the effects of strategies for classroom control …
TRANSCRIPT
THE EFFECTS OF STRATEGIES FOR CLASSROOM CONTROL USED BY
TEACHERS IN PRIMARY SCHOOLS AT ZHOMBE
by
NTOKOZO LUSUWE
Submitted in partial fulfilment of the requirements for the
MAGISTER TECHNOLOGIAE : EDUCATION
in the
Department of Educational Studies
FACULTY OF HUMANITIES
TSHWANE UNIVERSITY OF TECHNOLOGY
Supervisor: Dr J. Wydeman Co-supervisor: Prof C.J. White
June 2005
i
DECLARATION
I HEREBY DECLARE THAT THE DISSERTATION SUBMITTED FOR THE
M. TECH: EDUCATION AT TSHWANE UNIVERSITY OF TECHNOLOGY
IS MY OWN ORIGINAL WORK AND HAS NOT PREVIOUSLY BEEN
SUBMITTED TO ANY OTHER INSTITUTION OF HIGHER EDUCATION. I
FURTHER DECLARE THAT ALL SOURCES CITED OR QUOTED ARE
INDICATED AND ACKNOWLEDGED BY MEANS OF A
COMPREHENSIVE LIST OF REFERENCES.
N. Lusuwe
Copyright @ Tshwane University of Technology 2007.
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DEDICATION
THIS STUDY IS DEDICATED TO MY WIFE SONENI, DAUGHTER
SUBUSISO, SONS ZIBUSISO, MDUDUZI AND MTHOKOZISI FOR THEIR
UNFAILING SUPPORT.
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ACKNOWLEDGEMENTS
There are several individuals who have contributed to the successful completion
of this mini-dissertation and I am sincerely grateful to each of them. In
particular, I would like to highlight the intellectual contributions of Dr P.A. Geel
and my supervisor Dr J.L. Wydeman.
I would also like to express my sincere gratitude and appreciation to Tshwane
University of Technology for financial assistance.
The research was dependent on the cooperation provided by the headmasters and
staff of the four primary schools visited. These all willingly and happily
provided information about their operations and problems. In some instances,
they allowed access to sensitive, but vital information.
The contribution of each of those that provided valuable assistance in the initial
stages of the study is remembered and greatly appreciated although I cannot
mention all of them individually.
Finally I would like to express my deepest appreciation to my wife Soneni and
our children Zibusiso, Mduduzi, Mtokozisi and Sibusiso for their unfailing
support over the four years of my M.TECH, EDUCATION studies.
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ABSTRACT
Teachers are experiencing disciplinary problems with students daily in their
classrooms. These disciplinary problems negatively affect the teaching-learning
situation in classrooms. As a result work accomplishment amongst students in
the classrooms is also negatively affected. It is against this background that this
study sought to investigate the effects of classroom control strategies used by
teachers in the classroom.
A total of fourteen respondents took part in the study. Seven respondents were
Grade 6 teachers while the other seven were Grade 7 teachers. Interviews and
observations were used as research methods. All fourteen Grade 6 and Grade 7
teachers were subjected to both interviews and observations.
The research revealed that classroom control strategies are not being fully and
appropriately utilised. Most teachers are relying on fewer classroom control
strategies although they have a variety of control strategies at their disposal
There is also a lack of knowledge in the selection of more appropriate strategies
for a particular situation.
Therefore this research recommends that there be training workshops on
classroom control strategies. These workshops should be held by all
stakeholders in the teaching fraternity. The teacher training colleges in particular
should incorporate the use of classroom control strategies as one of the core
concepts in their curriculum.
It is suggested that a further study be conducted in the same field but covering
the whole district or perhaps the entire province or country so as to get the
opinions of the larger population of teachers with regard to the effects of
strategies used by teachers in classroom control.
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TABLE OF CONTENTS DECLARATION……………………………………………… (i)
DEDICATION…………………………………………………… (ii)
ACKNOWLEDGEMENTS……………………………………… (iii)
ABSTRACT…………………………………………..……………(iv)
LIST OF TABLES……………………….............………………..(vii)
CHAPTER 1: INTRODUCTION TO THE RESEARCH
1.1Introduction.………………………………………………… 1
1.2 Background ………………………………………………... …………1
1.3 Statement of the problem………………………………………… 3
1.4 Research questions….……..………………………………………. 3
1.5 Objectives…………….……………………………………………... 4
1.6 Research methodology. ………………………………………… 4
1.6.1 Research design………………………………………… 4
1.6.2 Population and sampling……………………...…………. 4
1.6.3 Data collection techniques…………………………… 5
1.6.4 Data Analysis….….……..………………………………… 7
1.7 Limitations and delimitations
1.8 Significance of the study ……………….…………………….. 7
1.9 Definitions…………………………... ……………………………… 8
1.10 Exposition of the study……………………………………………. 9
1.11 Conclusion…………….……..….………………………….………..10
CHAPTER 2: LITERATURE REVIEW
2.1 Introduction………………………………………………………. 11
2.2 Disciplinary strategies available……………………... ……… 11
2.3 The use of classroom control strategies by teachers… 16
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2.4 The influence of disciplinary strategies on discipline
in the classroom………………………………… 16
2.5 The effect of strategies on work accomplishment
in the classroom…………………………………………………………18
2.6 Conclusion ……………………………………………………….. 19
CHAPTER 3
3.1 Introduction……………………………………………………… 20
3.2 Research design……………………………...……………… 20
3.2.1 Qualitative Approach…….…………………………… 20
3.2.2 Ethnographic method..……………………………… 21
3.3 Population and sample………………………………… 21
3.4 Data collection techniques……………………………………………….23
3.5 Data analysis……………..………………………………………………25
3.6 Validity/reliability/trustworthiness of the study..……… 25
3.7 Conclusion…..………………………………………………… 27
CHAPTER 4
4.1 Introduction ………………………………………………………. 28
4.1.1 Setting the scene
4.2 Data presentation………………………………………………… 28
4.2.1 Semi-structured interviews
4.2.2 Observations
4.3 Data interpretation………………………………………………... 34
4.4 Conclusion………………………………………………………… 40
CHAPTER 5
5.1 Introduction …………………………………………………………… 42
vii
5.2 Summary ……………………………………………………………… 42
5.3 Conclusions…………………………………………………………… 45
5.4 Recommendations…………………………………………………… 47
5.5 Suggested areas for further research
BIBLIOGRAPHY…………………………………………………………… 50
LIST OF TABLES
TABLE 2.1 Classroom control strategies 12
TABLE 2.2 The ego states 14
TABLE 4.1 Strategies from the findings and the literature 30
TABLE 4.2 Comparing strategies used by teachers and those in the
literature studied 31
TABLE 4.3 The students’ behaviour 38
TABLE 4.4 Summary of research findings 40
TABLE 5.1 Summary of conclusions and recommendations 48
1
CHAPTER 1
INTRODUCTION TO THE RESEARCH
1.1 Introduction
A school may be regarded as a social institution and an important one for that matter.
As an institution, it has to have certain basic regulations governing, controlling and
directing the behaviour of its members, the majority of whom are students. In such a
setting discipline is important, since without it the purpose of the school cannot be
achieved effectively. Discipline implies control, without which there would be
anarchy and chaos and learning would not take place effectively (Mwamwenda,
1996:311).
Teachers have a lot of work to do and one of their most essential tasks in the school is
control. According to Farant (1991:197) an uncontrolled class can be like a runaway
lorry causing havoc and misery to many people. Good classroom control strategies
reduce opportunities for distractions, boredom and disruptions, and thus increase
academic engagement and opportunities for learning.
1.2 Background
The problem of discipline is not new in African schools. Students defy the teacher’s
authority thus creating a state of tension and hostility. As there are discipline
problems in society, so there are discipline problems at school, which is a part of
society. These discipline problems have their origins in society itself, the home, the
school, the curriculum and the teachers. The role of the teachers in controlling
problems originating outside the school is rather limited. On the other hand they are
capable of influencing students’ behaviour as they interact with them on the school
premises and in the classroom (Mwamwenda, 1996:311-318).
2
It is generally acknowledged by educationists that it is crucial to have the ability to
control or manage a class. Technikon Pretoria (1999:1) points out that the importance
of effective classroom management can hardly be over-emphasised. The teacher
whose classroom practice is organised, controlled and purposeful will obviously have
better results than a colleague who neglects his/her management skills.
According to Kramer (1999:155) management in schools is not very different from
management in other areas of our lives or, for that matter, in business. Eksteen
(1996:4-5) indicates that the fundamental management tasks of planning, organising,
leading and controlling involves the following:
Planning: the selection of missions and objectives according to
anticipated future trends and determining the objectives of the
organisation.
Organising: the establishment, development or design of a formal
structure of roles in a formally organised enterprise.
Leading: influencing or motivating people to strive voluntarily and
willingly towards the achievement of the group goals of the organisation.
Controlling: checking and correcting the performance of activities of staff
to ensure that the set objectives and plans are accomplished.
The aim of classroom management is to organise the teaching and learning process in
such a manner that the students will derive maximum benefit from the education
process. Through effective management of his or her classroom the teacher succeeds
in guiding and directing what happens in the classroom, so that the educational
objectives of teaching and learning are realised as effectively as possible (Technikon
Pretoria, 1999:2)
1.3 Statement of the problem
Disciplinary problems among students are experienced daily by teachers in schools.
Students defy the teachers’ authority and this creates a state of tension and hostility in
classrooms. The teaching and learning situation in classrooms is affected negatively
3
by the disciplinary problems among students. As a result work accomplishment
amongst students is also negatively affected.
As a manager of the classroom the fundamental tasks of the teacher in class are the
planning, organising, leading and controlling of the activities in the classroom. The
effective application of these fundamental tasks may have a positive effect on the
teaching and learning situation in the classroom. Therefore, the researcher intends to
determine what strategies are being used by upper primary school teachers for
classroom control, as well as what the effects of these strategies are on class control
and work accomplishment.
1.4 Research questions
a) Grand tour question: Do teachers in Zhombe have effective strategies for
classroom control?
b) Subquestions
What methods do teachers use to deal with discipline problems in their
classes?
How do these strategies influence classroom discipline among students?
What effect do these strategies have on work accomplishment by students
in class?
1.5 Objectives
To find out what methods for dealing with classroom discipline problems
are available.
To determine what methods teachers use in order to exercise classroom
control.
To determine the influence of these strategies on discipline amongst
students in the classroom.
To determine the effects of these strategies on work accomplishment by
students in class.
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1.6 Research methodology
1.6.1 Research design
The researcher will use a qualitative approach in this study. This approach was
selected because what is being studied is taking place in the real world of teachers.
The respondents will be describing their daily experiences relating to class control
strategies in their classrooms.
The characteristics of a qualitative research approach are that it describes and analyses
people’s individual and collective social actions, beliefs, thoughts and perceptions.
Qualitative research is also an inquiry where researchers collect data in face-to-face
situations by interacting with selected people in their natural settings (McMillan &
Schumacher, 2001:395).
1.6.2 Population and sampling
Population
The population for this study will consist of all Grade 6 and Grade 7 teachers from the
schools in the Zhombe Central Cluster. There are twenty Grade 6 and 7 teachers in the
seven primary schools that comprise the cluster.
Sample
Non-probability sampling will be used to select four primary schools to participate in
the research. The convenience factor will play an important role in the sample method
since, because of the distances between schools, only those that are accessible will be
selected.
Of the seven primary schools in the cluster, four with a population of fourteen Grade
6 and 7 teachers will be included in the sample. From this sample of four primary
schools, all Grade 6 and Grade 7 teachers will be interviewed and observed. The
composition of the sample will be as follows:
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Grade 6 teachers: seven teachers
Grade 7 teachers: seven teachers
This is a total of 14 teachers.
1.6.3 Data collection techniques
The researcher will use the following data collection methods in this study:
Interviews
Observations
Field notes
Semi-structured interviews
Data collection will be carried out through face-to-face interviews. An interview
schedule consisting of open-ended questions will be used, which the teachers will
have to respond to. This will give respondents the chance to give their responses in
whatever way they choose.
During interviews there will be freedom and flexibility. Interviews will be flexible in
the sense that the mode of questioning can be changed if the occasion demands and
respondents will have the opportunity to ask for further information.
All fourteen Grade 6 and Grade 7 teachers will be interviewed.
Observations
Class observations of teachers presenting lessons will also be used to collect data.
Class observations will concentrate mainly on how the teacher manages or handles a
lesson so as to keep control in/of the class.
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Field notes on class observations
According to White (2005:163) a researcher should not rely on memory during
observations. Additional techniques for recording events, such as note taking (field
notes), have to be employed.
In this study the researcher is going to use note taking. This will be done while in the
field, that is, observing lessons in the classrooms.
1.6.4 Data analysis
Analysis of qualitative data
Analysis of data obtained from interviews will be done by identifying common ideas
in the respondents’ descriptions of their experiences. Irrelevant information will be
separated from relevant information in the interviews. The relevant information will
be broken down into phrases or sentences that reflect a single, specific thought.
The phrases or sentences will be further grouped into categories that reflect the
various aspects of meanings. The various meanings identified will be used to develop
an overall description as seen by the respondents (McMillan & Schumacher,
2001:464).
1.7 Limitations and delimitations
Limitations
Every system has its limitations and this study is no exception. The teachers may
resist answering interview questions and may resent being observed while presenting
lessons. Some respondents may be reluctant to release information; therefore, the
researcher cannot guarantee that the questions are answered in full. The researcher
may be affected by lack of co-operation from some headmasters who are not used to
carrying out research.
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Delimitations
This study will be confined to upper primary school teachers in the Zhombe Central
Cluster. Selected schools comprise one Grade one school and three Grade two
schools. The composition of schools includes one church-run school and three council
schools. This ensures that all types of school in the cluster are represented.
1.8 Significance of the study
The researcher is of the opinion that this report will help enhance positive attitudes
towards the use of appropriate classroom control strategies by teachers. The study will
also aid in the enrichment of teachers with a variety of proper classroom control
strategies through staff development programmes in schools (Orlich, 1989:129). This
then would in turn enforce the use of appropriate strategies in classroom management;
hence, it would have a positive effect on classroom control and work accomplishment
amongst students.
1.9 Definitions
Classroom management
This phrase refers to the combined qualities of discipline, teaching efficiency and
organisational skills. It is the art of carefully preparing, presenting, disciplining and
controlling class activities (Kasambira, 1997:70). In accordance with Van Deventer
and Kruger (2003:18), classroom management entails planned, organised activities
and procedures, which allow effective teaching and learning to take place.
Control
Walters (1993:9) points out that control consists of monitoring actions designed to
ensure that objectives are achieved and maintained within the confines of the
resources and, where these are not being achieved, establishing a course of corrective
action. Thus norms and values are created in the classroom where each student knows
exactly what is expected.
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Discipline problem
This is behaviour that interferes with the teaching act and the rights of others to learn,
behaviour that is psychologically or physically unsafe and that behaviour that destroys
property (James & James, 1996:22). Therefore, a discipline problem is that which
violates the interests of the student concerned, other students and the school or
community.
Discipline
This is an act of using reasonable controls in an effort to produce desired behaviour.
Cole and Chan (1994:297) view discipline as a relatively narrow concept usually
concerned with the enforcement of classroom order and control.
Strategies for discipline
These are ways and means of trying to correct and/or maintain good discipline in
class. They include a set of cohesive approaches for dealing with establishing,
maintaining and restoring order which represent a certain philosophical perspective on
a continuum of low to high order teacher control (Burden, 1995:36).
1.10 Exposition of the study
This report will consist of five chapters.
Chapter 1
This chapter will consist of a discussion on the background of the study. The
discussion will consist of the following: the statement of the problem, research
questions, aims of the study as well as the research methodology.
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Chapter 2
Chapter 2 will be reserved for the presentation of a focused literature study on the
strategies used by teachers in classroom control. The literature study will be
conducted so that a framework for the study is provided.
Chapter 3
This chapter will look at research methodology. The discussions will include the
research design, population and sample, data collection and finally data analysis.
Chapter 4
The discussion in this chapter is mainly based on research findings.
Chapter 5
The concluding chapter of the study is for conclusions and recommendations about
the findings of the research.
1.11 Conclusion
In Chapter 1 the researcher has presented the introduction and the background of the
research. The statement of the problem, research questions and the aims of the study
have been stated. The researcher went on to present research methodology and the
limitations and delimitations of the study. An outline of the importance of the study
and meaning of terms was provided. Finally a brief explanation of the contents of
every chapter was given.
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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
Discipline and the management of discipline are prerequisites for effective classroom
control. All teachers are responsible for managing discipline in their classrooms.
Furthermore, self-esteem and self-confidence in teachers are central to the
management of class discipline. Teachers need to have a sense of self-worth in order
to recognise and meet student needs (Blandford, 1998:1).
Having said this, it should be clear that teachers must have knowledge of strategies for
discipline in the classroom. If they lack this knowledge they will have great difficulty
in controlling their classes (Fontana, 1994:52).
In this chapter the researcher will look at what other researchers say about the
methods for discipline available for the teacher, whether these methods are used by
teachers, and the influence of these methods on classroom discipline. The effect of
these strategies on the work accomplishment of the teacher and the students will also
be looked at.
2.2 Disciplinary strategies available
The teacher’s authority is not always accepted by all students and they, in some cases,
have to enforce their authority by applying disciplinary or punitive measures (Kruger
& Van Schalkwyk, 1997:117). Disciplinary measures should be targeted at altering or
changing the behaviour of the students and should not be targeted personally at the
student. There are several disciplinary strategies that can be used by the teacher.
These strategies have been designed by scholars to improve classroom discipline and
work accomplishment by students. Louisell and Descamps (1992:229) point out that
the most effective of these strategies are those developed by B.F. Skinner (1998), T.A.
11
Harris (1969), W. Glasser (1969), T. Gordon (1974) and Lee and Marlene Canter
(1979). A summary of these strategies is provided in the following table:
Table 2.1 Classroom control strategies
Strategy or model Explanations of the strategies
B.F. Skinner
Behaviour modification
Behaviour can be changed if situations
surrounding behaviour are modified accordingly.
Little significance is placed on finding causes of
behaviours. Change in behaviour is brought about
by rewards and reinforcement.
T.A. Harris
Transactional analysis
Individual behaviour guided by one of three ego
states: child, parent or adult. Each state has
positive and negative qualities. Interpersonal
problems occur if teacher and student are
operating in different ego states.
W. Glasser
Reality therapy
Students should be aware of their own behaviour
and plan for success. The role of the teacher is to
aid students to become aware of why all is not
well for them in the classroom, to eliminate
circumstances where students are likely to
experience failure and increase opportunities for
success in the classroom.
T. Gordon
Teacher effectiveness
training
Behaviour controlled by improvement of teacher–
student relations by communicating and resolving
conflicts in a manner that is fair to both parties.
Teacher’s authority use is minimised as much as
possible and student’s need for autonomy and
responsibility is enhanced.
Lee and Marlene
Canter
Assertive discipline
This has predetermined rewards for good
behaviour and consequences for misbehaviour.
Teachers take charge and make sure students
adapt to expectations. Teacher makes classroom
12
discipline policy, setting basic rules and
consequences for not adhering to or following the
rules. Emphasis is on rewards and consequences.
A more detailed discussion on each of the strategies above follows in the next
sections.
Behaviour modification – B.F. Skinner
This strategy advocates that behaviour can be changed as long as situations are
modified accordingly. According to Cole and Chan (1994:311) this strategy involves
the use of positive and negative reinforcement. Robertson (1992:129-131) refers to
this as a positive approach. He is of the opinion that one may modify behaviour by
rewarding the desirable and ignoring the undesirable behaviour one wishes to
eliminate or extinguish. On the same note Burden (1995:36) points out that students’
thoughts, feelings, ideas and preferences are taken into account when dealing with
instruction, management and discipline. Furthermore, the teacher structures the
environment to facilitate students’ control over their own behaviour. Thus students
have a high degree of autonomy while the teacher exerts a low degree of control.
Transactional analysis – T.A. Harris
According to Burden (1995:39) individual behaviour is guided by ego states
developed from life experiences and retained consciously and sub-consciously in the
brain. These ego states are explained in the table below.
Table 2.2 The ego states
Ego state Description/Explanation
Child - relates responses to the things they see
and do
Parent
- responses made control and direct the
individual
13
Adult - responses made to a situation are by
conscious thoughts and judgement
- tests the rules of the parent ego state,
updates and changes them if necessary
One has to bear in mind that each ego state has both positive and negative qualities.
Since interpersonal problems occur when the teacher and the student are operating in
different ego states, the teacher needs to remain in the adult ego state and teach his
students to do the same (Burden, 1995:39). Robertson (1992:110-118), Kruger and
Van Schalkwyk (1997:117), and Everston, Emmer, Clements and Worsham
(1997:164) are in agreement that this strategy would fall into the category of
reprimands since it deals with the analysis of verbal interactions.
Reality therapy – W. Glasser
Burden (1995:42) states that the control of student behaviour in this strategy is a joint
responsibility of the student and the teacher. Since students have to be aware of their
own behaviour and plan for achievement, the teacher should help students realise why
all is not well for them in the classroom. The teacher should also help to eliminate
situations where students are likely to experience failure and increase success
experiences in the classroom. Evertson (1997:169-174) point out that reality therapy
is a systematic way for teachers to deal with various kinds of individual student
problems. It provides a useful strategy for helping students to understand that they are
responsible for their own actions. They must also learn to be realistic in judging what
is possible in classroom situations (Cole & Chan, 1994:320).
Teacher effectiveness training – T. Gordon
Schwartz (in Cole & Chan, 1994: 316) states that the essence of this technique is a
calm and controlled strategy. Thus behaviour is managed by improving relations
between the teacher and students by communicating and resolving conflicts in a
manner that is fair to both parties. The students want their needs met, thus Burden
(1995:42) uses what he terms control theory technique to enhance this strategy.
14
Furthermore, the teacher persuades students to comply with the demands made on
them by offering appropriate reasons (Robertson, 1992:129-131), thus minimising the
teacher’s authority as much as possible and enhancing the student’s need for
autonomy and responsibility.
Assertive discipline – Lee and Marlene Canter
Petty (1998:108) points out that the use of reinforcement should not be neglected in
dealing with discipline problems. The assertive response style is one in which the
teacher clearly, confidently and consistently states his expectations to the students and
is prepared to back up his words with actions. When a teacher responds assertively, he
tells students exactly what behaviour is acceptable and what is unacceptable, what
will happen if the student chooses to behave and what will happen if the student
chooses not to behave. There is no room for confusion (Canter & Canter, 1993:27).
Thus, as has been outlined above, assertive discipline has predetermined rewards for
good behaviour and underlying consequences for misbehaviour. Robertson
(1992:129) states that agreements or contracts should be negotiated willingly by both
parties concerned and each should have something to gain from the arrangement.
This, therefore, entails that if one party breaches the contract he has to face the
underlying, predetermined consequences thus enhancing the assertive discipline
strategy.
The control strategies discussed above are not intended to be a complete list of
discipline strategies but merely to provide a foundation for the discussions that follow.
2.3 The use of classroom control strategies by teachers
Having outlined the disciplinary strategies above the researcher has to go on to find
confirmation from authors as to whether teachers use them or not. If the strategies are
not being used then there should be good reasons for this.
There is more to controlling a class than just containing the students. In actual fact,
the need for most of that kind of management is pre-empted when the teacher takes
control of the learning in the classroom and in effect turns the responsibility for
15
learning over to the learners (Gunter, Estes & Schwab, 1999:355). This might not take
place if the teacher were not using discipline strategies. Thus good teachers manage
their teaching with the objective of taking control of the learning situation (Gunter et
al., 1999:355). Taking control of activities in the classroom is possible since teachers
have been given some strategies to use, as a result they operate from a knowledge
base and their intuition feeds their judgement.
James and James (1996:28) state that to be a successful teacher one should be
competent in managing student behaviour to maximise the time spent on learning.
This suggests that teachers are using disciplinary strategies since it would not be
normal for anyone not to want to be a successful teacher. Furthermore, those teachers
who manage their students’ behaviour in the classroom effectively, enjoy teaching
more and have greater confidence in their ability to affect student achievement (James
& James, 1996:19).
2.4 The influence of classroom control strategies on discipline in the
classroom
Establishing classrooms that are conducive to learning entails that there should be
an organisation and management plan in place. This plan should enforce efficient
rules and procedures that are consistently followed and that explain clearly the
expectations of the student behaviour (Van der Horst & McDonald, 2001:105).
The effect of classroom control strategies on students’ behaviour
The way students behave in a teaching-learning situation has an impact on the
degree of success of the situation (Kruger & Van Schalkwyk, 1997:114). Kruger
and Van Schalkwyk (1997) go on to say that students should not be allowed to
negatively affect the course of the teaching and learning activities in the class.
There is an indication that in the past good discipline was associated with an
autocratic management style. Students had to simply keep quiet and be obedient.
However, true discipline should be characterised by
co-operation between the teacher and the students
16
voluntary submission to authority
more freedom of choice
scope for questioning and debate (Kruger & Van Schalkwyk, 1997:115).
The effect of classroom control strategies on the teacher
It is naturally believed that good discipline and order in the classroom to a large extent
depend on the teacher. Sound discipline is not only crucial for good teaching, but is
also a consequence of good teaching (Kruger & Van Schalkwyk, 1997:114-115).
Teachers’ reactions to student behaviour should be flexible and strategies need to be
planned to meet a variety of outcomes. They should improve to meet individual needs.
Thus strategies should be planned to set boundaries. Furthermore, good behaviour
management allows the students to get a clear picture of what is going on and what is
expected of them and allows them to see more clearly the consistent consequences of
their own behaviour, both desirable and undesirable (Fontana, 1994:122).
2.5 The effect of classroom control strategies on work accomplishment in the
classroom
Excitement and stimulation are always a result of reinforcement; this shows that the
deepest understanding, which is accomplishment, results from the use of praise and
other forms of reward such as tokens.
Gunter et al. (1999:356) point out that to establish routines for good classroom
behaviour, teachers should tell their students what they expect, demonstrate it to the
students, guide the students in practising expected behaviour, and accept no less than
mastery execution of the routines necessary for successful learning and instruction.
What is embodied here is work accomplishment, since there will be no success
without achievement.
17
At this point, the researcher would like to highlight, in accordance with Kruger and
Van Schalkwyk (1997:119), that appropriate student behaviour in the classroom,
which is bound to vary from class to class, plays a significant role in the successful
course of the teaching-learning situation. All the disciplinary strategies employed in
the classroom will eventually contribute to work accomplishment.
2.6 Conclusion
There is no formula for becoming a good behaviour management teacher. Classroom
control strategies like models of instruction are not formulas such as “half the base of
a triangle multiplied by its height equals the area of that triangle”. Rather, classroom
control strategies are more similar to recipes that have to be adapted to the needs and
tastes of the cook and to the available ingredients. Disciplining, like cooking, is a
deliberative activity in the sense that through conscious reflection or deliberation the
process can always be improved. Its quality and outcome always depend on the
judgement of the teacher. One part of the judgement should centre on the students and
their changing needs, and one part should centre on the process of disciplining
(Gunter et al., 1999:353).
18
CHAPTER 3
RESEARCH METHODOLOGY 3.1 Introduction
In this chapter the researcher concentrates on the explanation of the research
methodology that will be followed in the study to research the problem. The chapter
deals with the research design that will be adopted, the research approach to be
applied and the method to be employed in the study. It highlights the population and
sampling methods as well as the data collection instruments to be applied. Procedures
for data collection and analysis will be presented. The chapter will conclude by
looking at the validity, reliability and trustworthiness of the study.
3.2 Research design
A qualitative research approach will be used in this study. This has been seen as
appropriate since the research will deal mainly with verbal data (White, 2005:80).
3.2.1 Qualitative approach
The reason for employing this approach is that what is being studied is taking place in
the classrooms, that is, the real world of teachers. The respondents will be describing
what they experience daily in relation to disciplinary strategies used in their
classrooms and the influence of these strategies on discipline among students. The
effects of these strategies on work accomplishment by students in class will be
studied.
A qualitative research has been defined by Thompson (in White, 2005:250) as a
collection of approaches to inquiry, all of which rely on verbal, visual, tactile and
auditory data. This information is kept safe in descriptive narratives like field notes,
recordings or other transcriptions from audio- and videotapes, other written records
and pictures.
19
The qualities of a qualitative research are that it describes and analyses people’s
individual and collective social actions, beliefs, thoughts and perceptions. McMillan
and Schumacher (2001:395) point out that a qualitative research is also an inquiry in
which researchers collect data in face-to-face situations by interacting with selected
people in their settings.
3.2.2. Ethnographic method
Since, according to White (2005:104), ethnography can be regarded as a description
of the people’s behaviour, it will be the most appropriate method to use. Interviews
and lesson observations will be used as part of the research, thus justifying
ethnography as a suitable research method to be used in this study.
3.3 Population and sample
Population
According to McMillan and Schumacher (2001:169) a population is a group of
elements or causes, whether individuals or objects or events, that conform to specific
criteria and to which one intends to generalise the results of the research. It is the
denotation of all individuals who fulfil the description of the group the researcher
wants to study (Leedy, 1997:202).
The population for this study will consist of all Grade 6 and 7 teachers from the
primary schools in the Zhombe Central Cluster. There are twenty Grade 6 and 7
teachers in the primary schools that comprise the cluster.
Sample
Leedy (1997:202) suggests that the population for a study should be carefully chosen
and defined in order to set precise parameters for ensuring the discreetness of the
population. A sample is a number of persons, things or situations placed together,
selected from a larger population or group. According to De Vos (in White, 2005:252)
20
a sample comprises the elements of the population considered for actual inclusion in
the study. A sample may be regarded as part of a whole taken from the population in
which one is interested.
Non-probability sampling will be used to select four primary schools to participate in
the research. As part of the sampling method the convenience factor will play a
significant role due to the inaccessibility of three of the primary schools. Therefore,
only the accessible primary schools will be selected.
Of the seven primary schools in the cluster, four primary schools with a population of
14 Grade 6 and 7 teachers will be included in the sample. From the sample of four
primary schools, all Grade 6 and 7 teachers will be selected for interviewing and class
observation. The composition of the sample will be as follows:
All the Grade 6 teachers: 7 teachers
All the Grade 7 teachers: 7 teachers
This will be a total of 14 teachers.
The Grade 6 and 7 classes will be selected since they are at the exit point of the
primary school. Hence, these classes are likely to have most disciplinary problems
because they will be thinking that they are leaving the school.
3.4 Data collection techniques
Cohen and Manion (1980:208) cite the following advantages of using a multimethod
approach:
The use of a multimethod approach in data collection eliminates bias or
distortion in the researcher’s picture of the particular slice of reality he or
she is investigating.
The use of triangulation helps to overcome the problem of method
boundedness.
21
In support of the above-mentioned notions, Maslow (in White, 2005:126) says, “if the
only tool you have is a hammer, you tend to see every problem as a nail”. Thus the
researcher will use the following data collection methods in this study.
Interviews
Observations
Field notes
Semi-structured interviews
The interview schedule will be divided into two sections. Section A will be used to
collect biographical information and section B will be used to gather information on
the views of teachers relating to the disciplinary strategies available and used, the
influence of these strategies on discipline among students in class and their effect on
work accomplishment by the students in the classroom.
Data will be collected through face-to-face interviews. An interview schedule will be
used including open-ended questions to which the teachers will have to respond. This
will give respondents the chance to give their responses in whatever way they choose.
During the interviews there will be freedom and flexibility. Interviews will be flexible
in the sense that the mode of questioning can be changed if the situation demands and
the respondents will have the opportunity to ask for further information.
Examples: Section A: What is your qualification?
Section B: In your opinion what is a disciplined or an undisciplined
class/student?
Observations
In observational studies the researcher inspects/observes the activities of a subject or
the nature of some material without attempting to draw out responses from anyone.
Class observations will be used to collect data. The teachers will be observed as they
present their lessons in their classrooms. Observations will focus mainly on how the
teacher manages or handles a lesson so as to keep students alert. They will also look at
22
how the teacher deals with the discipline problems that may arise during the teaching-
learning process. Teachers will be asked about their reactions at the end of the lesson
observation. The main issues to be observed are the following: classroom appearance,
students’ attitude, teacher’s attitude and classroom control strategies used.
Field notes on class observations
According to White (2005:163) a researcher must not rely on memory during
observations. Additional techniques for recording events such as note taking (field
notes) have to be employed. In this study the researcher will use note taking, which
will be done during lesson observations in the classrooms.
The interview method will be adopted because the respondents can expand on areas of
interest and use non-verbal cues such as facial expression to emphasise their
responses (Fraenkel & Wallen, 1996:96). The researcher will be able also to provide
clarity in areas where respondents need clarifications. In order to ensure clarity, the
researcher will pre-test the instruments (interview schedule and observation guide)
before administering them; the aim being to identify questions that may be ambiguous
and clarify them.
3.5 Data analysis.
The focus here will be on the interpretation and consideration of the results and the
drawing of inferences, all of which form part of the pursuit of a research to the
problem (Marais, Lourens & Alberts, 2004:5-6).
Analysis of qualitative data
The analysis of data obtained from interviews and observations will be done by
identifying common ideas from the respondents’ description of their experiences.
Irrelevant information will be separated from relevant information in the interview
and observation notes. The relevant information will be broken down into phrases or
sentences that reflect a single, specific thought.
23
The phrases or sentences will be further grouped into categories that reflect the
various aspects of meaning. The various meanings identified will be used to develop
an overall description as seen by the respondents (McMillan & Schumacher,
2001:464). For example question 11: Respondent No. 9: Q. “Briefly explain how you
would prevent such causes of indiscipline in class / student”. R: “The teacher should
be a good model so that children can copy. The teacher should also give clear
instructions and prepare lessons on time.”
3.6 Validity/reliability/trustworthiness of the study
Validity of the study
By validity it is understood that the researcher’s conclusions true or correct,
correspond with the actual state in reality (White, 2005:193). An interview is valid if
it provides accurate information (Haralambos & Holborn, 1995:829). Validity refers
to the ability of the instrument to measure accurately what it is supposed to measure.
It is the extent to which differences found with a measuring tool reflect true
differences among respondents being tested.
Validity in this study has been ensured in the following ways. The respondents will
first be given the purpose of the study and then asked to answer the interview
questions truthfully without any bias. They will be made aware that if they do not
answer truthfully the whole study will be negatively affected and hence become
invalid.
The interview schedule will be piloted to remove ambiguous/vague questions, thus
ensuring that it measures the concept in question and measures it accurately. All
participants will be interviewed and then the data collected will be audited and
presented for analysis.
Reliability of the study
Reliability is primarily concerned not with what is being measured but with how well
it is being measured. It has to do with the accuracy and precision of a measurement
24
procedure. One can achieve enhanced equivalence through improved investigator
consistency only by using well-trained, supervised and motivated persons to conduct
the research. De Vos and Fouche (White, 2005:197) state that reliability does not
guarantee valid results, but there can be no valid results without reliability.
Reliability in this research has been taken care of as follows. The use of piloted
interviews and class observations will guarantee reliable results. The notes taken
during lesson observations and the transcriptions of the interviews will increase
reliability since the data will be collected through face-to-face interactions. Only one
researcher will be involved thus increasing the reliability of the study.
Trustworthiness of the study
A variety of methods will be used to collect data. Firstly, interviews will be employed
to collect data and secondly class observations will be also carried out as a way of
verifying the data collected through interviews. Information from the interviews will
be transcribed and inserted at the back of the report. These transcriptions will
contain the exact words of the respondents thus making the study trustworthy. Since
interview schedules will be used after the pilot study this will give the researcher an
assurance that the instrument is measuring the concept in question and it is being
measured accurately; hence, increasing the credibility and dependability of the data
collected and thus trustworthiness of the study.
3.7 Conclusion
Chapter 3 presented the methodology of the study. It discussed the design, approaches
and methods, population and sample, sampling procedures, data collection techniques,
and how these will be administered. Data analysis procedures were also outlined. In
conclusion, the validity, reliability and trustworthiness of the study was presented.
Finally, if all the technicalities and formalities outlined in this chapter are followed as
planned this study will be a great success. In the forthcoming chapter the focus will be
on data presentation and interpretation.
25
CHAPTER 4
FINDINGS
4.1 Introduction
This chapter deals with the presentation of data gathered from the interviews,
observations and field notes during the fieldwork. The researcher will put the data in
writing and group it in such a way that specific categories of data correspond to
specific categories/sub-problems of the problem being investigated. Furthermore, the
researcher will deal with the data in such a manner that the relationship with the
problem is always indicated.
The interpretation of the data and the inferences will be drawn on the basis of the
research questions. If there are different views, these will be stated and an indication
will be given why one view is preferred to another.
The conclusions and findings will be stated clearly and will be related/linked to the
relevant literature on which the conclusions and findings are based.
4.1.1 Setting the scene
To prepare and create a relaxed interview / observation atmosphere, individual
participants were greeted and thanked for accepting to be interviewed or observed.
Anonymity and confidentiality was confirmed to each interviewee or individual to be
observed. The research topic was introduced and the value of the research explained.
4.2 Data presentation
4.2.1 Semi-structured interviews
26
Section A: Biographical information Age group
The respondents’ age groups fell into six categories. These were the late twenties,
early thirties, late thirties, early forties, late forties, and lastly early fifties. The late
twenties and early thirties were predominantly female, while the late thirties, early
forties, late forties and early fifties were predominantly male.
Gender
There were six female respondents and eight male respondents.
Professional qualifications of respondents
Only two respondents out of fourteen were graduate teachers and both of them
majored in administration. The rest were either diploma or certificate holders.
Experience in the teaching service
The number of years of experience ranged from three-quarters of a year (9 months) to
thirty years.
Experience as a Grade 6 or Grade 7 teacher
These ranged from two-thirds of a year (8 months) to seventeen years of teaching a
Grade 6 or Grade 7 class.
Attitude to the teaching career
Ten of the fourteen respondents enjoy their careers; the reason given being that of
love for working with students. Some enjoyed the challenge they got from the career
while others enjoyed the nature of the job. Three were not sure whether they enjoyed
it or not. This was due to poor remuneration. On the other hand, they also had a love
for working with the students. Only one respondent stated frankly that he did not
27
enjoy teaching. He cited the fact that the incentives were very low and that they never
tallied with the economic hardships he encountered.
Section B
Knowledge of various classroom control strategies
On analysing the data the teachers indicated knowledge of the following classroom
control strategies:
• Research findings showed that demonstrating to students that one cares was
one of the strategies available to the teacher.
• Persuading the student to do what he has not done. Finding the reasons why
the student has behaved the way he has behaved.
• Counselling students was also cited. Talking to students about good and bad
habits. Making them realise or become aware of the consequences of
misbehaving.
• Explaining to students what is expected of them was among the strategies
available. This was all about giving students terms of references that should be
adhered to.
• Giving adequate work suitable for the students’ level of understanding was
also evident as a strategy. The work should be challenging enough to keep
them (students) very busy most of the time.
• Using parental influence also helped in dealing with misbehaviour. Talking
to the parent to find out whether the problem emanated from home.
• Findings reflected that the teacher should be a role model. He must be
exemplary in all ways. That is, what he says and does and even the way he/she
dresses. Do exactly what you expect your students to do.
28
The research findings are in line with what other researchers have found in the theory
on strategies available for the teachers. The following table illustrates this agreement
between the research findings and what other researchers have found.
Table 4.1 Strategies from the research findings and other researchers
Strategies from research findings Same strategies from the literature
Caring Showing interest (Cole & Chan,
1994:321)
Persuasion Persuasion (Robertson, 1992:129-131)
Counselling Guidance and counselling (Cole & Chan,
1994:303)
Expectations Expectations (Gunter et al., 1999:356)
Adequate work Maximising time spent on learning
(James & James, 1996:28).
Parental influence Co-operate with parents (Cole & Chan,
1994:327)
Role model Demonstration (Gunter et al., 1999:356)
This is not the complete list of discipline strategies found in the literature, but just an
indication to show how closely the research findings and the theoretical background
tallies.
The use of classroom control strategies by teachers
Teachers used the following strategies for classroom control:
• The teachers used maintenance of an efficient learning environment. This
was evidenced by giving students adequate work, content tallying with their
level of understanding and challenging enough to keep them busy.
• They always talked of punishment, that is, reinforcement. Thus, trying to
correct or maintain behaviour displayed by the students through behaviour
modification.
29
• Teachers talked of establishment of rules and routines. They stated that
students are given clear explanations as to what was expected of them thus
establishing discipline policy, and setting basic rules and consequences for not
adhering to or following the rules.
• The use of persuasion and counselling was also put forward. When one find
the cause of indiscipline (Appendix II respondent 1 Question11) one would
obviously use persuasion to get the student to change. One needs to employ
persuasive techniques to win the student over.
• The use of parental or community influence is also evident in the responses
given. The respondents stated that they would talk to parents to find the root of
the problem.
• Finally, on strategies available, findings reflected that knowing each learner
individually would be used to find out exactly how one could deal with each
student. Each student has a unique personality hence each has to be treated in a
special way, however, one which is fair and just to all students.
Having seen what the teachers use, these strategies should be compared with those in
the literature. This helps to illustrate whether these classroom control strategies used
in practice also appear in theory. Below is a table comparing the strategies used by
teachers in practice and those found in the literature.
Table 4.2 Comparison of strategies used by teachers and those contained in the
literature studied
Strategies used by teachers Strategies available in theory
Maintenance of efficient learning
environment.
Reality therapy (Louisell & Descamps,
1992:229)
Punishment (reinforcement)
*The most commonly used.
Behaviour modification: Rewards and
reinforcements (Louisell & Descamps,
1992:229; Cole & Chan, 1994:311)
Rules and routines Establishment of rules and routes
30
(Kasambira, 1997:97)
Persuasion and counselling Persuasion (Robertson, 1992:129-131)
Guidance and counselling (Cole & Chan,
1994:303)
Parental or community influence Co-operate with parents (Cole & Chan,
1994:327)
Knowing each learner individually Student-related problems (Kasambira,
1997: 100-101)
It should be clear from the table above that all strategies used by teachers contained
some aspects of the strategies found in the literature studied. However, the less
experienced teachers relied more on punishment at the expense of the other various
strategies.
The influence of disciplinary strategies on discipline in the classroom
• The student’s behaviour
Research findings reflected that a disciplined student is attentive and always
polite to the teacher. He follows instructions given by the teacher with or
without the presence of the supervisor seriously and effectively. He is obedient
and very easy to control. Such a student always takes orders from the teacher
as they are. He knows what is expected of him even if the teacher is away. The
student has direction and focus on learning.
• The teacher
The teacher who knows and uses disciplinary strategies has fewer problems in
dealing with undisciplined students. He uses a variety of strategies in different
situations. The teaching-learning becomes easier to manage in his classroom.
He varies strategies in trying to prevent indiscipline in the classroom.
31
The effects of classroom control strategies on work accomplishment in the classroom
The following opinions on work accomplishment by an undisciplined class or student
in the classroom are emphasised.
The respondents stated that nothing is accomplished in an undisciplined classroom. If
there was indiscipline the class performed dismally and negative effects are
experienced in individual student performance. Indiscipline added to the failures in
class since it resulted in poor performance. It was said that indiscipline hinders
effective teaching and learning, hence progress in the classroom is hampered.
Indiscipline reduces the working pace thus reducing the content covered, therefore
fewer goals are achieved.
The need for training teachers on classroom control strategies
All respondents echoed the same sentiment, that there was a great need for training
teachers in classroom control strategies. They were all of the opinion that they would
attend such training and would definitely apply it in their classrooms afterwards.
There were two different opinions on who should present the training. The majority
were of the opinion that it should be presented by the headmasters at their respective
schools, thus becoming accessible to every teacher present at the station/school. In
contrast, the minority were of the view that the facilitators should be the district
officials and that the training should take place at a central venue which would be
accessible to all teachers in the cluster.
4.2.2. Observations
Classroom appearance
All classrooms had timetables with time analysis displayed. Media and duty rosters
were also available in all fourteen classrooms observed, however, none of the
classrooms had classroom/class rules displayed on the walls or anywhere in the
classroom. Some floors were tidy while others were untidy. Lee and Marlene Canter
(Louisell & Descamplws, 1992:229) point out that the teacher makes classroom
32
discipline policy, setting basic rules and consequences for adhering to or not
following the rules. This entails that where there are no classroom rules and
disciplinary problems are likely to be prevalent.
Attitude of students
Some were punctual while others were not. Some had uncombed hair and dirty
uniforms/dresses while others had short hair and smart uniforms/dresses. In none of
the classes were all the students in school uniform. Some students were noisy in their
classrooms while others seemed to be uneasy. In some classrooms students were
sometimes reprimanded while in other classrooms nothing was done to correct or
maintain student behaviour. According to James and James (1996:28) a successful
teacher is one who is competent in managing student behaviour to maximise the time
spent on learning. The students should be made aware of what is expected of them.
There should be no room for confusion (Canter & Canter, 1993:27).
Attitude of the teacher
Some teachers were punctual every day, which was evident in the check in/check out
register kept in the headmasters’ offices. Some teachers always had high enthusiasm
for their students while others had very low enthusiasm. Some always listened to
students while others occasionally listened to students. Enthusiasm is one of the
various classroom control strategies. Students respond well to teachers who show
interest in positive aspects of their achievements (Cole & Chan, 1994:321). Teachers
who had low enthusiasm and only occasionally listened to students encountered
problems in managing their classes.
Classroom control strategies used
Some teachers had limited strategies to use in their classrooms while others had a
variety. Some teachers handled their classes well while others struggled to keep their
students alert throughout a thirty-minute lesson. The latter could not maintain an
efficient teaching-learning atmosphere for their students. Their lessons lacked both
positive and negative reinforcements (Cole & Chan, 1994:311).
33
4.3 Data interpretation
Age and experience
A combination of maturity and experience breeds positive results in classroom
discipline. According to the findings, teachers aged thirty-six years and above have
fewer disciplinary problems in their classrooms. This concurs well with the
experience of the teacher in the teaching service and experience in teaching a Grade 6
or Grade 7 class. Others who are in the same age range but less experienced have
more disciplinary problems. These findings, therefore, show that maturity and
experience go hand in hand with classroom discipline management. This is in line
with what Cole and Chan (1994:298) say about an inexperienced teacher who is
always in trouble with indiscipline in his classroom.
The mature, experienced teachers show that they have a high tendency for tight
discipline and high work accomplishment in the classroom. They organise their
teaching-learning situations such that every student is kept focused on learning. Their
expectations are very high and are clearly explained prior to the business of the day;
an aspect which is difficult for immature and less experienced teachers (Kasambira,
1997:97-99). Young inexperienced teachers could learn from experienced teachers.
Gender and professional qualification
It should be noted that the forty-seven-year-old male teacher with twenty years’
teaching experience has the highest number of years teaching a Grade 6 or 7 class.
The forty-one-year-old male follows him with nineteen years in the teaching service
and fifteen years teaching a Grade 6 or 7 class. According to the research findings
these two gentlemen have minor disciplinary problems in their classrooms. The
former is a Bachelor of Technology in Education Management graduate while the
latter holds a certificate in education and is an undergraduate in the Bachelor of
Education Administration. The graduate teacher handles his class more efficiently
than the other, as he has more varied classroom control strategies to use in his
classroom (Cole & Chan, 1994:298)
34
The forty-three-year-old female teacher has the advantage of maturity, however,
owing to less experience in teaching a Grade 6 or 7 class, she experiences more
serious problems in her classroom than her two male counterparts. Moreover, she is
less qualified since she only holds a certificate in education and is currently not
undertaking any studies to upgrade herself.
The research finding is that more experienced teachers effectively and efficiently
utilise classroom control strategies in classroom control, thus resulting in a positive
teaching-learning atmosphere in their classrooms (Kruger & Van Schalkwyk,
1997:119 )
Attitude towards the teaching career
Cole and Chan (1994: 298) point out that discipline is all a matter of attitude and good
teaching strategies. As long as one has a negative attitude towards the career of
teaching itself there is no way one can succeed in the teaching-learning situation.
No one ever performs to his optimum if he does not enjoy what he is doing. For
anyone to perform to his best he must love or have a liking for that particular activity.
If the teacher finds the classroom situation boring how can he expect the student to be
enthusiastic in the teacher-learning situation? He probably expects the students to be
bored too.
Kasambira (1997:102) states that the classroom is a place for learning. All
disturbances that hinder learning are unpardonable. Thus, if the teacher does not enjoy
teaching then he will not bother to maintain order and, ultimately, discipline in his
classroom. Only teachers with positive attitudes to their job enjoy moulding the
students’ behaviour and their lives.
Ten of the fourteen respondents have positive attitudes; one has a negative attitude
towards the job while the other three have neither positive nor negative attitudes.
Hence, the findings indicate that the majority of the respondents have positive
attitudes towards their job.
35
Various classroom control strategies
Control is something that has to be achieved, worked for and frequently re-established
during the course of a working day. The struggle for control is not a simple one-way
process. Good teacher-student relations are enhanced when the teacher is in charge of
classroom activities, maintains classroom order and control and ensures that students
are kept busy (Cole & Chan, 1994: 320-321). If student behaviour gets out of hand
teachers cannot fulfil their central function of teaching. Teachers see the need to be
in control, to prevent unruly students from domination, as a necessary condition for
student learning.
Orderliness is a must. The teacher in today’s ideal classroom tries to emphasise
courtesy, cooperation and self-control. Although it is certainly true that violent and
threatening behaviour should not be the sole responsibility of the teacher, most
discipline problems in the classroom need to be negotiated and resolved by the teacher
and the student. Otherwise, when the student returns to the classroom the problem will
return as well (Gunter et al. 1999:358).
Effective classroom managers are teachers who have a well-planned relevant lessons
which they encourage students to take seriously, who make it clear what the
classroom rules are and teach disciplinary skills with as much care as they teach
academic skills, who realise what kinds of things stimulate students’ attention and
who know and enjoy each one of their students (Kasambira, 1997:71).
Therefore, effective teachers are characterised by clarity of direction and information,
setting desired behaviour and attitudes more frequently, presenting clear expectations
for work standards, and responding consistently to appropriate and inappropriate
behaviour.
According to the findings more experienced respondents indicated knowledge of the
following:
Caring for the students
Persuasion
Counselling
36
Expectations
Adequate work
Parental influence
Role model
On the other hand the less experience depended mainly on giving their students
adequate work. This resulted in more experienced teachers having less discipline
problems while the less experienced encountered more discipline problems.
The use of classroom control strategies by teachers in the classroom
It is believed that many students, who are thought to have serious discipline problems
and are in many cases labelled as hyperactive or emotionally disturbed, are in fact
suffering as a result of the way they are taught. Students who are bored, whose
learning style varies from the teaching style or who are asked to learn material that is
too challenging or too simple can become discipline problems. Too often teachers
diagnose teaching-learning problems as emotional, physical or mental problems, thus
failing to meet the challenge of finding a teaching solution. This has also been pointed
out by Gunter et al. (1999:318). Research findings indicate that some teachers have
problems in using appropriate classroom control strategies in their classrooms.
From the outlined research findings, it would seem that most teachers use at least one
strategy for discipline in their classroom. The most prevalent two are the
maintenance of an efficient learning atmosphere (Cole & Chan, 1994:335) which
is evident through giving students adequate work, the content of which corresponds
with their level of understanding and is challenging enough to keep them busy. The
establishment of rules and routines where students are given clear explanations as
to what is expected of them thus coming up with discipline policy, setting basic rules
and creating consequences for not adhering to or not following the rules.
Although the teachers use a number of disciplinary strategies the researcher observes
that some are not all that confident and efficient in using them. Hence, the disciplinary
strategies are not being effectively utilised in the classroom. If effectively utilised by
37
all teachers there would be far more efficiency in the teaching-learning fraternity than
is currently being realised.
The influence of classroom control strategies on discipline in the classroom
If classroom control strategies are effectively and efficiently utilised, the classroom
would be a breeding ground for disciplined teachers and learners.
The students’ behaviour
As has been verified through the findings, the students taught under certain
disciplinary strategies demonstrate the following patterns of behaviour:
Table 4.3 The students’ behaviour
From research findings From the literature (Kruger & Van
Schalkwyk, 1997:115)
• Become attentive and polite to the
teacher
• Follow instructions given by the
teacher with or without supervisor
seriously, effectively and
efficiently
• Are obedient and very easy to
control
• Always take orders as they are
given
• They know what is expected of
them even if the teacher is away
• The students have direction and
focus
• Co-operation between the teacher
and the students
• Voluntary submission to authority
• More freedom of choice
• Scope for questioning and debate
38
The teacher
The teacher who is a disciple of discipline strategies enjoys his teaching career. This
teacher experiences more joy than problems in his classroom. He becomes the master
of his teaching-learning environment. The teacher deals with many kinds of individual
student problems and provides a simple but effective process for getting right at the
issues and avoiding being side-tracked. This sentiment was echoed by Everston et al.
(1997:174).
This teacher uses a variety of discipline strategies. He does not rely on only one
strategy since no one model (Gunter et al., 1999:360) is appropriate for all students at
all times; nor would any one model always succeed with the same student. The
teacher knows that students have different personalities and hence respects their
uniqueness.
The teacher has the ability to initiate an activity, direct students through it, sustain
their attention and then successfully terminate it; thus enjoying the fruits of effectively
and efficiently using classroom control strategies for discipline in the classroom.
The effect of classroom control strategies on work accomplishment in the classroom
The disciplinary strategies have a great impact on work accomplishment in the
classroom. They can have either a positive impact or a negative impact. In this study
the researcher concentrated on the negative impact.
Farant (1991:197) points out that an uncontrolled class can be like a runaway lorry
causing havoc and making many people miserable. This implies that if students who
are anxious to work are disturbed no work will be completed, which will result in
failure to accomplish the target for the day. Time has been wasted in that lesson, thus
by the end of the day less work than expected has been covered.
As long as there is indiscipline in the classroom, the classroom rules will be breeched,
chronic misbehaviour will prevail and challenges to the authority of the teacher will
39
be the order of the day. Truancy, stealing, untidiness in class work, dress and habits
are the fruits of indiscipline. Eventually, tardiness in the classroom for lessons will be
the order of the day, thus leading to poor conceptualisation of concepts and
consequently poor work accomplishment.
All of the above result in the failure to achieve set standards in the classroom. Hence,
the research finding is that indiscipline disrupts work accomplishment in the
classroom. This notion is also supported by Kruger and Van Schalkwyk (1997:119)
when they state that appropriate student behaviour in the classroom plays an essential
role in the successful course of the teaching-learning situation.
The need for training teachers in classroom control strategies
There is a huge need to train teachers in classroom control strategies. This has been
revealed by the research findings as, in most cases, inappropriate strategies/techniques
are being used to correct or maintain discipline in the classroom.
This training would obviously equip teachers with various techniques for dealing with
disciplinary problems. Strategies or techniques should vary according to the
individual needs of learners. Gunter et al. (1999:360) point out that no one model is
appropriate for all students at all times; nor would any one model always succeed with
the same student.
The researcher agrees with one of the respondents’ ideas that headmasters should
present this training at their respective schools. However, the headmaster who does
this must be an informed person with regard to the disciplinary strategies used in
classrooms.
Table 4.4: Summary of research findings
Objectives of the
research
From interviews From observations
1. To find out what
methods for dealing with
There are many strategies
available for more
The less experienced
respondents had limited
40
discipline problems are
available.
experienced respondents
and fewer for the less
experienced.
strategies while the more
experienced respondents
had more strategies.
2. To determine which
methods teachers use in
order to keep control in the
classroom
Limited strategies in use
by the inexperienced
teachers/respondents.
Very minimal strategies
observed in practice for the
inexperienced teachers.
3. To determine the
influence of these
strategies on students in
the classroom.
According to the
respondents the disciplined
student has direction and a
focus on learning.
The observations made
showed that the
undisciplined student
always lost direction and
focus on learning.
4. To determine the effects
of classroom control
strategies on work
accomplishment by
students in class.
In accordance with
respondents nothing could
be accomplished or fewer
class achievements are
experienced in an
undisciplined classroom.
Class observations
revealed that limited or
fewer class achievements
are experienced in an
undisciplined classrooms.
4.4 Conclusion
Inadequate utilisation of the various disciplinary strategies available is the most
serious problem facing classroom teachers in schools in Zhombe. Teachers without
confidence believe that they are dealing adequately with disruptive behaviour, but
through observation and questioning the researcher could tell that indiscipline is not
being managed in the classrooms. Of course, they have a handful of strategies but
these are not effectively and efficiently utilised. Hence, there is always a degree of
poor work accomplishment. As long as disciplinary strategies are not properly,
appropriately, effectively and efficiently utilised, work accomplishment in the
classroom will be poor.
This chapter has presented findings of the effects of strategies used by teachers in
classroom control. These research findings were sourced from the sample population
41
of fourteen upper primary school teachers in the Zhombe Central Cluster. They reflect
that there were various strategies used by teachers in classroom control. However, if
not appropriately, effectively, adequately and efficiently utilised as expected, the
classroom situation degenerates into low work accomplishment.
Some of the problems encountered were a failure to apply preventive measures. This
was probably caused by insufficient knowledge of classroom control strategies. Other
problems emanated from a failure to differentiate minor disciplinary problems from
serious disciplinary problems, thus resulting in the application of inappropriate
disciplinary strategies.
42
CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This final chapter summarises the study retrospectively and presents the conclusions
of the research findings. In this chapter, all the loose ends are tied up and the
researcher indicates what has been achieved in each phase of the research process.
The researcher formulates his findings and conclusions regarding the research
problem, research questions and research objectives/aims. In closing, research
recommendations are formulated to serve as guidelines for further research or other
follow-up actions.
This study has tried to establish which classroom control strategies are used by
teachers in the upper primary classes in Zhombe Central Cluster. It also focused on
the possible effects of these strategies. It sought to find whether these strategies
influence classroom discipline in the teacher and the student. It also went further to
investigate whether there were any relationships between effective classroom control
and work accomplishment in the classroom.
5.2 Summary
Chapter 1 highlighted the importance of discipline in the school and its consequences
in work achievement in the classroom. It revealed that discipline problems originate in
society itself, the home, school, the curriculum and the teachers. The chapter went
further to look at possible solutions to the discipline problem and suggested effective
classroom management as the sole guide to an effective and efficient teaching-
learning atmosphere that would yield better work achievement in the classroom. The
chapter underscored the fact that the study was restricted to primary schools in the
Zhombe Central Cluster where the four schools chosen were the main focus of the
study. The four schools provided an adequate sample of the seven primary schools in
the Zhombe Central Cluster
43
Chapter 2 provided a review of literature related to the study. Central to all
institutions/classrooms was the need to have certain basic regulations governing,
controlling and directing the behaviour of students. Farant (1991:197) states that an
uncontrolled class can be like a runaway lorry causing havoc and resulting in misery
to many people. This implies that classroom control has to be effectively and
efficiently managed to reduce chances for distractions and disruptions in the
classroom. In this respect the Technikon Pretoria (1999:1) states that the importance
of effective classroom management can hardly be over-emphasised. The teacher
whose classroom practice is organised, controlled and purposeful will obviously have
better results than a colleague who neglects his/her management skills.
Disciplinary strategies available to the teacher were also looked at as their availability
impacted positively or negatively on the classroom control capabilities of the teacher.
The behaviour modification strategy advocated that behaviour can be changed if
circumstances surrounding the behaviour are appropriately modified. Cole and Chan
(1994:311) confirm that this is possible through use of positive and negative
reinforcements.
The transaction analysis strategy stated that individual behaviour was guided by one
of the three ego states: parent, adult or child. Each ego state has positive and negative
qualities. Thus, interpersonal problems take place when the teacher and the student
are operating in different ego states.
There was the reality therapy strategy, which states that students should be aware of
their own behaviour and plan for success. In this strategy the teacher helps students
become aware of why all is not well in the classroom. The teacher must eliminate
situations/instances in which students are likely to experience failure and must
increase experiences for success in the classroom.
The teacher effectiveness training strategy states that behaviour is managed by
improving relations between the teacher and the students by communicating and
resolving conflicts in a way that is fair to both parties. The use of teacher’s authority
is reduced as much as possible, and the student’s need for autonomy and
44
responsibility is enhanced. Therefore, this strategy calls for the maintenance of an
efficient learning environment.
Finally, on the strategies available to the teacher, the assertive discipline strategy
advocates that there should be predetermined rewards for good behaviour and
consequences for misbehaviour. In this strategy teachers take charge and make sure
that students adapt to their expectations. The teacher draws up a classroom discipline
plan, setting a few basic rules and several consequences for not following the rules.
The emphasis is on rewards and consequences (Canter & Canter, 1993:27).
The literature studied also revealed that effective teachers use disciplinary strategies
in their classrooms. On this note James and James (1996:28) point out that to be a
successful teacher one should be competent in managing student behaviour to
maximise the time spent on learning. Hence, a teacher who fails to utilise these
strategies would experience problems with classroom control and consequently poor
work accomplishment in the classroom.
Chapter 3 presented the research methodology. The research approach was to be a
qualitative approach since what was being studied took place in the classrooms which
is the real world teaching-learning environment for both the teacher and the student.
The method was to be ethnographic. Interviews, observations and descriptions of the
behaviour of a small number of cases was to be dealt with. The study concentrated on
a sample of four of the seven primary schools in the Zhombe Central Cluster.
Research instruments for interview and observation schedules to be used were set out.
The researcher pre-tested the instruments prior to administering them, as a way of
identifying questions which could be ambiguous and clarifying them. The researcher
himself conducted the interviews and made the observations.
Chapter 4 dealt with data presentation and interpretation. The age group ranged from
twenty-seven to fifty-one years. Males predominated among the older respondents.
with regard to professional qualifications, only one was a graduate teacher, one was
an undergraduate student and the remaining twelve were either diploma or certificate
holders. The findings revealed that experienced teachers handled their classrooms
with more control than inexperienced teachers. This view is also confirmed by Cole
45
and Chan (1994:28). With more experienced teachers there is likely to be more
discipline in the classrooms. There is also an increased likelihood that these
experienced teachers would use classroom control strategies more appropriately,
effectively and efficiently in the classroom.
5.3 Conclusions
The following conclusions were drawn from the research findings:
Various classroom control strategies
There are a variety of strategies available to the teacher. However, most of these just
exist in theory and are not practised on the ground, although they are very good
strategies with excellent techniques. Thus, if practically and appropriately
implemented in classroom control very good outcomes would be experienced in the
form of positive discipline in the classroom. Teachers have various classroom control
strategies at their disposal. Ultimately these should be used painstakingly in classroom
situations.
Use of classroom control strategies by teachers
Teachers seem to know the strategies but fail to use them in appropriate classroom
situations. They lack knowledge in selecting suitable strategies for the situations they
encounter in their everyday life in the classroom. They use those strategies that they
are used to. They do not have a flair for using a variety of strategies. Only more
experienced teachers prove to use a variety of classroom control strategies in their
classrooms regularly.
Influence of classroom control strategies on discipline in the classroom
• The student
Where there is discipline the students become attentive. They are polite and always
follow given instructions seriously with or without the supervisor. They always ensure
46
that they do what is expected of them even if the teacher is not available. Disciplined
students are obedient, easy to control and have direction and focus.
• The teacher
In a disciplined classroom the teacher is hard working. He always prepares for his
teaching thoroughly. He respects his students and always gives them what they are
supposed to be given. The teacher is always punctual for lessons. He does not rely on
one strategy when disciplining his/her students. He always enjoys his career. He loves
his students and they love him too. He has no favourites in his classroom, but always
makes his students aware of his expectations.
Effects of indiscipline on work accomplishment in the classroom
In a classroom where the discipline is ineffective, there is no effective teaching-
learning hence less work is always covered than what has been targeted. Indiscipline
in the classroom results in poor work accomplishment; thus hindering progress in the
classroom and adding to the failures in the class. Therefore if there is indiscipline in
the classroom there are fewer class achievements.
5.4 Recommendations
On the basis of this research, the following recommendations are made to all those
involved in classroom control.
Recommendations to teachers
Teachers should
- learn more about classroom control strategies
- establish rules and routines in their classrooms
- maintain an efficient teaching-learning atmosphere in their classrooms
- employ a variety of disciplinary strategies for classroom control
- consult their colleagues in order to enrich their own disciplinary strategies
47
- rely more on task-oriented strategies and minimise power-oriented
strategies/actions.
Recommendations to headmasters
Headmasters should
- provide teachers with adequate materials
- hold staff development training workshops on disciplinary strategies for
teachers
- enrich themselves on disciplinary strategies before holding such workshops.
Recommendations to education officers
Education officers should
- enrich themselves on disciplinary strategies in order to be good advisers on
such matters
- hold training workshops for headmasters on disciplinary strategies
- always evaluate work accomplishment made in the classrooms in their
schools.
Recommendations to teacher training colleges
Teacher training colleges should ensure that
- disciplinary strategies are incorporated as one of the main concepts in their
curriculum and that for one to be deemed to have passed should have excelled
in the application of these strategies effectively and efficiently in classroom
control.
- when recruiting, they recruit those persons who show love for the teaching
career. Especially, those whose academic performance is average and not high
fliers, since the latter usually use teaching as a stepping stone or rung in the
ladder.
Table 5.1 Summary on conclusions and recommendations
48
Objectives of the
research
Conclusions Recommendations
1. Find out what methods
for dealing with discipline
problems are available.
There are various
classroom control
strategies but they are not
appropriately utilised in
the classroom.
There should be staff
development programmes
for teachers on these
various strategies.
2. Determine which
methods teachers use in
order exercise classroom
control.
They have methods but
lack knowledge in
selecting suitable strategies
for the situations they
encounter.
Training workshops for
teachers on skills for the
selection of appropriate
strategies for a variety of
situations that may be
faced.
3. Determine the influence
of these strategies on
students in the classroom.
Disciplined students are
obedient, easy to control,
have direction and focus.
Teachers should employ a
variety of classroom
control strategies to groom
disciplined students.
4. Determine the effects of
classroom control
strategies on work
accomplishment by
students in class.
With indiscipline there are
fewer class achievements.
Teachers should enrich
themselves in classroom
control strategies by
attending seminars and or
workshops on classroom
management
An important note to all the above-mentioned stakeholders
Task-oriented actions are crucial for effective teaching per se, however there are
inevitable instances in which power-oriented actions come into play. What is essential
is that the teacher is able to identify which type of action is more appropriate for a
particular set of situations. The main danger is to rely on power-oriented actions when
problems stem significantly from ineffective teaching and inefficiency.
49
5.5 Suggested areas for further research
As this study only concentrated on the Zhombe Central Cluster, a further study is
suggested in the same field covering the whole district or probably the whole province
or country so as to get a much wider opinion on the effects of strategies used by
teachers in classroom control.
50
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53
AAPPPPEENNDDIIXX II
INTERVIEW TRANSCRIPTS
To prepare and create a relaxed interviewing atmosphere, the following was done:
- Individual participants were welcomed and tanked for accepting to be
interviewed.
- Anonymity and confidentiality was confirmed to each interviewee.
- The research topic was introduced and the value of the research was explained.
PRESENTATION OF DATA Responses of interviews are quoted directly without the corrections of any language
errors.
Key to abbreviations used in transcriptions.
Q = Questions
R = Response
54
RREESSPPOONNDDEENNTT 11
School Name: Gwenzimukulu
Age Of Interviewee: 32 Years
Sex: Female
Qualification: Diploma in Education
Teaching experience in years: 3 years
Experience teaching Grade 6 or 7 classes: 1 year
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: I enjoy being with kids. It is a calling, I never planned to be a teacher.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: Undisciplined are inattentive and speak back to the teacher, being rude.
Q: Give at least two causes of indiscipline in class/student.
R: Soft hand from the teacher. Eh… and not showing students that you care he
will return with indiscipline.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: Finding the cause where it is coming from then you deal with it. Eh… I
wanted to include that may be the indiscipline is from the background so you
have to call the parent.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: The parents of the indisciplined will talk to the child while the teacher will
also counsel.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Eh…….. No.
After such a response the researcher explains some of the strategies which the
I nterviewee may use in classroom control.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment?
R: Eh!….. eh ………. If there is indiscipline nothing is accomplished.
55
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes I think so.
Q: Who should present this training and where should it take place?
R: Eh!…. DEOs at a central place where all teachers would attend.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Oh! Yes.
RREESSPPOONNDDEENNTT 22
School Name: Gwenzimukulu
Age Of Interviewee: 39 Years
Sex: Male
Qualification: Diploma in Education
Teaching experience in years: 1 year
Experience teaching Grade 6 or 7 classes: 8 months
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: I like it because I gives students knowledge which will mould them
tomorrow. I enjoy because I meet different characters this helps me use
different methods of moulding and are moulded appropriately.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: A disciplined class/student is one who follows instructions given by the
teacher. An indisciplined student is one who doesn’t follow instructions, who
does whatever he thinks.
Q: Give at least two causes of indiscipline in class/student.
R: Teacher’s behaviour. The other … his/her class behaviour also affect his/her
discipline.
56
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: I would prevent such indiscipline by not using abusive or harsh words and stop
other students from laughing a student when he has given wrong answer.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: It will help stop disciplinary problems because the teacher will always
encourage the students instead of scolding or reprimanding them.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes.
Q: Why don’t you use these other methods if you know about them?
R: It is because I have chosen these two as they have yielded good results for me.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment?
R: The class would perform dismally because there won’t be any order.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes, there is a need, there is a need.
Q: Who should present this training and where should it take place?
R: The person who should present this training are the E.Os at Rio Tinto Zhombe
High School which is our central point.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes I would and definitely apply it in my classroom after attending the
workshop.
RREESSPPOONNDDEENNTT 33
School Name: Gwenzimukulu
Age Of Interviewee: 43 Years
Sex: Female
Qualification: Certificate in Education
57
Teaching experience in years: 13 years
Experience teaching Grade 6 or 7 classes: 6 years
Q: Do you enjoy your career?
R: Sometimes.
Q: Give at least two reasons for you answer.
R: Poor remuneration. I enjoy working with kids. Poor resources. Inadequate
resources.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: Ah! A disciplined is a class which can follow instructions with or without
supervisor. An undisciplined is hard to control, disobedient.
Q: Give at least two causes of indiscipline in class/student.
R: Poor control by the teacher. A class without rules to follow when the teacher
is not there don’t even know what to do.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: Explain to the students what is expected of them. Terms of rules, conduct,
behaviour and list and explain rules which should be adhered to.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: The students will know what to do as soon as they get into the classroom.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes, canning/force.
Q: Why don’t you use these other methods if you know about them?
R: Because corporal punishment is illegal.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment?
R: It has negative effects on the performance of the individual.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes because an indisciplined class is a very difficult class to be handled by
teacher.
Q: Who should present this training and where should it take place?
58
R: The administrators and senior teachers at the school.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes.
RREESSPPOONNDDEENNTT 44
School Name: Champeni
Age Of Interviewee: 32 Years
Sex: Female
Qualification: Diploma in Education
Teaching experience in years: 6 years
Experience teaching Grade 6 or 7 classes: 4 years
Q: Do you enjoy your career?
R: No/Yes.
Q: Give at least two reasons for you answer.
R: 1. Remuneration. 2.The work is too much. Yes because its easy job.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: Disciplined is well behaved. Students are able to work even if you are not
there. Undisciplined are those who don’t listen completely.
Q: Give at least two causes of undiscipline in class/student.
R: There will be no rules in class plus students will not be adhering to rules.
They are not ever disciplined.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: You give them expected rules. The teacher needs to practise punishment plus
counselling.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: If students realise that they are beaten they can do away with truancy.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
59
R: Yes.
Q: Why don’t you use these other methods if you know about them?
R: I want to instil discipline quickly so I use punishment. I want discipline to be
there quickly.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment?
R: The effects are many. They cause …. It causes a situation whereby one has
heroics in class. Adds bully in class. It adds failures in class.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes, so that teachers get a variety of methods.
Q: Who should present this training and where should it take place?
R: D.E.Os. should present this training at a central venue.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes and I would apply it.
RREESSPPOONNDDEENNTT 55
School Name: Mgandani
Age Of Interviewee: 40 Years
Sex: Male
Qualification: Diploma in Education
Teaching experience in years: 6 years
Experience teaching Grade 6 or 7 classes: 5 years
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: Because of discoveries on effectiveness of various teaching methods I have
made in teaching the grades. It has forced me to read wider.
Q: In your opinion what is a disciplined or an undisciplined class/student?
60
R: A disciplined class is a class that takes orders/rules from the teachers as they
are. Then the opposite of this is undisciplined.
Q: Give at leas two causes of undiscipline in class/student.
R: Insufficient work or too easy work.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: Giving adequate or more exercises in form of written/oral work/challenging
work.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: Students will be kept occupied minimising time/chances of misbehaviour.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes.
Q: Why don’t you use these other methods if you know about them?
R: The ones used are more beneficiary to both the class and the teacher.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment?
R: Results to poor performance.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes because without discipline learning/teaching becomes difficult.
Q: Who should present this training and where should it take place?
R: Headmasters should present this training in form of staff development at their
schools where everybody would have access.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes.
RREESSPPOONNDDEENNTT 66
School Name: St Martins De Porres
Age Of Interviewee: 27 Years
61
Sex: Female
Qualification: Diploma in Education
Teaching experience in years: 3 years
Experience teaching Grade 6 or 7 classes: 9 months
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: 1. Mainly to help the children. 2. Because the career has security.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: An undisciplined is a class that has children who don’t take any given
instruction seriously. A disciplined class that takes up given instructions
effectively.
Q: Give at least two causes of undiscipline in class/student.
R: 1. May be parental influence. 2. Week strategies used by the teacher to
control a class.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: You can talk to the parents and try to find ways of cabbing such influences.
Teacher may try to vary strategies used in order to instil discipline.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: In varying ways may be one way might be more effective than others.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes. Punishing the child. Any besides corporal.
Q: Why don’t you use these other methods if you know about them?
R: The other methods may cause the child to hate school.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment?
R: Indiscipline bars effective learning/teaching in the classroom.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes I think there is need so that teachers can vary methods in trying to prevent
62
indiscipline.
Q: Who should present this training and where should it take place?
R: E.Os. should present this training at a central points where everybody would
be available.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes and I would and would apply it after training.
RREESSPPOONNDDEENNTT 77
School Name: St Martins De Porres
Age Of Interviewee: 40 Years
Sex: Male
Qualification: Diploma in Education
Teaching experience in years: 12 years
Experience teaching Grade 6 or 7 classes: 9 years
Q: Do you enjoy your career?
R: Yes, partly.
Q: Give at least two reasons for you answer.
R: No because there are no incentives. Yes, because I enjoy working with pupils.
Q: In your opinion what is a disciplined or an indisciplined class/student?
R: A disciplined pupil is someone who is well behaved, who follow school
instructions.
Q: Give at least two causes of undiscipline in class/student.
R: Usually if pupils are not fully occupied that may cause indiscipline. If pupils
are left alone without someone manning them.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: By occupying them fully – giving them enough work. Also allow them to go
for break or lunch because if you keep them they may misbehave which will
be a way of telling you that they are tired.
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Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: As above in question 11..
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes.
Q: Why don’t you use these other methods if you know about them?
R: The other method is corporal punishment which is not allowed by the
government.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment in the classroom?
R: Yes I think the indiscipline hinder progress in the classroom.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes, I think because if someone does not really know how to deal with the
kids he will fail to control a class.
Q: Who should present this training and where should it take place?
R: Headmasters under their staff development programmes at their schools..
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes.
RREESSPPOONNDDEENNTT 88
School Name: St Martins De Porres
Age Of Interviewee: 34 Years
Sex: Male
Qualification: Diploma in Education
Teaching experience in years: 7 years
Experience teaching Grade 6 or 7 classes: 7 years
Q: Do you enjoy your career?
R: No.
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Q: Give at least two reasons for you answer.
R: Incentives are very low if I look at economic hardships. No second reason.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: I can say undisciplined is a class which makes noise, run around instead of
doing their work while teacher is away.
Q: Give at least two causes of undiscipline in class/student.
R: May be there will not be having any work. Maybe the teacher is failing to
deliver the goods due to lack of content.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: Give them more work to do and the content of work should tally with their
level of understanding.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: If you give them more work they will be occupied so they will not be running
around. If you give them content which tallies they will be able to solve the
problems.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes, punishment not corporal but that which suit the type of crime committed.
Q: Why don’t you use these other methods if you know about them?
R: Ah! I think if you use other types some kids may start to be anti-school
Q: According to your opinion what is the effect of indiscipline or work
accomplishment?
R: I thinking it will affect the performance of the child. The child will fail to do
work properly.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes so that they can deal with the problems of indiscipline in their classrooms.
Q: Who should present this training and where should it take place?
R: E.Os. at a central venue where everybody would attend.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Of course, yes.
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RREESSPPOONNDDEENNTT 99
School Name: Mgandani
Age Of Interviewee: 42 Years
Sex: Female
Qualification: Diploma in Education
Teaching experience in years: 1 year
Experience teaching Grade 6 or 7 classes: 9 months
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: Because I enjoy working with the children. Kids need love, you know, and
need to be understood. I enjoy to build proper foundation for the young ones.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: Indisciplined is a class which is difficult to control. Disciplined know what to
do even if the teacher is away
Q: Give at leas two causes of undiscipline in class/student.
R: 1. The absence of the teacher. 2 Punctuality of the teacher/ill preparation of
lessons/disciplined clothing
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: The teacher should be a good model so that children can copy. If not
exemplary children would do whatever. Give clear instructions and prepare
lessons on time.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: If the teacher is away should have given clear instructions as to what should
be done while away. This would avoid pupils from making noise.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes, reprimands.
Q: Why don’t you use these other methods if you know about them?
R: Because if you are teacher you need to be a model.
66
Q: According to your opinion what is the effect of indiscipline or work
accomplishment in the classroom?
R: His/her performance would get down because he/she would not work hard.
His/her performance would be very low.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes, there is a need because if not trained then the children will not be trained
also.
Q: Who should present this training and where should it take place?
R: Headmasters at their schools.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Obviously.
RREESSPPOONNDDEENNTT 1100
School Name: Champeni
Age Of Interviewee: 40 Years
Sex: Male
Qualification: Diploma in Education
Teaching experience in years: 12 year
Experience teaching Grade 6 or 7 classes: 10 years
Q: Do you enjoy your career?
R: Well, honesty I would say, yes.
Q: Give at least two reasons for you answer.
R: Gives me time to prepare for my teaching e.g. weekends/school holidays. It is
easy to manage.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: Eh!. The one who doesn’t take or follow agreed classroom orders is
undisciplined. Then the opposite is disciplined.
Q: Give at leas two causes of undiscipline in class/student.
67
R: Lack of, eh, conceptualising taught concepts forces the child to think of other
things. Eh, lack of teacher’s understanding personality of that particular child.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: Ability grouping would help level the child to others. Child study to
understand uniqueness of every child.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: Child study reveals background of the child because the child is what he/she is
because of the background.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes.
Q: Why don’t you use these other methods if you know about them?
R: Because of the . teacher-pupil ratio. If it was small I would employ more
methods.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment in the classroom?
R: It draws back/reduces working pace therefore reducing content covered.
Definitely, teaching-learning has not been to its optimum.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes, definitely, yes. Teachers are taught at college but the world is dynamic
we need to always update ourselves.
Q: Who should present this training and where should it take place?
R: District officials at a central place.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Definitely yes.
RREESSPPOONNDDEENNTT 1111
School Name: St Martins De Porres
68
Age Of Interviewee: 41 Years
Sex: Male
Qualification: Certificate in Education
Teaching experience in years: 19 years
Experience teaching Grade 6 or 7 classes: 15 years
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: I enjoy working with the kids. I enjoy moulding behaviour of kids.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: A disciplined is that kind of pupil who is able to follow instructions or do what
is expected.
Q: Give at least two causes of undiscipline in class/student.
R: The teacher can be a cause in terms of punctuality or lesson preparation. In
effective teaching can lead to indiscipline.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: I have to be punctual and effective in my teaching.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: Punctuality would reduce because the kids won’t be late to school. The
moment they discover that the teacher demands high expectations the
indiscipline will cease.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes.
Q: Why don’t you use these other methods if you know about them?
R: Corporal punishment can be used but is not good.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment in the classroom?
R: Indiscipline lowers down the results even percentage passrate.
Q: Do you think there is any need for training teachers on discipline
methods/models?
69
R: Yes, there is a need because for a pupil to achieve there must be set
parameters.
Q: Who should present this training and where should it take place?
R: Headmasters and senior teacher at their schools under staff development
programmes.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes I would attend and implement what I learnt.
RREESSPPOONNDDEENNTT 1122
School Name: Mgandani
Age Of Interviewee: 47 Years
Sex: Male
Qualification: B. Tech: Education: Management
Teaching experience in years: 20 years
Experience teaching Grade 6 or 7 classes: 17 years
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: 1. Love for children. 2. I feel its inborn.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: An indisciplined student is that who doesn’t have direction, doesn’t have
focus.
Q: Give at least two causes of undiscipline in class/student.
R: 1. Lack of resources in class. 2. Prolonged spell of bad results.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: 1. Mobilisation of the community to be focussed as to why the child is to be
educated.
2. Change in administration because if it is used to a certain trend it doesn’t
change.
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Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: Change of administration if it brings about success then pupils begin to
emulate successes of brothers and sisters then they become focussed.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes.
Q: Why don’t you use these other methods if you know about them?
R: Because there are situations which fit them e.g. if disserts school after lunch
the child can be made volley ball captain.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment in the classroom?
R: Obviously if there is indiscipline most of the work is not done ultimately
leading to bad results and poor rappore between teacher and community.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: Yes, because all good work is a result of good discipline. It is a disciplined
teacher working with disciplined children who are from and for a disciplined
community.
Q: Who should present this training and where should it take place?
R: Headmaster and deputy headmaster under staff development programmes in
their schools.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Definitely, yes.
RREESSPPOONNDDEENNTT 1133
School Name: Ngwenzimukulu
Age Of Interviewee: 36 Years
Sex: Female
Qualification: Diploma in Education
Teaching experience in years: 10 years
71
Experience teaching Grade 6 or 7 classes: 3 years
Q: Do you enjoy your career?
R: Yes.
Q: Give at least two reasons for you answer.
R: 1. I just like children socialising with children and how they behave. 2. I find
teaching as a challenging, may be I think I learn a lot.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: A disciplined class I think is that class that does not give you headache. They
just follow school rules or what you tell them to do.
Q: Give at leas two causes of undiscipline in class/student.
R: May be children can be indisciplined if they are not fully occupied, if they
don’t have challenging work to do. May be the type of administration being
used by teacher-may be its liaz–affaire so they do what they think.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: Punishment. If a child misbehave he should not go like that he should know
that if I do something I will be punished.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
R: They won’t play. They will be fully occupied. They will be kept busy.
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes, corporal punishment, guidance and counselling, use of guardians.
Q: Why don’t you use these other methods if you know about them?
R: Some methods can cause problems it depends where you are and the
community you are working with.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment in the classroom?
R: Discipline is very important in class. A disciplined child is easy to teach and
also a disciplined child is easy to help. So as a result a disciplined class has
better results than an undisciplined class.
Q: Do you think there is any need for training teachers on discipline
methods/models?
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R: Yes please, because its very difficult to deal with these kids since they are
unique. So we need to know different methods of dealing with indiscipline.
Q: Who should present this training and where should it take place?
R: Headmasters and the most senior members of staff at the school.
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes I would and even apply it afterwards.
RREESSPPOONNDDEENNTT 1144
School Name: Mgandani
Age Of Interviewee: 51 Years
Sex: Male
Qualification: B. Ed (Administration)
Teaching experience in years: 30 years
Experience teaching Grade 6 or 7 classes: 7 years
Q: Do you enjoy your career?
R: Yes I do.
Q: Give at least two reasons for you answer.
R: 1. Its seeing children develop. I find pleasure in that. 2. I find teaching
intellectually challenging.
Q: In your opinion what is a disciplined or an undisciplined class/student?
R: Disciplined class is a group of students who are focussed towards their
learning.
Q: Give at least two causes of indiscipline in class/student.
R: 1. Underoccupation of students. 2. If they are not satisfied with quality of
material they are given they tend to be indisciplined.
Q: Briefly explain how you would prevent such causes of indiscipline in
class/student.
R: The quality of instruction must be high quality.
Q: Explain briefly how any one of the methods given above would reduce
disciplinary problems.
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R: As long as those children get quality instruction will respect the teacher. As
long as they get adequate occupation they will hardly get time for
indiscipline..
Q: Do you know of any other methods of dealing with indiscipline in
class/student?
R: Yes, the other perhaps may be rewards/punishment.
Q: Why don’t you use these other methods if you know about them?
R: Eh! It all depends on the kinds of students.
Q: According to your opinion what is the effect of indiscipline or work
accomplishment in the classroom?
R: If there is no discipline there is no goal achievement because there is no focus.
The organisation loses its focus/purpose.
Q: Do you think there is any need for training teachers on discipline
methods/models?
R: There is huge need. Most times wrong methods are used for correcting
discipline. Methods should vary according to individuals.
Q: Who should present this training and where should it take place?
R: The headmaster should present this training at the school
Q: Would you attend such training and apply it in your classroom afterwards?
R: Yes it would be necessary to attend and would apply it.
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APPENDIX II
AN OBSERVATION GUIDE
Research topic: The effects of strategies used by teachers in classroom control.
⇒ The physical appearance of the classroom
- Inside the classroom
⇒ Attitude of students
- Punctuality
- Their dressing- wearing of school uniform
⇒ Attitude of teacher
- His or her dress code
- Punctuality
- Enthusiasm
- Attentiveness to the students
⇒ Discipline strategies used
- Quantity, quality and appropriateness
- How is the class controlled