CLASSROOM BEHAVIOUR

The reason for dedicating a specific section in this literature review toward addressing classroom behaviour is based on my observation done at the school where the research was carried out at. Classroom behaviour has a large influence and impact on learners learning and educators being able to deliver a lesson and facilitate learning. Once there is a problem with the school and classroom

behaviour this has a negative repercussion on the learning productivity within the classroom. Often educators are blamed for learners’ poor performance; however, it is important to make mention of the fact that educators across South Africa face the challenging behaviour of learners in the classroom with reference to undisciplined behaviour and the aversion of accepting the educator as an authoritative figure. This behaviour can be viewed by an outsider as the educator being weak and unable to control the classroom; however, at the other end of the spectrum this very classroom behaviour often disempowers the educator. Furthermore, this

misbehaviour results in a lack of successful learning. There are many laws which protect the learners of South Africa and their right to an education and learning. This makes it extremely difficult to discipline learners in the classroom. When learners become unruly and disruptive; an educator is forced to keep that learner/s in the classroom instead of putting the learner outside of the classroom until the learner has calmed down and regained composer to be able to enter the learning environment. Disciplinary procedures include sending a note to the parent or

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guardian of the student. However, this does not always work as the parents of these learners come from low socio economic backgrounds. They either work or find it difficult to report to school in order to deal with their child’s learning and

discipline issues. Furthermore, the parent/guardian cannot afford to travel to school to deal with these issues. While learners’ rights are often highlighted there is a lack of mention of their responsibility; thus one finds that their rights often motivate them to indulge in acts of misbehaviour and demonstrate a rebellious

misdemeanour. Learners and parents are very familiar with their right but fail to remember their responsibilities that go alongside these rights. The lack of parent involvement in their child’s progress is clear (Prinsloo, 1998). Classroom misbehaviour is a serious barrier to learning and so too is keeping learners engrossed in the current curriculum a great challenge; while their interest is different to that of generations before the curriculum has not been changed to address these issues at hand.

There are various factors which give rise to this unsavoury behaviour of learners. A few of these reasons will be mentioned and explored. According to Prinsloo (1998) the problem of learners being unruly stems from various situations. These

situations can be identified as the following, namely a disruption of family life and or community; poor role modelling; lack of parent supervision and presence; lack of affection, care; low socio economic status; single parenthood; as well as emotional insecurities (Najman et al. 2000: p439). The factors influencing the teacher and learning process are “the individual, the classroom, the school, the family, the community and the broader society” (Donald, Lazarus and Lolwana, 2010). In view of these influences, it is important to remember whilst teaching a lesson that learners may have pre-conceived ideas, which may have been learned from any these factors. One needs to be sensitive to these influences as they all contribute to the learners’ development. I am inclined to concur with Prinsloo (1998); Najman (2000) and Donald, Lazarus and Lolwna (2010) as these reasons were evident while discussing the behaviour matters with educators at the school of research. While also speaking to learners these factors came out and it was evident why certain learners behaved in an unsavoury manner and this also explained why the school has psychologists that come in on a weekly basis to deal with the above stated issues which learners face. Learners accept certain texts while rejecting the

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majority of prescribed texts. While investigating the reason for their rejection towards many of their prescribed texts I discovered through classroom observations and the interview process that the learners were unable to relate to those texts and more over these texts were taught in a very mandarin and boring fashion which further pushed learners away from wanting to read and engage with these texts. Behaviour is not something that should be dealt with solely by educators for the obvious reasons that it is not their responsibility to be disciplinarians nor do they have the time or qualification to deal with such issues and the issues related to learner’s misbehaviour. Parent involvement and participation in schools are increasing and evident. Educators are swamped with over-sized classrooms and a demanding workload and parents and guardians who are not interested in their child’s performance and future. Many parents leave their child at school with the assumption that their child’s future and educational needs are solely the

responsibility of the school and the educators. Parents/guardians should be instrumental in their children education. Parents need to create an environment at home that is conducive to learning. The practice of reading needs to be seen and reinforced at home. Parents/guardians should make time in the evenings to sit with their children to assist and facilitate their homework being done. I would also suggest that reading be done every evening for at least 20 minutes during the week. The family could discuss what they are reading and its relevance. Reading a

newspaper or community paper could be a starting point for this activity. Thus classroom behaviour is largely dependent on what happens at home. If the learners home setting is controlled and discipline and reading is enforced, these acts are likely to filtrate in the classroom.