
groepdoelwitte. Die leier laat die leerders funksioneer deur leeruitkomste te stel;
help hulle om die uitkomste te bereik en voorsien die nodige middele. Die
leerfasiliteerder bewerkstellig dus stabiliteit in die klaskamer en gee aandag aan die .
individuele behoeftes van die leerders. Die leerfasiliteerder kan in sy leierskapstyl
outokraties, demokraties of permissief wees. 'n Demokratiese leierskapstyl beteken
om saam te beplan; gesamentlike besluite te neem; gesag te delegeer en
ondersteuning te gee. Dit het die effek dat die leerders meer inisiatief toon; meer
verantwoordelikheid neem; vriendeliker interpersoonlike verhoudings stig en beter
kwaliteit werk lewer.
4.2.3 Dissipline
Dissipline gaan nie om die afdwing van reels nie, maar eerder om die vestiging van
aanvaarbare gedragsnorme wat doelmatige samewerking moontlik maak. Beheer
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moet nie afgedwing word nie. Nog minder moet beperkings en beheermaatreels
gestel word om leerders selfbeheer te leer. Die leerfasiliteerder moet eerder die
leerders geleidelik toelaat om selfbeheer te verwerklik deur hulle toenemend 'n
aandeel in klasbeheer toe te laat (Pretorius, 1982:132).
4.2.4 Maatreels om gewenste leerdergedrag te verseker
Om gewenste leerdergedrag te verseker beveel Kruger en Van Schalkwyk
(1997:115); Prinsloo (1985:60) en Pretorius (1982:132 en 133) onder andere die
volgende riglyne aan:
Maak gebruik van 'n verskeidenheid onderrigmetodes om jou lesingaanbieding
interessant te maak aangesien verveling aanleiding kan gee tot wangedrag.
- Maak seker dat jy goed voorbereid is vir die dag se taak.
Wees doelgerig in jou werk.
- Behandel almal regverdig.
Maak 'n punt daarvan om jou leerders te ken.
Moenie voorgee dat jy alles weet nie en erken die foute wat jy maak.
- Die leerfasiliteerder se gedrag moet as voorbeeld vir die leerders dien.
Om die belangstelling van die leerders by die werk te behou moet daar spoedige
terugvoering wees.
Motiveer die leerders om aan skoolaktiwiteite deel te neem.
Gee erkenning vir prestasie en goeie gedrag om sodoende die leerder se
selfbeeld te bou.
4.3 DIE WAARDE VAN OUERBETROKKENHElD
Die waarde van ouerbetrokkenheid sluit die volgende temas in: ouerbetrokkenheid
in die klaska:mer; ouerbetrokkenheid in die skool en 'n metode om ouers betrokke te
kry (Calitz, 1991:102-118). Hierdie temas word kortliks soos volg verduidelik:
62
4.3.1 Ouerbetrokkenheid in die klaskamer
Betrokke ouers kontroleer hulle kinders se klas- en huiswerk. In samewerking met
die leerfasiliteerder help die ouers om konflik te hanteer; klasbywoning te verhoog
en klaskamerdissipline te verbeter. Op grond van die voorafgaande bespreking word
leer- en gedragsprobleme you en maklik opgelos. 'n Verbetering van die leerders se
punte is ook waarneembaar.
4.3.2 Ouerbetrokkenheid in die skool
Ouers aanvaar mede-eienaarskap van die skool en neem gesamentlike
verantwoordelikheid vir onder andere die instandhouding van toerusting en
skoolgeboue; die vervaardiging van onderrighulpmiddels; finansiele bydraes wat
aangewend kan word om toerusting aan te koop en vir die voorsiening van fasiliteite.
4.3.3 Metode om ouers betrokke te kry
Goeie metodes om ouers te werf is die volgende:
Aan die begin van die jaar word 'n algemene vergadering bele waarna at die ouers
genooi word. Tydens die vergadering word die leerfasiliteerders en lede van die
ouerliggame bekendgestel en die werksaamhede van die skool en ouerliggame
verduidelik. Die beroep en belangstellings van elke ouer word op skrif gestel.
Op grond van laasgenoemde besonderhede word die ouers in groepe verdeel
waarna elke groep hulle tot 'n projek verbind. Projekleiers word aangewys en 'n
opvolgende reelingsvergadering word bele. Tydens hierdie vergadering word, ter
bereiking van die projekdoelwitte, aan elke groep verantwoordelikhede gegee.
'n Klasouervergadering word deur elke leerfasiliteerder bele waartydens die
leerders se ouers direk by die onderrigprogram betrek word. Elke klasouergroep
se verantwoordelikhede en hoe om dit na te kom word bespreek. 'n Jaarprogram
word opgestel en 'n klasouerbestuur word gekies om die uitvoering daarvan te
kontroleer.
4.4 SKOOLFINANSIERING
Dit is algemene kennis dat die Staat nie in staat is om die Suid-Afrikaanse
onderwysstelsel uit die staatskas te finansier nie. Finansiele bydraes tot die
skoolfonds is sekerlik die belangrikste bron van skoolfinansiering. Weens
63
maatskaplike faktore soos werklose- en minder-gegoede ouers moet bestuursliggame
nou na ander maniere van fondsinsameling kyk.
Ander maniere van fondsinsameling is volgens Oostuizen (1998:181-183) onder
andere die volgende:
Die betaal van 'n toegangsfooi om .sportaktiwiteite by te woon. Die verhuring van
skoolfasiliteite soos swembaddens en tennisbane. Donasies van oudskoliere en die
beskikbaarstelling van klaskamers vir volwasse-onderrig. Fondsinsamelings-
aangeleenthede soos die vertoon van films; en die hou van danse, konserte en -
kermisse. Oorweging kan ook geskenk word om 'n snoepwinkel by die skool te
open.
Die skool moet aggressief bemark word. Ten einde soveel steun as moontlik te
verseker moet die gemeenskap op 'n aaneenlopende basis oor die beplande
aktiwiteite ingelig word.
4.5 FAKTORE BUTTE DIE KLASKAMER WAT DIE REELBARE HANDELINGE
(KLASKAMERBESTUUR) VAN DIE LEERFASILITEERDER BENVLOED
Faktore buite die klaskamer wat die leerfasiliteerder se klaskamerbestuur beinvloed
sluit die volgende in: bevolkingsgeneigdheid; verandering van die onderwys-
struktuur; die omgewing-gestremde leerder; jeugmisdaad; die dwelmmiddel-
probleem; skoolgereedheid; die waarde van skooluitstappies en buitemuurse
aktiwiteite. Hierdie faktore word nou kortliks soos volg bespreek:
4.5.1 Bevolkingsgeneigdheid
Daar word aangevoer dat Jong mense onder die ouderdom van 15 jaar, in vinnjg
groeiende gemeenskappe, in sommige gevalle ten minste 42 persent van die totale
bevolking uitmaak. Die 1991 voorlopige bevolkingsopname toon dat 32 persent van
die Suid-Afrikaanse bevolking jonger as 15 jaar en 42 persent jonger as 19 jaar is.
Weens die ontploffende bevolkingsaanwas is Suid-Afrika onder druk om
aanvullende klaskamers te voorsien wat vanselfsprekend geld ko's en wat eerder
gebruik kan word om skooltoerusting en skoolfasiliteite te voorsien. Indien die
jongmense van Suid-Afrika ingelig word oor gesinsbeplanning kan dit die gehalte
van lewe vir die helee -bevolking verhoog (Mfono, 1992:22 en 23).
64
4.5.2 Verandering van die onderwysstruktuur
Volgens Bondesio en Berkhout (1987:44-72 en 92) is die onderwysstruktuur die
samestelling van vyf deelstrukture wat kortliks soos volg bespreek word:
Die onderwyskundige struktuur: Die onderrig- en leerfunksies word in die
onderwyskundige struktuur voltrek. Hierdie struktuur poog om in die
uiteenlopende behoeftes van die leerders (verskille in vermoens, belangstellings
en aanleg) to voorsien.
Die finansieringstruktuur: Die finansieringstruktuur weerspieel die wyse waarop
die onderwysstelsel gefinansier word.
- Die beheer en administratiewe struktuur: Hierdie struktuur is verantwoordelik vir
die daarstelling, instandhouding en verbetering van onderrig- en leersituasies.
Die fisiese struktuur: Die fisiese struktuur verwys na die waarneembare faset van
die onderwysstelsel, veral soos dit verband hou met geboue-komplekse, terreine
en die voorsiening daarvan.
Die struktuur van die ondersteunende dienste: Hierdie struktuur voorsien die
dienste wat die effektiewe en doeltreffende werking van die onderwysstelsel
bevorder.
Die onderwysstelsel verander weens die wisselwerking wat plaasvind tussen die
samelewing en die onderwysstelsel.
Hierdie twee verskynsels beInvloed mekaar wedersyds. Die samelewing bepaal die
toevoer tot die onderwysstelsel teenoor die afvoer wat weer invloed op die
samelewing uitoefen en wat dan weer die toevoer bepaal.
4.5.3 Die omgewing-gestremde leerder
Pretorius (1990:206-221) verskaf die volgende perspektiewe oor die omgewing-
gestremde leerder: •
4.5.3.1 Die kenmerke van 'n omgewing-gestremde situasie
Die omgewing-gestremde buurt staan gewoonlik as `n krotbuurt, agterbuurt of
misdadigeromgewing bekend. Hierdie buurt word gekenmerk deur armoede, oorvol
65
en vervalle wooneenhede, misdaad, lawaai, buite-egtelike seksualiteit, alkoholisme,
dwelmgebruik en 'n lae sosiale, kulturele en ekonomiese peil. Die ouers is dikwels
ongeskoold of halfgeskoold met 'n lae beroepstatus en 'n lae inkomste. Weens 'n
groot kindertal is individuele aandag aan elke kind onmoontlik. Die ouers stel 'n
swak voorbeeld met betrekking tot intellektuele vorming, kennisverwerwing,
opleiding en beroepsbeoefening.
4.5.3.2 Kenmerke van die omgewing-gestremde leerder
Omgewing-gestremde leerders toon gebrekkige lees- en skryfvaardighede en
leesgewoontes. Hulle het 'n gebrekkige taalbegrip en maak geredelik staat op nie-
verbale kommunikasie. Hierdie leerders het 'n kort aandagspan en vind dit moeilik
om vir lang tye aandagtig te luister of te konsentreer. Daar is 'n onvermod om
veelvoudige probleme en take te hanteer. Gebrekkige goedkeuring, erkenning en
motivering ten opsigte van prestasie en gedrag word ervaar. Hulle is onbewus van
die "grondreels" van aanvaarbare skoolgedrag en voel dikwels sosiaal vervreemd in
die skool en in die bree maatskaplike struktuur.
Die omgewing-gestremde leerder kom gewoonlik uit 'n gebrekkig-geletterde of
ongeletterde kultuurgroep en leer nie in sy gesinsomgewing die waarde van
leeraktiwiteite en onderwys ken nie. Die ouers staan dikwels onverskillig en
onbetrokke ten opsigte van die onderwys. Die leerder is oor die algemeen swak
geklee, ontoereikend medies versorg, swak gevoed en kry dikwels nie genoeg slaap
nie.
4.5.3.3 Opheffende onderwys as teenvoeter vir omgewingsgestremdheid
Opheffende onderwys behels onder andere om die voornemende leerder se
skooltoetrede te vergemaklik; beroepsvoorbereiding; om die jeug by die samelewing
te laat aanpas; om die leerder se skoolervaring uit te brei en om basiese geletterdheid
te verseker. By opheffende onderwys is die skool en die gemeenskap ten nouste by
mekaar betrokke. Hulle werk saam om in die onderwys en ontwikkelingsbehoeftes
van die gemeenskap te voorsien. Fasiliteite van die skool is .vir die gemeenskap
beskikbaar en die van die gemeenskap vir die skool. Sodanige fasiliteite is veral
geboue, toerusting, biblioteke en sportvelde.
Die probleme en agterstande van die omgewing-gestremde leerder en sy ouers kan
nie deur 'n enkele program opgehef word nie. Daar moet gedink word in terme van
omvattende, beplande en georganiseerde programme vir opvoeding, onderwys,
66
opleiding en vorming en vir die sosio-ekonomiese en kulturele opheffing van
omgewing-gestremde gemeenskappe.
4.5.4 Jeugmisdaad
Pretorius (1990:194-201) verskaf die volgende perspektiewe oor die vraagstukke van
jeugmisdaad:
4.5.4.1 Oorsake van jeugmisdaad
Oorsake van jeugmisdaad is veral materiele-, sosiale- en gevoelsverwaarlosing wat
die leerder en jeugdige ervaar. Weens ontoereikende versorging lei die leerder
gebrek en ontbering wat tot gevoelens van minderwaardigheid en wrok lei. Die
jeugdige is normloos in die ontplooiing van sy/haar persoonlikheid weens die
ontoereikende oordrag van sosiale norme en waardes. Op grond van 'n ouerlike
liefdestekort ontbeer die leerder die gevoelswarmte, liefde en sorg waaraan hy/sy
behoefte het en sodoende word die leerder se gevoelslewe afgestomp.
4.5.4.2 Vorme van jeugmisdaad
Vorme van jeugmisdaad is veral diefstal uit motors, huise, winkels en werkplekke;
die roof van weerlose slagoffers soos bejaardes en vroue; vandalisme soos
byvoorbeeld opsetlike en strafbare saakbeskadiging en geslagtelike wangedrag wat
insluit seksuele aanranding, verkragting, seksuele verleiding en prostitusie.
4.5.4.3 Voorkoming van jeugmisdaad
Jeugmisdaad kan grootliks voorkom word indien die leerder of jeugdige 'n
standvastige gesinslewe ervaar; 'n toereikende opvoeding kry, veral wat die ouerlike
voorbeeld betref en omgewingsgestremdheid opgehef word.
4.5.5 Die dwelmmiddelprobleem
Oosthuizen (1998:27, 49, 50 en 72) en De Bruin (1999:1) se insigte oor die
dwelmmiddelprobleem in skole word kortliks soos volg bespreek:
Tydens skoolure neem die leerfasiliteerder die plek van die ouers in ("in loco
parentis"). Dit is die leerfasiliteerder se wettige plig om as sorgsame toesighouer na
die liggaamlike- en geestelike welstand van die leerders om to sien. Die
67
Kindersorgwet 74 van 1983 fokus onder andere op die beskerming van kinders. Op
grond daarvan moet 'n veilige omgewing geskep word waarin ordelike onderrig en
opvoeding kan plaasvind. Afdeling 34 van Wet 41 van 1971 wat handel oor die
misbruik van Gewoontevormende Middels en Herstelsentrums bepaal dat enige
persoon wat 'n gewoontevormende middel sonder voorskrif gebruik of bekom,
skuldig is aan 'n oortreding. Die gebruik van dwelmmiddels op alle vlakke van die
Suid-Afrikaanse samelewing, insluitende die skoolgaande jeug, is 'n groot probleem.
Op grond van die voorafgaande bespreking moet die skoolleiers, die ouers en die
gemeenskap ferm optree om dwelmhandel in die skole te bekamp.
4.5.6 Skoolgereedheid
Skoolgereedheidsvasstelling is 'n voorkomende maatreel om leer- en
gedragsprobleme in die verdere skoolloopbaan van die leerder te verhoed. Hierdie
leer- en gedragsprobleme gee aanleiding tot vroed skoolverlating. Die ideaal om alle
moontlike skooltoetreders vir skoolgereedheid te toets bestaan egter nie in die
praktyk nie. Die bywoon van 'n kleuterskool met 'n opvoedkundig-verantwoordbare
leerplan en opgeleide personeel het 'n kragtige invloed om die voornemende leerders
skoolgereed te maak. Aangesien die meeste vroee skoolverlaters nie kleuterskole
bygewoon het nie, verseker dit in 'n belangrike mate die suksesvolle deurloping van
'n skoolloopbaan (Bondesio en Berkhout, 1987:61 en Garbers, 1980:35).
4.5.7 Die waarde van skooluitstappies
Rheeder (1992:17) verskaf die volgende insigte oor die waarde van skooluitstappies:
Die werk wat in die klaskamer geleer is word in verband gebring met die
waarneembare werklikhede in die wereld. Eerder as om die werk uit 'n handboek te
leer of om eensydig na 'n lesaanbieding te luister; lay die leerders die geleentheid
om deur ondervinding te leer.
Tydens skooluitstappies kom die leerders in aanraking met die werklikheid wat die
besef van die verantwoordelikhede van elke individu in die gemeenskap versterk.
4.5.8 Buitemuurse aktiwiteite
Die Redakteur van Educamus (1994:11) en Garbers (1980:82) verskaf die volgende
inligting oor die waarde van leerderdeelname aan buitemuurse aktiwiteite:
68
Die leerders wat betrokke is by kulturele bedrywighede se skoolwerk en punte het
verbeter en hulk toon meer insig in die vakinhoudelike werk. Buitemuurse
aktiwiteite bied die leerders die geleentheid tot ontspanning wat dan weer
ondersteunend kan inwerk op hulle akademiese vordering. Deelname aan binne- en
buitemuurse aktiwiteite kan aanvullend inwerk om die leerder se selfbeeld op te
bou; om leerdertalent te ontwikkel en om skooltuisheid te bevorder. 'n Goeie
selfbeeld en skooltuisheid help om vroed skoolverlating teen te werk.
4.6 HANDBOEKE
Die volgende prosedures moet volgens Rajkaran (1992:14) en Erasmus (1999:6)
gevolg word met die hantering van skoolhandboeke:
Elke leerder moet 'n afskrif van elke voorgeskrewe boek kry. Nuwe leerders wat
gedurende die jaar bykom moet hulle handboeke so you as moontlik kry. Die boeke
van leerders wat die skool verlaat of wat na ander skole oorgeplaas word moet
dadelik ingehandig word. Streng beheer met die uitreiking en inhandiging van die
boeke moet toegepas word.
4.7 VAKVERGADERINGS
Schutte (1994:14) se insigte oor die waarde van vakvergaderings word kortliks soos
volg opgesom:
Die belangrikste funksie van die vakvergadering is om die moontlikhede van die
deelnemers te ontwikkel en te bestuur. Die volgende funksies word onder andere
deur die vakvergadering vervul:
Personeelontwikkeling vir gevestigde en nuwe leerfasiliteerders. Dit sluit in die
verbetering van onderrigmetodes, bestuursvaardighede en die verbreding van
vakkennis; die oplos van klaskamerprobleme soos onaanvaarbare leerdergedrag en
onbetrokke ouers; om take te verrig wat die leerfasiliteerders se ervaringsveld
verbreed, om sodoende hulle kanse vir bevordering in die toekoms te verbeter en om
verhoudings met die leerders, ander lede van die personeel en met die gemeenskap te
stig en te onderhou. •
Die belangrikheid van die vakvergadering as 'n instrument vir betekenisvolle
personeelontwikkeling kan nooit oorbeklemtoon word nie.
69
4.8 MOTIVERINGSBEGINSELS
Calitz (1991:96 en 97) se perspektiewe oor motiveringsbeginsels word kortliks soos
volg bespreek:
4.8.1 Die beginsel van deelname
Die leerfasiliteerders word betrek by besluitneming en ook by sake wat hulle direk
raak. Hoe meer hulle betrek word, hoe meer spoor dit hulle aan om die doelwitte te
help verwesenlik.
4.8.2 Die beginsel van kommunikasie
Die leerfasiliteerders wil ingelig word oor die doelwitte en die resultate wat bereik
is. Dit spoor hulle aan tot groter samewerking en laat hulle voel dat hulle deel van
' die groep is.
4.8.3 Die beginsel van erkenning
Die leerfasiliteerders werk harder indien hulle werkbevrediging en erkenning vir
goeie werk kry. Valse gevleiery of kritiek direk na positiewe erkenning moet vermy
word.
4.8.4 Die beginsel van gedelegeerde gesag
Die skoolhoof moet bereid wees om take en die gepaardgaande gesag aan bevoegde
leerfasiliteerders te delegeer. Dit dien as middel tot personeelontwikkeling.
Hierdie motiveringsbeginsels kan ook deur die leerfasiliteerder in die klaskamer en
die gemeenskapsleier in die gemeenskap toegepas word.
4.9 MOEDERTAALONDERRIG
Oosthuizen (1998:173 en 174) verskaf die volgende insigte rondom
moedertaalonderrig:
`n Leerder het die reg om in 'n openbare skool in die taal van sy/haar keuse onderrig
te word. Bogenoemde is moontlik indien dit prakties uitvoerbaar is. In 'n skool met
70
seshonderd leerders, waarvan twee leerders Zoeloesprekend en die ander
Engelssprekend is, is dit nie prakties haalbaar om ten koste van twee leerders ook in
Zoeloe te onderrig nie.
In openbare skole kan die beheerliggaam van elke skool die taalbeleid van sodanige
skool bepaal. In skole waar Engels die onderrigtaal is maar die leerders nie
Engelssprekend is nie, kan dit 'n belangrike beleidsaak wees om te besluit in watter
graad Engels as medium van onderrig ingestel moet word.
4.10 BELEID, SKOOL- EN KLASKAMERREELS
Beleid voorsien riglyne vir aksie en is nie neutrale voorstelle nie (Die Redakteur van
Educamus, 1994:15). Die volgende prosedures moet volgens Mokwana (1994:16)
gevolg word wanneer skool- en klaskamerreels opgestel word:
Die leerders moet betrek word by die opstel van die skool- en klaskamerreels. Die
reels moet nie te streng wees nie want dit kan teenkanting vanuit leerder- en
ouergeledere ontlok. Die ideaal is dat die leerders aan die reels moet kan voldoen.
Nadat die reels aangekondig en verduidelik is moet die leerders gereeld daaraan
herinner word.
4.11 VAKBEKWAAMHEID
Oosthuizen (1998:89-91) se perspektiewe oor die waarde van die leerfasiliteerder se
vakbekwaamheid kan kortliks soos volg beskryf word:
Vakkennis is 'n voorvereiste in die suksesvolle beoefening van enige beroep. Die
toepassing van onderrigmetodes om kennis aan die leerders oor te dra is onmoontlik
indien die leerfasiliteerder nie oor die nodige vakkennis beskik nie. Die
leerfasiliteerder se vakkennis is die vertrekpunt om die leerders te bekwaam om tot
`n tegnologies-gespesialiseerde en meedingende arbeidsmark toe te tree. Daar is 'n
wereldwye verwagting dat onderwys effektief moet wees. Dit veronderstel die
suksesvolle oordrag van kennis en vaardighede deur goed-opgeleide
leerfasiliteerders.
Op grond van die voorafgaande bespreking en om meester van hulle vak te wees
behoort alle leerfasiliteerders dit sterk te oorweeg om hulle kwalifikasies in hulle
onderskeie vakgebiede te verbeter.
71
4.12 DIE IDEALE BESTUURDER
Volgens Pieterse (1980), soos aangehaal deur Van der Westhuizen (1990:106), is die
beeld van die ideale bestuurder onder andere soos volg:
Mense word by doelwitstelling betrek.
Daar word saamgewerk om die doelwitte te bereik.
Gesamentlike besluitneming word toegepas.
Take word met die gepaardgaande gesag gedelegeer.
- Die organisasie van aspekte word met die personeel bespreek.
- Elke situasie word bepaal en daarvolgens word opgetree.
Die idees van die personeel word benut.
- Kreatiwiteit en eie-inisiatief word aangemoedig.
- Selfkontrole moet selfopgelegd wees eerder as wat dit afgeforseer word.
- Die bestuurder laat skooldoelwitte en eie behoeftes van die personeellede in
mekaar vervloei.
4.13 SAMEVATTING
In hierdie hoofstuk is 'n literatuurstudie onderneem om die resultate van die
ondersoek te vergelyk met dit wat in die literatuur gevind is. Op grond van die
navorsingsresultate sal daar nou gepoog word om riglyne neer te le vir die skep van
effektiewe klaskamerbestuur.
72
HOOFSTUK 5
SAMEVATTING EN AANBEVELINGS
5.1 INLEIDING
In hierdie hoofstuk word 'n samevatting van die navorsing en belangrike
aanbevelings verskaf.
5.2 SAMEVATTING VAN DIE NAVORSING
In hoofstuk een is die probleem en doel met die ondersoek gestel. Die doel met
hierdie ondersoek was om die stand van klaskamerbestuur in "township"-skole te
bepaal. Riglyne kan dan doelgerig aangewend word om die leerfasiliteerders se
klaskamerbestuur meer effektief te maak.
In hoofstuk twee is 'n in-diepte uiteensetting van die empiriese ondersoek gegee.
Daar is spesifiek na die metode van ondersoek, vraagontwikkeling, die
navorsingprojek asook die metode van data-analise verwys. Fokusgroeponderhoude
is met leerfasiliteerders gevoer om vas te stel water faktore hulle klaskamerbestuur
beInvloed en wat hulle kan doen om dit te verbeter. Deur die fokusgroeponderhoude
het die navorser gepoog om inligting te bekom sodat dit gebruik kan word om
riglyne neer te le vir meer effektiewe klaskamerbestuur.
In hoofstuk drie is verslag gedoen oor die resultate wat uit die empiriese ondersoek
voortgespruit het. Die resultate van die fokusgroep-data is in skemavorm vertoon
wat die stand van klaskamerbestuur weerspieel het. 'n Literatuurstudie is vergelyk
met die bevindings van die ondersoek om die wesenlike aspekte van hierdie
navorsing te beklemtoon.
In hoofstuk vier is 'n literatuurstudie geloods om die resultate wat voortgevloei het
uit die data-analise te vergelyk met wat in die literatuur voorkom.
Op grond van die resultate van die fokusgroep-data het dit geblyk dat verskillende en
uiteenlopende faktore aanleiding gee tot oneffektiewe klaskamerbestuur. Die
navorser is dus van mening dat nie net korttermynoplossings nie maar veral
langtermynoplossings in werking gestel moet word om klaskamerbestuur in
"township"-skole meer effektief te maak.
73
Ten einde praktykgerigte, gedetailleerde oplossings to verskaf word daar gefokus op
die belangrikste bevindings wat uit die fokusgroep-data voortspruit. Elke
aanbeveling word bevestig deur resente inligting en gesteun met aanhalings van die
fokusgroepdeelnemers. Sodoende word meer geldigheid en betroubaarheid aan die
aanbevelings verleen.
Die volgende aanbevelings kan dien as 'n model om klaskamerbestuur meer
effektief to maak.
5.3 'N MODEL VIR MEER EFFEKTIEWE KLASKAMERBESTUUR (DOELWIT 3)
Voortvloeiend uit die kommentare van die fokusgroepdeelnemers word die volgende
kort- en langtermynoplossings aanbeveel.
74
Kor
tter
myn
oplo
ssin
gs
Kor
tterm
ynop
loss
ings
om
kla
skam
erbe
stuu
r mee
r eff
ektie
f te
maa
k
-Aan
halin
gs:V
an.fO
kusg
roep
-dee
lnemers
1 "I
thi
nk t
hat t
eac
hers
are
to b
e b
lam
ed
beca
use
they
no
rmal
ly s
end
the
stud
ent t
o, t
o pa
y th
eir t
elep
hone
bill
s du
ring
the
sch
ool's
, sc
hool
hou
rs. S
o
if t
hey
com
e bac
k, t
he
teac
her
is no
lon
ger
in t
he c
lass
so
they
loo
se
out t
here
" (s
ien
byla
ag A
; p.3
;r.1
4).
"So
me
of
the
com
mun
ities
whe
re w
e w
ork
yo
u w
ill fi
nd t
hat
duri
ng t
he d
ay w
hen
the
child
ren
had
to g
o to
sch
ool,
they
hav
e to
go
som
ewhe
re, m
aybe
eith
er to
go
and
mar
ch, o
r m
aybe
to
solv
e p
robl
ems
of
the
com
mun
ity"
sien
b la
a! A
; 9.1
1.1-.
4 .
"Sti
ll on
tha
t of v
anda
lism
, I ho
pe i
t's r
ife i
n th
e to
wns
hips
pre
sent
ly a
nd n
o p
rope
r ed
ucat
ion
... a
s a r
esu
lt c
lass
room
is
inte
rfer
ed in
tota
lity"
(si
en b
ylaa
g A
; p.1
;r.2)
.
"Som
e w
ill f
ight
, som
e w
ill ju
st c
ause
noi
se
in t
he c
lass
and
it's
very
diff
icu
lt to
man
age
such
a c
lass
" si
en b
laa
• A
; ..
3;r.
8 .
a) gens
Asm
al, so
ns b
eri
g deu
r D
ie
lakt
eur (
1999
:12)
, is
daar
le
erfa
sili
teer
- w
at s
o s
wak
is d
at hu
lle n
ie h
ul
;ced
ing
wer
d is
nie.
grey
s (
1999
:8)
is v
an m
eni
ng
dat a
lle
•der
s re
de
het o
m t
e e
is
dat
.fasi
litee
rder
s el
ke d
ag k
las g
ee.
-re
spon
dent
(19
99:4
) be
rig
dat
"Chr
isti
an
'cat
ion
Sout
h A
fric
a" g
aan,
met
die
oue
rs
goed
keur
ing,
to
t di
e bi
tter
ein
de v
eg o
m
heri
nste
lling
van
lyf
straf in
hul
le s
kole
. [g
ens
Ko
rres
pond
ent
wor
d aa
ngev
oer
dat
rekk
ige
diss
iplin
e by
dra
tot m
isda
ad e
n ly
fstr
af 'n
"ku
lture
le e
rfen
is" is
wat
deu
r 1 g
oedg
ekeu
r wor
d.
a)
✓ers
eker
dat
alle
lee
rfas
ilite
erde
rs
wat
hu
lle p
ligte
en
oor d
elik
hede
is,
w
ord
'n
kryw
ing
in. t
wee
voud
aan
elk
een
Altw
ee w
erkb
eskr
ywin
gs w
ord
an
gs g
etek
en. E
en
afs
krif
wor
d le
erfa
sili
teer
ders
geh
ou e
n
die
word in
hu
lle p
erso
onlik
e le
er
cool
gep
laas
. m
oet n
ie i
n di
e kr
uisv
uur g
epla
as
gesk
ille
tuss
en v
olw
asse
nes
te
lie.
Nog m
inde
r m
oet
le
erde
rs
wor
d o
m v
oord
eel
uit
'n s
ituas
ie
Die
ty
drow
ende
en
om
slag
tige
pro
sedu
res
wat
gev
olg
moe
t wor
d o
m te
en o
ortre
ders
op
te
tree
reg
verd
ig d
ie h
erin
stel
ling
van
ly
fstr
af in
sko
le.
Dit
mo
et e
gter
ver
gese
l w
ees va
n 'n
ged
rags
kode
vir
die
toep
assi
ng d
aarv
an. D
ie
fina
le
besl
uit
moe
t de
ur
die
ou
ers
by w
yse
va
n 'n
ou
erst
emm
ing
gene
em w
ord
.
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CD • CD ILD ..= .4.• al
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3 0 0 Z • N...." ....
1... t... En 04 Ff Ft' g 1 En . Ca. 4.-■
00
t3i)
-c3 —
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Op grond van die navorsingsresultate en aanvullend tot die voorafgaande kort-
en langtermynoplossings om die produktiwiteit van klaskamerbestuur te
verhoog, moet aandag aan die volgende addisionele aanbevelings geskenk word.
5.4 ADDISIONELE AANBEVELINGS
Voortspruitend uit die fokusgroep-data word die volgende aanbevelings
voorgestel:
Die kommunikasievaardighede van die leerfasiliteerders moet ontwikkel
word sodat die leerders in die onderrigsituasie kan verstaan en weet.
Die bepaling en seleksie van strategied en metodes, om die
leerfasiliteerders se kommunikasievaardighede te ontwikkel, kan as 'n
vertrekpunt beskou word vir die moontlikheid as 'n veld vir verdere
studie.
Die bestuursvaardighede van skoolhoofde moet ontwikkel word. Die
bestuursontwikkelingsprogramme (indiensopleiding) moet veral op 'n
praktiese toepassingspraktyk berus. Die noodsaaklikheid van
indiensopleiding vir skoolhoofde is onder andere die volgende:
Doelmatige (om reg te bestuur) en doeltreffende (om die regte
dinge reg te bestuur) skoolbestuur bevorder suksesvolle
klaskamerbestuursresultate.
Die skoolhoof se bestuurshandelinge is vervleg met die
leerfasiliteerders, leerders, ouers en die sameleWing.
Die skoolhoof moet die skooldoelwitte, klaskamerdoelwitte en
die eie behoeftes van die personeellede in mekaar laat vervloei.
Hierdie studie word afgesluit met 'n kort slotopmerking.
85
5.5 SLOTOPMERKING
Uit hierdie studie blyk dit dat verskillende en uiteenlopende faktore
klaskamerbestuur onproduktief maak. Die leerfasiliteerders voel sterk daaroor
dat hulle klaskamerbestuurshandelinge nie afsonderlike handelinge is nie maar
vervleg is met die belange en behoeftes van die skool, ouers, leerders en 'n
dinamiese samelewing. Op grond van die uiteenlopende faktore wat
klaskamerbestuur beInvloed is hierdie studie nie 'n eenmalige oefening om
kitsoplossings te verskaf nie. Dit moet eerder as die vertrekpunt van 'n
aaneenlopende proses beskou word om klaskamerbestuur meer produktief te
maak. Hierdie proses kan weens die dinamiese aard van klaskamerbestuur nooit
afgesluit word nie en die opsie vir voortgesette identifisering van riglyne vir
effektiewer klaskamerbestuur sal ten alle tye oopgehou moet word.
Op grond van die bevindings van die ondersoek blyk dit dat die klaskamers in
Suid-Afrika ondoeltreffend bestuur word. Bogenoemde stand van klaskamer-
bestuur is aanduidend van die swak dissipline van die leerfasiliteerders. Die
leerfasiliteerders neig ook om die onderwysvakbonde as skild te gebruik om
hulle verantwoordelikhede te ontduik. Weens die uitgebreide magte van die
onderwysvakbonde word die skoolhoofde weerloos gelaat om teen die skuldiges
op te tree. 'n Ondersoek na strategiee, om die verantwoordelikheidsin en
werkverrigting van die leerfasiliteerders te ontwikkel kan as 'n vertrekpunt
beskou word vir die moontlikheid as 'n veld vir verdere studie.
86
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92
BYLAAG A
TRANSERIPSIES VAN FOKUSGROEPONDERHOUDE
SLEUTEL: N = NAVORSER R = RESPONDENT
FOKUSGROEPONDERHOUD 1
VRAAG 1: NATTER DINGE IN U OMGEWING BEINVLOED KLASKAMERBESTUUR? QUESTION 1: WHICH THINGS IN YOUR SURROUNDINGS INFLUENCE
CLASSROOM MANAGEMENT?
R1 Um ... the first thing which I have realises is the major problem is the bottlestore which is built next to the school so ... of which where the kids, during school hours, they can go there and then when still bother they come back and then disturb the, the classes. The other point is ... uh ... vandalism, which is prevailing in the village and of which we find that when we have to teach the pupils, you find there's no doors and it's cold in ... there's no windows, so, and of which that is also going to influence the, the teaching.
R2 Still on that of vandalism, I hope it's rife in the townships presently and no proper education ... as a result classroom is interfered in totality. How can a child concentrate while the class is without windows? The whole ... uh ... is disturbing, even the voice of the teacher or any source that is used there cannot concentrate fully.
R3 So there are sometimes taverns next to the school and there is a lot of ... noise ... which is taking place in the taverns, so usually disturbs the school ... you cannot control the class well because there will be noise, and during the, during summer it is very hot and the classrooms are overcrowded, therefore some students, if there is no teacher in the class, they will go out of the class and make noise and disturb the teacher's teaching.
R4 And then ... uh ... another influence is the environmental one which ... uhm ... mainly concentrate on the when, whether the school . is in rural or in urban area. When the school is in rural area ... um ... kids will come on foot and then, from this, they will travel distances and then on urban area, they don't travel so long distances, so they will reach to school on time. And then it won't have ... they won't have problem in urban area than in rural area.
R5 On this issue of ... uh ... classes not enough ... uh ... during winter it favours then because it's at least ... uh uh ... warm, but during summer, even if the teacher's ... uh ... could be inclined to fall asleep, so if ... uh ... we can have few kids in class, they won't ... uh ... fall asleep. And then what I observed at my school is that ... uh ... we ... I've got a problem with this parental care. Most of them are ever working in ...Gauteng ... or they are working at
uh ... nearby farms. They leave home at something like half past five and they come ... uh ... at around eight o'clock. 'So they don't check the schoolwork of their kids because they
1
they come back been tired, so the kids just decide to ... not to study, ignores those homeworks and tomorrow when I come to class, then it's a problem to me. And ... uh ... one other thing that I also observed is this cultural practices. Normally women go for circumcision, even the gentlemen. But in the case of gentlemen, well it's ... uh ... it's a little bit better because they go there during the winter holidays and ... uh ... they might spend, they might spend a week after opening, then they will come back, but in the case of ladies, they just go there throughout the year. You might find one going there for ... uh this week, coming back on Saturday. Next week it's another one. They practice that ... uh ... too, so this cultural practice makes me ... uh ... to ... to ... not to be able to control my class since ... uh ... the work that I've covered for that, that week ... uh ... that lady's not in, so when she comes back the following week, then she cannot cope with this other ... uh ... kids. And I again observed this fuller tie whereby we tried to ... uh ... tell these kids to put on a proper school uniform. So most of them just come ... uh ... with a school uniform. Others put on expensive clothing which intimidates other kids not to learn because they feel ... uh ... they feel very much ashamed to sit next to somebody wearing ... uh ... costly trousers while that one has, has put on a simple khaki uniform. So it makes that kid to feel unsettled, and as a result it gives me a headache to control that class.
R6 Ja, on the other problem there when it comes to ... uh ... this school uniform, because all, almost all the schools are having uniforms but then the pupils just ... uh ... decided not to wear uniform and then obvious sometimes it makes, it becomes dangerous because you cannot be able to realise who is, who is coming to school or who is not coming to school. So you then, the criminals can come and do whatever they • ... eh ... like during school hours. And the other problem is this point of lack of classroom. You find that you are teaching ... uh ... the pupils outside, maybe under the tree and obvious ... uh that is going to influence your teaching because ... uh ... they are going to concentrate on the outside ... uh uh ... events rather than concentrating on what you are teaching them.
R7 In the case where the school is situated next to the busy roads, because we have the, the problem with the ... this taxis. They'll move up and down the whole day ... and then the kids will, will no longer concentrate in the class, they will just look outside, time and again, because the taxi make their, they make noise and they, the hooters. So the, the disturbance that they ... the taxi are making during the day, they will disturb the class, the, the students in the class. Because some will think that, will tell the other one that this is my uncle, my taxi, my uncle's taxi and they will all, all of them looking through the window.
R8 So nearby my school there are also spazas which serves all sorts of things, so we have.a problem where students will come
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back after lunch being drugged. So you will have disorder in classes. Some will fight, some will just cause noise in the class and it's very difficult to manage such a class.
R9 And the way in which the management of the school ... uh ... here for example the PTA controls the school. It tends to, to touch the, the classroom management because sometimes they organise that the class, the student, each and every pupil should pay schoolfund according to the family. Maybe the family has got six kids ... they should pay only one ... uh ... amount, the single amount. So this also touches ... the, the management of the school, of the class because sometimes we may require some instruments or some sort of equipment that we may use in such a class and then we can't buy them because the school fees is too low.
R10 ..(word inaudible).. smoking which is one of the consumed ... uh ... factors or things that influence classroom management because pupils would go to and fro to the toilets-to go and puff those cigarettes that are easily attainable at our shops, and most of the time they are not in the classroom, looking for cigarettes, and when they come back they come some, some nasty, nasty looks, and some of them they are still learning how to smoke, they will cough the whole day and as a result ... uh ... some diseases can be confronted by innocent pupils in the classroom.
Rll Ja, and also on ... uh ... rural areas, you find that ... uh there are these days where we will ... uhm ... the induna will come and sit. There would be, there will be a stock-taking and then, or stockreading, where they have to count their, the cattles, the goats and the like. So they will just come and make a note at ... uh school, and then a few pupils must just leave and then go and do this
uh stockreading.
R12 Again in townships ... uh ... lack of information concerning ... uh ... pregnancies does reap our best students at school, because ... uh ... little girls tend to be the themes of teenage pregnancies. As a 'result the crops lose ... uh pupils that we are, who aim at achieving better results, get impregnated by ordinary labourers at home who, who don't work, Who are not careful for the child. As a result the child is doomed for the future.
R13 And then another fact is then pupils themselves ... uh ... the way the pupils are also contributes in the classroom management. If you are working with mostly gifted pupils, it won't be 'the same when you are working with slowliness or where in the class where there are small slowliness.
R14 I think that teachers are to be blamed because they normally send the student to, to pay their telephone bills during the school's, school hours. So if they come back, the teacher is no longer in the class so they lose out there.
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R15 On the question of ... uh ... kids not being in classroom, they are supposed to be, so I think even the teachers must avoid sending' kids during ... uh ... school hours and ... uh uh ... in the case of rural places whereby the induna would just come in and pick the group that is supposed to go for stocktaking or for dipping the cows and the likes, I think if they could ... uh ... be a specific day ... say a Saturday or Sunday, that is scheduled for all those other things. And one other thing that I've observed ... uh ... at our place, the minister just said if a kid is not having money to pay for the schoolfees he must not ... uh ... chase away that kid. And then ... uh ... if we don't chase them away ... uh uh ... what are we going to buy stationery with? We have to buy pieces of chalk. Teachers, if are supposed to attend courses, the school must give them something so I think this idea of saying if kids are not ... uh having money to pay, they should not be chased away must be done away with. And on the other hand the very same minister will say I will deliver stationeries at your schools, but only to find that ... uh ... we receive that stationery somewhere March/April. How is it possible that you'll teach, you can teach the kids without having books on which they will take notes on. So the earlier they deliver the stationery, then the better the classroom management would be.
R16 Ja, and the other problem when it comes to this ... uh ... um ... textbooks and stationery, you will find that they ... uh ... they will say we have to make a requisition as teachers and then you make a requisition and then the following year you find that the books which you are given is not the one which you have requested, and then of which that will also delay or delay the progress of your, of your ... uh ... schoolwork.
R17 Even the students do not attend regularly to school because they have to provide for themselves. Parents are not responsible enough to provide for the needs of their kids because some tend to go to the trains to sell vegetables or fruits so that they can get pocketmoney for the next day. So I think the parents should be responsible enough to support their kids so that they can come to school every day. So because the classes are overcrowded, maybe 70 to 90 into one class, then it's a problem to control such a class. Students will tend to be absent and you won't be aware how many students are absent. And so the other problem is language. Since it was said that each and every language should be respected, so it is ... uh ... serious problem to teach a content subjects to students because they tend to ask questions in their mother tongue and so we only have textbooks in English, so how are you going to teach in English and then explain the whole thing in your mother tongue so that the, the students could hear what you are saying and thereafter they should write the test in English, not in their mother tongue. So the language is also a problem and that is because we afraid to use any language or any of this 11 official languages. So where are we going to get those textbooks in our languages? Is a problem.
R18 Again, lack of resource centres, eg. libraries, recreational
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facilities, is the cause poor classroom management. I believe if a child only depends on the tutor or the teacher and does not discover on her own at the library, that child will be dumped, will be spoonfed by the teacher, and only knows the way of the teacher. The child must be taught to, to study on her or his own at the library and must go and look for resources that can help towards a certain concept in, in any subject. So if we don't have enough libraries ... uh ... at our vicinity I don't think proper management and effective learning can take place.
R19 Ja, still on that point and adding to that, even in most ... like for instance in my, in my school, there is no sport activities and then if those pupils don't play, we have ... uh ... the saying that "all work and no play makes Jack a dull boy." If those people can just come to school and then go home in the afternoon, obviously they will indulge interest in liquor. So if maybe we can make sure that there is sports ... uh ... at each and every school, then I think that will keep those people busy and healthy and then they will, that will also be an encouragement for them to come to school.
R20 It is also a problem to make sure that the students are engaged in sport because they ... sometimes during the time of sports you will find that only a few students will remain at school and some just take as time off. They go home. They don't want to participate, so it is another task of the teacher to make sure that all the students participate.
R21 Uh ... on that one, it depends solemnly on the staff of the particular school. If they work hand in glove ... uh ... with what, with each other, the question of participation ... it won't be a problem. In each and every event or activity ... let's take for instance athletics, if few of their students have done well there, that, on Monday as I say, we should take the pupils in front of the assembly and introduce them and give them an applause, rewards etc. for the ... uh ... work they have done. By, by doing so they will be sure of their participation in other codes ... football, etc., etc.
R22 And on the question of sports I think the government should ... uh ... equip the shools with,the basic needs of the sports like ... uh ... soccer grounds and ... uh ... volleyball grounds. All these grounds should be ... uh ... supplied by the government and then ... uh ... others will be maybe organised by the school itself. And then the government should supply the basics.
R23 On this question of sports, I think there are some of this sporting codes that can be taught even ... uh ... during ... uh school hours. Say maybe if we introduce a subject like physical education, compulsory from ... uh ... the lowest class to the highest class, say maybe Sub A to Std 10, we introduce this compulsory physical education whereby we teach other kids ... uh ... some sports, I think that would be, would do them good. I can set an example like ... uh ... the badminton. That is an indoor game. You can take that kids for that particulars and then teach them and if they realise that on
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Thursday it's ... uh ... it's ... uh ... we have a physical education period, so they will be thirsty to come to school on Thursday and then
uh ... learn that ... uh ... sport and that would be contribute towards a good ... uh ... classroom management because they will be thirsty to attend other classes after having uh ... exercised in that sporting code. (silence)
R24 To add on ... on that, I think it is also the responsibility of the school to make sure that ...'to make sure that they, they, they buy and organise the, the facilities for sports and then they should, they should encourage the parents to pay schoolfees because there is a five Rand for, for sport from the schoolfees for, for, for sports, for each, for each student. So if the parents are encouraged to pay schoolfees, then the ... uh ... school won't, won't have a problem in buying those equipments for sports.
(silence)
VRAAG 2: IN U KONTEKS WAT SOU U DOEN TER VERBETERING VAN KLASKAMERBESTUUR? QUESTION 2: IN YOUR CONTEXT WHAT WOULD YOU DO TO IMPROVE
CLASSROOM MANAGEMENT?
R1 Well I should think, I should think that ... uh ... to improve this classroom management, what we have to do is confront this kids with a lot of work and if we give them a lot of work I think they will
uh ... they will sort of ... uh ... be disciplined of wait ... uh ... doing some other things that are not acceptable to the classroom.
R2 I will divide my class in two groups and conduct group discussions in class and I will also encourage self-study or introduce a self-study method where I will involve the parents. I will give them a lot of ... eh ... and the parents will have to monitor them by attaching their signatures to show that their childfen have done the work.
R3 Uh ... in my case I think it will be better if the school gets more equipment, especially in the laboratory centres, then I will have
uh ... extra afternoon classes to repeat and read most of my experiments and this I think will improve my classroom management.
R4 And on my side I ... I think the necessary strategy that could be done is to shorten the class ... uh ... so that it will be managed, be manageable, and then by that doing, each and every child will be dealt with individually. And then if ... each and every child is receiving individual attention, there will be great progress and the class will be easy to manage. And I think ... each and every subject could be taught easily.
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R5 I think a two-way communication will be able to assist the teacher and the pupils in the class ... and they shall be ... uh self-centred, I suppose, whereby we will teach, whereby students will be able to ... will be able to find information for themselves and if they encounter any difficulties I will be able to ... to help them.
R6 Again, I believe, for improvement of the class management ... uh ... teachers should also concentrate on slow learners inside the classroom. They need to be given enough time. If it comes to push, even after school, they should remain doing their work.
R7 And to identify those learn ... slow learners, and the different types of ..(word inaudible).., and their backgrounds, one should try to know ... uh ... the different backgrounds of his class. If it comes to push, you will ... you just question them one by one ... where do you come from? ... how many are you? ... then after knowing the child's background, then in class when you teach, then you will have to ... move from what the child knows towards something that the child does not know. And in that way, if you lead that kid to somewhere he, he or she doesn't know, then you will be able to control your classroom management with ease. Unlike coming with something that the child ... uh ... doesn't know, is lost, I just going to fall out of the class.
R8 I will also ... uh ... motivate my learners by allowing each child to show his abilities. Like for instance some can sing very well, some can act, and some can draw. So I will make sure that in my subject I provide the, this kids with an opportunity where they show their abilities. Maybe in, maybe teaching English language, I will use literature where they ... they dramatise the drama book, or where they can role-play the roles of some of the actors. And maybe I can allow those who can draw to draw the picture of the person maybe who is described in a novel or in a book.
R9 As a teacher you must be able to ... to know ... to know each and every child's problem. And if you experience ... if you find that in the class there are those who, Who have special learning problem ... those with special learning problems, they must be identified. And the ... the teacher should organise a class of the school, should organise a class where there will be one teacher who is responsible to teach those who has, who has special learning problems, in order to ... to help them. Maybe they can do best ... better ... with ... maybe in art or baking than in, in ... in, in writing.
R10 The other thing, when pupils are given a test, a monthly test for example, teachers should make it a point that he brings the books as early as possible, -because that can improve their ... the pupils ... uh ... performance in different spheres of subjects. Again, when books are being issued out, teachers should voice their marks out and give minimal encourages like
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excellent, well done, please pick up your sockses uh be serious. That will improve classroom management.
Rll And still on that ... uh ... question of the context ... of the class which can influence classroom management, and then outside influence factors or influences, maybe the one that can improve the management ... uh ... rapidly, let's say for example by stopping drugs, and then to come to, by inviting the police to come to ... uh ... the school and then ... uh ... tell the pupils the laws and their rights and each and every thing that they should know, so that they could know pregnancies. And then how should the kids be aware of the drugs. Police should be brought in there. Social workers should be there. And ... mm ... other ... uh ... in fact other people from ... or who are of the high ranks should be in, so that the pupils should see the examples that have been ... that are the product of the school, so that they could be stimulated to go to school.
R12 And one other thing that ... uh ... may assist classroom management to be improved, is the addition of extra subjects like ... uh uh ... guidance. If maybe we include this guidance, this will help solve the problem of drugs, child abuse, ... uh ... um ... and all this teenage pregnancies, because that is what we are talking about all those things. If maybe I'm teaching Bibs I'm not going to talk about biology part of the person, but if I include guidance, I'm going to talk about the biology part, how to avoid this, and all those areas, so that if a kid is in Std 8, he decide to do this subject, he must know that after passing matric I'm going to do ... uh ... this type of a profession. So that would help ... uh ... the classroom management to improve.
R13 And then on the other issue, should teachers, so that they could improve their standards of management inside the classroom, they should get some sort of in-service training ... or a sort of ... um... day to day basis of understanding the class, the changes that are brought inside the class. Teachers should be aware of that.
R14 The learners should be well involved in the class, like for instance if I want to change my methods of teaching, the learners must also be aware that I'm taking them from another angle to 'another angle. So by giving them responsibilities, this will also help them to, to change. Like for instance, when you have divided in ... them into groups, choosing a group leader who will always be responsible for the, the task of each and every group. That will make the child encouraged to come to school every day or even motivated in his work.
R15 Uh ... again career library, it must be well-equipped ... in such a way that each and every child from the onset knows goals and objectives after completing ... uh matric and must work from the lower standards in order to achieve his goals or objectives and to follow a certain career which will be useful to him. By so doing, it will ease the work of the teacher to
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manage the classroom effectively.
R16 And then to summarise this up, all these things should be linked together. There should not be one which is going single. All these factors or these things that have been ... uh ... mentioned here above should be linked, all of them, so that this could be more progress in the classroom, in the ... in the management of the classroom so that the management could be improved. There should ... may not ... attention should not be given to a single fact only ... they should be linked to each and every point. (silence)
R17 The teacher must be a lovely person. He must love his, his kids and always be willing to help them. If you love the kids, then it will be easy for you to, to teach them with love ... not only to shout at them, not thinking about their backgrounds.
R18 Again the teacher should be one of high morals because he must know that he is leading the future leaders. If the teacher comes to school being a little bit drunk ... that will guide the child in the same way, even them they will come to school a little bit drunk.
R19 And this point should have been ... uh ... should fall under the in-service training that the teachers should get time by time.
R20 And beside in-service training we should encourage teachers to improve their qualifications.
R21 Like I was trying to highlight at this point, that if maybe we are teachers, maybe we are teaching Mathematics at a particular area, maybe having three or four schools around the ... uh ... the same area ... we may come together and try to explain to each other the concept which maybe one is not clear about so that we can improve ... uh uh ... the standard of our people. Then that will be very good. (silence)
R22 Ja, on this issue of coming together ... uh ... not only teachers should come together but even the kids may encourage them on Saturdays to meet at a certain venue from different schools and then you teach them so that ... uh ... you, you improve on your teaching other kids from another school, you have to ... uh ... if you are not telling truth in class, they will then ... uh ... feed you with ... uh extra information, and when you go back to your school, then you are going to improve on your teaching and that will help you to control your classroom management.
R23 Another issue which influence the, the management of the classroom, of inside the classroom, is ... uh ... the government which
uh I think should ... uh ... sort of encourage teachers by giving them the, the, the merits or the remuneration
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after they have passed a certain standard or they have reached a certain category. Or each and every step that a teacher should achieve, it means a lot to the kid. It gives more information to the kid and then for that strength that the teacher have taken, to improve his qualification, and the categories, there should be remuneration there.
R24 And also the teacher must for ... for remuneration, the teacher must continue with the subject he's teaching in class. If maybe ... if we can come to this point that ... uh ... if I'm teaching Mathematics and then I'm going to do ... a higher ... uh I want to obtain a higher level and go and do maybe Tswana or Sotho, then I must not be remunerated for that, so that I must follow a second improvement there ... in that field.
(silence)
N Thank you for your co-operation.
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FOKUSGROEPONDERHOUD 2
VRAAG 1: WATTER DINGE IN U OMGEWING BEINVLOED KLASKAMERBESTUUR? QUESTION 1: WHICH THINGS IN YOUR SURROUNDINGS INFLUENCE
CLASSROOM MANAGEMENT?
R1 Ja, I have identified natural vegetation in the sense that people who are exposed to natural vegetation will respond differently from the people who are staying in an urban area. Now ... now recently it was proved that people in the ... Northern Transvaal couldn't attend a school because a bridge was broken because of heavy rains. Now in that way it have influenced the classroom management, realising that the teacher was there without pupils. Some have to stay away without coming ... uh ... to school.
R2 And in addition, on the natural factors, like when the rain is coming or maybe the ... there's windy days, then the people shall or will be ... uh uhm ... what can I say? ... will be ... uh influenced by such a particular natural cause.
R3 Uh I may talk about infrastructure ... the availability of transport and the infrastructure in ... uh ... in the vicinity of the school has got a very serious influence into the management of ... uh ... the classroom. For example, the scarcity of problem, wherein teachers are making use of a public transport, you find on that day there's no public transport ... uh ... there's no way the teacher can arrive in time at school. So there's a very serious influencing factor that will make a teacher not be responsible for arriving late at school or it's not one of the good characters of a teacher to arrive late at school.
R4 Right, another thing is the lack of maybe leaders around our community. In our community, there are community leaders which are not well advanced with the problems so ... solving of the community. Some of the communities where we work you will find that during the day when the children had to go to school, they have to go somewhere, maybe either to go and march, or maybe to solve problems of the community.
R5 Ja, in that case I would say the advancement of the community ... if you go to the community where they are educated it's easy or it makes the management within the classroom to be easy ... whereby you find that the kids, they bring along provision. They don't spend most of their time going to purchase food, than a place where you find that their parents are unemployed. They can't provide provision for their kids. Those are working, you find that they walk early in the morning, about four o'clock in the morning, whereby they leave their kids asleep. Sometimes those kids they arrive at school very late. It makes the classroom management to be very, very difficult.
R6 In our case, if_a child is injured, the teacher has to take the first ... the teacher is also responsible for that necessity,
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take that child to the clinic and that also influences the classroom management.
R7 The social economic background of the environment of the school has a very serious influence into the whole thing. For example a situation where most of the parents are unemployed, it's never possible to get all the children having books and all the necessary materials required. Education is not static, it is developing like technology. A book alone cannot make it ... you need technological aspects in the classroom, like the overhead projector, the television and whatever audiovisual material that will enable the children to ... to learn ... to keep in pace of the developing society. So if the economy of that particular environment is poor, it is however difficult for the teacher to reach the objectives as a manager of a class.
R8 The surrounding around the classrooms ... uh ... influence greatly even the people inside in a manner that if you can teach maybe inside that ... that children should practice cleanliness, but outside you find that the ... uh ... the surrounding is dirty also, it has an influence, because most of the people become ... uh uh ... confused of what are you teaching about. Also the spirit of education around the school ... around all the people, teachers who are in that school also ... it has a great influence in the classroom management because people can see that most of all the people in their surrounding are very educated and they act in the manner of ... they are leaders and they can imitate them and ultimately will have that atmosphere of learning.
R9 Overcrowding might be one of the aspects that might influence class management negatively. A situation where you find the classroom is full to its capacity, where there's not even the freedom of movement in that particular class, because of scarcity of classroom ... one class is supposed to split into three classrooms, then it is difficult to keep such a class clean ... it is difficult to put charts on the wall ... you ... you know it is difficult to arrange your class, even to use an overhead projector is difficult because it needs space. So
uh ... the availability of classrooms in a school influence this very negatively ... to an extent that we cannot even ... uh ... perform all the teaching activities. The teacher is easily exhausted because there's over-supply'of people, resulting to teacher/pupil ratio. You are tired before you ... before the end of the day you are already tired because there are so many pupil's books to mark.
R10 Ja, considering the issue of buildings, I want to take it in this fashion. The buildings around the school, like ... uh ... libraries, they contribute towards the management of the school. Where there's scarcity of libraries, it's difficult to refer to kids to go and make some research or go and do some homeworks. Now when we come to issue of sporting activities, the surrounding where there's no facilities like stadiums, where they can use tracks, podiums, and what-have-you, it also affects the ... what-you-call ... the management of the classroom. Eh ... the schools which are next to industrial areas, it's
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easy for the teacher to advance because it will be appropriate for the school to go to get some donation where it might be they can be given
uh ... overhead projectors, or if donation in a way to make the classroom to be conducive for learning.
Rll One other aspect that is demotivating a teacher to be actively involved in his teaching practice is the remuneration at the end of the day. You work so hard, you pay a lot of transport and at the end of the month you have a lot of stress ... you don't even have that ability to teach anymore. Month-end is a stress of how to maintain your budget. The money that you receive cannot meet all the daily necessities and as a matter of fact you ... you're wasting too much time of teaching thinking of your financial problems. So if perhaps there was quite enough for teachers to survive, teachers would be motivated to do more than what they're doing today.
R12 And also the ... classroom, the management there, especially in the junior primary phase ... the classrooms, the manner in which they are built ... there are no ... eh ... shelves where to put the children's books and also toilets in the classroom and buildings. Each time you have to let the children go out and it takes time, the teaching time.
R13 And again the question of extramural activities can influence the school management positively. For example, the people who doesn't like to come to attend the school regularly can ... can like to attend the school regularly due to their extramural activities such as volley-ball. Maybe he or she likes volley-ball.
R14 Another thing that has also the influence on the classroom management are the external motivation. By external motivation, I simply mean suppose the child is staying at a certain community where there is ... uh ... enough sports ground, tennis courts, rugby fields, all sorts of sporting, where there is different leaders also there. These leaders ... they are going to help them in teaching them discipline, co-operation, and how to socialise with others also. That one again is going to help, especially in the classroom management, where now these people will learn and also be motivated externally ... they will come into the class and then with know ... knowing of when we ... what do we mean by discipline and how to co-operate with others, how to work with others, and how to socialise with others. And the other thing again is this ... uh ... community ... uh ... structures, different structures ... all of them. If they put together their ... uh ... spirit and say we want our children around this community, we are going to support the school with whatever thing that they need, then that is also going to help us, the teachers, inside the class to manage the class because we will be having everything, even people who can sacrifice just to come and help us maybe we have a problem in the school, then it is going to make our classroom management more easy.
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R15 Ja, on the issue of facilities ... uh I'm from a school whereby we are far from the town. Now, at the end of the month you will realise that ... uh ... the town is crammed with people. Now as professional who like to rub shoulders with tsotsis. Now you realise immediately as from ten o'clock you've got that notion that we have to leave early, so that we must run our errands now. The distance between a school and where facilities are, they also contribute to the management of the ... of the school. Now another aspect within a school area ... it's toilets, whereby you find that a school it's having one thousand kids with only three toilets. They can't even ... eh ... relieve themselves during break. You find that after break they still ask for permission to go and reveal ... relieve themselves, because by that time when they had their chance they couldn't use that facilities as the whole ... the entire school ... I think it also contributes towards that. Another thing which is very, very important when we come to the classroom management, it also depends how is the management of the entire school ... whereby there is disfunction in the management of the school, automatically it also influences the classroom management.
R16 Where parental participation in the education of their children influences positively towards the management of the ... uh classroom ... uh ... parents who encourage their children to attend school, who encourage their children to take part in the academic activities positively, will have a quite ... a very serious influence into the management of the school and it will act positively because the teacher and the parent must join hands and venture into leading a child to responsible adulthood. (silence)
R17 Ja, a leader is someone who has skills. It will be problematic if a person is occupying a position without skills ... skills in the sense that he had to plan for the school and a leader, without planning, automatically influence the classroom management, in the sense that you find that there's no direction in that particular school. A manager must .have uh what-you-call ... a foresight, where he must plan things in advance ... instance there must be chalks in the ... admin. You find that teachers, they go there to demand some chalk, there are no chalks. There must be books for teachers to use ... reference and what have you. If you are a leader or in the management and you don't have those foresight, automatically they will influence the classroom management. As also in the managerial position in the entire school, you must liaise with parents ... with confidence, so that you wouldn't find parents just come to your school, confront your teachers, and you being there. Sometimes of leaders, they ... what-you-call ... confide to the parent to an extent that they demoralise ... what-you-call ... their teachers, as if their teachers ... they're not doing . ... they're not doing a good job. But as I've indicated, I have to give my ... what-you-call ... group a chance. It might be they've noticed some of the disadvantage of ... .
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R18 To add on that ... eh ... there should be a very thorough pre-requisite of appointing a person into office to hold the most important high position in the school. If I have to talk of principal, normally the criteria used to appoint one as a principal, they will use their academic qualification and not their leadership ability. He's a person with a BA degree who specialised in Afrikaans and English ... because he has a BA degree, this person is a person to be glorified with the position and at the end of time you find this person cannot deliver the goods because the ... the criterion of appointing him as a principal was only based on academic qualification. And the other thing they use to base on the basis of experience. One might have an experience of
uh ... 35 years but be equivalent to that one of a person who is one year in the teaching field. If we talk of experience, what experience do we talk of? A teaching experience or what? So then if you only look at the teaching experience as a pre-requisite of ... of taking a person into the hierarchy or the management of the school, then we will be failing in our responsibility and as a community and the classroom management will fail as well.
R19 Ja, to take it further, I think a leader or the manager of the entire school, he must be someone who can come with a decision because the purpose is to make decisions. Now failing which, it affect the entire school. The school becomes disfunctional. And then the other thing is that the management yet can influence the classroom management in the sense that if you don't have capabilities to liaise, to express your issues to the ... your archelons is, in this instance I'll be referring to the educational co-ordinators. Now some of the ... what-you-call... leaders, they don't use appropriate ... uh ... leadership system. You find that they are dictatorials, they are authoritarians, they feel threatened to come to terms with the teachers, where they discuss issues, where they invite also alcoholics to come and make some contribution towards the welfare of the school. Such things, they do contribute negatively toward the classroom management.
R20 And in our case, the community influence classroom management in this way that the school should be ... eh ... should do ... should take English as a medium of instruction, not considering that the teachers have done English second language, and also not considering to take teachers to courses for that to happen. And you will find that the teacher, the teacher in the classroom and also that ... uh ... we should admit three languages ... Zulu, Sotho and Tsonga, and you will find that the teacher is having a problem of explaining something in English and that teacher will use her ... his or her mother tongue and other children will suffer.
R21 Ja, in some ... certain instances, you find that our tea ... uh ... principals are bureaucrats. Bureaucrats in the sense that they don't consider what they have as a school, but in expense of ... on expense of the teachers, the pupils and the building, they want to compare themselves with a certain school at a
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certain area, which is well-equipped. That thing it also affect the classroom management in a way.
R22 I just want to say that one should use all the available resources that one has in a particular ... uh ... environment to enable a proper teaching/learning activities to take a part, like my counterpart has said ... uh ... the problem of comparison and always say ... there's no overhead projector. However, I can however not deliver this. If there's not an overhead projector at the school, whose responsible for that? Are there no plans of raising funds to meet that requirement? Are there no mechanism from the leadership of the school like I stated into the ... the pre-requisite of putting a person, a higher person in your school. This should be given a very serious revision and should be ... uh ... attended very seriously because at the end of time our community's going nowhere because people are in positions that are not fruitfully used.
(silence)
VRAAG 2: IN U KONTEKS WAT SOU U DOEN TER VERBETERING VAN KLASKAMERBESTUUR? QUESTION 2: IN YOUR CONTEXT WHAT WOULD YOU DO TO IMPROVE
CLASSROOM MANAGEMENT?
(silence)
R1 Okay ... (clears throat) ... firstly, any manager must have a policy and a policy must be ... given to the subordinates so that they must understand the policy. And within the policy I will make ... uh ... a plan, so that we can have a way to achieve our aims ...and within that I will come with programmes of the activities ... and then from there ... there will be a disciplinary code, whereby if a person have infringed the ... what-you-call ... the policy which we have agreed upon ... must be a punishative matters ... measures to show that we are meaning business and I'm really meaning that I want to manage the classroom.
• R2 The second major thing that should happen here is the principal must organise his finance very well ... he must have the financial policies. The school, as an institution, must know exactly where today depend upon money because that is the most important thing. You cannot function ... there is nothing that can happen without a good financing
uh ... policy at the school. Then as the leader, the , principal must set up structures ... structures that will control . the money and all the money should be controlled in such a way that there are statement continuously and also there should be someone outside just to evaluate to do some accounting work in our money, because most of the time the problems lies with where the moneys ... uh ... all the members around the school, they don't know exactly about the moneys. Because according to me, in order to have a good classroom management or to improve my classroom management is to have ... uh ... a budget that
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will cover all the departments inside ... all, even the sports, culture, everything that is going to improve our classroom management.
R3 Uh ... to improve this ... uh I would suggest to assume the fund-raising projects ... which are at the end of time enable me to meet the needs of the school, to buy the resources ... if I have to mention among others, an overhead projector, teaching media, the audio-visual and the visual ... uh ... teaching ... uh ... aids should be bought by the funds and how to get that, I as a principal of a school would sit down together with my teaching personnel and establish a mechanism of ... uh ... of overcoming this. And secondly, I would sit down with my ... uh ... staff, to establish a mission statement of the school ... what we want to achieve as a school. We put it down in black and white and start to work positively towards achieving our vision and our aim as an institution. Despite the fact that we are an educational industry, we are more involved with teaching and learning, but what other activities do we want to reach as an institution? We should write it in black and white, start work towards that.
R4 And again to improve the ... the classroom management, I ... I may organise school debates and simposium whereby I'm going to draw the attention of the pupil. They might like to ... to attend such an events and again I'm to ... to encourage tourism whereby they can ... uh ... learn from the outside world what is actually happening in the learning/teaching situation.
R5 One other thing again that can I outline, is the motivation of all the staff members by the principal, the head of the school. The head of the school must try by all means to motivate all the staff members so that in turn they should have this thing inside of them that will help them in order to go in the class with the spirit of going there and teach. And one other thing that is important is sharing, especially when you are a class teacher. If you ought to manage a class also, you must share each and every problem that you come across in the class with your colleagues so that they can give you some tips and ideas about how to go about solving that problem. Even in a subject content, if you 'are teaching suppose Mathematics, you ha've certain problem of people ... they don't understand it in a class ... maybe ... uh ... just talk to your colleagues, maybe they will tell you ... just change to the certain method maybe just and go back and apply that method in the class. Maybe that one again is going to help you in managing the classroom.
R6 Ja, I will organise ... uh ... meetings, subject meetings to discuss the progress of the pupils. I'll also engage in the quarterly meetings where the progress of the entire school ... it's being discussed. And I will also to invite the parents, at school level, to discuss the educational problems and the good things within the school and then I will also encourage incentives where pupils who are best achievers will be identified, not only those who are best achiever but
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even those who improved within themself. I will categorise them with different ... let's say ... what-you-call ... um ... incentives. It might be a gold certificate, a silver certificate, a bronze certificate and also the teachers who have performed very best, then they will have to be given some packages, you know, at the end of the year where you invite parents to come and honour those ... uh ... teachers.
R7 I would organise in-service training for my teaching personnel. Subsequently, subject seminars wherein they will discuss ... uh ... the latest methodology and the problem areas of the subject matter. Uh secondly I would ... uh ... invite parents to be involved into the spending, into the income of the money ... they should be involved and be informed ... up to date ... every day of the developments, the failures and the success of the school, so that they must ... uh participate fully.
R8 And also as a classroom manager, in the junior primary, I will also encourage the children who have done well at the end of daily, by merely giving them a star, putting them a star on their heads to show that the child has done well.
R9 One other thing that is very important again is that in the classroom there are kids inside there and each and every teacher who comes in to manage the class must make sure that they know exactly what are objectives of each and every project that take place, or learning that takes place in a class. That one also is going to help them to have insight in ... in what they are doing and also in their ... in their learning. And other thing again, as a school, there are certain educational goals ... ne ... If we can put goals there, there must be now the steps or the guideline that we should all of us follow in order to achieve our school goal ne? As a principal or the head, I will make sure that each and every teacher, he become aware of the steps that we are following so that we do one common thing because we have one ... uh ... mission ... uh ... of our school.
R10 Ja, they say ... uh ... what's it again? ... (clears throat) ... "work all day make Tom and Harry a dull boy". ... (clears throat) ... Now as a school we need to build a teamwork. Now I'll have a reserve for the ... what-you-call ... throwing, let's say a party at the end of the year, where it will force the teachers td be together in a way because really a teamwork it's needed and in a way you need to throw incentive for the teachers.
R11 And also the classroom management, I will organise a meeting with the parents of the children in my class to show them the progress and also to show them how they can help me with the work of the children ... of the children who have problems. And also organise fund-raisings for ... teaching aids which cannot be provided by the office in time. (silence)
R12 And again I will encourage the ... the ... the spirit of ubuntu, this is a ... eh ... uh ... the ... the African terminology ...
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humanity ... amongst the staff members, the pupil, the parents and all the stakeholders who are having a say in the education of their own, our young ones.
R13 Ja. One other thing ... I will identify a school which is progressing quite well and I will make a suggestion that we adopt that school as a role model so that always we compare ourself with the standard of that particular school.
R14 Ja, as a teacher I will keep myself abreast with the new development, more especially in the implementation of the education ... as we realise that education is not static, it's changing ... on daily basis. Hence I will make sure that I keep myself abreast with the changes of the education.
R15 I ... I would establish the communication network amongst the ... the teaching personnel. The procedure of ... uh ... handling a dispute should be stated in black and white ... a procedure of ... uh handling a complaint ... how to complain. People should know all this and people should know that they've got rights to ... to complain. Let them talk out. There should be a session where people cough out ... uh ... if need be, there should even be truth and reconciliation meetings at a school level, where teachers would reconcile, because I know an institution where more than 10 people meet, there are always differences. And those differences need to be settled in such a manner that ... uh ... everybody would feel at home, so that tomorrow morning, when I wake up, I should be encouraged to ... to go to work. Because I know a place of work ... it's a place of peace, it's a place of progress, it's a place of harmony. Unlike a situation where one finds himself that ... Ooh, I'm going to work, I'm going to hell. I'm not talking to this person ... uh I'm not communicating well, there's no proper communication and so on and so on. And that would influence negatively productivity of the teachers. Even a good teacher might end up sitting behind and say let me observe what they will do. (silence)
N Are you finished? (short silence) Then I just want to say thank you very much.
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FOKUSGROEPONDERHOUD 3
VRAAG 1: WATTER DINGE IN U OMGEWING BEINVLOED KLASKAMERBESTUUR? QUESTION 1: WHICH THINGS IN YOUR SURROUNDINGS INFLUENCE
CLASSROOM MANAGEMENT?
R1 The ... the first thing that influences ... uh ... classroom management in my surroundings is the distance of the toilets from the classrooms ... uh ... the distant ... the toilets are too far from the classroom and as a ... as a result they ... they influence the time. You find that you ... you have put aside ten minutes. I mean the five minutes for the children to go to the toilet, but because of the distance, the time ... uh ... cannot be managed the way ... uh ... it was planned before. And the other thing is overcrowding in the classroom. Some other lessons you cannot ... uh ... present them with a large number of pupils. You have to divide them and it takes a lot of time.
R2 I think the community as a whole has an influence in the classroom management because some kids are copying some bad things or good things that the community are doing there ... there outside of the classroom, and even the sports facilities around the classroom and outside the classroom, maybe can influence the ... the child to be ... uh ... a good sports master or even be ... uh ... a good ... I'm sorry, to be a good sports master. And even there ... maybe there ... there, there, the institutions maybe there, the class there, high schools around there, around the ... uh ... the schools, maybe next door to the high ... to the primary schools, they influence the ... the child maybe next time she ... he thinks he will be ... he's going to read more so that he will be able to be like the other, that are, maybe they have brothers and sisters that are next door to the high schools.
R3 The economic factor also influences the running of the classroom ... the classroom management. Uh ... in our, you will find that in our surroundings, the ... our place is located where there is no electricity and you cannot you want ... sometimes you want to photocopy a lesson that you have found in ... uh one book, and you cannot photocopy. You have to go outside ... you have to board a taxi and it's a distance, so it influences the management. The surrounding doesn't have electricity ... as a result you have to move to another place ... from . A to B to find material to use in your classroom.
R4 I think ... one other thing is that the ever-changing structure of education which demands so much on the side of the teachers and on the pupils ... is affecting the management in the classroom. And the other thing is lack of equipment because ... we ... we encounter problems when it comes to ... for instance textbooks ... and if I may give an example ... you cannot teach a Grade 4 class and expect to give those kids notes. I think they should have their own textbooks from which they can read because it takes a lot of time for them to copy
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down notes from the chalkboard. So the lack of equipment affect us negatively. (silence)
R5 Shortage of facilities can be one of the ... the influence in classroom management. And then the shebeens around the schools ... those ladies who are selling for high school boys ... who are next to our schools ... also affect the school children, because they feel ... they think it's a good thing. (silence)
R6 The surroundings in the school itself ... there are no trees and during break-time pupils should go and relax under trees in normal schools ... but with our surroundings we have ... we don't have any trees, or chairs or sheets to sit ... for the children to sit under. Uh ... that makes pupils to come into the classes, get in and get out, and they make the classroom to be dirty. And at the end of the day, when pupils should be going home, they need ... it influences that time in that, because they have to come and pick up their papers that they've left in the classroom during break and that eats away time that should be used for lessons or time that they should knock off at.
R7 I think politics also plays an important role in influencing ... uh ... classroom management. Most of our pupils are from the squatter camps and this pupils, they don't have electricity at their homes. They are using the natural resources to make fire ... and during the night they experience a lot of problems ... for an example ... all the thugs, thieves or car hijackers ... uh ... go to the squatter camps to go and hide there. They experience a lot of killings, rapes ... they are also raped this children. So ... whenever they come to school, they come to school in a bad situation. They cannot concentrate because of that things which they see, which have ... are been doing in the squatter camps.
R8 I think again reluctance on the side of the parent influence the management in the classrooms. For example, if a child has a problem and you ask the child to invite the parent in ... the parents do not respond to that and that gives . the teacher a problem ... to can remedy the child's problem.
R9 Unemployment can also lead the children to steal or becoming thieves.
R10 Also the cleanliness of the surroundings counts a lot to the kids. If the kids maybe sees things that ... maybe ... maybe they see dirty things surround their ... uh ... their school, they are not going to care about whether to pick up the papers or to ... if you always tell them to ... if you always remind them of picking up the papers, they are going to say ... out there, next to our school, there are a lot of papers, so why should you ... why I shall do it? And then also the characters of the higher pupils of high schools ... maybe ... uh smoking daggas and then this is going to have an effect on the kids ... because they are going to copy, they are going to think bad things,
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they are the right things to do. They are going to copy the ... their ... their higher ... their younger ... their younger brothers. I'm sorry ... they are going to copy the, the bad things that their brothers are doing at the high schools. They ... they will not know whether is it good or bad, because to them it's going to be an ... it is an entertainment. And also the hospitals and then the surgeries ... is going to ... it, it has an influence on our kids, because they are going to read more to be ... to, to ... to have qualifications like doctors that are ... are surrounding us ... that are next to our surroundings. They are going to read in order to copy ... uh ... the doctors and then they are going to read more in order to be the nurses of tomorrow.
Rll Also drug dealers nowadays uses ... uh ... small children who are needy, to do their jobs.
R12 I'm adding on that ... they also provide them with ... uh ... guns ... so school children right now, they carry guns along with them and they force others to buy this drugs and if they don't buy them, they always point guns at them. And we have already lost lives of many pupils because of these children carrying unlicensed guns ... and this affects ... uh ... the education of the pupils because they are ... some are afraid to come to school because of these guns and the drugs which they see at schools.
R13 Uh ... as educational tours are part and parcel of education ... uh uh ... a place like a squatter camp, where our school is situated, parents ... most parents are illiterate ... they cannot read and write. And the parents usually influence each other. When a teacher organises an educational tour for her class, you find that parents, other parents influence others so that they should not pay for a child ... maybe for a trip to the zoo. And you find that in your lessons ... what you have planned for your class ... has included a lesson about animals and you want them to go and see them at the zoo and then this parents ... because most of them are illiterate ... they sleep in a squatter camp ... they influence each other not to pay. They do not motivate each other so that their childern can ... uh experience more educational tours.
R14 Maybe if we can ... uh ... concentrate on the positive side of our ... aspect which influence our classroom. We ... we have so many ... uh ... resources, which I will talk about only the few ... the others are already been mentioned. I want to talk about the human resource
uh ... where we will use our educationist who are already in the work field ... like for example teachers, ... uh ... doctors, ... uh ... engineers or even mothers, because I regard mothers as professionals, to be role models of our young children in the classrooms. So the human resource in that regard, looking at the positive side, will influence also the young ... young pupils. And the other thing ... still on the human resource ... the ... the pupils or the people who work in the TV's or radios and also in the newspapers ... can form a good example to people, to pupils in the classroom. Uh ... so those are the resources which we can use in the ... in the
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classroom as positive aspects to encourage our pupils to learn ... to learn more. The other aspect which I want to still stress ... also on the human resource ... is the classroom outside, meaning in the, in the ... in the playing grounds. If we can have people, people who are also sportsmen or sports women, who already are professionals, who can be delegated to take on as ... as ... uh ... demonstrators in different sporting fields, we will also positively motivate the ... the young learners. Uh ... also the management style, within the school or the classroom management ... the management style will influence positively to the pupils if the ... the administration or the management of the school planned properly ... according to the resources they have within the schools ... either the physical resources, or human resources, or social. I mean ... uh ... economic resources ... so it all depends on the management, how they use their resources, how they plan them. So I think those are the positive sides of the influences I will concentrate on. (silence)
R15 Even the ... I want to add on that ... even the family background ... that counts in classroom management. Some children are poor ... they don't have money for food ... so they can't concentrate in the classroom when you are teaching. Some don't have clothes, jerseys, maybe when it's cold, or when ... on a rainy day like we had rain for the past few days. Some couldn't even stay in the class because they were shaking ... shivering ... because of the rain. They travel a long way from home to school and they don't have money to ... eat, they don't have money to eat, and even the food that they are supplying them with, it's not enough for them to ... for them to concentrate in classes. Maybe ... they should give them more food and ... for them to be warm ... even though they don't have enough clothes but I think that will help them.
R16 Learning aids are some of the things that influence classroom management. Uh ... if a teacher has a lot of learning aids in her classroom, she has more time for ... uh ... individual problems. She can ... uh ... attend to individual problems while other pupils keep themselves busy with the learning aids. (silence)
R17 I think also communication plays an important part in classroom management ... knowing your pupils. Um ... for instance ... uh I must as a teacher ... know ... each and every child and the problems that they are having, so that ... it can be simple for me to manage the class.
R18 Children who are not yet school-ready can cause a problem. (silence)
R19 The ... the things which also influence the classroom, particular in my situation in the school is, the number of pupils within the classroom ... uh ... taking into account the machines we use. Which means every pupil in the class must have his or her own machine' to work
23
on. So if the number of pupils within the classroom is more than the equipment we have ... it poses a ... a danger to the management of the classroom. The other factor also which affects me directly is the ... the relation ... the relationship of the pupils among themselves and the pupils ... er ... against me ... or what ... how to ... to put it? The interaction of the teacher and the pupil, so that also the other aspect which ... uh ... influences the ... the classroom management. Well, I won't specifically code the negative ones, but that ... that is the other aspect which influences the classroom management. Well, what comes out every time is the planning ... if the teacher is not using his time well, or properly, the whole acitivity of ... of classroom management just falls apart. It goes back to again time and management
uh ... planning, organising, every ... every task we have just mentioned will influence your classroom management. The other aspect which I think also influences my classroom is the ... the way the community ... uh ... treat, specifically the pupils who take specific subjects in the ... in the school. Specifically in my class because we are doing technical subjects ... they regard such subject as not relevant to the ... uh ... to the ... uh ... lives within the community. So if we can have communities who understands the learning activities of the ... of their pupils in the technical field, I think it will ease the ... the load of the tea ... of my work within the classroom. So the understanding of the subjects ... by the parents ... in their children ... uh ... is also causing a problem in the, in the classroom situation.
R20 If the teacher in which ... uh ... pupils were ... uh ... last year, the previous standard she didn't do her work thoroughly, you find that in Mathematics there are some basic ... basic things that they should know and then that you should proceed with your work in that other standard. If that teacher that hasn't done her work thoroughly, it takes away your time because you have to explain that things that she didn't explained in the previous classroom.
R21 The teacher's character has a ... has an impact on the pupils work. And then also the pupil's character ... characters must be accommodated ... accommodated in the classroom because ... uh ... every ... every kid has his own character: And then even people ... people ... teachers/pupils ratio is a influence or in the classroom because the teacher won't be able to attend to many pupils in the class ... in the classroom environment. For example if you have ... uh ... 64 kids in the classroom, you won't be able to ... to attend all of them and then is going to have an impact on the pupils and then some of them are ... are not going to be noticed by the teacher on some of the evil things that they did in the classroom or some of the bad like, that they don't do in the classroom. They are not go ... you are ... as a teacher you are not going to manage them all.
R22 The management of the school ... of the whole school can have an influence on the management of the classroom because if the ... you find that ... uh ... in my case when we had the other principal ... her
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meetings were not well-planned, I heard. You find that she calls meetings without agendas ... uh abruptive, without telling ... informing the teachers before and then that influences the management of the classroom because teachers leave the work that they ... should have done at that time to attend to that abrupt meeting that was called. But now that we have a principal whose management skills ... that person has planned all the meetings for the year, and then the teacher can plan that on this day I'll do the work that should have been done tomorrow and then do it and save ... uh ... the pupils ... um ... lesson for ... for another time or do it before. So the management of the school or of the principal also influences the management in the classroom. (silence)
R23 Uh ... if I were to add on the ... the influences which directly affect the classroom ... in this case my classroom ... the ... the teaching aids which I've just mentioned, the TV's, radios and newspapers, also have a negative influence sometimes, but in most cases they have positive influences. Uh ... like for instance we have the changes of curriculum and ... uh ... the changes in the teachings or the teaching methods within the classroom. They also affect the classroom directly because I may stick to the old method, which is successful of course, of teaching but because of being unaware of the changes, maybe the TV will present it to the pupils who are at home, and they watch it, and only to find I'm using the old-fashioned method or the old syllabus. This will directly affect my ... my presentation of lesson in the classroom. So the ... the change outside the school or outside this ... the classroom also are affecting us directly. So in this case I will not blame them for being ahead but by ... I think there must be some way to brief everyone whenever there are some changes in the syllabus or in the method of teaching so that then ... there must be no ... uh ... embarrassment within the classroom situation.
R24 And I think again the medium of instruction influences management in class directly. For instance, in my case I'm dealing with a Grade 4 class, which is a transitional or a group that it is in transition because in Grade 3 you are being taught all the subjects in Northern Sotho, and when they come to Grade 4, they change to English and then they cannot cope ... and that gives us a problem.
(silence)
VRAAG 2: IN U KONTEKS WAT SOU U DOEN TER VERBETERING VAN KLASKAMERBESTUUR? QUESTION 2: IN YOUR CONTEXT WHAT WOULD YOU DO TO IMPROVE
CLASSROOM MANAGEMENT?
R1 Uh ... in order to improve classroom management in my situation I ... I will ... I will try by all means to be involved when the
25
school's budget is drawn ... eh ... if they ask for submissions I would always be the first one to submit for the things that I need in the classroom, for example, ... uh ... teaching aids. The ... the ... um ... and whatever I need for ... improving my classroom like if they want ... they're asking for ... they're going to buy plants for the classroom, I would be the first one to ... to submit my budget to the management. Then again I would inform the management team of the school about any courses that I knew of ... I would to attend them to improve the management so that the influence that they have on my classroom should be ... uh ... positive.
R2 I will also ... I will also allow pupils to participate in the classroom as much as they can and I will also plan my work before time so that the pupils can be able to do their homework. And then I'd be fair to all the pupils in the classroom. And then I'll be also ... I will also be a good character and a good leader to the pupils. I will manage my work and organise it in a correct way. I will give freedom of speech to all my pupils and then I will be able to accommodate all pupils ... all the pupils with points because each kid is different. And then ... that's all. (silence)
R3 I think to improve ... uh ... the situation in my classroom I would first start off by calling a classroom/parent meeting where I would ask the parents to be involved in the ... their pupils work. One thing that we don't have ... eh ... teaching aids. I will ask them if there is any parent ... who has an access of a photocopy machine at his work to help us photocopy whatever . uh ... we want to photocopy to use in the classroom. And perhaps there might be some parents who can even go out and ask donation for us and maybe get a computer because our pupils doesn't know what a computer is. They've never touched it. Perhaps even if they see it they just see it as a machine ... so if there are parents who are willing to go out and ask for donations then we can get a computer and this computer will help us a lot. And again
uh I will call NGO's to come and address us ... as a staff ... to give us guidelines ... things that ... eh ... we are busy with ... the national qualification framework and we should do away with ... uh ... traditional way of teaching and get the new way of teaching. And this people they will help us to get new methods' so that our teaching must not be teacher-centered ... it should be pupil-centred and they should help us with many ideas of how to help our pupils to go and investigate and hypothise for themselves so that when they come to class they are able to do their work ... eh ... independently so that
uh ... in the end they should be competent pupils. (silence)
R4 The ... the whole thing comes back to the basic management ... uh ... firstly the solution I will go for is to gather the human resources and share the skills of management ... the basic ones controlling, cleaning, leading and organising and from there I hope it will be easier now to ... get the other task like ...
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uh ... or the attitude of the teachers will change ... or even the attitude of the pupils ... even the parents will change after you ... you have discussed with them where the problem lies, what need to be corrected, what need to be maintained as good ... eh ... factors. Also I will stress on the commitment of all the pupil, the teacher, the parent, to co-operate in all what we will need to ... to improve so that all this classroom management becomes effective. The other thing I will ... eh ... ask the pupil with knowledge, economic ... economics knowledge ... to draw as quick as possible so that they may submit their proposal to Minister ... Minister of Finance because he's reading his finances budgets within this few days ... on Wednesday ... and then maybe we can have ... uh ... financial resources ... uh ... solved ... eh ... quickly. And the other thing I will ... uh ... ask for the community to be helpful to their own children at home so that when they come to the classroom, the easy ... the work ... uh ... it becomes easier to deal with in the classroom situation. Which means I will ask the parents now to be committed in helping their children at home ... uh ... as ... as a first step so that the classroom comes second. So that's basically that.
R5 I think to add-on that ... seemed that our ... our school is also near a squatter camp and that we are encounter ... encountering this problem of parents who are illiterate and who doesn't want the pupils to go on excursions. I ... I think we can also arrange for these parents that during the day we can organise human resource to come and address them ... that it is important for their pupils to undergo excursions as they're based on the themes which they've been taught as ... taught at school. And again ... because of their illiterate, that they should help them to be literate ... and to be an educated community and they should also ... they will be able to help their people.
R6 I think as teachers we need to have a period for class visits by parents in our time-tables and we need to undergo excursions in order for the children to see before teaching them so that they can understand and then see real things. (silence)
R7 Uh ... in my situation I would improve my classroom management by organising meetings with parents, even during weekends ... uh ... in order to come and help with improving the school ... for example like painting the classroom and to look into ... to discuss about their children's ... eh ... problems. I would also encourage the management of the school to involve parent in drawing the school budget in order for them to ... uh ... can be ... motivated to fork out more money so that we can get more material resources in order for us to ... can be used them in our classrooms. (silence)
R8 In order for the children to be competent I think we should just ... praise them. Maybe if they have got rights you must give them something ... promise them to go to the bioscope mahala ... like that.
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R9 To add on that, I think it ... I would improve by asking ... eh ... my principal to allow ... to allow us to have an extra classroom whereby we will be ... take ... eh ... accepting the Grade O's ... so that we must prepare them ... ourselves for Grade 1 and I think most of our community ... they take their children to ... white schools because they ... they don't believe in us. So I ... I think it is time for us to prove to them that irrespective of lack of facilities we are capable ... we can do it, if they can give us a chance. (silence)
R10 In the case of the medium of instruction I think we should start teaching them English at Grade 1, since we have ... we encounter problems when they reach Grade 4 ... it is where we start teaching them English as a medium of education ... we should start at Grade 1 then it's going to be better ... then the children will get used to the language.
Rll Ja, as the situation differs ... uh ... in the high school I think ... eh ... it becomes easier when it comes to communication. Uh but the problem lies with now the ignorance of the pupils in using other ... other facilities for learning, like the newspapers, the radios ... even TV's. Even the human resource of the pupil who are already learn ... learned, like doctors. So it ... it always becomes easier for the teacher to always remind them to use ... ja, use those people and those resources, TV's, radios, as learning activities or role models to ... uh ... improve their classroom ... the classroom management ... for easier learning and for easier teaching. Maybe to touch also on the side of the lower schools, the primary schools and the middle schools ... uh ... what can be easier achieved through ... uh ... relation with other people is through sports. Uh ... pupils in the primary schools and the lower ... lower ... higher, secondary schools like to play more than to be in the classroom and that's where learning becomes ... uh ... enjoyable for them and it becomes easily understood. So if maybe playing ... playing can be emphasised more than bookwork, it can easily becomes ... eh ... possible for the classroom management for ... for those teachers in the ... in the lower primary to achieve their aims. (silence)
R12 In my situation, what I would do to improve my classroom management, I would ... uh ... try to make each pupil as ... um ... try to ... for each pupil to be as much comfortable as possible by not being too rigid in my rules. If a child feels comfortable sitting at the back, I shouldn't force that child to sit in the front. And I wouldn't focus much attention on the uniform ... school uniform ... because we are very poor in our ... uh ... area. So I would tell them about the uniform but I would make them to feel as much ... uh comfortable. As long as a child is presentable and is clean that would
uh ... satisfy me and all pupils would be made to feel as much comfortable as possible and no-one should call anyone by their names, or by what they ... their weak points. No-one's weak points should be emphasised.
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R13 Ja, I think I will also come to this point of democracy as our new dispensation is ... is encouraging everyone to say whatever he wants to say ... he must feel free to voice every ... uh ... aspect he ... he feel uncomfortable with. So in my situation I will encourage everyone to the relation ... relationship between the teacher and the pupil or the relationship between the teacher and the colleagues or the relationship with the management ... that parents should be the starting point, because without communication ... uh ... no problem will be solved. So through ... uh ... free expression ... uh ... in the classroom especially ... for the pupils to obtain their higher grades or the high marks, they ... the teachers should be the initiator of this free relationship, that is the teacher to the pupils and the pupils amongst themselves. They must practice to talk freely to each other. Uh ... the other aspect which I think will improve the ... the classroom management, especially coming again to my classroom situation, ... uh ... every pupil in the classroom ... uh ... should have his or her date of birth on the wall so that ... uh ... it becomes known for everyone to celebrate. In that way it is another form of opening up ... uh ... communication ways among themselves, among the teacher and the pupils. Also the ... the ... uh ... relation of pupils with the teacher by telling the teacher how the ... the parents behave with the pupils at home, that is the ... the ... the child telling the teacher his home background or her home background and then if there is a need that the teacher can help in ... in the case of problems. Then the children or the pupil becomes ... eh ... free to express such ... such problems. So such ... uh ... opportunities of opening up the communication ... uh ... paths can improve the classroom management. Well the other way of improving the classroom management is celebrating the public holidays or within the ... within the classroom. Example, during the last day of our closing date or during the ... the visit of one of the premiers within the province ... supposing the Minister of Education is coming to the school ... uh ... the ... such a situation should be celebrated ... uh ... within the class. Also that way it will improve the classroom management ... eh ... for the teacher as well as ... as well as for the pupils. Also the ... the use of ... uh ..- the teaching aids, that ... that is the TV's, the radios, the ... the newspapers, can be used as the refreshment ... uh ... aids. That is after every lesson, there must be some time set to refresh their minds using the TV, each other by playing a certain ... uh cassette, or playing a certain episode from the radio or quoting a certain ... uh ... speech from the newspaper. In that way you will be opening up the channels of communication among the pupils within the classroom management. I think those are the ... the basic things I will go for, especially in my classroom situation.
R14 Uh ... to improve the management in the situation ... management situation in my classroom ... uh ... no-one in my classroom will be penalised for not not being able to pay schoolfund or not being able to contribute money for a party and no-one's weak points will be
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exposed to other pupils, like learning problems and ... uh ... everyone's talent should be exposed in order to ... uh ... motivate the pupils so that pupils can feel good about themselves. Then that should be a happy class and a manageable class.
(silence)
N Anything else? (short silence) Nothing? (short silence) Thank you very much for your co-operation.
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