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.

ii

DEDICATION

THIS STUDY IS DEDICATED TO MY WIFE SONENI, DAUGHTER

SUBUSISO, SONS ZIBUSISO, MDUDUZI AND MTHOKOZISI FOR THEIR

UNFAILING SUPPORT.

iii

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.

iv

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.

v

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

vi

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.

4

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:

5

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.

7

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.

8

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.

9

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.

10

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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Cole, P.G & Chan, L. 1994. Teaching principles and practice. Australia: Prentice

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Eksteen, F.R.L.N. 1996. Business management: An introduction. Cape Town: Nassau.

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James, L. & James, F.N. 1996. Principles of classroom management: A professional

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Technikon Pretoria, 1999. Study unit 4 – classroom management. In Technikon

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skills. Pretoria: Van Schaik.

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White, C.J. 2005. Research: A practical guide. Pretoria: Intuthuko Investments.

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.

63

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.

64

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.

65

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.

70

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?

72

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.

73

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